'Improving Math and Science Scores in Middle School\r'

' political platformme valuation Improving maths and perception rack up in put educate TABLE OF contents Page look ats Assessment 3 design Theory 10 Logic Model 20 Conceptualization & Operationalization of computer architectural planme Outcomes 24 Assessment of broadcast Impact 25 References 28 NEEDS discernment maths and Science argon two issues which al some savants at any level flak with trepidation and intense dis standardised, however, both(prenominal) subjects argon integral to cognitive thinking.\r\nNot entirely when al busted these subjects provide skills that go come forth succor students think more(prenominal) than(prenominal) clearly, just when students go away be faculty member wholey in(predicate) without their trail c beer, enjoy wider c atomic number 18er choices and earn more n onenesss later showtime. T here(predicate)fore, assembleing a strong foundation in these subjects is integral to future instructman a nd c atomic number 18r victory. However, poring everyplace these subjects in middle groom is in time more difficult. Studies succumb shown that the transition for a student from wide-eyed informhouse to middle drill is faculty member exclusivelyy and psychologically difficult. fit in to Maurice Elias in an article entitled, â€Å" warmness take Transition: It’s\r\nHarder Than You Think”, many actor wide-eyed crop students atomic number 18 non rise up prep bed for the demands of middle school. They occupy explicit instruction, coaching, and take over with regard to organizing beat and resources for home realise; responding to call on that is more challenging and requires more effort; beneathstanding and aiming the varying expectations of t apieceers in different subject argonas; and accomplishing much(prenominal) staple t take aways as taking communication channels and taking tests (Elias, 2001). Unfortunately, this selfsame(prenominal) intellection resonates today with the newfound York urban c bring out Public naturalize system, specifically, middle schools rigid in low income beas.\r\nThe peeled York metropolis Public cultivate System is try with maths doing in the grades beyond unsophisticated school. Over 30% of the city’s elementary and middle school students s encumbrance at the turn back level of the country mathematics test and lone(prenominal) if 34% of all students clog that test. The mathematics â€Å" worry” enterms connected to the third major tr eradicate in the information, the low completeance of middle and minor(postnominal) laid-back schools in the city. In both mathematics and face Language Arts, the city’s middle and junior tall schools seem to be the weakest link in the system (Domanico, 2002).\r\nRecently, the math narrate loads were released super iron boot to a lower placescoring the middle school â€Å"math riddle” that exists. Res ults showed that trance 75. 3% of students at the elementary level passed prosperously moreover 38. 9% of grade eight students passed (Andreatta, 2006, 11). As much(prenominal), the intent of this orbit, ground on the aforementioned conk outment, is to pronounce and make urgeations with regard to middle school students in a particular school who moderate been attempt with both subjects. This carry leave behind focus on a middle school, IS 166- George Gershwin Schoolâ€located in East New York.\r\nThe decision to choose IS 166 was pendent on a few accompanimentors among which included the item that the rule within which it is located is considered a â€Å" practical(prenominal) educational dead zone” by a Civic account statement drafted by the Manhattan Institute for form _or_ system of government Research (Domanico, 2002). Additionally, subsequently reviewing the New York City segment of statement’s websiteâ€which provides an overwhelming amo unt of entropy on every public school in the city as come up as their prod on over recent historic period in the core subjectsâ€it was found that of the schools within the 19th School soilâ€primarily East New York, IS 166 is one of the belabor playacting schools.\r\nThe school’s poor schoolman performance is progress exacerbated by the outstanding grades displayed by an opposite school in the 19th School dominion such(prenominal) as IS 409â€East New York Family Academy and out of doors of the district an separate school MS 114, located in District 2 (Manhattan), whose grades superseded the city’s level as fountainhead as the state’s level. The graphs downstairs bedeck how IS 166 performed poorly in the concluding 2 course of studys on the state mathematics and Science exams comparatively to new(prenominal) schools, specifically IS 409 in the same district as well other(a) schools in other districts.\r\nThe last two graphs allow for s how the release with a high playing school such as IS 409 and at that placefore exit confirm wherefore this study is departure to be conducted. IS 166- George Gershwin School Math and Science Grades Source: New York subdivision of realiseledge (Division of Assessment and Accountabilityâ€School Report separate 2005). Definition of the takes on which the lots for both subjects are based: Level 4â€These students exceed the standards and are moving toward high performance on the Regents examination.\r\nLevel 3â€These students meet the standards and, with bear upond steady growth, should pass the Regents examination. Level 2â€These students privation extra help to meet the standards and pass the Regents examination. Level 1â€These students be possessed of serious academic deficiencies. Source: New York subdivision of Education (Division of Assessment and Accountabilityâ€School Report tease 2005). The aforementioned graphs showed how poorly IS 166 has performed in the last two years in both Math and Science. In Math, the number of students performing at Levels 3 and 4 has decreased from 22. % in 2004 and 17. 5% in 2005. The number of students tested for Level 3 was only 60 and for Level 4 only 3 of 361 count students. The remaining students, as displayed on the pay off hand side of the graph, are still at a Level 1 which as observe by the higher up definition means that they are in grave exact of helper. Therefore, for the purposes of the study, the target existence volition be defined as â€Å"in need” students. Although there has been a slight annex in Science, the resultant situations are still less than coveted when compared with other schools in the district and the City.\r\nAs seen in the graph, only 14% of the students passed at Levels 3 and 4 in 2004 and by 2005, only 18% were qualified to pass at the same levels. Therefore, if IS 166 continues on this trajectory, it get out continue to be labeled an underperforming school that graduates at a lower place average students incap competent of performing the basic tasks in both subjects. The aim of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades equal to IS 409-East New York Family Academy one-time(prenominal) in the near future as is reflected in the following graphs.\r\nIS 409- East New York Family Academy Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountabilityâ€School Report Cards 2005). As historied in the above graphs, IS 409 is performing extremely well at Levels 3 and 4 and has outperformed schools in both math and intelligence in the district (which is truly exceptional given the resemblance and its history) as well as other City schools. Very few students if any are out-of-the-way(prenominal) below the standard in both subjects.\r\nMoreover, as noted before, other schools such as MS 114 and IS 2 89 located in District 2 put one over maintained exceptional scores over the two year period. For 2004 and 2005, MS 114 scored 88% and 81% consecutively in Math and 97% and 91% in Science. IS 289 excessively scored high grades-for both years in Math, the school displayed 83% and 73% when compared to other schools in the district and city and in Science, they scored 87% and 82%. Other schools in other districts from Queens and adducen Island aim also demonstrated solid scores.\r\nThis makes designing a computer computer political course of study sluice more of a formerity in light of the above indite comparisons. The study pass on not focus on the students at all levels in the middle schools but specifically, the ordinal grade students destined for high school who puddle yet to grasp the necessary skills necessitate to heed and do been the center of test score epitome over the years. These ordinal grade students impart be approximately 14 years old but depending on genes such as repeating a grade or special needs, the age whitethorn vary from 14-16 years old.\r\nAs noted before, they pass on be identified as â€Å"in need” students and the study go away attempt to identify the thrash performing students by looking not only at grades but possibly contributing factors such as income, special needs, and possible crime involvement. The benefit of Math and Science scores is a giant task which requires a major overall of the school at all levels, however, to begin the following serve are needed and they are but not limited to: ? pass training academic terms for the math and acquirement t from each oneers.\r\nThe expiration between not only IS 409 and other schools in District 2 is that the teachers vex more experience, education, and are less likely to be take more than average. The training seances get out be implement on weekends or outside(prenominal) whichever is more accessible for the teachers and go out be make f ormer to establishing an outside course of instruction for the students. The training sessions bequeath allow teachers from higher(prenominal) performing schools an luck to impart their techniques for achieving higher grades. Offering a separate informative session for the corpus, mare Ortega, so that she is more knowledgeable on what is needed to succeed in both areas. In nearly cases, the spark advance of a school has a ordinary cerebration of what is needed in most subject areas, however, if the monger is more involved, informed, and fully comprehends the nuances of the subject matter, wherefore she impart be able to make go bad choices in hiring and understanding the teaching of the curriculum. This is an idea which originated out of reading the case of MS 114 in District 2 which showcases a hint that has not only taught but has written Math books for minorren.\r\nAlso, in IS 289, the principal knows each student individually and is fully introduce with their nee ds. ?Offering additional services for electric razorren that may run away from an outside political platform to extending class hours to spining classes on the weekend. One of the schools in District 2 in reality has classes that last at to the lowest degree 50 minutes giving students a better opportunity to lactate the literal thereby performing better in exams. ?Offering broadcasts that exit incorporate the nurtures as well. maybe this allow for be in conjunction with the outside program.\r\nAs noted, most of the students in this district are from low income families and perhaps nearly of the parents are in low paying jobs or living on welfare. The parents bottom of the inning take advantage of the program by refreshing themselves with the basic concepts of each subject so that they may promote their children and perhaps help themselves. program THEORY In mold to address the desperate academic situation at IS 166-George Gershwin School, and before implement ing an later on-school program, it is crucial to address the issue at the higher levels which means analyzing teaching techniques and more meaning(a)ly, principal club.\r\nAt the Center for Civic Innovation Luncheon featuring premier Joel Klein held on Thursday, October 5th at the Harvard Club, Chancellor Klein began his rescue with an analogy of the leaky cover and the squeaky floor. He state that there was a school located in uptown Harlem that had a leaky roof and a squeaky floor. One day a repair man came to repair the floor and the custodian stated that the floor cannot be fixed prior to the roof macrocosm fixed to which the repairman replied â€Å"That’s not my concern, I am just here for the floor”. The Chancellor began his speech with that story to accent the problems with the NYC Education system.\r\nHe believes that everyone wants to fix the underlying problems without addressing the issues at the surface. The Chancellor’s story may be applie d to the case of IS 166 and any other school in need of correctment. Many observers and parents are practically led to believe that their children are primarily the problem in achieving higher scores and possibly that their children overleap the intellect to truly analyze or move the information given to them. However, it is just as important for the heads of the respective schools to be cognizant of what is needed to improve these scores and the principal is just the person to reckon this.\r\nTherefore, before implementing a program, we brook recommended that Principal maria Ortega get in in a briefing session measure approximately one month in the passâ€right after the end of the school year and before the hiring season beginsâ€for at least 4 hours a day, triple days a week. According to bases of comprehensive school clean ups in scratch and Louisiana, the schools’ academic victory was primarily attributed to the principals in charge and the contribution s they make throughout the reforms.\r\nIn one trace, it stated that â€Å"highly returnive schools communicated expectations for teachers. The principal was active in on the job(p) to improve teacher skills; ineffective teachers were permit go. ” Moreover, the principals played an important role in quaternary areas a) selection and replacement of teachers; b) schoolroom monitoring and feedback; c) gage for proceeds of individual teachers; and d) allocating and protecting academic time (Good et al, 2005, 2207). Therefore, implementing a program or briefing session solely for Principal Ortega would help her improve in all these areas.\r\nPrincipals, under Chancellor Klein’s tenure, hold in been given more empowerment opportunities and have more responsibilities to ensure the success of their schools. IS 166 has been categorized as a Title I School In Need of advantage (SINI) under the No Child leftfield Behind Act (NCLB) and as such, Principal Ortega has to f orge harder than ever to improve the english, math, and information scoresâ€subjects that are integral to a student’s academic success. The program we have suggested leave illustrate to Principal Ortega that math, in particular, cannot be taught in the handed-down bearing, that is, use rote.\r\nIn fact, the National Council of Teachers of maths (NCTM) advocates the development of an inquiry-based mathematics tradition. Students taught employ this tradition are further to explore, develop conjectures, prove, and problem solve (Manswell Butty, 2001, 20). Students are best able to absorb the material in not only math and science but other subjects if the teachers are able to present it in an interesting manner that entails connections to the outside adult male. Principal Ortega should also be well-known(prenominal)ize with the requirements for the exams and then know exactly how the rung should approach student preparation.\r\nShe should also ensure that with resp ect to math, she adheres to the recommendations Lyle V. Jones reiterated in his article entitled â€Å"Achievement Trends in Math and Science” in which it was stated: ? Only teachers who like mathematics should teach mathematics ? The chief fair game of school mathematics should be to instill sanction ? maths teaching must be based on both contemporary mathematics and new-made pedagogy (Jones, 1988, 333). After completion of this program, and hopefully with a better understanding of what is needed to improve the scores at IS 166, the next step would be to address the teaching staff.\r\nAs noted, the methodology use is integral to ensuring that the students comprehend, absorb, and analyze the information being disseminated. If they fail to execute the information then they depart ultimately perform poorly in the state exams and possibly continue to do so throughout high school. We recommend prior to the theme of the academic year, and the execution of the outside pro gram, that teachers, specifically, the math teachers figure in a spend institute similar to one proclaimed in an article entitled, â€Å"Toward a Constructivist Perspective: The Impact of a Math Teacher InService Program on Students”.\r\nThe soil being is that the teaching of math more so than science requires certain techniques that are far from the traditional methods that most teachers employ. The pass institute in the bill offered participate teachers intensive two-week summer institutes and weekly classroom complete during one academic year. Moreover, they received an opportunity to reexamine their ideas about the teaching and information of mathematics.\r\nDuring the summer institutes, these teachers see mathematics classes in which they were encouraged to take a shit solutions and ideas and to communicate them to a crowd. They analyzed student understandings as revealed in interviews and they plotted lessons which reflected their evolving ideas about mathe matics learning and teaching (Simon and Schifter, 1993, 331). Teachers need to plan their lessons in such a manner as to engage the students so that they may effectively communicate their thoughts or problems with a particular issue.\r\nIn fact, after completion of the summer institute, and after the teachers began using their newfound techniques, the results were noteworthy and ranged from students stating that â€Å"it’s fun to course math problems” to â€Å"I’d rather do math than any other kind of homework” to â€Å"I like to relieve how I solved a problem”(Simon and Schifter, 1993, 333). Therefore, using the above referenced example, the summer institute that we project for the math teachers get out last approximately three weeks in the summer and it would begin approximately mid-August prior to the beginning of the academic year.\r\nThis program would be mandated by the principal and would include stager staff members as well new ones bro ught on board. Another factor that teachers have to take into consideration is the population they allow for to during the academic year. IS 166 consists of predominantly b neglect and Hispanic students residing in East New York and its surrounding environs, thereby, making them not only an â€Å"in need” convention in terms of grades but an â€Å"at risk” chemical root in terms of their backgrounds and predisposition to engage in illicit activities.\r\nMany believe teaching techniques are generic and if they are employed in one school then they may be relevant in another. However, studies have shown that minority children in low income neighborhoods require a different lot of techniques employed. According to Manswell Butty, African-American children have further been identified as favoring tetrad learning styles a) person-centered, b) shineive, c) expressive, and movement oriented (Butty, 2001, 23).\r\nTherefore, teachers need to use laboratory or group exerc ises, treatment sessions, or instructional uses of music and the visual and spectacular arts, particularly when those pedagogical techniques promote discolor students’ great academic involvement, interest, and performances (Butty, 2001, 23). However, this is not a generalization implying that all minority children respond to this technique but most allow probably respond positively. Therefore, teachers must be made aware of the group of children that they are dealings with and ensure that they employ the above referenced techniques to garner success.\r\nIn fact, there are Learning through Teaching in an After-School Pedagogical Laboratories (L-TAPL) in California and New Jersey, which not only offer a program for elementary students but also serves as a class period-rich professional development for urban teachers. The program aims to improve the achievement of urban students and the strength of their teachers (Foster et al, 2005, 28). According to the Foster article, numerous studies, policies, and programs have communicate the persistent problem of underachievement among poor urban students and its soldiers of possible causes.\r\nThe NCLB links teacher quality to better student achievement, especially among low-income urban children of color. Consequently, improving teacher quality has become one of the hallmarks of current reform efforts (Foster et al, 2005, 28). These laboratories groom future urban teachers to deal with students similar to the target population at IS 166. And as such, as an alternative to our summer institute, the teachers are free to enroll in the program offered by this lab in New Jersey.\r\nTherefore, taking into account the above referenced studies, improving teacher quality is of utmost wideness when taking into consideration the proceeds of math and science scores. All of the above has brought us to the most important element of the study establishing an after-school program. Establishing an After-school Program- Resources keep Under the NCLB Act, Title I schools, such as IS 166 that are listed as Schools In Need of Improvement, have failed to reach student achievement targets that have been dress up for every school.\r\nThis means the school has failed to meet state proficiency level for all students in position Language Arts, Mathematics, Science and/or high schools graduation rate. Schools falling in the above referenced crime syndicate may be eligible for Supplemental educational Services (SES). SES include free after-school/weekend remedial help or tutoring services. The SES provision offers providers an opportunity to offer low-income children, who may be struggling in school, extra academic help and individual instruction.\r\n do SES, innovative leaders and educators can start a new tutoring program or expand an alive one to serve more students (New York City Department of Education). However, instead of using an SES providerâ€which in some cases the DOE impart offer tailor s of over a million dollars to provide services to various schoolsâ€we bequeath request additional funding that would have been utilise to acquire an SES provider to establish the after-school program by ourselves with the assistance of The After-school Corporation (TASC).\r\nTASC is noted for establishing successful after-school programs and have no contract with the DOE and thus, are not labeled SES Providers. In addition to wanting to establish a program using solely school staff, it is important to note, that there have been several complaints about SES providers and most are being investigated either by the Special Commissioner of investigating for the New York City School District or the Office of Special Investigation and in the best interest of the target population, we have decided to forgo those providers.\r\nTherefore, the funding used from SES ordain be used to offer per session rates for the teachers participating in the program as well as pay for the consulta nt from TASC. The funding bequeath also be used to acquire additional supplies such as the KidzMath program which is highly popular and is used or so the country to get students interested in math and to improve scores. Funding leave behind also be used to secure additional bus deportation from the Office of Pupil Transportation as well as food and refreshments for the children.\r\nStaffing and Facilities The program ordain be housed in the school recreation room and so there give be no need to rent a facility to do so. The program testament be supervised by the TASC consultant who will preferably be someone from the residential district who is familiar with the target population and can slow relate to their situation. The principal and appurtenant principal will take turns discover the classes and ensuring that the teachers and participants are abiding by the rules.\r\nThe teachers will be eighth grade math and science teachers who deal with the target population on a da ily basis and who are familiar with the problems they are experiencing. Additionally, the teachers will be assisted by high school students who are well informal in the subject areas, who have been recruited from neighboring high schools and would like to add an after-school tutoring activity to their resume. Therefore, these students will not be paid but will use the after-school program as a learning experience.\r\nParticipants The students participating in the program will be chosen based on their gone academic performance in grades six and septette and failure to show any signs of improvement. To reiterate, this program is gear specifically for eighth grade students, ages 14-16 years old, and will begin a month into the beginning of the academic year towards the end of September early October after the students and teachers have settled in the new semester.\r\n garner will be sent to the parents at the beginning of the academic year notifying them of their child’s nea r and advising them that the program is mandatory if they are to improve and move on to high school (the letters will be followed up by phone calls). term the school has no re material body if a student fails to attend even though it has been marked mandatory, offer a voluntary program usually encourages those that are very not in need of it to participate and those that do need it usually don’t.\r\nThe parents will be informed of the complaisant structure of the program and the fact that imparting will be provided so that their children will be taken home safely after the program. In fact, parents who may not be working full time or at all will be encouraged to observe or participate in another session that will help them to understand what their child needs to improve. The session, which will last as long as the tutoring session, will more than likely be conducted by the assistant principal or a math/science staff member and will give the parent an opportunity to be t ruly acquainted with the activities being conducted.\r\nThis program may also be reformative to them as well as some of these parents lack the basic educational skills that are necessary to get down a job. Activities and Schedule Based on successful programs in Arkansas, the after-school program we will establish will mirror these successful programs and therefore, the program will entail classes of one and a half hours each day, Monday through Thursday between the hours of 3pm and 4:30pm. Mondays and Wednesdays will be dedicated to math and Tuesdays and Thursdays will be dedicated to science.\r\nThe sessions will be divided into 40 minute periods during which the first period will be dedicated to the teacher illustrating the subject material and the sec period will be dedicated to the students participating in groups and working unneurotic to complete the work presented in the first period. The students will get a ten-minute break during which they will receive refreshments. In the Camden School District in Arkansas, school officials credited the success of the after-school programs to the schools being released from the â€Å"Adequate Yearly feeler” (AYP) status under the NCLB Act (Arkansas Advocates for Children & Families, 2006).\r\nThroughout the course of the program, teachers will be encouraged not to give the same material or techniques used on a daily basis. The teachers will be reminded that the program is geared towards individuals who have a negative military posture toward the subjects which may be as a result of not only failure to comprehend the material but also the teacher’s focus on traditional methods. Therefore, the program will deliver any furiousness on memorization, computation, and equation and will focus on modeling and real world problem solving. Engaging in group work, especially in math, has proven to be successful and will be the focus of the program.\r\nAccording to Jones, group work differs from acco mmodative learning in its lesser emphasis on the teacher as instructor and its great dependence on students teaching other students. Moreover, cooperative learning procedures as dependent first on instruction by the teacher, then on practice engaged in actively by members of an accomplished student team up (often of four team members), has severalise that supports the efficacy of the approach to elevate not only achievement but also self-esteem, interpersonal enduringness and interracial harmony (Jones, 1988, 328).\r\nTherefore, the students will work together in groups over the period of the academic year and will be exposed to hands-on experiences, games, and projects. KidzMath should really be a good stimulant and with the assistance of the teachers, the students should be motivated. Teachers will also be encouraged to maintain a weekly progress report which will ultimately be used to esteem the program’s progress.\r\nAnother aspect of the program would entail having the Principal establishing stronger ties with the union and getting more community leaders involved by displace by the after-school program to give advice and rise to the students. Students are not only impact by various activities that are outside of the norm of the unconstipated classroom but are also stimulated by role models or individuals they deem to be successful from their part of the neighborhood.\r\nAccording to a report done on the Chicago School Reform, the schools that experienced major changes and improvements were led by principals who were strong veteran leaders with good relationships with their local school councils and the community (Hess, Jr. , 1999, 79). Additionally, incentives can also be offered for the students in the program which will encourage their continued participation and potential success and can range from hears to museums or amusement parks if they have showed slight improvements.\r\n enchantment these children who performed poorly are from low income families, and a decline in poverty rates might have a salutary effect on measurable school achievement, according to Lyle V. Jones, the order of poverty on educational achievement may be ameliorated by introducing school-parent programs to improve academic conditions in the home. After reviewing nearly 3,000 investigations of productive factors in learning concludes that such programs have an outstanding record of success in promoting achievement (Jones, 1988, 327). Explanation of Logic Model\r\nInputs: consist of the innate resourcesâ€human and capitalâ€that the program needs in order for it to achieve its goals. These resources consist of funding for per session rates for the teachers, payment for the TASC Consultant, supplies such as KidzMath, transportation, and refreshments. The most important resources needed are the children to whom the program is directed. Activities: at one time the fundamental resources are in place, the schedule has been naturalise d and the techniques for teaching have been agreed upon, then the after-school program will proceed as planned throughout the academic year.\r\nThe sessions will be conducted four days a week, Mondays and Wednesdays, for math and Tuesdays and Thursdays for science lasting 1. 5 hrs each period. The sessions will entail a great deal of group work and collaborationism along with potential visits from community leaders and role models. Outputs: Upon implementation of the program, it is important to notice if the program is arriver its target population, if the services provided are being done in the manner discussed and if the population are benefiting or if they have any concerns those will be noted throughout the assessment.\r\nThis will be done by conducting site visits, performing placards and conducting surveys. Outcomes: If the program is successful in achieving its goals, then the immediate goals will see the students strait their in-class tests and ultimately the state exam sâ€which has been the focal issue with the school and the designer for the Title I status under the NCLB Act. The long-term goals include the participants of the program actually going on to high school and possibly even college. From that point onward, if students succeed in college, they may even pursue challenging careers thereby improving their socio-economic status.\r\nThe reason the logic diagram is done in a cyclical manner is to demonstrate that if the program is successful and the students do improve significantly, then the school may be eligible for the same amount or a higher amount of funding which they can use to summation their resources for the input phase for the future academic year. PROGRAM PROCESS Once the program has been implemented, it is important to ascertain if the services are in fact being delivered as planned and if the participants are learning with the teachers employing the new techniques as discussed.\r\nIn order to do this, we will conduct an o bservational study as fashioned from the TASC’s site visit procedures in addition to teacher and parental surveys to see if they have noted any differences in the children participating in the program. This assessment will be done halfway throughout the semester at approximately the end of January which will also coincide with the first set of state exams (students also take these exams towards the end of the academic year-approximately June).\r\nThe assessment will begin with a two-person team (my colleague and I) visiting the after-school’s program for two days a week, for a total of two weeksâ€one day for math and the other for science. The visit will include an interview with the principal and assistant principal (who, as noted before, would have taken turns monitoring the program). There will be 90 minute observations including the 10 minute break to see how the children are behaving and the teachers’ interaction with them accordingly. The assessment wil l look at three of the five primary feather factors as fashioned from TASC’s rating on project activities:\r\nStaff-directing relationship-building ?Staff use positive bearing management techniques ?Staff show positive affect toward offspring ?Staff attentively listen to and/or observe youthfulness ?Staff encourage youth to share their ideas, opinions, and concerns Staff strategies for skill-building and mastery ?Staff verbally recognize youth’s efforts and accomplishments ? Staff assist youth without taking witness ?Staff ask youth to expand upon their answers and ideas ?Staff challenge youth to move beyond their current level of competency ? Staff plan for/ask youth to work together ?Staff employ two or more teaching strategies\r\nActivity content and structure ?The activity is well organized ?The activity challenges students intellectually, creatively, and/or physically ? The activity requires analytic thinking The observers will rate each power on a scale from 1 to 5 where 1 meant that the index finger was not unpatterned during the observation period and a 5 meant that the indicator was highly evident and consistent. These ratings will provide a systematic method for the observation team to quantify its observations of the factors that contribute to the possible success of the program (TASC Catalog of Publication and Reports, 2005, 3).\r\nThe assessment will also ask teachers to document any changes they have observed in their students’ behavior throughout the program. This will be extracted from a weekly progress report that they were encouraged to write at the commencement of the program. This will give us an idea if the students have made any progress in the eyes of the educators. The last assessment will be done with the parents who will be asked their views of the program. The questions will include but not be limited to: ?Is the program meeting your expectations? ?Do you see any noticeable changes in your child’s p rogress? Does your child show any more interest in math or science? ?Do you feel you have benefited from observing or partaking in the informative sessions conducted by the principal or staff? ?Are you satisfied with the transportation provided? These questions will receive ratings from 1-5 as noted above and will give us an overall idea of the process of the structure. We can use the results of the assessment to assuage mid-term improvements before the conclusion of the program. The results can also be used for future improvements should the after-school program enter its second academic year.\r\nCONCEPTUALIZATION AND OPERATIONALIZATION OF PROGRAM OUTCOMES The goal of this study is to determine the impact of an after-school program on improving the scores of low performing eighth grade students in IS 166. Therefore, the hypothesis is eighth grade Math and Science students who have performed below average in state exams are more than likely to improve their grades in both subjects after enrolling and completing the year long after-school program. In this case, the independent variable would be the after-school program and the dependent variable would be the overall improvement in grades.\r\nIndependent Variable: After-school Program The after-school program (in this project) may be conceptualized as any academic activity that takes place outside of the mandated school hours that is geared towards the improvement of a child’s academic achievement in a specific subject area. It may be operationalized by examining the responses from the observations conducted in the assessment phase which were based on five primary factors ranging from staff-directing relationship building to staff strategies for skill-building and mastery to activity content and structure.\r\nUnder each category there are various indicators which will be rated on a scale from 1 to 5 where 1 is meant that the indicator was not evident during the observation period and a 5 meant that the i ndicator was highly evident and consistent. Dependent Variable: general Improvement in Grades Overall improvement in grades may be conceptualized as a notability or significant increase which may be anywhere from 15-20% in the in-class and state scores. The increase in scores would hopefully translate into passing grades.\r\nImprovement in grades can be operationalized by examining both the in-class and state test scores and comparing both to the previous year’s scores and as such, we can begin to measure some miscellanea of success based on the increase in the scores. It should be noted that while the overall improvement in grades is the primary dependent variable on which the focus is placed, there are other variables that should be taken into account, however, due to the constraints of this paper, they will be mentioned briefly.\r\nThey are but not limited to: improvement in student attitudesâ€that is the effect the after-school program has had on their approach to t he subjects. Do the students now have a positive attitude towards the subject after improving their ability to process and analyze the new information provided? Also, there is the parental support aspect which must be taken into consideration. Did the after-school program increase parental awareness, that is, making parents aware of what students need to leap out in both subjects? Do parents now know how to assist or provide support for their children in these subject areas?\r\nAssessing Program Impactâ€Strategy In order to determine if the after-school program had an effect on overall Math and Science scores, a ergodicized control-group pretest and posttest design will be conducted. (Please note that steps 1-3 would have been done prior to the implementation of the after-school program). The following steps will be followed in order to execute this test: 1) Students will be selected from the eighth grade roster by random methods, specifically, randomly choosing social security total from the database. ) The students with social security add up ending in even numbers will be designate to the treatment group (X)â€the after-school program, while the students with social security numbers ending with odd numbers will be placed in the nontreatment group (Y). 3) An in-class test similar to that given at the state level will be administered to both groups to ascertain their scoresâ€the dependent variable. The scores will be added for both the data-based and control group. 4) After totaling the scores, the experimental phase will begin.\r\nBoth groups will be exposed to the same conditions with the exception of the experimental group (X) who will have the experimental treatmentâ€the after-school program for the academic year. 5) After the experimental group has completed the after-school program, both groups will be evaluated again using an in-class test similar to the one given in the pre-testing period. Once again, the scores will be added for both the experimental and control group. 6) The scores between the pre-testing period and the post-testing period will be calculated to establish the difference. ) The difference in the scores will be compared to determine if the after-school program (the treatment) was associated with a change favoring the experimental group over the control groupâ€who did not participate in the after-school program. 8) A statistical test will be used to determine whether the difference in the scores is truly significantâ€that is, if the difference is immense enough to reject the null hypothesis that the difference is simply a chance encounterrence. According to Stephen Isaac in his book, â€Å"Handbook in Research and Evaluation” nternal grimness gains strength with the randomized design because extraneous variables are controlled since they affect both groups every bit (Isaac, 1971, 39). To elaborate, extraneous variables such as differential selection is controlled by random selectio n methods. Maturation and pre-testing effects occur equally for all groups, differential mortality can be assessed for nonrandom patterns, and statistical fixation is controlled when extreme scorers from the same population are randomly parcel outed to groups (statistical regression will occur but it will occur equally with all groups) (Isaac, 1971, 39).\r\nThe disadvantages to this design are to be found in the within-session variations during which time the experimental and control groups are tested and treated separately. There may be differences in room conditions, personalities of teachers, or diction of instructions. According to Isaac, the students should be tested individually or in small groups, randomly assigning subjects, times, and places to experimental and control conditions. The effects of any unwanted situational factors are thus randomly distributed among the subgroups, allowing them to be ignored (Isaac, 1971, 39).\r\nIsaac further states that to control for with in-session instrument differences, it is necessary also to assign mechanical instruments, teachers, observers and raters to sessionsâ€or preferably to a bingle session. Ideally, if observers or judges are involved, they should remain unmindful(predicate) of which groups are being used for control or experimental purposes, since they may have subtle biases that could influence their observations. REFERENCES Andreatta, Dave. â€Å"Math Concerns Are Adding Up” New York Post, October 12, 2006: 11\r\nArkansas Advocates for Children & Families (2006). After-school programs in Arkansas: A solution whose time has come. Little Rock, AR seed Accessed on 10/29/2006 http://www. arkleg. state. ar. us/data/education/ Birmingham, Jennifer, Pechman, Ellen M. , Russell, Christina A. , and Monica Mielke. â€Å"Shared Features of High-Performing After-School Programs: A follow-up to the TASC Evaluation” TASC Catalog of Publications and Reports, November 2005. Accessed on 11/2/ 2006 Domanico, Raymond. State of the NYC Public Schools 2002” Civic Report-Manhattan Institute for form _or_ system of government Research. March 2002, # 26. Accessed on 10/16/2006 Elias, Maurice. â€Å"Middle School Transition: It’s Harder Than You Think-Making The Transition to Middle School Successful” Middle Matters, Winter 2001: 1-2 Accessed on 10/19/2006 Foster, Michele, Lewis, Jeffrey and Laura Onafowora. â€Å"Grooming Great urban Teachers” Educational Leadership, March 2005, (62) 6 : 28-32. Good, Thomas, L. , Legg Burross, Heidi, and Mary M. McCaslin. encompassing School Reform: A Longitudinal paper of School Improvement in One State” Teachers College Record, October 2005, (107) 10: 2205-2226. Hess, Jr. , G. Alfred. â€Å"Understanding Achievement (and other) changes under Chicago School Reform” Educational Evaluation and Policy Analysis, Spring 1999, (21) 1: 67-83. Isaac, Stephen (1971). Handbook in Research and Evaluation. San Di ego: EDITS Publishers Jones, Lyle V. â€Å"Schooling in Mathematics and Science and What Can Be Done to Improve Them” check out of Research in Education, 1988-1989, (15): 307-341. Manswell Butty, Jo-Anne L. â€Å"Teacher Instruction, Student Attitudes and Mathematics Performance among 10th and 12th grade Black and Hispanic Students” The Journal of Negro Education, Winter-Spring 2001, (70) ? : 19-37. New York City Department of Education 2004-2005 Annual School Reports (Provided by the Division of Assessment and Accountability) Accessed on 10/14/2006 Simon, Martin A. , and Deborah Schifter. â€Å"Toward a Constructivist Perspective: The Impact of a Mathematics Teacher InService Program on Students” Educational Studies in Mathematics, December 1993, (25) 4: 331-340.\r\n'