ED 113.675 INSTITUTION SPONS AGENCY PUB DATE

ED 113.675

DOCUMENT RESUME

88 CG 010 180

AUTHOR Vogel, Fred J.; Stumpf, Edwin F.TITLE Carver/Lawless Career Development Program, Orleans

Parish. Second Operational Year, 1974-75. FinalEvaluation Report.

INSTITUTION New Orleans Public Schools, La.SPONS AGENCY Office of Education (DHEW), Washington, D.C.PUB DATE 30 Jun 75GRANT 0EG-28-730020-0NOT.". 52p.,

EDRS RPICE,DESCPIPTORS

IDENTIFIERS

ABSTRACT

MF-$0.-76 HC-$3.32 Plus* Postage*Career education; *Disadvantaged Youth; ElementarySecondary Education; Low Income Groups; *Objectives;*Program ?valuation; Projects; *VocationalDevelopm.rnt*Elementary Secondary Education Act Title III; ESEATitle III; Louisiana (New Orleans)

This evaluative repOrt includes a brief descriptionof the project, the identification of the program objectives (productand process) for the year involved, and the .process evaluationfindings concerning the elementary, middle and junior high schoolcomponents, and concludes with observations on the extent to whichhe program has fulfilled the stated objectives, making several

recommendations for the future. The major observation is that theproject has progressed on schedule, moving in the direction of theestablished goals for the elementary and middle school components butnot for he senior high school component. Two of the manyrecommendations include: providing a periodic program of inserviceteacher.education to allow for exchange of ideas, teaching strategiesand resources; and initiating plans for the final year toinstitutionalize favorable aspects of the project. (Author/SE)

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* of the microfiche and hardcopy reproductions ERIC makes available ** via the E?IC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Peproductions ** supplied by EDPS are the best that can be made from the original.*********************************************************************

. Title III ESEA

FINAL EVALUATION REPORT

CaiierA.awless Career Development ProgramOrleans Parish

SECOND OPER'ATIO/

NAL YEAfi1974 - 75

Grant No. 28-730020-0

New Orleans Public Schools703 Carondelet Street

New Orleans, Louisiana 70122

June 30, 1975

U S DEPARTMENT OF HEALTH.EDUCATION & WELFAREHATIONWINSTITUTE OF

EDUCATION

THIS DOCUMENT HAS SEEN REPRO.OUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIGIN.ATIING.IT POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OF

EDUCATION POSITION OR POLICY

Evaluation Team

Dr. Fred J. Vogel and Dr. E win F, tumpf -

TABLE OF CONTENTS

Purpose and Scope of the Report

Project Information

A. Background Inforniation 1

8. Locale 2C. Varieble Identification and Description 3,

1. Institutional Variables 32. Instructional Vafiables 6

III. Component Objective for the SecondOperational Year 9

A. Product Evaluation Findings 9

1. EleMentary School Component ....... , . . 92. Middle and Junior High School Component 153. High School Component 21

8. Process Evaluation Findings 30

1. Elementary School Component 302. Middle and Junior High School Component 36

IV. Overall Program Objectives 45

A. Performance Objective #18. Performance Objective #3

V. Summary of Findings and Conclusions . . .... 47

A. Observations 478. Recommendations 48C. Projection 49

I. PURPOSE AND SCOPE OF THE REPORT

This Final Evaluation Report serves, free purposes:,

A. It fulfills the requirevpent of the Office of ExperimentalPrograms of the Louisiana State Department of Education(memorandum of October 4, 1974) and it provides informa-tion used to monitor and evaluate the activities of theCarver/Lawless Career Development Program for the 1974-75school year. This is the second action year of theprogram. The program became operational August 1, 1973,but did not function fully (program-wise) until January1, 1974 of the first project year.

B. This report includes a brief description of the project,the identification of the program objectives (product andprocess) for this year, and the observations and recom-mendations of the evaluation team as the program movestoward attainment of the project's objectives. Thesubstance of the report covers the time span from July1, 1974 through June 30, 1975.

C. This final evaluation report concerns itself with bothproduct and process objectives. Such evaluation isessential in that it helps identify problem areas whichsurfaced, during the second action year, by comparing theplanned program with the program which was actuallyimplemented during 1974-75. The discrepancies between the .

planned and actual program arg detected and recorded.These data serve, therefore, to indicate the adjustmentsneeded to improve the direction and processes of theprogilam for the final action year.

II. PROJECT INFORMATION

A. Background Information

The Carver/Lawless Career Development is a K-12approach to career education and career developmentgeared to the needs of economically disadvantaged childrenand youth of the .Desire and Lower Ninth Ward areas ofNew Orleans. It is, in fact, a continuation of previouscareer education and occupational preparation effortsspent in these two communities under the EPOP program forthe academic years 1970-71 through 1972-73.

It is the intent of this project in career develop-ment to adequately prepare low-income students, beginningwith the kindergarten and elementary grades, fox aresponsible and productive life by providing a realistic

view point about the dignity of work and knowledgeconcerning possible vocational choices, and to implementsuch occupational awareness on the secondary level withskills that are salable at the entry level of the jobmarket.

pt .the primary and elementary grade levels Desireand Lower Ninth Ward children come to school withnegative self concepts of their ability to function in

o the worlds of communication, books and work. Their homeexperiences are not tied to the written word nor to theutilization of academically learned skills. Too often,they lack a succesa model after which they can patterntheir own behaviors and their own aspirations. Amajority of the children of these.twb areas know little,if anything, about vocational options open to them. Forthe most part they are privileged to experience littleelse but the world of the welfare check, or hand-to-mouthexistance supported by a parent or guardian who works ona day-to-day basis, if at all. At the secondary level,students from the Desire area are often average and marktime until they may legally leave schbol at age 16. Bothareas are known unfavorably because-they are among theareas known.and reported to have the highest rates ofdropout in metropolitan New Orleans.

The Carver/Lawless Career Development Program wasplanned to utilize career education and career developmentconcepts and activities of deMonstrated value (EPOP) forthe boys and girls, children and youth of these twodepressed areas. The overall project objectives whichdefine the thrust and intent of the program were formu-elated through careful consideration of the needs,abilities and aspirations of the cliental that the programwas designed to serve.

B. Locale

New Orleans, with a population of 593,471 people, isthe largest city in the state. Compared to a total statepopulation of 3,643,180 people, the New Orleans populationrepresents about one-sixth of the total, population ofLouisiana. The two target areas of this project representtwo of the most densely populated areas in metropolitanNew Orleans.

Approximately 12,000 children and youth attend theelementary and secondary schools in the two sections ofNew Orleans, targeted for service by this project, namelythe Desire area and the Lower Ninth Ward. The StatisticalProfile of the Model Cities Program of New Orleansindicates that these two areas have become identified in

the minds of their inhabitants as "ghetto", with theresidents of the two areas socially, economically andphysically isolated from the mainstreams of communitylife.

The Desire area encompasses the city's largestpublic housing project and the greatest number of, sub-standard family dwellings. The area is predominatelyBlack. Nearly three - fourths of the employedomalas andfour- fifths of the employed females of the area workin low- paying, unskilled jobs. Over fifty per cent ofthe faMidies living in the Desire area earn less than$3,000.00 annually. The degree of depression measuredby such things as percentage of public welfare,juvenile crime rate and level of educational attainmentfurther underscore the extent to which the Desire areais disadvantaged.

The Lower Ninth Ward has a population of more than12,000 people and, like the Desire residents, morethan a majority of them (60%) earn less than $3,000.00annually. The serious economic condition of the inhabi-tants is reflected in the excessive number of abandonedor poorly maintained homes. The general level of publicservices (public amenities)provided to Lower Ninth Wardresidents (streets, drainage, lighting, sanitation,recreation and education) tend to add to the generaldepression of the area and its inhabitants. Like theDesire area, the Lower Ninth Ward is also denselypopulated by Black people.

C. Variable Identification and Description

1. Institutional Variables

a. Students

Approximately 12,000-children and youth attendthe elementary end secondary schools of the Desireand Lower Ninth Ward areas. The students (K-12)who attend the eleven schools nerved by this-pro-ject are predominantly Black. The program isdesigned to impact on all of. the st..idents of allthe participating schools via classroom presenta-tion of career development information, experiencesand services.

b. Classroom Teachers

All teachers in the targeted schools are involvedin the program. They are assisted by Career Coordi-nators in planning and expediting, their instructional

programs.' Coordinators also assist teachers throughspecial demonstration lessons.

c. School Principals

The Principals of the eleven schools involvedparticipate in the program in appropriate ways, i.e.in appropriate processes, activities and events.

d. Career Coordinators

The project provides for three career specialiststo coordinate the activities of the program throughthe three administrative levels -- elementary, middle/junior high and senior high. A Career Coordinator issupposed to be assigned to each level.

The major responsibility of the coordinatorsreflect the grade level of the schools*to which theyare assigned. Their functions include assisting ,

teachers and principals in the planning, implementing,coordinating and operating of their programs;providing demonstration lessons and appropriateinstructional career materials; conducting small-and-large-group counseling sessions with students dealingwith Career awareness, occupational information,career choices, attitudes toward work, work habits,self-concepts and job-related skills. In addition,.they confer withteachers about instructionalproblems, strategies, instructional materials, guides,resource-units, lesson plane, field trips, resourcepersons, career day activities, career exhibits anddisplays. The career coordinator at the high schoollevel has the additional responsibility ofsecuring,placing and supervising on-the-job experiences ofsenior high school students.

The Elementary School Career Coordinator and theMiddle/Junior High School Coordinator are fullyresponsible to the Project Director. The OJTCoordinator, however, is responsible to bdth thePrincipal .of Carver Senior High School and to theDirectoi.of the Project.

e. Semi-skilled Core Instructors

One and one-half instructors who are vocationallycertified instruct at the middle school level in

extended classes in three semi -skill courses:

- - building trades;

- - child care;

- - food handling.

They are responsible for planning, developing.andcoordinating instruction in the three semi-skillcore courses. They are directly responsible to`.the Principal.of'the Middle School.

f. Project Director

The Ditector is the singular administrator of theproject. He serves in a full-time capacity and hashad successful teachintg and administrative (federal.program) experience. In general, the Project Directorprovides supervision And direction to personnel

assigned to the project. In addition; the projectadministrator provides overall administration, manage-ment, leadershiP,-coordination,and communicationwithin the program.

Consultants

Specialists in career education and Career develop-meet are "budgeted" to serve as consultants forin-service education for classroom teachers who areparticipants in the program.

h. Evaluators

Specialists in evaluation who are external to theschool system are employeckby contract to conductthe evaluation of the' program. Members of the evalu-ation team are trained at the doctorate level andhave had successful experience in testing andmeasurement, counseling, administering federalprojects, writing proposals, serving as consultantsand°evaluating programs.

i. Advisory Committee

An advisory committee composed of representativesfrom the local educational agency, other educationaland social institutions, and community agencies, theChamber of Commerce, local Title III Committee, andparents has been seated to act in an advisory capacityto the Project Director during the operation of theproject.

2. Instructional Variables

a. Organization

The organizational structure is a three-level(M-12) approach -- elementary; middle/junior high,senior high school -- to career education and'career development geared to the needs of theeconomically deprived students who live in eitherthe Desire or the Lower Ninth Ward area of NewOrleans. The program is designed so as to developcareer awareness of students of the seven elementaryschools, to provide career exploration and semi-skilled training of overaged students and potentialdropouts among the middle school and junior highschool populations and to prepare, through careerknowledge, job-skills training and on-the-jobexperience for senior high school students of CarverSenior High School. All administrative tiers provideinstruction, skills training and in-field experiencesthrough the structure of regular classrooms, schoolshops and school laboratories. At the senior highschoOl level, on-the-job training in industrial artsis provided through this program.

Three Career Coordinatots assist the ProjectDirector, the participating teachers, the semi-skills core instructors, and the targeted schoolpopulation in those activities and events detailedin the project proposal as their responsibilities.

b. Content

The total program (K-12) emphasizes the contentareas of career information and career'development.

Emphasisat the elementary schodl level is oncareer awareness and career information. 'These aredeveloped through the World-of-Work Program: The --'development of acceptable self concepts and realistfattitudes toward careers are also curriculumthiustsat the elementary school level.

Curriculum design focr the middle and.junfor highschool levels build upon and expands upon, theWorld-of-Work concepts,rormuldted,at the elementary,level. An essential aspect of the program at thislevel is provision of semi-skill training and 'economicsupplements during school and'in the summer time forthe overaged students and,potential dropout andsalable skills for students who must termfhate their

formal schooling and enter into the World of Work.The three semi-skill courses offered at the middleschool are building trades, child care and foodhandling. The program at this level seeks toprovide the students with an understanding of therelationship of core academic subjects to theirchosen career fields and to semi-skill training.

At the senior high school level the programfocuses on more in-depth exploration through

'career knowledge, career development, skillstraining and actual on-the-job or simulated on-the-job experience. The programs offered at this levelwhich emphasize simulated on-the-job experiences areclerical and health preparations. On.-the-job.experiences are provided in the industrial artsprogram. Specific courses that are available to thetargeted populations at this level are:

-- in the health occupations - Practical NursingI ana II;

in Industrial Arts - on -tithe -job training;

-- in clerical occupations - Pre-cooperativeClerical Block ard the Office Simulations Block.

c. Methodology

In attempting to enrich curricula content andexperiences, the program employs the use of suchcareer and vocational materials as work habit-ratingscales; career information questionnaires; interest,aptitude, and ability tests; books, filmstrips,career kits and the World-of-Work Program. Iiiaddition, other audio-visual approaches are used, suchas career exhibits, posters, career displays, careerdays, and individual student projects. Field tripsare an integral part or the program at all levels.At the senior high school level simulation to realbusiness World experiences are employed as well ason-the-job experiences in the'real world.

Classroom teachers are encouraged to show evidenceof career awareness in their instructional' programsL.To facilitate this, the Career Coordinators assistteachers through providing demonstration teaching,sample lesson plans, instructional guides, resourceoutlines, in addition to the overt support theyprovide in helping teachers to identify to plan andto'exeCute appropriate in-field experiences andon-the-job training.

The staff of the newly created Job PlacementOffice have worked out support arrangemen °ts(counseling, instructing, interviewing, screeningfor placement, and placing) to help execute thecounseling services, the instructional activitiesand the educational experiences detailed in theproject proposal for the senior high school component.

d. Facilities

The participating schools and their locations are:

Desire Area

Elementary Schools

Henderson H. Dunn SchoolHelen S. Edwards SchoolRobert R. Moton.SchoolSt. Philip the' Apostle Catholic School (K-8)

Middle School

Carver Middle School

c Senior High School

Carver Senibi High School

-Lower Ninth Ward Area

Elementary Schools

Joseph A. Hardin SchoolAlfred.Lawless SchoolMacarty School

Junior High School

Alfred Lawless Junior High School

Senior High School

Carver Senior High School

Existing facilities of these schools are availableto project participants. These facilities includeclassroom, space, instructional equipment, shop and1aboratory space and equipment and administrativeoffice space.

Career Centers are established in each of theseven elementary schools involved. The centers housefilms, filmstrips, tapes, records and books relatingto occupational information and career awareness.

The project'officeois located in Carver SeniorHigh School and accommodates the project staff andthe records of the projects.

III. COMPONENT OBJECTIVE FOR' THE SECOND OPERATIONAL YEAR

A. Product Evaluation Findings

1. Elementary School Component

The objective§ of the Elementary Component ofthe Carver/Lawless Career Development Programare to:

(a) provide students With information about a

vari3ty of occupational and vocational options,

(b) .create a desirable attitude with regard to the

3dignity of work, and

(c) guide the students toward development of soundoccupational aspirations.

Seven elementary schools (Dunn, Edwards, Motor,Hardin, Lawless, Macarty and St. Philip the Apostle,are participating in this project. The elementaryadvisor is responsible for this component of theprogram which invc1Ves working with teachers andpupils in 189 classrooms of these schools He'spends one day bi-weekly in each school, and visitseach classroom at least once eacH month.

Since the conception of the program,theelementary adviscir has prepared end distributedinformation concerning occcpations. He has alsodeveldped a twenty-eight page mimeographed booklet,Suggested Activities and Information on CareerDevelopment at the Elementary Level, which wasdistributed to all elementary teachers in theprogram as well as their principals, district super-intendents and key administrative personnel in thecentral office. In addition, the elementaryadvisor has prepared (a) two Suggested Unit Out-lines on Career Development, one for the primarylevel (grades 1-3) and one for the Intermediatelevel (grades 4-6), and (b) a sixteen page mimeo-graphed booklet, Activities for Developing CareerConcepts for use in grades .k5 -5.

Essentially, at the primary level, the UnitOutline/deals effectively and in depth with thebasic Concepts of the value of work. The unit istied in with the social studies area and addressesitself to an identification. of workers in thehome; community, and city at the 1st,' 2nd, and 3rdgrade levels respectively.. ,In addition,, specificjobs (nurse and postman) are introduced,-as a means

of developing awareness of their role in the worldof workand their importance in society. Activitiesfor Developing Career Concepts at the K-5 levelpresents Concepts, performance Objectives, Lists ofMaterials, A Lesson Capsule and suggested Observationsfor each activity.

Demonstration lessons referred to above areconducted by the elementary vocational advisor inall elementary classrooms involved in the project.In addition to the materials, already described, he .

also utiliies filmstrips, tape recorders, and °they,non-book materials. A,44

During each school visit an effort is mede tovisit as many classes as possible. From, eight to teninformal teacher Conferences are held each day andlarge and small group meetings with teachers are heldon a regular basis. In addition, he meets withteachers at regularly established faculty meetings ofeach school as well as with individuals or smallgroups on, demand to discuss specific problems such asutilization of World of Wcrk materials to their bestadvantage,, scheduling of special demonstration lessonsfor a particular social studies unit an.l planning forsuitable field trips for various class groups.

This contact with. teachers has providedavehicle for the exchange of ideas and the developmentof concepts for specific lessons or units.' Atangible result of these Meetings is the Suggested t

Unit Outlines for primary and intermediate levelsalready discussed.

Career Centers have been. established inileach ofthe seven elementary schools involved. These centershave filmstrips, films, tapes, records, and booksrelated to social studies units and occupationalpreparation. In addition, each staff member has beenfurnished a .copy of the World of Work, P. Handbook onOccupational-Vocational Guidance in the ElementaryGrades, by'C.J. Dunn and B.F. Payne.

Performance Objective #10

The students in the C/LCDP, grades K-5, will increasetheir occupational knowledge as indicated by theiridentifying occupations from pictures. It is nxpectedthat the post-test mean will be five occupations morethan the pre-test mean.

In order to meet the requirements of this objective,it was necessary to develop a series of pictures,required by the objective, to be used to determine theextent of the knowledge of occupations possessed bystudents in grades K-5.

In order to determine the occupations to be used inthis test, the evaluator and the elementary vocationaladvisor visited several elementary classes in theCarver/Lawless Career Development Program, talked tothe students in these classes, and from these contactsand insights, developed a list of twenty differentoccupatiohs to be included in the test. The elementaryschool advisor then took numerous color slides inappropriate environmental settings from which twentyslides were selected for use in the picture identifica-tion test requited by this objective. Since the testrequires the child to identify vocations from apicture and since students in grades one and threecan't write all the words they use in their vocabulary,it is necessary to administer the test individuallyto each student. This was done by using teachers,parents and some high school students.

The performance objective identifies the targetgroup for this test as being "15 percent random sampleof students, grades 1 and 3" of the seven elementaryschohls involved in the project. The random samplewas realized by choosing the 5th, 10th, 15th, 20th,and 25th students as their names were listed on theclass roll in grades 1 and 3 in each of the sevenelementary schools, involved: Edwards, Moton, Dunn,St, Philip the Apostle, Hardin, Lawless, and Macarty.The picture identification test was administered firstduring the month of November, 1974. Post testing wasdone during the month of April, 1975.

As indicated, performance objective41 would besuccessfully realized if the post -test mean was fiveoccupations more than the pre-test mean. Theanalysis of change in the number of occupationsidentified or matched by students is indicated in thetable on the following page:

AN ANALYSIS OF THE AMOUNT OF CHANGE IN THE NUMBER OFOCCUPATIONS IDENTIFIED OR MATCHEDBY STUDENTS

GradeNo. of

Students

Mean Number of OccupationsIdentified or Matched Difference

in MeansPre-test Post-test

14.2673

15.0571

17.5446

18.9143

3.2773

3.8572

Totals 206 14.6699 18.2427 3.5728

This table shows that 206 students took thepicture identification test. The mean number ofoccupations identified or matched on the pre-testwas 14.6699. The mean number of occupationsidentified or matched on the post-test was 18.2427.The difference in means was 3.5728.

This is 1.4272 less than the expected increase offive. Therefore, we must conclude that the programdid not produce an increase of five between the pre-and post-test means and, therefore, performanceobjective #1 was not realized;

The students in the C/LCDP, grades 1-5, willimprove their attitudes towards work as indicated byratings by teachers of work habits in the classroomand results of Attitudes Towards Work questionnaire.It is expected that the mean post -test score willbe 10 percent greater than the mean pre-test scoreon the Work Habits Rating Scale'and theAttitudesToward Work Questionnaire.

The performance objective identifies the targetgroup for the Work Habits Rating Scale as a randomsample of 100 students in grade 5. The targetgroup for the Attitudes Toward Work Questionnaireis a.random sample of 100 students in grades 2and 4.

In compliance with this objective, the twoinstruments indicated above were prepared andadministered as prescribed to grade'5 in the schoolsinvolved. The pre-test was administered inNovehiber 1974 and the post-test in May 1975. Thedata from the two instruments were collected, scoredand are presented in the following tables:

A COMPARISON OF THE PRE AND POST WORK HABITS RATINGSMADE BY THE-CLASSROOM TEACHERS ON STUDENTS

PARTICIPATING IN THE C/LCDP1

SchoolNo. of

StudentsMean Pre=Test Score

Mean Post-Test Score Difference

PercentGain

Dunn 18 31.6666 34.5000 2.8334 9.4736Edwards 16 35.0625 37.0625 2.0000 5.7041Hardin 17 29.2941 33.4706 4.1765 14.2570Lawless 17 36.3529 38.7647 2.4118 6.6343Macarty 18 32.3889 35.6667 3.2728 10.1201Moton 16 30.1250 34.0625 3.9375 13.0705St. Philip 18 31.4444 32.2728 .8334 2.6502

Totals Q 120 32.3167 35.0833 2.7666 8.5611

The scoring of this questionnaire was on a four-point scale. The behavior of students was ratedinthe categories of:

a. Always -b. Most of the time -c. Sometimes -d. Never

four point valuethree point valuetwo point valueone point value

The table above presents a comparison of the preand post work habits ratings made by the Fifth gradeclassroom teachers in each of the project schools.The performance objective required a random sampleof'100 students. However, in order to insure thatwe would have a.t least 100 present for the post test,it was necessary to test more than the 100 required.The attendance on the pOst testing days was betterthan'expected, therefore, the data used represents alarger sample than originally planned.

Twenty-five teachers administered the Work HabitsRating Scale to 120 fifth graders. The mean pre-testscore was 32.3167 and the mean post-test score was35.0833. This represents a difference in these twomeans of 2.7666. The resultant percent gain is8.5611. Since it was' expected that the mean post-test score would be 10 percent greater than themean pre-test score, (we must conclude that this partof performance objective #2 was not achieved.

The second scale used in measuring studentattitudes towards work was the Attitudes Toward WorkQuestionnaire.

This performance objective identifies the targetgroup for Attitudes Toward Work Questionnaire as arandom sample of 100 students in grades 2,4,6 and 8.It should be noted that only St. Philip the ApostleSchool has an eighth grade. The Attitudes TowardWork Questionnaire was first administered inNovember 1974 and 6 second time in May 1975.

At the beginning of this action year all measuringinstruments were reviewed and evaluated relative totheir effe'ctiveness. At this time the Attitudes TowardWork Questionnaire was revised. Grades 2 and 4 were .

administered a ten item questionnaire and grades 6 and8 a twenty item questionnaire. Therefore, the resultsare presented in two, rather than in one table.

A COMPARISON OF THE PRE-AND POST- SCORES ON THEATTITUDE TOWARD WORK INVENTORY MADE BY STUDENTSIN THE 2ND AND 4TH GRADE PARTICIPATING IN C/LCDP

GradeLevel

No. of'Students

Mean Pre-Test Score

Mean Post-.Test Score

PercentGain

23.4917

21.9304

27.7833

24.3652

5.4981

11.1024

As indicated in the table above, the mean post-test score for the second grade classes was 27.7833.This reflects a gain of 5.4981% or approximately4.5% less than the anticipateo 10% gain. The meanpost test score for the fourth grade classes was24.3652. This indicates a gain of 11.1024% orapproximately 1.1% more than the expected 10% gain.

A COMPARISON OF THE PRE-AND POST-TEST SCORES ONTHE ATTITUDE TOWARD WORK INVENTORY MADE BY STUDENTS

IN GRADES 6 AND 8 PARTICIPATING IN C/LCDP

Grade No. of Mean Pre- I Mean Post- PercentLevel Students Test Score l Test Score Gain

6 71 50.3239 49.4930 -1.6511

8 20 52.8000' 51.7000 -2.0833

As indicated in the table above, the mean post-test score for sixth grade classes was 49.4930. Themean post-test score for the eighth grade classes was51.7000. When pre-and post-test scores were compared,the percent of gain for the 6th grade was -1.6511 and.the percent of gain for the 8th grade was -2.0833. Ineach case the desired 10% increase was not realized.

2. Middle and Junior High School Component

The over-aged potential dropout students partici-pating in the C/LCDP semi-skill core program atCarver. Middle School will respond positively to theactivities provided them as indicated by:

-(a) 60 percent average daily attendance during the1974-75 school year;

(b) 80 percent of them successfully completingenough credits to move to the next grade level;

(c) 90 percent of the students enrolled will remainin the program until the end of the school year,1974-75.

EnrollMent in C/LCDP, courses in the Carver MiddleSchool for 1974-75 is sown in the table below:

ENROLLMENT IN SEMI!,-SKILLED COURSES,DURING 1974 1975

Semi-SkilledCourses

7---,'

----1.'

EnrollmentLeft

SchoolDroppedCourse

NumberRemaining

Carpentry(1 section)

18' 0 2 16

Child Care(1 section)

116; 1 0 151

Food Handling(1 section)

1 1 22

TOTALS 58 53

Largest enrollment was in the Food HandlingCourse and smallest enrollment was in the ChildCare Course du4ng the 1974-75 school year.

From the initial enrollment of 58 students inOctober, 1974 the total number of students droppedto 53 5y the end of May, 1975. These losses wereaccounted for that two students left school andthree students dropped their semi-skilled courses.

Pupil withdrawal represented a 8.6% lossduring the school year or a holding power of91.4% for the semi-skilled courses. The programthis year, therefore, met the sub-pbjectivecriterion of 90% of the students enrolled remainingin the program until the end of the school year,.

The over-all percent of attendance for the year(1974-75) for the three semi-skilled classes was57.7%. The criterion for meeting sub - objective (a)is set at 60% average daily attendance for the year.The program, therefore, failed by 2.3% to meet thecriterion.of 60% attendance for the year set by the,Epaluation Design. However, one semi-skilled course,"Carpentry, did exceed the criterion by 1%; (Seetable below).

SCHOOL ATTENDANCE OF OVER-AGED, POTENTIALDROPOUT STUDENTS PARTICIPATING IN THE

C/LCDP SEMI-SKILL CORr. PROGRAM

No. of Percentage of .

Semi -Skill Students Average DailyCourse in Program Attendance (1974-75)

Carpentry 18 61

Child Care 16 53

Handling 24 59

Total 58 57.7,

Still a third measure of the degree to which theover-aged, potential dropout students would respondpositively to the educational activities providedthem in the semi-skilled core program was the criterionset in the Evaluation Design that 80% of them wouldsuccessfully complete their course work and move tothe next grade level. Of.the 53 students who remainedin the'program for the year; 49 dr 90.56% of thempassed allowing the criterion for this sub-objective(b) to be rivf', Detailed data in support, of thissub-objective are included in the table which follows:

THE EXTENT THAT OVER-AGED, POTENTIAL DROPOUT STUDENTSPARTICIPATING IN THE CARVER SEMI-SKILL CORE PROGRAM

REMAINED IN SCHOOL, IN THE PROGRAM, AND PASSED THEIR WORK

Semi-skillCourse

TotalEnrollment

LeftSchool

DroppedCourse

Number:-Remaining Passed Failed

Carpentry 18 0 16 14 2

Child Care 16 1 0 15 15 1

FoodHandling 24 1 1 22 20

Total 58 2 3 53 49 5

Two-thirds or two of the three sub-oojeotives ofPerformance Objective #1 were, therefore, achievedduring the 1974-75 school year.

The students enrolled in the Carver Middle Schoolskill gore program will demonstrate knowledge andapplication of skills in Carpentry, Child Care, andFood Handling as indicated by ratings by theirinstructors. It is expected that 90% of the studentswill earn a score of 70 percent or higher on theknowledge test(s) and that 90%,of the students willearn a score of 70 percent or higher on the performancetests.

Neither on the Knowledge Tests nor on the Perfor-mance Tests in the three semi-skill courses did 90percent of the students earn_a score of 70 percent orhigher -- the criterion set for measuring achievementof this objective. On the Knowledge jestsfor thethree semi-skill courses, only 77.6 percent of allthe students in these three courses earned 70 percentor higher; on the Performance Tests only 81.0 percentof the students earned 70 percent or higher. Only onthe Performance Test for the Child Care Course didmore than 90 percent of the students earn 70 percentor higher. The lowest percentage score of studentsearning' 70 percent or higher was on the,yerformanceTest in Carpentry. On the hole, a higher percentageof students earned 70 percent or higher on thePerformance Tests than did the students on theKnowledge Tests. The data for measuring the degree ofachievemerdt of this objective are presented in the twotables which follow:

THE NUMBER AND PERCENT'OF STUDENTS IN THE C/LCDPSEMI-SKILL CORE PROGRAM EARNING A SCORE OF 70PERCENT OR HIGHER ON THE KNOWLEDGE TEST(S)

Semi-skill

Cobrse

Total No. ofStudentsEnrolled

Students EarningHigher on Knowledge

70 Percent orTest(s)

PercentNumber

Carpentry 18 14 77.7,7

Child Care 16 12 75.00

FoodHandling 24 19 79:17

Total ,58 45 77.58

THE NUMBER AND PERCENT OF STUDENTS IN THE C/LCDPSEMI-SKILL CORE PROGRAM EARNING A SCORE OF 70PERCENT OR 'HIGHER ON THE PERFORMANCE TEST(S)

Semi-skillCourse

Total No. ofStudentsEnrolled

Students Earning 70 Percent orHigher on Performance Test(s)

Number Percent

Carpentry 18 12 66.66

Child Care 16 15 93.75

FoodHandling 24 20 83.33 .

Total 58 47 81.03

The criteria set for Performance Objective.#2was not met during the 1974-75 project year andthis"objective, therefore, was not realized at theproficiency level called for.

The students in the C/LCDP, grades 6-9, willimprove their attitudes toward work as indicatbd byratings, by teachers, (if Work Habits in the class-room and results from the Attitudes Toward WorkQuestionnaire. It Is expected that the mean post-test will be 10 percent greater than the mean pre-test score on the Works Habits Rating Scale and theAttitudes Toward Work Questionnaire.

It was anticipated that, through the impact ofC/LCDP at the Middle School and Junior High Schoollevels, pupils in grades 6,7,8, and 9 would improvetheir work habits and would improve their attitudetoward work. Two measures were employed to determinethis: A Work Habits Rating Scale and an AttitudesToward Work Questionnaire. A random sample of 80pupils for each grade was drawn and pupils' nameswere coded.

The students in grades 6 and 8 were administeredthe Attitudes Toward Work Questionnaire and thestudents of grades 7 and 9 were administered the WorkHabits Rating Scale.

In observing the results of the pre-test by theWork Habits Rating Scale, teachers rated seventh gradestudents lowest dn:

- - Starts on Time Without Prompting- - Uses time Wisely

In post-testing, the teachers of seventh gradestudents rated them lowest on:

- - Starts on Time Without ilbmpting-- Works Without Direct Supervision.

At the ninth grade level, teachers rated pupils inpre-testing lowest in:

-- Sees Next Step-- Works Without Direct; Supervision.

At the ninth grade level,'teachers rated theirstudents impost- testing lowest on:

-- Sees Next Step- - Completes Assignments'

In both pre-testing and post-testing of work habitsin the classroom, teachers of both seventh and ninthgrade pupils rated their pupils highest on "Gets Along.With Peers" and "Presents a Nest Appearance". Inaddition, students at both grade levels were alsorated high on "Is Safety-Conscious".

At the seventh grade level pupils made the greatest'absolute gains

- - Follows Directions- - Completes Assignments

At the ninth grade level pupils deMonstrated thegreatest absolute gains, in:

-- Uses Time Wisely-- Starts on Time Without Prompting

Baseline data were obtained tnrbugh the firstapplication of the Work Habits' Rating Scale to a 160pupil sample that'was.randomly selebted from grades7 and 9. -The mean' pre-test score for ,.the sample.pf80 pupil6 drawn from grade 7 liaa'45.01. The meanpost-test score 'for tHe'same grade (grade 7) samplewas 50.13. The percent of gain ear the 7th gradeon the Work Habits Rating Scale was 11.37.

The mean pre-test.score for the sample of 80pupils drawn from grade 9 was 44.31. The mean post-test score for'the-same grade was 50.51. Thepercent of gaih for the 9th grade was 13.99.

When the mean pre. and post-test scores werecompared for grade 7 and for grade 9, the.percent.ofgain exceeded,,10:perbent on pupil performance on the ,

Work Habits Rating Scale for each of the two gradelevels. It was anticipated in the criterion measure-ment that the mean post-test scdres would result inat least a 10 perdent-gain over the mean pre-testscares. Since the gains for both .grade levelsexceeded the 10% gain anticipated in the evaluation

rdesign, Performance Objective #3 was.achieved in,terms of improved work habits. Evidence that thisart of ObjectiVe #3'was achieVed can be"found inthe, table below:.

A COMPARISON OF THE PRELAND POST-UORK HABITSRATINGS BY THE CLASSROOM TEACHERS ON -

STUDENTS PARTICIPATING IN THE. C/LCDP

GradeLevel

No. ofStudents

Mean.Pre-Test ScarelTest

Mean Post-Score

Difference.,Between Scores

'PercentGain

+5.12.c

+6.2U.

Baseline data was obtained through the first'application of-:the Attitude Towards Work Questionnaireto a 160 pupil sample that was randomly selected fromgrades'6 and 8. The mean pre-test score for the sampleOf 80 .pupils drawn from grade 6 was 45.20. The mean,

'post-test score for the same grade (grade 6) sample was,50.30,. The percentof gain for the 6th grade on the

Attitude Towards Work 'Questionneire was 11.28.

The mean pre-test store:for the sample of 80Pupils..drawn from grade,8 was 46.10. The mean post-test score for the same 6iade was 51.50. The percentof gain for the 8th grade%wss 10.63.

When the mean.pre-and post-test scoreswerecompared for grade 6.and.fOr grade-8, the percent ofgain exceeded 10,percent on pupil performance on theAttitude's Toward-Work Questionnaire for each of thetwo grade levels. It-weS' anticipated in the criterionmeasurement that the mean poet-test scores would resultin at least a.10 percent,gaintover the mean pre-testscores. Since the gains for both grade levels exceededthe 1096-gain anticipated in the evaluation design,Performance Objective #3 was. achieved in terms ofimproved-pupil attitudes toward work. Evidence thatthis part of Objective #3 was_achieved can be found inthe table below:

A COMPARISON'OF THE RRE-AND POSE-TEST SCORESON THEATTITUDE TOWARD WORK INVENTORY MADE

BY STUDENTS PARTICIPATING_INC/LCDP

'GradeLevel

No. of `MeanStudents

Pre-Test Score

Mean post-'Test Score

DifferenceBetween Scores,

PercentGain'

11.28,

'aSince the percent of gain on both testings

exceeded the anticipated 10 percent gain, the entirePerformance Objective #3 was achieved during the1974-75 school year.'

During the.year, the, teachers of Carver Middleand Lawless Junior High Schools emphasized in their

instructional programs the acquisition and developmentof effective work habits and attitudes toward workbased upon the specific areas,of need identified inpre-test findings.

3. ligh'School Component

As indicated earlier in this report, the SeniorHigh School (O.J.T.) Coordinator was deleted fromthe budget of the project, during this action year,and was assigned to the Carver Senior High School asa full-time counselor.

To fill.this gap in the project staff, arrange-ment's were made, through the cooperation of thedirector of Orleans Public School's "Job PlaceRent.Center," to utilize some of its personnel in theCarver/Lawless Career Development Project.Accordingly, several meetings were held between theevaluators, the C/LCDP staff and counselors of theJob Placement Center: As a result, it was decidedthat the Job Placement Center would assign twocounselors to work part-time at the Carver, SeniOrHigh School and insofar as is possible seek to followthe guide lines esiablished, for the C/LCDP. However,it was realized that even though the purposes andgoals of the two agencies were similar, some of theiractivities were different and consequently it wouldriot be possible to expect performance directly relatedto the product and process objectives established forthe Carver/Lawless Career Development Project. Theinvolvement, however, of the Job Placement Centerduring this second action year has been significantand profitable.

Monitoring of the high school component waslimited to periodic discussions of the Job PlacementCenter's activities with its coordinator. Thecoordinator's report is included, as received, and'is made a.part of this second action year's finalreport.

Report of the Job Placement Center

The Job Placement Center of the New Orleans Public Schoolsworked with the Carver/Lawless Career Development Program inthree specific areas: job placement; work orientation; andindividual and group counseling.

The Job Placement Center's efforts in the area of jobplacement, or on-the-job training, was divided into four phases:

A. Interviewing of StudentsB. Recommendation and PlacementC. Follow-up on'the JobD. Permanent Placement

A. Interviewing of Students

Thirty -seven students in the T & I Department of CarverSenior High School were interviewed prior to the recommenda-,tion and placement of students. The breakdown, accordingto skill areas, was as follows:

Auto Mechanics 9Electronics 4Mechanical Drawing 4

Horticulture 5Carpentry 7Brickmasonry 8

Total 37

During the interview, the student's objectives and goalswere determined; his skill level was estimated; and,hisattitudes toward work, schoOl, and on-the-job training wasassessed. Background information about the student's family0'd eddcation was also solicited:

B. Recommendation and Placement

The Job Placement Center's efforts this year werefocused in'three areas: printing, auto mechanics, andmechanical drawing. Since Cai'ver did not offer printing,the Job Placement Center set out to work with auto mechanicsand mechanical drawing students, but ended pp workingspecifically, with the auto mechanics students. Of the 15seniors enrolled in the auto mechanits and mechanicaldrawing classes, only six were recommended for placement;five were actually placed. These five were auto mechanicsstudents.

RECOMMENDATION AND PLACEMENT

Course Enrolled Recommended Percent Recommended Placed Percent

AutoMechanics

MechanicalDrawing

Total 14 6 42% 6 5 83%-

The one mechanical drawing student who was recommended foremployment was sent out on an interview at one of the major oilcompanies, but his skills were not sufficient to get the job.

In trying to determine why so-few mechanical drawing studentswere recommended for employment and why the one who wasrecommended was unable to compete with students from otherschools, the writer suggests the following:

1. Mechanical Drawing is classified as a vocational courserather than a T & I course at Carver Senior High School, 'andstudents spend only one hour a day in this class,as opposed tothree hours a day in a T & I program.

2. The classes at Carver Senior High School are geared to-ward architectural drafting, rather than industrial drafting.J

3. A rapid turnover. zf teachers at the Garver complexhas weakened the quality and even the depth of instruction.

In explaining their selection of mechanical;draftingstudents for on-the-job Employment, the interviewers at theoil company said that one of their criteria was a neatlyprinted application form. They did not think this wasunreasonable since printing is one of the skills taught inconjunction with the course. The public school students,particularly the one from Carver and those from Washington,failed to pass this. initial criteria for placement.

The interviewers were also disappointed in the range andquality of the drafting sketches found in the Carver andWashington students' portfolios. They suggested that, inthe future, the teachers should alert students in their veryfirst sear of drafting to store away neatly each drawing orset of drawings they produce so that, at the completioh oftheir training, they could show a prospective employer a

representative sample of each phase of their instruction.Prospective employers could also gauge from these samplestheir progress during the three years of instruction.

The Job Placement Counselor spent several group sessionsworking with the Carver students to help them complete theirapplications neatly and accurately. The application that theCarver student took to the interview with him was the lastand best of several supervised attempts, and still it was notacceptable. The counselor noted how difficult it was to getthe students to fill in an application.blank in a desirablemanner.

This observation has implications for our educationalefforts at Carver: there is a need for the development ofgood work habits, such as neatness and striving for excellence;teaching students to follow directions more carefully; andmotivating students to care about what they do and 'how theydo it.

C. Follow-Up on the Job

The Carver Job Placement counselor followed up thestudents on the job, either by personal visit or telephone,at least once a month during'the on-the-job training period,and sometimes oftener.

The following are comments the counselor noted as aresult of these visits and calls:

Student #1. Student appeared to have little mechanicalknowledge and know-how. Simple jobs he was given to dowere repeatedly returned with complaints. He did not seemto relate to others in the Shop, either black or white. Hewas the only one of five whose job was terminated before theend of the program. The'main reason for his dismissal waslack-of dependability and initiative.

Student #2. In the beginning, this student had thedesire, but was lazy, according to his supervisor. He ,

exhibited very little knowledge of the trade. Manager hadto follow him around to be sure he didn't just lean againstthe wall. He did what he was told, but didn't seek outthings to do. He missed several Saturdays on the job andwas almost terminated because of this. As work experienceprogressed, however, his performance and attitude improved.He was hired on a permanent basis.

Student #3. This student got better faster than anyonehe had had to work for him before, the manager.said. Hedid excellent work and worked hard up until the last few'weeks of training. He was especially good with brakes andtune-ups. He learned fast because he was eager to learn;he'was also dependable and pleasant. However, the manager.said that there was no evidence of previous training.

The student did not rely on school training. Most of whathe knew he had learned on the job. He was prompt andreliable. Unfortunately, during the last few weeks on thejob, the manager saw a difference in his attitude and work.He slowed down, became-disinterested, and had to be, toldwhat to do. Since the student had graduated, the counselorcalled him to come into the Offite and talk With her to seeif she could ascertain the,cause of the change in his/behavior. The only reason that he could give was somegraduation difficulties that have now been straightened out.

Student #4. The assistant manager who supervised thisyoung man reported that everyone really liked him. Theyfelt he knew his business and learned something new eachday. All'agreed that he was doing a good job. The managersaid that he had the desire and a small amount of ability. -

He tried very hard. His school training, as applied onthe job, was adequate.

Student #5. His supervisor reported that everyoneagreed that he was willing, but did not appear that hehad had any training. He did not show any initiative.Manager had to go behind him to be sure that he had some-thing to do and that he did it right.

A table indicating evaluations on skills and attitudesappears below:

Student' Skills

RatingAttitudeRating

Student 1 Poor (1) Poor (1)

Student 2 Poor (1) Good (3)

Student 3 ' Good "(3) Excellent (4)

Student 4 Fair (2) Excellent (4)

Student 5 Poor . (1)° Fair (2)

Averages Fair (2) Good (TT

D. Permanent Placement

Of the five students from Carver who were placed'inon-the-job slots, one was terminated before the completionof the training program for lack of dependability andinitiative. He is currently working but not in a training-related job.

A second student was terminated at the conclusion of thetraining period because of a slump in business. A few weekslater he was rehired to work as a service station attendantuntil business got better, but 'he remained on the job foronly a few weeks. He left without giving any notice. Sincethen, this office has learned.that he is working in atraining related job.

A third student's future is undecided. His supervisorsaid that he thought he would work at least through thesummer.

The two remaining students were hiied on a permanentbasis.

Below is a table showing the permanent placement statusof each of the Carver students-, with regard to theirtraining jobs:

Student Terminated Hired Undecided

Student 1

Student 2

Student 3

Student 4

Student 5

Totals 2 2_

The work orientation phase of the Job Placement Center's'efforts with Carver students included one general session,prior tstudents1 reporting to work, and several classsessions for all senior students enrolled in the T & Icourses.

General Session

On*January 28, prior to the students' placement on_jobs,they attended a work orientation conference held at ShellOil Company, during which students were expoSed to ideasabout their future work assignment and what would be expected

-of them on the job.

The Job Placement Center scheduled this session away fromthe school environment to give students experience in a worksetting. Transportationand lunch were provided by theCenter. The students seemed. to enjoy the change of pace.

A program of this day's activities is attached.

ClassSessions

The counselor conducted work orientation sessions forfive T 8 I classes, with approximately twenty students ineach class, on three different occasions. The materialsused were from the Job Survival Skills project by Singer.The units covered were Education and Training; Job-SeekingSkills; and Personal Appearance. ,

1. Education and Training

An outline of the Education and Training sessionincluded:

a. Playing the Gameb. Group. Discussion: What Am I Doing Here?

.c. Brainstorming: Why People Drop Outd. Sound/Filmstrip Presentatione. Group Discussion

2. Job-Seeking Skills

An outline of the Job-Seeking Skills session included:

a. Sound/Filmstrip Presentationb. Group Discussionc. Selecting a Job Field: What's Important to Med. Supplemental Job-Seeking Activitiese. Minority Groups and Job Finding

3. Personal Appearance

An outline of the Personal Appearance session included:

a. Sound/Filmstrip Presentationb. Group Discussionc. Employer Inipressionsd. Personal Appearance Factorse. Personal Appearance Evaluations

There was much interest in thebe sessions on the part ofthe Students, as well as the instructors. Regret was expressedwhen the sessions were discontinued due to the transfer of thecounselor. It was too late intothe school year (April 15) toassign another, counselor to the school.

Approximately 300 students were reached during thesesessions.

This phase of the Job Placement Center's efforts weredirected toward individual and group counseling of the five,students who were actually on the job.,

Individual Counseling

At least twice a month during the time the students wereon the job (February through April), the counselor spoke tostudents on 'an individual basis regarding the progress andproblems they were experiencing on the job and regarding the

'evaluations she had received from their supervisors.

The counselor achieved excellent repport with thesestudents on an individual basis. They were quite open intheir comments regarding their work, and she was able to helpthem personally on several different occasions. Her mostsatisfying achievement was saving Student #2's job for-himwhen there was a misunderstanding at the beginning oftraining. Later, he was oneiof the young men who was per-manently hired. This would not have occurred without herefforts to resolve the initia]. problem with the supervisor.Liaison between management and the student is the counselor'smost important function.

Group Counseling

Applications. The group met several times with thecounselor to complete appliceOpn forms. The counselor foundit very difficult to get the students to produce an applica-tion form that she believed would be acceptable by businessand'industry. Her experience nas convinced this office thatstudents need ,,a great deal of training in this area to besuccessful candidates for a jo

Banks. The five students in the group made a visit to theFirst National Bank of Commerce at 4525 Chef Menteur Highwayprior to receiving their first03aycheck.' They toured thebank's facilities and were introduced to the many servicesthe bank provides for working people. Two of the five,youngmen opened savings accounts with the bank.

CONCLUSEON

Since this wps the Job Placement Center's first year inoperation, the services that were performed for the Carver/Lawless Career Development Program were not so extensive aswe had hoped they might be or.as we anticipate they can be'for the 1975-76 session. However, some very importantsteps were taken and some very significant experiencesoccurred. Some 125 students were touched by our efforts.Hopefully, the economic climate will be better during the 1975-76 session and the Job Placement Center's contacts withbusiness and industry should be more comprehensive; therefore,more job placements should be effected during 1975-76.

B. Process Evaluation Findings

1. Elementary School Component

The elementary teachers, grades K-5, .in the sevenC/LCDP schools, will present career information as-they teach social studies; as indicated by:

(a), the number;of requests for career field tripsto correlate with instruction;

(b) the number of requests to have resourcespeakers talk in classes on careers beingstudied;

(c) the number of films and filmstrips relatedto careers used in classes.

It is expected that (1) at least 50 teachers willrequest permission to take field trips and at least1,500 students will participate in field trips, and(2) 90 percent of the teachers will use at least oneof th'e activities.

As indicated above, three different activities areidentified to be used in evaluating the success ofthis objective, each will be discussed separately.

(a) the number of requests for career field tripsto correlate with instruction

To complete successfully this part of ProcessObjective #1, it is expected that at least 50 teacherswill request p.rmission to take field trips and atleast 1,500 students will participate in field trips.

The procedures involved in this objective requiredthat each teacher complete a request for field' tripform prior to making the trip. This form identifiedthe date of field trip, place to be visited, theparticular Social Studies Unit involyed, and the numberof students to be in attendance. The following tableprovides a compilation of this data:

THE NUMBER AND PERCENT OF THE ELEMENTARY TEACHERS

IN THE C/LCDP PROGRAM REQUESTING FIELD. TRIPS

AND THE NUMBER OF STUDENTS INVOLVED IN FIELD TRIPS

Number of

Teachers

in Program

Number of

Teachers'

Requesting

Field Trips

Percent

Teachers

Total of

Number of

Field Trips

Number of

Students

in grade

Nbmber of

Students

Involved

515.15

.134.48

931.03

414.29

TOTALS

The table on the previous page shows by grade levelthe number of teachers in the program and the numberrequesting field trips. It also indicates the numberof trips made, the number of students in each grade,and the total number of students involved. Specifically,We find that fifty-seven teachers requested a total of57 field trips which involved some 2,361 students.

The data presented in the table above, when translatedinto goals of the objective, indicates that all expecta-tions were realized. Fifty-seven teachers, seven more thanthe required fifty, requested permission to take fieldtrips. Two thousand three hundred-and sixty-one students,which is 861 more than was expected, participated in thefield. trips. We may conclude, therefore, that part (a)of performance objective #1 was satisfied.

The field trips were made to eighteen differentbusiness and industrial areas. They included:

(1) Bunny Bread Bakery(2) Delgado Junior College(3) Fire Station(4) French Market.(5) Frey Meat Company,(6) Lakeside Shopping Center(7) Longue Vue Gardens(8) Main Post Office (New Orleans)(9) National Airlines

(10) New Orleans Airport,(11) Oakwood Shopping Mall(12) Riding Tour of Industrial Areas of New Orleans(13) South Central Telephone Company(14) Times Picayune Publishing Company(15) Union Passengers and Bus Terminal(16) Walker Roemer Dairies(17) ,Walking Tour of French Quavters-(18) Wylon Beauty Products

(b) the number of requests to have resource speakerstalk in classes on careers being studied..

The procedures involved in this objective requiredthat a Request For Resource Speaker form be completedby each teacher desiring to use a resource speaker inhis/her class. This form identified the person makingthe request, the desired data for the speaker, thecareer being discussed by the class, the number ofstudents in the class and their grade level. Thefollowing table indicates an accounting of these..requests.

THE NUMBER AND PERCENT OF THE ELEMENTARY TEACHERSIN THE C /LDD PROGRAM REQUESTING RESOURCE SPEAKERS

Number ofTeachersin Program

Number ofTeachers

RequestingResource Speakers

Percentof

Teachers

TotalNumber ofRtisource

Speakers Used

TotalNumber ofStudentsInvolved

K , 23 6 26.09 1 300. 1 33 4 12.12 4 227

2 29 1 3.45 .11 313 31 3 9.68 3 1794 29 5 17.24 4 1745 28 1 3.57 2 125

TOTALS 173 20 11.56 15 1036

This table shows by grade level the number of teachersin the program, the number requesting resource speakers,the percent of teachers involved, the number of resourcespeaker's used and the total number of students involved.Specifically, we find that 20 teachers 111.56%) requestedresource speakers. Fifteen resource persons were usedand 1,036 students were a part of this activity. Theoccupation represented by the resource speakers includedcarpentry, nursing, cosmotology, lawenforcement andtelephone repair,

(c) the number of films and filmstrips relatedto careers used in classes

The following table provides a compilation of thedata collected from the Audio-Visual Check-Out Recordcompleted by each teacher using films and filmstrips:

THE NUMBER AND PERCENT OF TEACHERS USINGCAREER FILMS AND FILMSTRIPS IN THEIR CLASSES

GradeLevel'in

Number ofTeachersProgram

Number ofTeachers

Using Filmsor FilmstripeTeachers\Filmstrips

Percentof -',,,,

TotalNumber ofFilms or

K 23 20 86.96 19 16571 33 16 48.49 13 8922 29 18 62.07 13 10953 31 18 58.07 7 13264 29 12 41.38 25 1392

1 5 28 20 71.43 27 . 2142

Total 173 104 60.12 104 8504

In order to realize the expectations of Perfor-mance Objective #1, fifty teachers and 1,500 studentswere expected to participate in field trips. This asindicated, was realized. Further, it was requiredthat 90% of the teachers would use at least one ofthe activities listed under Performince Objective #1.The data collected indicates that 32.95 of the teachersused activity (a) Field trips; 11.56% used activity(b) Resource Speaker; and 60.12% used activity (c)Films and Filmstrips. Therefore, it may be concludedthat all requirements were not realized for PerformanceObjective #1.

The vocational advisor for the C/LCDP elementaryschools'will present career demonstration lessons onoccupational preparation to selected fifth-grade classesas indicated by a record of such presentations. It.isexpected that during the 1973-74 school year at 'leastfive demonstration lessons will be presented in each ofthe classrooms of the fifth-grade teachers who have beennewly assigned to teach in the,C/LCDP elementary schools.The target group involved in this objective was thenewly.assigned fifth-grade teachers in the C/LCDPschools.

The following table provides information relativeto the demonstration lessons taught:

THE EXTENT THAT VOCATIONAL ADVISOR PRESENTED CAREERDEMONSTRATION LESSONS IN THE CLASSROOMS OF FIFTH-GRADE

TEACHERS NEWLY ASSIGNED TO THE'C/LCDP PROGRAM

Number of DemonstrationLessons Presented

Number of Newly AssignedTeachers Receiving Lessons

None 01 02 r 113 0,4 05 0

Total Receiving Lessons 11

Amber of Newly Assigned Teachers 11

Percent 100

The information in the preceding table indicatesthat demonstration lessons were taught to elevennewly assigned teachers. This repreSents 100percent of the total number of newly assigned teachers.However, it must be pointed out that each newlyassigned teacher was supposed to have five demonstra-tion lessons presented by the vocational advisor.Since only two were presented, it is concluded thatthis performance objective was not fully realized.

The vocational advisor for the C/LCDP elementaryschools will diSsemihate an outline of suggestedcareer instructional activities to selected teachersin the C/LCDP elementary schools, as indicated by adissemination record. It is expected that during the1973-74 school year, all teachers, grades K-5, whohave been newly-assigned to the C/LCDP elementaryschools will receive an outline of suggested careerinstructional activities.

The dissemination record of the distribution ofthe outline of suggested career instructionalactivities to newly assigned teachers K-5 of theC/LCDP schools is indicated in the fbllowing table:

THE EXTENT THAT VOCATIONAL ADVISOR DISTRIBUTEDAN OUTLINE OF SUGGESTED CAREER ACTIVITIES

TO TEACHERS NEWLY ASSIGNED TO C /LCDP PROGRAM

GradeLevel

Number of NewlyAssigned Teachers

Number of Newly.AssignedTeachers Receiving Outline Percent

K 3 3 1001 6 6 1002. 3 3 1003 7 7 0 1004 6 6 1005 7 7 100

Totals 32 32 1001

This table shows by grade level and total thenumber of newly assigned teachers, the number of themreceiving outlines of suggested career activitiesand the percent of distribution achieved at thispoint. As indicated, all of the forty. -two newlyassigned teachers have received outlines of ,suggestedcareer activities. Therefore, Perforthance Objective#3 was satisfactorily completed.

2. Middle and Junior High School Component

Process Objective #1

The middle school teachers, grades 6-8, in theC/LCDP school will teach career orientation lessonson occupational preparation as indicatdd by:

a. a record of he number of requests to takecareer field trips to, correlate with instruction;

b. a record.of the number of requests made for anoutline of suggested career instructionalactivities;

c. a record of the number of career films andfilmstrips used in classes.

It was expected that during the 1974-75 school year,at least 80 percent, of all the teachers (except.P.E.teachers) would apply at least three of these activities.

oA total of 176 teacher requests were made for field

trips'from the Carver Middle School and a total of 78teacher requests were made for field trips from theLawless Junior, High School. These requests resultedin 4,315 pupils from Carver Middle School and 1,957pupils from Lawless Junior High School partiCipating.in one or more field tripe this year. A total of 254teachers and 6,272 pupils were involved in. one or morefield trips this year. These data are presented inthe table which follows:

NUMBER OF MIDDLE SCHOOL AND JUNIOR HIGH SCHOOLTEACHERS REQUESTING FIELD TRIPS AND THE NUMBEROF STUDENTS INVOLVED IN THE FIELD TRIPS

School

Numberof

Teachers.

Number ofTeacherRequests

Number ofStudent

Participants

Carver.

Middle School 58 176 4315

Lawless Junior ,

High School 55 78 1957

Totals 113 254 6272

Most field trip groups consisted of a mixture ofall grade levels of teachers and students. In mostcases, teachers taught students in grades 6,7, and 8.

All participating teachers (113) recei'Ved fromthe Vocational Advisor an outline of suggested careeractivities -during the 1974-75 school year astheevidence in the table below indicates:

THE EXTENT THAT VOCATIONAL ADVISOR DISTRIBUTEDAN OUTLINE OF SUGGESTED CAREER ACTIVITIES

TO: TEACHERS IN THE C/LCDP PROGRAM LURING 1974 - 75

SchoolNumber ofTeachers

Number of TeachersReceiving Outline Percent

CarverMiddleSchool 58 58 lop%

Lawless Jr.High School

55 55 100%

Totals 113 113' 'KIN--

In addition, a total of 58 teachers from the CarverMiddle School and 55 te-achers from Lawless-Junior HighSchool requested and showed films and filmstrips to28,649 Carver Middle School and 37,053 Lawless JuniorHigh School pupils as verified in the data containedin the table below:

NUMBER OF TEACHER REQUESTS FOR CAREER FILMS ANDFILMSTRIPS, THE NUMBER USED AND THE NUMBEROF STUDENTS VIEWING THEM DURING 1974 - 75

SchoOl

Number ofTeachers

Using' Films

or Filmstrips

-TotalNumber of times

Films orFilmstripsWere Used

in Viewings

Carver.MiddleSchool

Lawless JuniorHigh School

28,649

37,053

Totals , 113 189 65,702

Teachers of the participating schools exceededthe 80% criterion for teacher involvement in thethree types of activities identified in the evalua-tion design for this objective. All sub-objectives 7of Process Objective #1 were, therefore, achievedduring the 1974-75,project year.

Selected Middle School teachers will providepractical career instruction in Carpentry, ChildCare and Food Handling to oversgsd students asindicated by the number of students enrolled inthese courses and by the number of projectactivities provided. It was expected that:

a. at least 45 students would be, enrolledin Carpentry, Child Care, and FoodHandling; and

b. at least one practical activity would beprovided in Carpentry, at least threeproject activities in Child Care, andthree in Food Handling., °

Enrollment in the 'semi-skirl classes -- availableto students at Carvgr Middle School only -- totaled58 students. Distribution of enrolled students bycore course isshown in the following table:

,ENROLLMENT* AND ATTENDANCE IN SEMI-SKILL CLASSESOF C/LCDP AT CARVER MIDDLE SCHOOL FOR 1974-75

Semi-SkillClasses

Number ofStudents Enrolled

Percent ofAttendance,

Carpentry(1 section )"

18" 61

Child Care(1 section) 16 53

.Food Handling(1 section) 24 59

'Total 58A

The criterion for enrollment established in theEvaluation Design is 45 students.' The figure of 45was,- established upon anticipated of single sectionsonly for'eachof the three semi -skill core courses.

During this action year only single class sectionswere offered in each of the three courses. Theprogram met the criterion established for threesections.

The program also met the criterion set for part'b' of this objective. Building a 'model house wasthe practical activity provided iri Carpentry. Ihconnection with Child Care - observingchildren,supervising playground activities and tending childrenwere the three practical activities programmed andoffered,for students enrolled in this course. Aspart of the course in Food Handling, the threepractical activities of setting the table, preparingfood for the meal; and serving children were providedas part of the course., The table which follows detailsthe ptactical activities provided in the semi-skillcore courses and the number of students participatingin each:

THE EXTENT THAT STUDENTS ENROLLED IN SEMI-SHILL COURSESPARTICIPATED .IN RELEVANT PRACTICAL ACTIVITIES

SEMI - S K ILL 'AREACarpentry Child Care Food Handling

Number of Students Number of Students Number of StudentsPracticalActivity Enrolled

Participatingin Activity Enrolled

Participatingin Activity Enrollet

Participatingin Activity

BuildingA ModelHouse 18 *14

PreparingFood forMeel

'ServingFood

SettingTeble

24 20,

ObservingChildren 16 15

SupervisingPlaygroundActivities 16 15

TendingChildren 16 15Totals 18 14 48 45 72 60

The criteria established in the Eval.uatian,Designfor both a and b sub-sections of this objective weremet this year. Process Objective #2 was, therefore,achieved during the 1974-75 project year.

The Vocational Advisor for the C/LCDP Middle Schoolwill arrange and/or conduct career field trips asrequested by teachers, as indicated by field trip recordskept by the VocationalThdvisor. It is expected that atleast 90% of the teachers will make requests for careerfield trips and at least 90% of the students enrolledwill participate in such field trips.

As indicated in the data presented for ProcessObjective #1, the criterion of 90% of the teachers wasmet. In Carver' Middle School, 100% of the teachersrequested and made field trips' during the year. Therequirement calling for 90% of the students enrolledto participate in field trips was also met. Forsubstantiating data see the tables presented in measure-ment of Process. Objective #1.

The Carver Coordinator for the C/LCDP Middle School,with the assistance of teachers in the middle schoolenvironmental studies program, will show career filmsto students on a weekly baSis, as indicated by 'a filmshowing record kept by the Vocational Advisor. It isexpected that at least 25 films will be shown during1974-75 school year and that all, students in attendanceat the middle-school will see the films.

The data presented in the tables which follow aresubstantial in that they exceed the criterion set forachievement of this objective.

NUMBER OF CARVER MIDDLE SCHOOL TEACHER REQUESTSFOR CAREER FILMS AND FILMSTRIPS FORCLASSROOM USE MRING 1974 - 1975

SchoolNumber ofTeachers

'Nuriber ofTeacherRequests

Numberof

Number of'Students

Participating

CarverMiddleSchool 58 147 50 28,030

A total of 147 teacher requests were made forcareer films and filmstrips during the 1974-75academic year. A total of 50 films and filmstripswere shown to a total of 28,030 students participatingin the viewing of the career films and filmstrips.

The names of the career films and filmstrips thatwere requested and shown at Carver Middle School were:

Name of Career Film No. of Studentsor Filmstrip Viewing Material

1. Vocational Decisions 1,230.2. Preparing for the Job of the 70's 1,2303. Job. Opportunities for Inner

City Schools 1,2304. Mr. Galen Comes to Town 1,2305. To Build a Better Life 1,2306. Careers Kit 6-8

a. Careers with a Telephone Co. 1,230b. Careers with the Police Dept.c. Careers with, a Television

Station 1,230d. Careers in a Medical Center 1,230e. Careeks in Printing 1,230

7. Wise Use of Credit 1,2308. Job Opportunities 1509. Vocation Decisions 1,400'10. America's Urban Crisis 17011. Vocational Decisions 1,40012. Food and Nutrition (5 filmstrips) 14013. Job Opportunities for Inner City

Youth (4 filmstrips) 13014. Learning to Live with Others 14015. The Fire Fighters, 1,40016. The Child Care Worker 1,40017. Job Opportunities-Gr. I 13018. T.V. Service Tech. 1,40019. Careers in T.V. 1,40020. Insurance Salesman 18021. The Fire Fighters 18022. Careers in T.V. 4023. Typing Techniques 13524. Television Technical SerNiice 1,20025. The Telephone Operation 1,20026. Careers book collection 14027. Careersbookcollections 14028. Lesson in Law 1,40029. Pre-Career Training 20030. Careers in Television 1,20031. J. T.V. Producer

r 1,345

,32. Your Working Future 96033. B. The Child Care Worker 27534. Lessons in Law 1,40035. Cop on the Corner - Who Needs Him 1,40036. Attorney at Law 1,40037. To Build a Better Life

(Home Builders) 1,26038. The Career Game (Dietetic) 1,15039. A Matter of Opportunity (Medical) 96040. The Name of the Game is Basketball 1,20041. A Womeh's Place (Homemaking) 1,07542. The Name of the Game is Baseball43. The Mighty Atom

. 1,40044. Credit

1,40045. Report to Consumers

(Merchandising) 1,40046. Mr. Galen Comes to Town

(Pharmacy) 1,40047. Newspapers in America 3548. Developing Basic Values 17049. '120th Cehtury Art 180

A representative list of the names of carter filmsand filmstrips that were requested by andshown atLawless Junior High School and shown to students theredurihg 1974-75 were:

(\timber ofFilms and Filmstrips Students Participating

1. Careers in Broadcast News 1,5002. Career Awareness - Mass Media 1,5003. Is a Career .in the Profession's

for You?1,500

4. Careers - Education5. Cook, Chef and Related Occupations 7206. Career Awareness - Personal Services

.Industry720

7. Is a Career in the Hotel-or Motel 720Business for You?

8. Careers - Leisure Industries1,500

9. Career Awareness - HospitalityIndustry - 720

10. Job Interview - Women . 15011. Career Awareness - Why Work 14512. Careers - Making a Choice 53013. Careers - Sales 16014. Is a Career in Clerical Work

for You?i55

15. Is a Career in Finance, jnsuranceor Real Estate for You? 155

16. Planning a Career 325

17.tt,

Jobs in the City - ConstructionJobs in the City - Manufacturing,Jobs in the City - Services

175160145

20. Your Job-Fitting in 19021. Your"Job - You and Your Boss 32522. Your Job - Apply for it 32523. Your Job r. Finding the Right One 32524: Your Job - Getting Ahead 32525. Your Job - Good Work Habits 32526. Job Interview - Men 32527. Careers: Health Care 1,50028. Careers: Construction Industry 1,50029. The Kingdom Could be You -

Personal Ser'Vice 1,50030. Careers,in Hockey' 57531. Careers in a.Medical Center 1,50032. Careers in a Police Dept. 1,50033. Careets in Printing 1,50034. Career at a Telephone Company 1,50035. Career with a Television Station 1,50036. I bianta Job 57537. Careers, How to Succeed in School 15038. Careers in Graphic Art 80039. Careers in Photography 30040. Art Careers in' Advertising .30041. Careers in FilmcMaking 1,50042. Careers in the World of Computers 1,20043. Compassion for People 92544. Jobs .for the Now Generation 91045. Compulearn 32046. Exploring Careers 43547. Career World 23048.. Choosing a Vocation 23049. Vocational Decisions 23030. Exploring the World of'Woric 135

And finally, evidence that resource persons havebeen brought into the C/LCDP is indicated in thefollowing table:

THE NUMBER OF CAREER DAYS HELD AND THENUMBER OF RESOURCE SPEAKERS WHO

PARTICIPATED IN C/LCDP DURING 1974-1975

---Cal1E-Tla s Resource Persons'Carver Middle Lawless Junior Carver Middle Lawless Junior

11 23 11

Resource persons-brought into the program wereappropriate as the lists which follow indicate:

Resource speakers brought into the program atCarver Middle School for the 1974-75 session were:

Name Title

1. Clarence Devernay New Orleans AssistantChief AdministrativeOfficer

2. Lionel Lombard Television News Announcer3. Sherman Copelin New Orleans Model

TI.?C1ties Director4. Dr. Matthew Proctor dis?iAct Superintendent-

. N.O. Public Schools5. United States Navy

Steel Barrel Band6. Lt. William King United States'Marines

7. Bayrom J. Woods Community Relations.- NOPD8; Roman Stafnew Officer - NOPD9. Cathy Thompson News Reporter - WBOK Radio

10. Charles Devezin U.S. Postal Supervisor11. Henry Johnson U.S. Postal Supervisor

Resource speakers brought into the program atLawless Junior High School for the 1974-75 session were:

1. Eugene Efoyd

2. Edgar Pore3. Laini Creativity

Kuipba4. Earl Billings5. McNeil Cayette ,

6. Robert Peterson7. Mary Pompie

8.' Dick Mitchell9. Mike Brody

10. Frank Kisach11. Barbara Francois12. Yvonne Becket

13. Dave Lord

14: 'Richard Neal

Radio and TelevisionBroadcasting ,

South Central Bell

Dance,Group'Actor and DirectorActor "Free Sbuthern

Theatre"Jasper & Ewing & SonsFashion Coordinator. -

SearsArt Department-- WYESN.O. Mosquito ControlN.O. Mosquito ControlSouth CentralBe,11Director, Community

Relations, NOPDWater Safety Instructor

Amer. Red CrossFootball Player,- NY Jets

Earl BillingsRafael Cassimere

James Geddys

Actor ("Sounder")Associate Professor ofHistory - UNO

Manager - La. EmploymentSecurity

18. Willie Mongomery Regional Director -.AmericanFederation of Labor

19. Tex Stevens Associate Director.-La. Weekly

20. Harry Berry Accountant21. Garland Laurent Salesman - Jasper Ewing22.' Harriet Lowell Merchandising Instructor23. Elaine Porter Director- Bethany Day

Care Center

According to the Evaluation Design for the Middle andJunior High School Component, it is expected that duringthe 1974-75 school year, at least 80% of all the teachers(except P.E. teachers) will apply at,least three of theactivities --- 'career field trips, career instructionaloutlines, career film and filmstrips -- to theirinstructional programs. The program met and exceeded thecriterion set for this objective. A. majority of theteachers have done one or more of the three types ofactivities specified.

Process Objective #4 was, therefore, achieved duringthe 1974-75 project year.

IV. OVERALL PROGRAM:OBJECTIVES

Three Overall Program Performance Objectives were establishedby the Evaluation Design used in evaluating the overall effective-ness of the Oroject. Of the three objectives, two (PerformanceObjectives I and II) were designated for use by the Evaluatorin presenting the evaluation of the program. The remaining objective(Performance Objective II), involving minutes of the OrleansParish School Board, was designed for use by the Project Directorin the presentation of his report.

Since the High School Component was not staffed during thissecond action year, its objectives will not be considered inthe following tabulated results.

A. Performance Objective #1 -

The project staff will develdp dtarver/Lawless CareerDevelopment Program as indicated by the successfulachievement of at least 75 percent of the objectives andby a rating by the on-site committee of at least a meanof 72 points on the Rating Sheet for Exemplary Projects.

As indicated, the baseline data were drawn from theevidence of success of the program. The table below wasdeveloped from the data collected from each componentof C/LCDP.

THE EXTENT,THAT PROGRAM OBJECTIVES WERE ACHIEVEDAS INDICATED,BY THE EVALUATION REPORT

Total No. No. of Product PercentComponent Objectives Achieved Achieved

ElemSntary School 5 2.5 50%

Middle Schaal 7 5.5 78.6%

TOTAL 12 8 66.7%

Twelve objectives were identified but only 8 or66.7% of them were successfully completed. Thus ther-anticipated

75 percent achievement level was not realized.he applicatkon of effort towards the realization of each,jeotive by, each component of the project is explained in

detail in the body of this report. Factors involved inthe determination of the degree of ,success are alsospelled out in detail.

The students participating in the C/LCDP will improvetheir attitudes toward work as indicated by ratings byteachers of work habits in the classroom. It is expectedthat the mean post-test score will be 10 percent greaterthan the mean pre-test score on the Work Habits RatingScale.

The baseline data for this objective was realized fromthe teachers' observations of students' work habits in theclassroom.

The data from the`Work Habits Rating Scale for theElementary and Middle School Components is tabulated below:

A COMPARISON OF THE PRE-AND POST-WORK HABITSRATINGS MADE BY THE CLASSROOM TEACHERSON STUDENTS PARTICIPATING IN THE C/LCDP

Grade No. of Mean Pre- Mean Post- PercentLevel Students TestScore Test Score Gain

5. 120 32.32 35.08 8.56%

6 71 50.32 49.49 1.65%

8 20 52.80 51.70 2.08%

The data above indicates that a total of 211 studentsfrom grades 5,6, ,and 8 were involved in the Pre and Post-Work Habits Ratings made by their teachers. The meanOre-test score of the students in the fifth grade was32.32, the mean post-test score was 35.08. This indicatesa 8.56% gain in the post-test score aver,pre-test scores.The percent gain for grades 6 and 8 was 1.77%; It wasexpected that a 10% gain would be realized, therefore, wemust conclude that this objective of the project was notachieved.

V. SUMMARY OF FINDINGS AND CONCLUSIONS

A. 4lbserVations

The current direction of the program is consistentwith the stated objectives of the project.

The program during 104-75 continued to focus upon theoverall objectives of demonstrating the validity of careereducation concepts for the population served.

The projectls on schedule and generally, moving inthe direction of the goals set for the program in theelementary and middle school components. The level anddegree of activities taking place at these levels aresupportive of the goals established for the program.

The management problems in the Senior. High SchoolComponent identified throughout the two year ofoperation still existed at the close of the 1974-1975Project year. Nothing less that a full-time O.J.T.Coordinator -- specified in the,approved project pro-posal -- will suffice if the objectives of the HighSchool Component are to be achieved in the final year.At the end of the second action year, the Position of0.3.T. Coordinator remains unfilled and the objectivesfor the High School Component unmet.

An active and fully functioning Advisory Committeeserved the project well this year. Their interest andtheir enthusiasm are evidenced in their regularlyscheduled meetings and the content of the agenda fortheir meetings this year. Their time and counsel havehelped to move the project ahead this year.

The newly appointed replacement for the formerElemerttary School Career Coordinator has assumed theposition and regained the momentum of the program inthe participating elementary schools.

The Project Director and the Project Staff haveprovided the leadership, coordination and supportrequired to realize the achieveffients attained during .

the second project, year.

Project management during this program year imple-mented the recommendations made in the final evaluation,report for the first project year.

B. ftecomiNndations

In an effort to enhance the program during the finalproject year, the evaluator makes the followingrecommendations to project:management:

-- To continue to seek out the support of top,manage-mept to implement fully in the last year of the

-project the project design for the high schoolcomponent

-- To explore with top management the desirabilityand the feasibility of providing a periodic pro-gram orin-service education during the year(in addition to thesummer wOrkshop) for teacherparticipants in order to allow for' exchange ofideas, teaching strategies, resource (human andmaterial) and to aid participating teachers toassumemany of the duties presently being per-formed by the Career Coordinators

- - To begin plans to institutionalize during thefinal year the favorable aspects of the project

-- To arrange to extend for two to four weeks theemployment period of the Career Coordinatorsso that they may help to close out the finalyear of the project

-- To offer double sections of the semi-skillcore courses

- - To populate the semi-skill courses at theMiddle School level with other than over-agepotential dropouts if the over-age potential-dropout numbers are insufficient to warrantdouble sections for the three semi-skillcourses

-- To expand in-field experiences at all levels

-- To establish more intensive diaglog with --business and industry representatives in order,to up-grade course content and course experiencesand in otder to determine and secure equipmentappropriate to course needs and entry-level jobrequirements

-- To exploit the opportunities available to theschool syStem through this project in order toidentify available and unmet area job oppor-tunities and the courses needed to prepare, highschool students for such employment opportunities

-- To review with the area of refining the guidanceand selection procedures of student admissionsto Trades and Industry courses (T & I courses)

C. Projection

During a total of-five (5) years of direct experiehcein the EPOP an&C/LCD Programs, a cadry of trainedprofessionals - members of the. NOPS - has resulted. Topmanagement should begin to explore how best to utilizetheir (the cadry's) experiences, understandings, insights,sensitivities, skills; and orientation in the localeducation agency on yOung and future career and vocationaldevelopment efforts.

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