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INSTITUtIONct/

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NOTE

Argentoi 444 **kers.

ttltetsaitii,e:'/Adife:Stiiiin,',kadiiii,==.fteiiains# 'Findings of

the 4.04'-.:0047.*:*4*.t.400,4, UM:11'4'44 "Effort. Education and tining.AptirOilthest louti,'LinOwledge

--_ -DeveltoPaent Report 5.2. >,010istii:V700 Training Adainistration :(091)-; wisliingtOSOtii6e0i roith-Frograii: t- 41480; 264: ;Soae tables will. not 'reproduce- well due to

13-walk:print; -For- -related -docuients See, note_ of Ct 929.

9,0-14

AVAILABLE FROM Superintendent ofs Docuaents, D GoWernwent Printing OffiCerliashiligtOn:4bC 20402 (Stock

- 0291141916244

-;

)DES 2PRIOI MPO1/PC11400*Stage.

."--3DESCRIPTORS R, -440*,-,BaSi0CduCatiOn; Basic Skill s: *cOspUter

,Aiii*eteirt.0000404;Cospu404Liggedi*Attuction; Ctiiiii*tot-'0ie**.,::Otilgtsisi,;:,,conventiOnal.IiiStigotiOn; '

. 0240440k li*OfiSas;'"DifiadWiiiitaged101itlit,:-

--. #Edicniionak-40PrOenesitt-ti.eientart .Secondary idioi,4041,FsplOyleiiii s-4 _Federal' prOgrass; indiyiduilii4-ins rAPt#14,job Ttsini40,04thOSitics

Insttici,i0n;,,AodSlionsOhool Educational FiO4rSiO,

ilttionitoiditiOnal .;i3duOaticiiil-AotitcoiSS of *ligation; FrograsAltfectiOnssiI *Reading ISpioifeaent;Reading--

Instruction; Student -Attitudes; -teaching' Methods; Youth Ftojtass . .

. *Job corps;'ionth Esployaea tDENTIFIERSt and pesOnstration Projects-Act'

'',.e; ,

y :

-ABSTRACT

. Thiè 1104.111* is oiie-of the products of.,the knowledge

-deiiel:oplent _effort iwpleseate4 -under the aandate of the Eouth_

-EaplOyiteit-and Deionstration PrOlects- Act of 1977a.. this interis

report -describes the background and Structure- -of the Educational piprOy,euent 'Effort 01E4, of the Job Corps, as well as the_preliSinary

..findingii,,fOr the -first -cohorts of participants -- and dinitral's in the

j10:4Iiii.C.'0f;:)Ii/S ispleienied earliest. The BIt-follotis'a..10,04.41.

'beginning with a survey of the '-varying teaching iiethods and

;- policies within Job Corps centers well...as a review of past

FL" Oaiiiii,*ionjiiSratuSai Cooperatively with the Aidi44,44-coniiSnity4

eSespl,Sry,,edn, C.Stion approaches outsideJob Corps were assessed xi 0400 al* y for 1,disnd,taiitag-et youth in a .center. 0040440. The

lost proaising aOde/S were then iipleaented and ,job, Corps iiisiberS, were randoaly aSskgnid. to the iod016,,and:isO.triditional*Job.,0ips CikOringS.,u1Setineni'0,21),Oth typ4044ro#,Als-1.43.4e4 findings that are relarkable,11. they Agg.41. up over *plea The tested_, gni*, rates of Corpsaeabers in regular-40mm* exceed both _publiC,:.schgOl averages and the lower learning rates :previously achieved by the Cos pssesbers

in school. The gain rates also -exceed those dOOO'Sented, for Job Corps

-iii,'tfiSr!gast: The -evidence on the relative effectiveness of traditional and innovative 'approaches is lisited now' but it .does appear that : sole. alternatives are proaising, particularly, computerized

instruction. It is clear that the individualized self-paced instructional approach

t p-THused in Job Corps can positively affect learning rates of even the most disadvantaged

(KC)
,
OP EDUCATION

NATIONAL INSTITUTE OF EDUCATION

EOUCATIONAL RESOURCES INFORMATION

CENTER (ERIC) "This document has been reproduced as

'received from the person or organization

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mint do not necessarily represent official NIE
:LLS:..tiepariMent of Labor

'94; Mai:041i f,Se Crete, y

(indlOnient, end Tiaihing AdminiStration

,E'theSt:G::Gfeerii:AsSistatit Secretary for

Erriployment andTraining Administration

;Offide of.YouttilPrograrna

Material contained in this publication is

in.theOubilO dOMaitiand may be

,teproduCecl, fully or.parilally, without

perrnislion of the Federal Government.

$43kirppiCtedit,is requested but not

--,;(0,4tired._Permissiori is required only

any copyrighted Material

contained herein:
--,YOUTH KNOWLEDGE DEVELOPMENT REPORT 5.2

ALTERNATIVE EDUCATION MODELS -- PRELIMINARY FINDINGS /OF THE f JOB COWS EDUCATIONAL

IMPROVEMENT EFFORT

Barry J.' Argento . Kenneth D.;Feingenbaun

. Arlene A. Malech

Danielle L. Schultz

Robert Taggart

April 1980

for sale by the Superintendent of Documents. U.S. Government Printing Office

Washington, D.C. 20402
OVERVIEW

. The Job Corps-is a primary alternative education mechanism.

It serves, youth. who have mostly failed in orbeen failed

by the education system. Seven of eight enrollee: have not

completed-high schodr.---The-median achievement level at entry

is below the sixth grade level.

JobCorps provides comprehensive'educational opportunities.

The basic education program consists of a standard set of

materials graded for skill level, with a unit system of

instruction and progression. There is a low student/teacher

ratio to Allow individualized attention. When students

progress to roughly the eighthgrade_achievement level,

they are usually placed in the General Equivalency Degree

program. This, too, is a standardized package of self-paced

un &ts. An off-center-Advanced Career Training Program in

Colleges and'Post Secondary Vocational Institutions has been

instituted to provide the full range of Job Corps services

andsupport for Corp8members who have the capability' to continue their education in colleges and' vocational schools.

Finally, entxants into Job Corps are provided initial basic

life skills and world ofwork instrrltion- which will hopefully

guide vocational choice in Job Corps and be of some help as

well to early leavers.

Job,Corps centers provide an ex.ellent laboratory for testing

and .implementing new approaches for educating disadvantaged

youth. The curriculum is established according to Federal

standards and the centers are responsive to national direction. The centers provide--a relatively standardized and

self-contained environment so that it is possible to reduce

exogenous influences on experimental activities. The data

system in Job Corps is one of the most elaborate of any

social program, providing detailed information on participant characteristics,on vocational, education and other

activities and achievements while in Job Corps, as well as

on subsequent labor market experiences.

Job Corps has, in fact, a history of innovation and

experimentation in educational curricula. its standardized

self-paced and individualized approach was at the vanguard

of the alternative education movement in the 1960s. Copious

studies have been undertaken of the effectiveness of this

approach. Educational gains testing was, for several years

a basic element of Job Corps performance monitoring.

iii
The Educational Improvement Effort (EIE), therefore,

utilizes the Job Corps' potential as an experimental laboratory to carefully test alternative approaches and for

° teaching economically andeducationally disadvantaged

youth.

The EIE follows a logical sequence, beginning with a survey

of the varying teaching methods and policies within Job.

Corps centers as well as areview of past evaluation literature.

Cooperatively with the education community, exemplary

education approaches outside of Job Corps were assessed for

applicability for disadvantaged youth in a center environment.

With some adaptation, the most promising moddls were then

implemented in multiple centers. A research infrastructure

and management information system were established in experimental centers. Under a carefully designed and controlled

research strategy, repeated cohorts of Corpsmembers are randomly

assigned to the modelS and to traditional Job Corps. offering6.

Their educational gains over a standardized period are

measured. A range of process information is gathered about

.the _experiences of participants, as well as of staff who

administer the new models. Job Corps individual program

data are combined with the process and educational gains tests

to assess the impact and effectiimness of the various

approacheS.

The lessons from EIE extend far beyond Job Corps. The

demonstration and .esearch intrastructure which ,has been

put in place permits as close to "pure experiMehtal" conditions

as can be achieved .in'an operational setting, so that a

range of alternative approaches on educating disadvantaged

youth can be tested and refined.

This interim report describes the bzckground and structure

of the Educational Improvement Effort as well as the preliminary findings for the first cohorts of participants

and controls in the models implemented earliest. The

findings are rather remarkable if.they hold up over time.

The tested gain rates of Corpsmembers in regular programs

exceed both public school averages-And the lower learning

rates previously achieved by the Corpsmembers when school.

The gain rates also exceed those documented for Job Corps

in the past. The e idence,on the relative effectiveness

of traditional and innovative approaches is limited at this

point in ti e, bu to date, it does appear that some alternatives are omising, particularly, computerized instruction

approaches. It is very clear that the individualized, self

pared instructional approach used in Job Corps can positively

affect learning rates of even the most disadvantaged youth.

iv

6

f.
This volume is one of,the.products Of.the "knowledge

deVelopment" effort implemented under'the mandate of the

-Youth EMployment and Doirionstration Projects Act of 1977.

The, ulowledgedevelopment.effort consists of hundreds of

separate rebearch.evalUation and demonstration activities

whidh will.resuIt in literally thousands of written

products. q'he'activities have been, structured from the

Outset.so that each-is self-standing but also interrelated

with.a.host of other-activities,.-The framework is presented

in AKnowleg2222ELElaLl_f2E:L12212:Er2022:Ent!lt and

Demonstration-Projects Act .of.1977, A-KnoWledge Development

Plan for the Youth Initiatives Fiscal 1979 and Completi7

e*Youth Agenda:' A Elan for Knowledge Development,

Dissemination and Application in Fiscal 1980. _

. Information -is availableor will be coming available from the

various knowledge development activities to help resolve ,an

almostlimitless array of issues, but answers to policy

questions will usually require intOratiOn and synthesis

froifia number of separate products, which, in turn; will

depend on knowledge and availability of these products.

A major shortcoming of past research, evaluation and demonstration activity has been the failure to organize and

disseminate the products-adequately to assure the f - exploitation of the findings. The magnitud structure

of the youth knowledge development puts a premium on

organization and dissemina findings.

As part nowledge developmentMandate, therefore; the

f e of Youth Programs of the Department of Labor will

organize, publish and disseMinate the written products of

all major research, evaluation'and demonstration activities

supported directly by or mounted in conjunction with the

knowledge development effort. Some of the same products

may also be published and dissetinated through other channels,

but they will be included in the structured series of Youth

Knowledge Development Reports in order to facilitate access

and integration.

The Youth Knowledge Development Reports, of which this is one,

are divided into twelve brow categories:

1. _Knowledge Development Framework: The products in

this category are concerned- with the structure of knowledge

development activities, the assessment methodologies which

are employed, validation of measurement instruments, the

translation of knowledge into policy, and the strategy for

disseminating findings.

-!I
2. Research on Youth Employment-' and Employability

Development: The products in this category represent analysis

of existing data, presentation of findings from new data

sources, special studies of dimensions on youth.labor market

problems and policy analyses.

3. ProgramEvaluations-:- The products in this category

include impact, process and benefit-cost evaluations of youth

programs including the Summer Youth Employment Prngram,-JOb

Corps, the Young Adult Conservation Corps, Youth Employment

and Training Programs, Youth Community Conservation and

Improvement Projects, and the Targeted Jobe Tax Credit:

4. Service and Participant Mix: The evaluations and

demonstrations summarized in this category concern the

matching of different types of youth with different_service

combinations. This involves experiments with work vs. work

plus remediation.vs. straight remediation as treatment options.

It also includes attempts to-mix disadvantaged and more

affluent participants, as well as youth with older workers.

5. Edl_._icatj.oriand'es: The products in this ctegoryfltte-iitructured experiments to test the' impact and effegtiveness_of varicaus_educar

tion and vocational training approaches including specific

education methodologies for the disadvantaged, alternative _ education approaches and advanced career training.

6. Pre-Employment and Transition Services: The products

in this category present the findings of structured experiments to test the impact and effectiveness-of. school-to-work

transition activities, vocational exploration, job-search,

assistance and other efforts to better prepare youth for labor

market success.

7. Youth. Work Experience: The products in this category

address the organization of work activities, their output;

productive roles for youth and the impacts of various employment approaches.

8. Implementation Issues: This category includes crosscutting analyses of the practical lessons concerning "howto-do-it." Issues such as learning curves, replication

proces,ses and programmatic "batting averages" will be addressed

under this category, as well as the comparative advantages of

alternative delivery agents.

vi
9. Desiin and%Organiiitidnal "Alternatives: The

products jal this category:reprgsent-assessments of demonstrations of alternative programand:delivery arrangements

such as consolidation, year-roUnepreiciaration 'for summer

programming, the use. of incentives and multi-year tracking

of individuals. , , 10. .Special,Heedg Groups: The .products in this category

present-'findings yn the special problems of and adaptations

needed for significant, segments including minorities, young

mothers, troubled youth, /ndodhinese refugees and the handicapped. r

: InnovatiVeAradles: Thepradrictg in this 6ategciiii

present the in ings oft ose activities designed to explore

new_ approaches, The subjects covered j2nclude the Youth

Incentive Entitl ment-Tilot Projects, private sector initiatives; the nation 1 176uth service experiment, and energy

initiatives in-we therization, low-head hydroelectric dam

restoration,'Windp wer and the like..

12. Institutional Linkages: The products in this category

will include studies\:fInstitutional arrangements and linkages

as well as assessment of demonstration_agtimities to enco

such linkages with ed cation, volunteer groups, drug-abuse

agencies and the like.

In each of these knowle ge development categories, there will

be-a range of discrete monstration, research and evaluation

activities, focused on d fferent policy, program and analytical

issues. For. instance, al experimental dethonstration projects

have both process and imp ct evaluations, frequently undertaken by different evaluation, agents.. Findings will be

published as they become ,aicailable so that there will usually

be a series of reports as , evidence accumulates. To organize

these products, each publication is classified in one of the

twelve broad knowledge development categories, described in

terms of the more specific issue, activity or cluster of

activities to which it is addressed, with an identifier of

the product and what it represents relative to other products

in the demonstration. Hence, the multiple products under a

knowledge deiielopment activity ere closely interrelated and

the activWes in each broad, cluster have significant interconnections.

There are several other Youtll Knowledge Development Reports

closelyxeleted to this vocume. Alternative Education Models --

Interim Findin s' 'from' the Repl'ic'ation of the Career Intern

Program prove es ata on community based'altexnatiNe educatton

vii

=Lei
approaches. In the program evaluation category, the twovolume Assessments'of JobCot S Pe forMante and Im acts,

and The Lasting Impacts of Jo Cor s Participation provide

background information on Job Corps educational programs

and their impact.

ROBERT TAGGART

Administrator

Office of Youth Programs:

4.4

viii

10
Table of Contents

Page

OVERVIEW iii

FOREWORD

- CHAPTER 1: Review of the Literature on

Education in the Job Corps . . . 1

CHAPTER 2: Assessment of Education in Job

Corps 12

PTER-USeleet4on-of-Educationa Modelb 46

CHAPTER 4: Research and Development: Design

for EIE Models 71

CHAPTER 5: The Experimental Design and

Instrumentation Mechanisms . . 107

CHAPTER 6: Preliminary Findings 160

ix
0

.FOREWORD

The E1E evaluation is at important segment of research and assessment

which is being sponsored by the Office of Youth Programs of the

Department of Labor in FY 1979 and FY 1980. While this particular

effort is applicable to the Job Corps, results sffould impact on the

-larger scope of youth initiatives activities.

Knowledge development ha's always teen a basic mission of Job

.Cor0. With its broad mandate to provide comprehensive services

to the disadvantaged, with its detailed, and uniform reporting

procedures, Job Corps provides the controlled conditions so

important, in research and demonstration activities. The law

specifies that Job Corps should contribute ":..to the development

and disseminatton_of_techniques for working with the - disadvantaged

that can be widely utilized by public and private institutions and

the agencies."; The lay also specifies that "The Secretary shall

provide for the careful and systematic evaluation of the Job Corps

program, directly or by contracting for independent evaluations,

with a view to measuring specific benefits, so far as practical,

and providing information needed to assess the effectiveness of

program procedures, policies, and methods of operation."

(Knowledge Development Plan for Youth Initiatives, FY 79, p. 17)

It is to fulfill these latter legislative mandates as well as to

attempt to provide Job Corps enrollees with the best possible

education that the EIEwas conceived.

The parameters of the EIE are carefully delineated within the text of

the 1979 Knowledge Development Plan (p. 40). They are:

The reading program in the Job Corps will be revamped

based upon assessments of available educational materials

and approaches.

x

12
the Characteristics the **tonal OrOgrOM including

-.teacher training,. itOdent/pdpil ratioS, materials: developed.

at diffireO'denterspay-leVels,-gdin rates, -and enrollee . perceptions will be-determined 4n a, comprehensive. survey of

education injob:Cor0s..

A.study of computer-assisted learninOnd other promising

education approaches will selett models for testing within

Job Corps.

Alternative-educational-enrichment:approaches including

those emphasizing. (1) new materials, (2) computer assisted

ducation, (3) teacher motivation "arid training and (4)

pupil. motivaticin, will 'be implemented in alternative

Centers Under:a carefully designed:experiMental program to

determine whichls most-cost-effective in improving Job

.-Corps.learning.rates.

A ddta syitem and--network' would be establiSbed to .provide

for continuing additfOns,to and adaptattons'of the various

models and to assure_their-evaluation in a-consistent

fashion.

. The Knowledge Development Plan states that the EIE should "yield

some early evidence about ther impacts of different approaches-on

educational gain rates, dropout rates, and attitudes toward

education." Further, it should "determine the longer term impacts

of different education-gains and further emnloyability" and will

attempt to aid in-the identification of "potential early terminees

in order to.-give them extra assistance." It is to enable the

accOmpyishmentof-thesigbdri-that this :evaluation- has been

designed4

xi

.13

ca

O
-CHAPTER - REVIEWAF-tNELITERATURE:010 EDUCATION

IN THE JOB - ;CORPSCorpsmembers- enter at-very 'IOW leve1.5 of 'actual educational

'attainment,-despite.having completed many more years of school than

their attainment' scores reflect. According to an AM'. study based on

JObtorpi data,, 66 percent of'corpsmemers in 1969 had reading levels

below sixth grade and 64, percent had similar math levels, while in

1971 the correspOnoing-figures were 69. percent'and.78 Percent:

Therefore, between two-thirds and three-quarters of Job Corps_ entrants

have reading and math skills below the level necesary for the GED.

Also; the -study showed that virtually no corpsmembers (only 3 percent

to 7 percent) have high school level skills.

According to past studies, most Corpsmembers show some gain during

'their Job Corps stay. In general; the lower the beginning level, the

greater the, gain. NoWever, some studies indicate -that this may be due

more-to remembering what had been forgotten rather, than assimilation_

of totally,new-material. While nearly 80 peftent of Corpsmembers in

the introductory (below third grade) program showed gains in the 1969

data, 66 percent of.those in the elementary program (third to sixth

grades) showed gains, and this was further reduced to about one half

of Corpsmembers showing gains in the intermediate (seventh and_eighth

grades) program.

1 14
Not ,only were fewer making gains, but those'Who-did were giining at a

progressively slower rate.

About three quarters of all.Job Corps participants have completed

formal schooling only through'tenth grade and those that stay in Jot,'

Corps the longest, have completed the least amount of schooling.

Thit,.Would indicate 'that those:who need the program most (or know they

have the fewest "outside" opportunities') opt for the longest stay

However, another study ( Engleman, 1971)Nfound that the educational

level associated witn longest length of stay was 6.3 grade levels on

entry, perhaps indicating frustration at one end and boredom at the

other.

Engleman (1971) found average gains to be .69 grade levels of 4.8

months (reading) and .70 (math). This rate was achieved by those at a

6.1 entry grade level. Also, the higher the entry level, the lower

the rate of gain, and there was no significant difference between

centers.

\

Math gains were more precisely correlated' with length Of stay than

were:reading gains; Engleman tonclud that vocational education

classes act more as refhforcers and refreshers for math rather than

reading 'skills.

In general, while job Corps participa!ts' gains did not meet ,or exceed.

public school norms, they probably exceeded gains the CorpsmemOers

themselves had actually achieved in the public schools.

2

15
It must be cautioneirthatthe-gaini testing ofjob,Corps was rather

"whit or miss." There was wide fluctUations in vains reported, as much

as .Sfmonth. Thus, validity and reliability of procedures is highly

suspect.

:R a minority-of Corpsmembers are advanced enough at entry to

Aeventually achie e a -GED. It-is difficult to determine from the

literature just/ what percentage of Corpsmembers actually earn the GED,

but at least ne study suggests that a tenth of all enrollees and two

fift of those staying beyond four months (average stay is nearly six

mon ) gain a GED. As of September 1978, approximately a tenth of

enrollees were achieving the GED and three tenths at least entered the

programv Of those'-taking the GED'test, nine out of ten passed it

and received a GED certificate. The higher the entry level

(naturally)'the greater the chance of earning the GED.

According to several studies, earning a GED is probably the, most

valuable benefit to be derived from Jqb Corps. While studies

frequently mention that the 'vocational,educatil:..a segment is the most

popUlar area with Corpsmembers, employers tend to regard Job Corps

experience'or vocational training,as insufficient experience for the

1 / actual trade. Project Thresholds's Can -experimental New York City

/ halfway house) experience with Corpsmen and employers showed that:

A high school diploma or GED is the best job

3.

1G
preParaticih,-thi;',C00001'-:00:haiSignMcantly more-Corpsmen Oicr'haire*OirecLGED.'s (,High

School Egaval001-retaineCther'jobt,longer as

oppesetto,t6SOW.had *ptli The same re-

.. latiOnShili Oiteiriietieen*e=jop.CorOS high

SchoOl)graduatei.400hOSOTWtthObtAED's4..

The:,0101bMior.GE'vihii4ened the iime necessary

Ad secure emOYOYMent and utUaly-aisisted the

Corpsman in finding "work that was.iprectTy-related

to his vocational; gealS,andintereSts. I

. ,There are several important factors'-contributingrto how satisfied the.

Corpsmember is with the education program and hoW much gain he she

_attains while-in'the program. .Besides length of stay anClevel.at

entry (as discussed above) the research suggests the following:

1. CorrespOndence between Corpsmembers's Pre-Entry Expectations

and.their perceptions of Job Corps actuality: The closer the fit, the

more satisfied the Corpsmember. The most recent study (Mathematica,

-1978) 'suggested that the education program (along with job training) is

most likely to be rated positively among the various segments of

Corpsmembers, and that it closely fits previous expectations.' However,

females, blacks, and older enrollees are more.likely to rate the

education_ program positively.

2. Alternation.of Scheduling: Studies have found that alternating

basic education with vocational training' makes for higher.Corpsmember

satisfaction and better retention. The vast majority of enrollees view

Job Corps as a job program rather than an academic program and higher

satisfaction and greater corizespondence.with expectations is achieved

if all CorpSinembers' programs include vocational .-At -btion.

4

17
eed,tn-a-few.COniervation-Centers-where d4 ly alternationwas

impossible:d6e to.l.thefdi4-tance of work sites/ this was felt to be a

.major .cause of lower retention.

. ! The main dtfficulty with4lternattng the two'segments appears to be

that vqcational educatiOn presupposes competence in basic skills

which-Co6smeinbers. may,brily-be acquiring. Thus, there is a need

either to find materials.and structure experiences to ',natal

Corpsmember levels, And/or to incorporate vocational content into the

Basic Education PrOgram. However, the first approach may further

minimize the work experience value of vocational education, since the:

program may be so simplified that the.experience does not correspond

to actual work. The second approach may_alienate Corpsmembers who

want work experience, not more formal schooling.

A 1f basic education courses are not specifically vocational in content,

'hen the studies indicate that there should be "positioning of general

/education courses in terms of their relationship to economic

self- sufficiency, e.g:, the job itself, money management, career path,

etc."

3,. Feedback/Time Completion: Yankelovich_found that_Corpsmembers__

have a strong need for time-limited completions and quick feedback.

In other words, Corpsmembers need to be able to measure progresi..

through unit-completion type programs, have clear sense that they',

Oft 5

=T.
are.at.a certain level, and have finished and "put away" previous

levels. AlsO,,Yankelovich suggests that Corpsmembers be given-a

prediction of just how long they need to stay in Job Corps to complete

their stated goals, since -those who feel it "could go on forever" are

.likely to gtve,up due to lack of any sight of goal attainment

4. Remedial or Compensatory Education: According to work at the

Omaha Job Cdrps Center, intense remedial reading programs were found

effective only with those at 4:9 reading level or below. Other

studies suggest that there is a stigma attached to being pulled out of

the classroom or regular programs, or being assigned to a special

program for the very lowest levels, so such remediation should

probably take place within the normal setting ,

5. Incentives: The evidence for gains related to incentives is

uncertain, but generally is unfavorable. In a study at the L.A. Job

Corps Center, a $5 award was-offered to counteract hypothesized apathy

or antipathy to-01ns testing--if a gain was shown over the previous

score, the award was made. There was no significan(slifference

between the groups.

IneXperfilents with points and token economy systems, the

administrative "Odokkeeping" requirements were found to-be-too complex

and too time consuming, 'and to generate too many "arguments and

attempts to "beat the system" on the part of Corpsmembers.

.

6

19
M. -Beiides frequency and vitality of interaction, teacher attitude is a

significant affector of student performance. Communicated concern,

high expectations coupled with high confidence in students, and, in

general, old-fashioned love and concern have a profound effect on

student achievement. Many studies rate this as the most important

determinant. This argues for programs with a high degree of teacherstudent interchange-as opposed to self-instruction.

In summary, the literature concludes that most Corpsmembers enter Job

Corps at a very low educational level and make some gains, though

usually not enough to earn a GED. Programs should have materials which

are geared in subject to adults and which are perceived as directly e------ levant in content to employment and, particularly, ional skills:

However, while materials are a _important area of concern for Corps-1

members;, Corpsmember-teacher interaction is the most significant determinant of actual gains.

Receipt of the GED certificate shortens the time necessary to findla

job, makes it more likely that the Corpsmember will fia\one close to

his or her interests, and increases the Corpsmember's retention i4 a job. There is indication that a GED is the single best job preparation

a Corpsmember can have. However, the majority of Corpsmembers enter at

too low a reading /math level and/or stay too short a time to-achieve the

level necessary for the GED.

7
It his been found that scheduling close alternation of the academic

and'work experience segments leads to better retention in the program.

Howe'ver,,Corpsmembers prefer the work'experipnce and job training to.,

basic eduCation, and the .vocational education is much more a break;

from the academic rather than vice versa.

Corpsmembers appear to view the purpose of Job Corps as job skills

training and tend to object to segments which are reminiscent of

their (-frequently detested) experience with formal education. .....
O
BIBLIOGRAPHY

1. AU Reports #5. "Educational Gains," approx. 1967

2.. ABT Associates. "Search of Extent Job Corps Literature Related to

the Issue of Retention." 1972

3. ABT Associates. "A Diagnostic and Developmental.PrOject to

Identify Job Corps Retention FactorS Part I: Section I Data

Analysis Report," 1973

4. ABT'Associates. "The Non-Economic Impacts of Job Corps," 1978

5,_Cain,A1.en G. "Benefit /Cost Estimates for Job Corps" Institute

for Research on Poverty, 1967

6, Emmitt, Robert J. "The JO? Corps: Back to Basics' In County

Manpower Report, Volu* 4, No. 5, October, 1975

7. Engleman, Stephen Robert. \"An Economic Analysis of the Job

.Corps." Dissertation in\Economics, Univ. of 'California at

Berkiley,,1971

8. Manpower Administration, Diviijon of Special Studies. "Evaluation

Study of Job Corps Residential Manpower Centers," June. 1975

9. Mathematica Policy Research Inc.\ "Evaluation of the Economic

Impact of the Job Corps Prograik," June, 1978

'10. National Institute of Education. lbe Effects of Services on

Student Development," 1977

11. North America Rockwell Information Syitems Company. "MDTA Basic

Education Study--Final Report,"1973\

10

23
12. Rawlins, Veldon Lane. "Government Sponsored Training Programs

. fore the Disadvantaged Youth as a Part of Efficient Long-Run

Manpower Policy" Dissertation in Economics, Univ. of

California at:Berkely updated:

13. Shales, Tom. "The Job Corps at Ten" in Manpower, March, 1975.

If a cited study is not mentioned above, the information was drawn

from the following summary directory:

PlanririePrograms Directorate "Job Corps Evaluation and-Research:

Fiscal Years 1967-1968" June, 1969
CHAPTER 2. ASSESNENT 'OF EdUCATION IN

JOB CORPS

As part of the Educational Improvement Effort (EIE) a survey was conducted to provide baseline information to aid in the determination of _

the need for and the methods of improving the Job Corps Basic Education

and GED programs. The data contained in this section were obtained from

a sample of 39 Job Corps centers. Of these, 15 were Civilian Conser-

,vation4enters(CCCs) and 24-were-Contract-Centers._ The breakdown of

centers by region is as follows:

----TABLE I

Description of Sample

Region Contract ,CCC Total

3 5 0 5

4 4 4 8

5 3 1 4

.,.- 6 5 3 8

7 & 8 3 4 7

9 2 0 2

10 '14- 2 3 5

12.

25
This Yielded:39- intervieWs-isith-batic--,edUcation' directors-or-their

deSigneet, 300 -interviews' With teachers, and approxiffiately 800

interviews with Corpsinenibers. A- doitip-IVriistingof the sampledcenters may be fountriiiippendix A to thieThapter.

Basic Education Direction Queitionnaires

Specifically, the Basic EduCatioW:Director Questionnaire yielded

current data relating 9) such things at z- what-ongoing recordkeeping

practices are; what tests-/ if any, are routinely being used to measure

educational _gains; what is the success rate of the existing GED

programs; what corporate-and/or center-developed materials are

being used tc supplement the basic program.

1Educational Gains Measurement

Most centers are using The entry testing, programs provided by-Job

Corps (the longstanding MJS1; MJS2, and RJS1 tests) for initial

assignments into educational Fyograbs. Of the centers surveyed,' 92.5,

percent are using the K1S1 and MJS2 tests for mathematics placement,

and 93.5 percent administer the RJS1 test for reading placement.

Although the RJS and MJS tests are widely used, there are varying--

opinions concerning the Effectiveness of these tests in determining

educational competencies.

Table 2.

A breakdown of this data may be found in

Av.

13
e

Is

5.

t

Table,

Table 2. PerceiveCEffectivehess of the RJS and !QS 'Tests

Dasio:Educatiiin Iiirector-:Response-

,

Perieivedrffectivenesi RJS1

o '(Low) 14%

16%

>3' 31%

27%

(High). 5 -.11%

(Don' t inoW) . 1%

MJS1 MJS2

14%

8%

24%

40%

14f,

3%

3%. 17%

36%

36%

5%

0 A wide variety of individuals appear to be admini.stering these tests,:

Table 3 shows the percentage of centers indicating administration

.-. personnel for the RJS and min tests.

14
14'

tee

. ;:-:fAB*1 j

Aiflistt1ersonflél -fszie Tests

)

Administrator Percent of Centers Reporting

MJS1 and MJS2 RJS1

Teacher 33% 31%

Counselor 7% 3%

Orientation Specialist 20% 17%

Testing Specialist 11% 15%

Other 30% 34%

Data also indicate that there is no consistent time across centers

when these tests, are being administered. Eighty-two percent of. the

surveyed enters administer these tests during Corpsmember orientation

week, bu the day varies. Literature in the field of measurement

ifldicatL that many factors may influence test results, among these

are, num rous conditions, w

, ithin the individual. It is possible that

placement results may be influenced by newness of .surroundings,

15
homesickneis,.the test administrator, etc. For these reasons, a

fairly standard administration time for placement: tests may be

benefici0.. While a Procedure such as this could not guarantee

consisteTcy of Corpsmember placement across centers, it may serve to

minimize, at least, some of these extraneous factors.

Educational gains are eing measured in approximately 88 percent of

the centers; howev

ten*a wide variety of instrumentation is being used

V

for t is purpose. Very few centers are using the MJS1 and MJS2 and/or

th 'RJS1 to measure educational gains: th Table 4-presents these

p centages.

/

Use of MJS1, MJS2, and RJS1 to Measure Educational Gains

TABLE 4

Use for Gain Measurement MJS1 and MJS2 RJS1

Yes 14% 4%

No 86% 96%

A wide variety of gains-testing instrumentation is being used. The

SAT, Woodcock, LAC, and Sullivan tests are being used for, reading

16

29
./

Pre=tests;:06 ank:SATire being used for reading post=tests,. For the

,mathematics program, centers indicate that he Woodcock/Key Math,

AmericanGuild, SAT, Section-D/Unit Tests, and MJS1 are being used.

These results indicate that enough divergence of instrumentation is

being used that little comparative gain score information from one center to another could be considered valid.

Maintenance and storage of the test data vary widely from teachers'

files. to computer storage, with approximately 50 percent of the

centers indicating that teachers do maintain these records, at least

initially. Of the centers reporting, so percent state that

educational gains records are only maintained while the Corpsmember is

on center, while 33 percent indicate that they maintain these records

longer than 12 months'after the Corpsmember leaves. Again, these data

demonstrate little consistency across centers.

GED Program

The data on the GED program provided relevant information about the

existing curriculum and its implementation. Because of the-wide

variation in the size of the surveyed centers, there,is considerable

diversity in the number of Corpsmembers who enter the GED program on a

per 'month basis. Sevehty-two percent of the survey centers report 30

or fewer entering GED students per month. The remaining centers have

anywhere from 30 to 100 Corpsmembers entering the GED program on a per

17

30
month basis. Although is div6tsity is-quite larg it is consistent

with. 'researcher ex0iet n. ABLE 5*'

'GED Data

Region Total COriismeMbers Eligible Corps= It, GED Employees

Job Corps Eligible for' members Actually` Completing

Enrollment GED- Ehrolledin GED GED

Number.Percent: Number

3 6,894 1,081 16% 695.

4 18,471. 3,690 20 2,125

5 6,039 714 12 635

6 23,660 4,157 18 1,997.

7 & 8 14,960 1,852 12 , 1,673

9. 3,281 823 25 562

10 8,127 1,825 22% 1,572

*-Bised on Job Corps iitional Office Data

**All percentages are rounded.

Percent ** Number Perce0

64%

58

89

48'.

90

68

86%

.621 89%

, ....._ 785 37

344 54

1,530 77..,, 1,436 86'

472 84

814 52%

Basic education directors were asked to distinguish between students

who'enter the GED program when they arrive on center and those who

18

31
,

'

come through the Bast; Educatiow,progra .,.

TABLE- 6,

How Students *Ehtev7 The GED Program

able 6 cona1ns that

Percentage f Total ; Percentage of Centers Reporting

Studentt Enter GED

on Arrival

Students Enter

GED through - Basic Education

Below 10% . 33%

10-20% 15%

20-30% 15%, 8%

3040%* 15% 3%

40-50% 3% 3%

50-60% 8%

60-7.0% 0% 8%

/ 70-80% 11%

/ 80-90% 3% 14%

90-100%' 3% 42%-

Eighty-seven percent of the centers surveyed report that students, are

placed in the. GED prOgram on the ,basis of tst scores, but data also

22
indicate that there is little, if miy.'cobSiStericy in the utilized

placement tests. The SAT advanced test is used by 55 percent of the

centers reporting;. 31 percent use MJS1 and psi, while 14 percent use other instruments. This suggests that comparable test criteria for

. .placement into'GED do not exist across centers. A further implication

is that a single standard of test'Performance is not used for GED

placement.

Approximately 29 percent of the reporting centers indicate that

students can'be placed into the GED program on the basis of criteria

.other than test scores or counselor recommendation. Placement into

GED is further confounded by the fact that students can, in at least

one center, be placed, into the GED on'the basis of only the

counselor's recommendation. This further illustrates the lack of

consistency of placement procedures across the centers.

The percentage of students who have successfully completed the GED

program and test during the last three months and the percentage

meeting state certification requirements also vary'dramatically across

centers. The data are presented in Table 7.

20

33

1.
IPei7centagO,'of"StUdent4--iiho.Pass /theft ED Test

and: Meet State. Ceti ficatiow Keqtrif.eiilents

Percentage of Students Percentage.

Pat, GED Test

of Center .Reporting

/Meet Certification

Aesuirements

Below 10%

10-20%

20-30% , 30-40%

-40-50%

50-60%

60.70 %'

70-80%

80-90%

90-100%

6%

11%

17%

6%

6%

14%

9%

6% / 9%

17%,

0%

8%

11%',

8%

5%

5%

_5%

13%

11 %-

34%

Approximately 76 percent of the centers report that it takes three to \

-six months for a student to complete the GED program. Only.1I percent \

of the centers report that they administer the GED test on center. A \

'decision as to when the student ready to take the GED test is made

by the-GED teacher in approximately 76 percent of the centers. In the

remaining centers, a decision Is made by the corpsmember, the
I. counselor; the basic ed4cation-supervisor, or anJtherindividual. For

the 89 percent of the centers which send stmeats to -other locations to

take the GED test, there is no single test .location type. Some use the

facilities of IoCal high sdhools or colleges, while others use learning

centers, county education offices, or career centers. There is no way

to determine how comparable these-testing facilities are or whether

differential conditions affect the test results.

3. Innovative Materials in the Instruction Program

O Data indicate that- the majority of the surveyed centers are using either

center-or corporate-developed materials to supplement the standard educational program required by Job Corps national policy. In the area

of basic education, 84 percent of the centers report that they are using

such materials, while 67 percent say that they are using them for the

GED program. This fact results in an inference that the testing of new

models should probably be done on an intracenter rather thah an intercenter basis because the education program may vary widely from center

to center. Approximately 80 percent of the reporting centers state

that their supplemental materials are vocationally oriented; 83 percent

of the sampled centers state that they have made changes to the prescribe() basic education curriculum which they believe are making it more

effective and 'efficient.

22
4. Staffing Patterns ...

Staffing patterns and-teacher/student ratios vary from center to

center. Table 8 presents the teacher/student ratio data.

TABLE 8

Teacher/Student Ratios

Ratio Percent of Centers Reperting

GED Math Reading

Below 1:10 9% 6% 6%

1:10 14% 6% 18%

1:15 39% 47% 44%

1:18 :, 17% 18% 20%

1:19 6% , 0% 0%

1:20 6% 107;

. 9%

1:25 9% A% 3%

A teacher/student ratio of 1:18 is considered to be the maximum that

, \

should be evidenced within the Job Corps program. These data show

that 21 percent of the surveyed center have ratios greater than this'

within GED; 23 percent in mathematics; flci 1 percent in reading.

This appears to demonstrate that at least, som -of the centers are

currently understaffed.

, 3 6

23
Salary ranges for teachers also differ significantly, with the minimum

salary as low as $9,500 and the maximum salary as high as $26,900.

(for fu'll-year teaching). Data obtained from the teachers as part of

the attitude questionnaire indicate that teachers are not being

comparably paid for experience across centers. There is apparently no

consistency in salary range or in criteria for sality evident at this

time.

Qualifications for teachers also appear to show some variations.

Ninety percent of the centers reporting state that a bachelor's degree

is required; 68. percent report that a state certificate is necessary;

and 30 percent say that experience. is necessary. There are,

additionally, other differences relating to such things as areas of

expertise and experience with minority/disadvantaged youth.

Approximately 92 percent of the centers reporting believe that their

staff is above average with regard to meeting minimum qualifications,

,and, yet, 33 percent of the sampled centers feel that minimum teacher

requirements should be changed, while 67 percent.do not want a

change.

Eighty-four percent of the centers report that they do use teacher

aides in the Basic Education programs, and 81 percent state that they

use aides in the GED program. However, the type of aide utilized

varies widely. The majority, 70 percent, are Corpsmembers, while

others include volunteers, interns, and CETA enrollees.

24

37
\*"

Qualifications vary from anyone who has completed the Job Corps

mathematics and reading programs to two years of college. Training

ranges from none; to two years of college, to the same training as

instructors receive. Salary ranges from none to $12,334 per year.

Only 6 percent of the surveyed centers report that they have a vocational training Oust& for aides. Again, because of differences

in both qualifications and training, comparisons relating to the

AtInetientng-of cen basis.

5. Accreditation

Carnegie units or-high school credits that will be accepted by the

states can be given in only 15 percent of the centers sampled. Only

three centers report that they are accredited to issue a state high

school diploma.

6. Placement Data

Approximately 63 percent of the centers report that they do keep

placement data on Corpsmembers other than on Form 72 which is gathered

on termination; however, the type of data which is maintained appears

_____to_van! widely Approximately 26-percent of the centers-which--

maintain placement data, keep records for 9-12 months, while 74

percent keep them longer than 12 months.. Maintenance of follow-up

data also varies. dramatically. What is seemingly evident from the

25

38
. . data also varies dramatically. What is seemingly evident from the

data collectedito date is_that there is no .consistent procedure

apparent within the Job Corps for maintaining placement-and/or

follow-up data on Corpsmembers beyond the standard termination

documentation.

There are several inferences which can be drawn from the data on the

Basic Education Director Questionnaire. The first of these is that

the teacher/student ratios lead one to believe that some centers may

well be understaffed or are having difficulty filling vacancies. The

numberof vacancies vs. authorized slots is a major indicator of this..

While aides are used in most centers, differential qualifications and

training imply a lack, of consistent utilization of these individuals

to reduce teacher/student ratios and increase the one-to-one contact

so vital to the effective use of programmed materials.

There is apparently no single totally consistent Basic Education or

GED program in use in Job Corps centers. The core program is

supplemented and adapted in a number' of ways. Additionally, there is

little consistent placement testing or gain testing procedure in

evidence within the Job Corps at the present time. Coupled with this

is the fact that there is no standardized recordkeeping procedure

currently being utilized that yields the type of data needed on

'Acational gains to continually update and improve the program.

26
TEA4CAER .ATTITUDe-QUESTIONNAIRE

The analysis of the Teacher Attitude Questionnaire was based on the

ta,Nulation of item means and the correlation between the total score

on the attitude questionnaire and the demographic information which

wn asked. Additional correlations were computed utilizing portions

of the questionnaire. The calculation_of the item means provided

information concerning general attitude on the specific question

content. Calculation of the correlations provided information on

whether there was a relationship between attitude and demographic

d.ta. It was believed that, if there were fairly strong correlations,

the demographic data might be used as predictors or attitude.

Approximately 380 teachers in both contract and conservation centers

were interviewed during the course of the study. The attitude items

which were asked, were based on a 5-point Likert scale. On this type

of scale, the ideal item mean is 3--the point of neutral opinion. If

the item mean is 3, the inference is that there is a balanced mix

between positive and negative attitudes. Only in this instance can

the item have maximum potential to_aiscriminate between persons of

-- positive and negative attitudes, As the item mean departs from 3,

the item is less and less capable of discriminating between these

r attittiaes't

Questions ere designed so that a high total score demonstrated a F"

1

27

40
positive attitude toward the referent and that, correspondingly, a low

total score meant a negative-attitude. Using this as an overall

rationale, it can be seen that an item with-a mean greater than 3

shoWs that people feel positively about the object of the question and

that-an item mean less than 3.illustrates that they feel negatively

about the subject. Scaling of each item took into account the

positive or negative phraseology of each 'statement.

The frequency distribution of.total scores for this .sample may be

. found in Chart 1. The shaded portion of the graph includes all of the

results above the midpoint of the possible score range (i.e., positive

attitude). This suggests that teachers have a quite positive attitude

abogt the Job Corps education program.

Analysis was'performed on the 100 questionnaires with both the highest

- and lowest total scores (n=200). Consultation with expert

statisticians and evidence from previous research showed that

calculations based on a sample of this size are very close to those

which would be obtained on data from the total available sample. The

amount of measurement error involved in using this procedure has been

shown to be very small. Table 9cpresents the results which were

obtained from the sample of 200 teachers. Results broken down into

regional data may be found in Table 10. As can be seen from the item

means, the teachers feel that their centers are good places to work

in and that administrators treat them'fairly (items 1 and 4). They

28

41
TPEQ412:10

Chart-1

TEACHER ATTITUDE QUESTIONNAIRE

TOTAL SCORE FREQUENCY,DISTRRUTION

15 ot

1,1

0

AY*

4

42

I. i i I 1 SCOft

42 41 4019 38 37 36 34 33 32 31 30 29 28 27 26 25 24 23 22 '21 20 19 13

43
TABLE 9

Teacher Attitude Questionnaire

Item Means

ITEM

MATER ITEM , __ITEM

MEAN

1 This center isTa-good place for a teacher to work. 3.85

2. job is interesting and challenging. 4.29

3

, I get enough recognition for the task I'M performing.

f 113

4 The center adminiO.ration treats me fairly. 3.67

5

. If Job Corps teachers were paid more, they would be

more effective teachers,

1.- 2.78

6 The materials and learning system which I use are not

adequate for the task.

3.03

7 There are new materials that could help me do a better

job in my area.

4,14

8 I would like to be able to develop curriculum materials

on my own.

4.08

9 Working with programmed instructional materials gets

boring for a teacher.

2.78

10 The students would be more receptive, depending on what

I did.

4.30

OVERALL

AVERAGE , 3.70

. .30
TABLE 10

Teacher Attitude Questionnaire

`Item Means By Region

. ITEM'

,''NUMBER . ITEM . ITEMS MEANS

Regions

7 & 8

. ,Region

9

.1 Region

10,

- 7°,1,

Region

3

.Region

4

Region

5 gigion

6

1 This center is a good place for a teacher to work. 3.63 4.00' 3.61 3.86' 3.53 4.10 4125 ':::

-1 3:85:-

2 This job is interesting and challenging. 4.37 4.00. 4.17 4.33 4:21 -4.30 4125

r

.

I get enough recognition for the task I'm

performing. i 3.21 3.22 3.11 3.28 3.76 3.40 3.35 3'i33

4 The center administration treats me fairly. 3.16 4.05 3.44 3.63 3.41 330 4.10

I .3.67

5

. If Job Corps teachers were paid more, they would

be more effective teachers.

2.58 2.72 1.94 2.67 2.91' 2.50 3.400\ 2.78

6

. The materials and, learning system which I use are not adequate for ihe task.

2.58 2.83 3.11 3.23, 2.68 '3.10 3.25 3.03

. 7 There are new materials that could help me do a

better job in my area.

I would like to be able to develop curriculum

J materials on my own.

4.00

4.32

4.33

4.62

4.39

4.22

3.74

4.00

4.09

4.12

4.10,

4.10

4;55

3.80

l'

. 4.14

4.08 8

9 .

, . Working with programMed instructional materials

gets boring for a teacher.

2.63 2.44 3.11 2.06 2.38 3.10

1 3.10 2.78

10 . The students would be more receptive depending on

what I did.

4.21 4.39 4.44 4.12 4.47 4.10 4.35 4.30

. OVERALL Adi

a 3.47 3.66 3.55 3.57 3.56 3.67 3.84 3.62
also feel quite strongly that their fobs are both interesting and

challenging (item 2). Additionally, while their feeling about the

adequacy, of the existing educational program is basically neutral

(item 3), they firmly believe that there are new materials which could

help them to do a better job (item 7). The desire of teachers for new

educational materials is bolstered by their belief that they can

successfully influence student motivation (item 10).

A correlation coefficient represents a measure of association between

two things. The range of the correlation coefficient (Pearson Product

Moment) is from -1 to +1 with 0 showing no relationship (r= -1(001).

The interpretation of this statistic is thata correlation greater

than 0 (r)0) means that the relationship is positive, and a

correlation' less than 0 (r(0) means that the relationship is negative

or inverse. As the correlation, coefficient departs from 0 and gets

closer to either -1 or +1, the relationship betweeen the two factors

is said to be stronger. Table 11 contains, the relevant correlations

computed utilizing teacher attitude data.

32

4 "

ri
`TABLE: =141F

teicher-AttitUde Correlations

. CORRELATION' RESULT

Number of years, teaching/total teacher attitude score

? .23

. ......... Number of years teaching.-in Job Corps/total teaching

attitude score

-.20

Teaching hours per day/total teacher attitude score ,03'

. Salary/total teacher attitude score . .09

. Teacher-question 6/salary Yor teachers- .13

Average of teacher questions 1,2, and 3/silarY -.26

Average of teacher questions 1,2, and 3/number of years

teaching

-.23

Average of teacher queitions 1,2, and 3/teaching hours

per.day

.24 . Average of teacher questions 1,2, and 3/student:teacher

ratios

-.23

kierage yearly cost-Of education per CMY /teacher overall

satisfaction with administration

.22

Average yearly cost for materials/teacher,question.6 .18

Average yearly cost for materials/teacher questign 7 -.02-

Average yearly cost-for materials/average of teacher

uestions 6 and 7

.14

48
Several interesting conclusions are-suggested_by these correlations,

although in. most cases the results are more significant in terms of

direction thin in terms of degree of correlation.

I. Satisfaction and attitude toward the Job Corps e cation

program declines with length of teaching experience/and tenure in

the program.

2, longer teaching hours per day do not undermine satisfaction

and attitude. In.all likelihood, the teachers with less

:seniority have longer hours, so the more positive views of new

teachers may be reflected in this correlation.

3. Teachers are more satisfied and positive when they have fewer

students and can provide individualized attention.

4. The more teachers are paid, the more they feel that pay

increases are required to make Job Corps teachers more effective.

Satisfaction and attitude are inversely correldted with salary.

It may be that salaries do not progress commensurately with

seniority, and this may be the cause of the less favorable

attitudes of lenior teachers. On the other hand, negativism may

be caused by tedium and lack of change, with the negative

relationship between salary and satisfaction being explained by

the relationship between tenure and salary.

34

40
In summary, it can be seen ITO these data that, while teachers

I view the Basic Education and GED programs positively, they do

perceive some weaknesses in them. They do believe that, while

4 the existing programs are adequate, there ar new materials which

could help them do a better job. The teacher sampled in this

study firmly believe that student receptivenes to the program is

dependent on what teachers do and that new matev als would

facilitate this effort.

35
S UDENT ATTITUDE'QUESTIONNAIRE

The analysis of the Student Attitude Oestionnaire was based on

the abulation of item means and the correlation between the

total score on the questionnaire and the demographic information

which as asked.-- In additioN-correlations were-computed

utilizi g relevant portions of the attitude questionnaire. The

calculaton of the item means provided information concerning

general attitude on the specific question content. The

calculatio of the. correlations provided information as to

whether the e was a relationship between attitude and specified

demographic ata. It was believed that, if there was a fairly

strong carrel tion, the demographic data might be used as a

predictor of a titude.

Approximately 8 0 Corpsmembers in both contract and conservation

centers were int rviewed during the course of the study. The

. frequercy distribution of the total scores for this sample may be

found in Chvt 2. The shaded portion of the graph includes all

Corpsmembers whose total score on the attitude questionnaire was

above the midpoint of the possible score range (illustrating

positive attitude). The,ana'tysis was performed on the -100

questionnaires with the highest total score and the 100

questionnaires with the lowest total score (n=200). The general

consensus is that there would be very little additional

36

51
-

FRED 78--

71

66

58

50

45

52

35

30

5

Chart 2

CORPS:408ER ATTITUDE \QUESTIONNAIRE

-TOTAL-SCORE-EREQUENCY,DISTRIBUTION

ist

A_

I 44 1 42 140 138 136 f 34 1312 1 30 121 1 21 1 24 22 120 1 rte1 SCORE
-..;, \: aSure0ent error invOlVe in using-this'procedure rather than total

,

I, :-saliple analysis. The. item means which wire'obtaiiled from the

0psmember sample were very encouraging (Table 12, regional breakdown110Y be found in Table 13). The students appear to have a very

,positive attitude toward the Job Corps Basic Education and GED - -programv.----

Corpsmembers feel that something should be done to make reading and

mathematics more interesting. ThYs independent assessment agrees with

the belief of the teachert that, although the basic materials are

adequate, there are new materials which'couid. be better. In addition,

:Corpsmembers seem to feel, as evidenced by comments, that programmed

instruction tends to get boring. This supports the use of

supplemental learning aids._

What should be noted is that, for the sampled concepts, the Job Corps

student likes what is happening. He feels that teachers are treating

him fairly (item 6), that he is getting enough attention in class

(item 5), that his teachers are-friends (item 7), and that, above all,

he is being respected as a person (item 8). Thus, in the eyes of the

students, the teachers are performing far above an average level in

these areas.--

7'-

. -'The Pearson. Product Moment Correlations Coefficient, which was the

statistic 'utilized for this analysis, determines the strength of

38

9
"TA4rif

Student AttitUde Questionnaire- . Item Means

ITEMNUMBER

. .

_

. , ITEM

ITEM

MEAN

1

_ .

. Job Corps is giving me aLchance e'en education a that I-couldn't get any other way. 3.56

The-education .classes-here are more interesting

than when I went to school back home. 3.27

3,, I learn more here than I did in school. 3.59

4

, I wish they would-do,something to make reading

and math more interesting. .

. 3.54

My teachers give me enough individual, attention

in class. 3.63

6 I am treated fairly by my basic education or

GED teachers. ''' 4.04

7 I consider my teachers as friends here. 3.97

8 My teachers respect me as a Person.

. 4.04

9 The people who go.home from Job Corps early do . so because the classes are too dull. . 3.67

10 The education program is nothing like what I.

was told-it would be in my orientation. . 3.13

OVERALL

AVERAGE

. .

.

.

. 3.65

39
," , .

,

56

7--

, '

, " _ '

= TABLE 13

< _ Student Attitude Questionnaire

Item Means by Region

,

!mIT.

ITEM

NUMBER

. ITEM

ITEM MEANS

Region

3 . Region

4

Region

5 Region

6. Regions

7 & 8

Region

9

Region

10 , TotaT

....-,

., . 3.56

. 1 Job Corps is giving me a chance of an education

that -I couldn't get any other way.

.3.68 3.06 3.46 3.89 3.50 3.80 3.24

2 The education classes here are more interesting

than 'When I went to school back hqme.

. 3.58 2.53 3.46 3.49 3.19 3;70 '' 3.00- 3.27

3 I learn-more here than Idid in school 3.58 2.82 3.77 3.74 3.62 3.80 3.88 3.59 , 4 'I wish they would do something to make reading

and math more interesting.

3.26 3.85 3.46 3.66 3.33, 3.50 3.59 3.54,

5

, 6 My teachers give me enough individual attention 3.53 3.29 3.85 3.72- 3.76 3.90 3.41 3.63

6 I am treated fairly by my Basic Education or GED

teachers.

4.2o 3.79 4.15 4.02 4.07 4.10 4.12 4.04

7 I consider my teachers as friends here. 4.00 3\68 3.85 4.09 4.21 4.00 3.59 3.97 : 8 My teachers respect me as a person. 4.16 3.91 4.31 4.17 3.93 4.10 3.71 4.04

9 The people who go home from Job Corps early do

so because the classes are too dull.

3.89 3.26 3.69 3.85 3.74 3.50 3.41 3.67

10 The education program is nothing like what I was told it would be in my orientation. 4, 3.32 2.56 3.31 3.36 3.26 3.30 3.18 3.13

OVERALL

AVERAGE

3.73 3.28 3.73 3.80 3.66 3.77 3.51 3.65
ascoiation between two things. The_range of the Pearson,r is fro6-1

to +1, with 0 showing no relationship Cr=1<0 (=1). However, it should

be noted that this statistic is accurate only for linear data. The

correlations for Corpsmembers interviewed in this study are presented

in Table 14.

TABLE 14

Student Attitude Correlations

Correlation Result

Months in Job Corps/total attitude score .04

Age/total attitude score .02

Enrollment in Basic Education or GED/total

attitude score .27

Last grade attended/total attitude score .11

Student ,question 5/student: teacher ratio by center -.58

Average yearly cost for materials/student quest. 4 -.28

Teacher overall satisfaction by center (quests. 1-4)

Student overall satisfaction by center (quests. 1-3) .10

41

5 s)
Several. insights are sUggit-tediv'tpete

,r

1. There Is no significan telationship between months in Job q

Corps 'and attitude or between Corpsmember age-and attitude. ,Thus,

perceptions about the Job Corps education program do not change,

at least while the student is in the-program.

2.. Students notice and feel they benefit from individualized

,attentien when. the number of students per teacher is reduced.

3. Students are more satisfied with materials when expenditures

for materials increase.- -.

4. In centers where teachers tend to be more satisfied and have

'pOsitive attitudes, students also seem to share this positivism.

5. Youth who are in the GED program are more' positive about

educational offerings than those in Basic Education.

0 42

50
0

.., An

Ce . i-

).< Z ( 0.4 Lae 1 o =

t= to) '

,.. ict I a , A
Region

III

1-".""7-t7;:"'

CENTERS WHERE INTERVIEWS WERE CONDUCTED

Center

Blue Ridge

Charleston

'Keystone

Maryland (Woodstock)

'IV Atlanta

Breckinridge

Crystal Springs

Jacobs-Creek

Lyndon Johnson

Oconaluftee

Schenck

Whitney Young

V Cincinnati

Cleveland

Detroit

Golconda

VI

VII and VIII

Cass

El Paso

Gary

Guthrie

McKinney

Ouachita

Treasure Lake

Tulsa

Clearfield

Collbran

Excelsior Spring

Kicking Horse

Mingo

Pine Ridge

Weber Basin

44

61
1

5

A

* *-*- *:* Region

IX

X

/

Center

PhoehlA

San Jose

45

62

,Angell

Ft. Simcoe

Portland

Timber Lake

Tongue Point

a.
CHAPTER 3. SELECTION OF EDUCATIONAL' MODELS

LThe aim of the EIE is to test under con rolled conditions the most

proMising models for educating economically disadvantaged youth.'

Selection criteria were developed from the unique needs and character-

, 1 istics of th lob'Corps population. Th following criteria were applied to sele t programs which would meet those needs and be tkilored

\ to the subject population:

\ \ 1. Materials .irld/or Techni? Geared for Adults

\ \ I There, are many Innovative, e fective and interesting educational Mate- ' rials and techniques;lowever, the vast rJjority have been developed

) in the schools 'fora- primary or secondary School -age population. \

\ Particularly in the cases of rhaterials desi\gned for very early instruct tion (very low skill levels) the format, teict, and illustrations are frequently juvenile and, as such, are regarded as insulting, 'boring,

or inappropriate by Corpsmembers.. To alleviate these problems, models

have been sought which appear to be directed to adults, both in style

and content.

2. Instructional Materials of Diverse Appeal

Care has been taken that model materials have sufficient diversity or

generality to elicit high interest from either males or females,:and

46
- that illustrations depict various racial and ethnic groups and males

and females in'diverse situations., Content should-include cultural

awareness subjects as well as women and men in non-traditional careers;

allAroups shoUld be depicted. positions of authority. In general,

material was sought which would be neither sexist not racist, either

by'intent-or omission and would present positive image with which

Corpsmembers couldidentify.

3. Very Low Level Reading and Mathematics Instruction

Job Corps enrollees must be served at whatever level of capability

with which they enter. Therefore, materials were sought which would

aid the Corpsmember who could not read at all and had not previously

acquired any mathematical skills. The chief difficulty -in this search

was to identify materials which, though they had to be at very low,

levels,, were still adult in content and formt. Frequently those

materials designed for adult education begin at a third or fourth

grade level; approximately one-third of entering Corpsmembers are !)elow those levels.

4. Open Entry/Exit

Job Corps input is on a weekly basis, and Corpsmembers are free to

leave whenever they feel, they have reached their goals or feel.the

program is not meeting their needs. Thus, an instructional program

47

6
r

. must not de:And upon the students' having to begin at a speci'ic time

'in a school term, nor must the program require that a fixed time be devoted.to it before the enrollee'obtatns results,

. Individualized J.

Corpsmembers, as noted above, enter'at different times, with very different skill levels, andprogres at very different rates. Job Corps

educational programs must be individualized: open entry/exit, selfpaced, and available at many levels to accommodate the special needs. of

each Corpsmember, so that a Corpsmember can work alone or in a small

group.

6. Programs Available in Spanish

Job Corps must serve bilingual Corpsmembers at all skill levels; i.e.,

those who cannot read in any language although fluent in both; those

who can read in Spanish, but.not English and those whose fluency is

much greater in Spanish, although they may not read it. In certain

cases, it may be appropriate to pl ce the Corpsmember directly into an

English language and reading prog am; in other cases it may be more appropriate to begin with a Spanish language and reading program. Also,

implementation of Spanish progra s aids cultural awareness and recognition for all Corpsmembers.

48
-

7. .Preferred.CoMprehensive Programs

-

While high- quality programs in either reading or mathematics were se-

, lected in some cases, in general,iprograms which would provide a com-

- . plete-basic-education curriculum Were preferred. There are several

reasons for this. First, a well-Mtegrated program, one where allelemerits contributed to success in each area, was desired; thus, a completedprogram designed by a single developer was thought to be more

likely to accomplish this. Second, evaluation comparability with other

-programs was more likely if each had the same emphasis. Third, implementation was easier if a package could be put in place as a whole,

and materials and training could be coordinated by the developer.

8. Preferred Programs-with Diploma Potential

Research has shown that a credential (high school diploma or GED certificate) is one of the most valuable results that can be obtained from

Job Corps. However, since a GED is riot based upon preVious high school

work completed; it may take longer for a Corpsmember to obtain GED

than a diploma. If a model program gives credit based upon previous

work completed, a student may be able to obtain the remaining credits

in the program, thus, receiving a regular high school diploma. Job

Corps would then also have alilean3 of recognizing younger Corpsmember!s

achievements, since in many cases the student must be 18 in order to

earn a GED. In the case of a diploma, however, younger Corpsmembers it

49

66-

-4%
could ears their credential before:leaving. .Job Coivs,n important

factor in job placement.

In addition to the above eight criteria, there were several more ob.-.

vious ones. Foremost among these was.that programs were selected for

general high Tiality appearance, sophistication of technique, recognition and incorporation of solid educational theory, and pi-ofessional

and well-designed materials. Also rating as very important was the

'developer's capacity to produce the requisite tkpers and/or materials

to meet imOementgjon dates. For many educational programs, Job Corps

4,14,

his many more participants andrequires much quicker start-up thin many

developers usually experience.

Since Job Corps wanted. to avoid reinventing the wheel, several agencies

were contacted in an effort to ideiltify programs which had been used

successfully elsewhere, even if only on a limited experimental basis.

Contact etas first established with the Education-Division, Department

of Health, Education and. Welfare (HEW). The Educational Improvement

Effort (EIE) was discussed with a range of experts in the Bureau of

Elementary & Secondary Education and the National Institute of Education (NIE).

The Education Division of HEW has established a Joint DisseminatiOn

Review Panel (JDRP) to review programs submitted to them for efficacy

50

67/

4
and reliability of evaluation. If the panel approves the programs, the

program becomes part of the National Diffusion Network (NON) is includ

ed in its directory, Educational Programs that Work, and is eligible

for funds to disseminate its methods and materials. Thus, although

many of NDN's programs do not meet our criteria, those that do were in

vestigated for quality and replicability.

In addition to the Department of HEW, resources already 'existing in

Job Corps were tapped. Several planning conferences were conducted.

Besides providing feedback on proposed models generated by the above

two methods, center personnel and consultants also suggested education

al programs of which they were aware and with which they were impressed.

Also,-some center personnelirecommended consideration of.programs which

were already being used on an experimental basis at some Job Corps cen

ters., At least one model was suggested by Job Corps national office

personnel.

Several program developers approached Job Corpsc'on their own initiative,.

These programs were subject to the same investigation as programs iden

tified in other ways. TEAM Associates, the contractor for EIE, had

been responsible for developing one of the models.

The followingschart lists the major programs Which were considered for

inclusion in Phase 1 in the EIE, how they were identified, whether they

were selected as final models, and, if not, why not?

51'
POTENTIAL MODEL SELECTION

MODEL HOil IDENTIFIED SELECTED? WHYNOT?

. Experience Based

Career Education

NorthWest Regional

Education Laboratories

FIDN

,- No

. Implementation at

rural sites would

be so difficult as

to preclude its

implementation Job

Cor.s wide. , Individualized Learning for Adults-Research for Better

Schools .

NDN

,

No Rejected by conference participants

because of low-interest materials.

Classmate 88 ,

. Recommended by

Detroit and Wood

stock Job Corps

Centers

,

Computer Curriulum Corporation

.

Recommended by

Job Corps consultant

Other computer

curriculum judged

to be more interestin..

. Experimental Center

for Reading Instrucion (ECRI)

NDN

,

No

. Methods only

appropriate for

children; not cpen.

entry/exit; no.% sufl

ficiently individualized.

Vocatidnal Reading

Power

NDN

.

.

No Material not compre.:

hensive enough to

substitute for en-

'tire basic skills

curriculum. Retained

for possible future

use.

52

60
POTENTIAL MODEL SELECTION

(Continued)

MODEL HOW IDENTIFIED SELECTED? WHY NOT?

-Learning to Read NON , No Of interest primarily to males;

no math component;

poor quality reproduction of

materials.

Individualized

Language Arts

NON No Cobtact person

never returned,

'numerous calls.

Project Positive

Attitude Toward

Learning

NDN No

Systematic Teaching NDN

and Measuring Mathematics

No Too juvenile.

Adult performance NDN

Level Project

Yes

Computer.Assisted

Instruction/Univ.

of San Francisco

Recommended_ Yes

Job Corps consultant

Help One Student NDN

to Succeed (HOSTS)

No Decided to use

existing Job Corps

resources to train

and profide same

type of program

Cambridge Publishing Co. GED Program

Suggested by Yes

Job Corps Education Specialist

Adkins Life Skills Office of Edu- Yes

cation

Staffing Model/

Peer Aides

Developed by Yes

TEAM Assoc4Jates

New Reading

Program

Developed by Yes

TEAM Associates

53
POTENTIALMODEL'SELECTION

(Continued)

MODEL HOW IDENTIFIED SELECTED? WHY NOT?

Control Data

Corporation/

PLATO

Job Corps approach

ed by CDC

No Program Library

of courseware not

sufficient

University of

Illinois/

PLATO

Job Corps approached University of

Illinois

Yes

..

Math PrograM/

CEMREL

Recommended by

former. Job Corps

Director

No

, Not comprehensive

enough.

54

71
As can be seen-froth the chart, this' search yielded eight programs:

one selected-from the NDN, two developed by TEAM Associates, two

recommended by Job Corps centers, one where the developer

approached Job Corps, one recommended by the Office of Education,

and'one recommendedby a Job Corps education specialist.

These eight models were selected because, in addition to substantially

meeting the previously mentioned criteria, they also covered the entire

spectrum of desired revisions, were innovative in their areas, and, tn

general, were quite different from both the regular Job Corps program

and from the average public school 'programs.

In addition to these eight models, four others are included in the EIE

study and are described in the following pages. With the exception of

API, these latter models were developed based on several pro!rammatic

needs within an expanded Job Corps program.

In Phase II of EIE, models for bilingual education for-Hispanics were

_ carefully reviewed by-the-same criteria. Experts in Job Corps,, HEW,

and the Department'of Defense were consulted. Likewise, a conference

format was utilized to select models for identifying and treating Corpsmembers with learning disabilities. Detailed below are model program

descriptions selected for the Educational Improvement Effort Program.

O

. 55
I. Adkins Employability Skills Series

The Adkins Employability Skills program is a model developed by

Dr. Winthrop R. Adkins, Associate-Professor of Psychology and Education at Teacher's College University. The Employability program is a

series of ten problem-centered,_ predesigned units on selecting, finding

and keeping a job. The overall purpose of the program is to help the

student learn to cope successfully in a rapidly changing environment

and to ensure that he can make use of resources available to him.

This model is currently being implemented in 130 locations throughout

the country and in many CETA41"-dgrams. It was designed for use by the

.economically and socially disadvantaged. In :brief, it is a structured

program requiring the student to demonstrate specific competeic-i-ers-.

The structured learning experiences in every program unit follows a

four-stage model designed to foster behavioral change by engaging the

student in self-analysis, goal-setting, and experimental activity.

Stage One is the stimulus phase, designed to frame the problem and to

create readiness to discuss it. The Employability Skills progii-a-m,

makes use of emotionally powerful videotape recordings to arouse

student interest in the unit. In Stage Two,.the evocation phase,

students are actively involved in defining the problem; students see

that their input and experience in coping with the problems is important. The key here is learner involvement. In allowing the learner

56

7
to name the problem and to participate in planning a learning strategy,

he is more likely to accept the learning as relevant and thus, generate

the self-motivation needed to reach his goal. In Stage Three, the

objective inquiry phase, the students explore the world of work, obtaining information on a particular question from a variety of sources.

Multimedia kits, which contain predesigned materials, also suggest ways

for the student to utilize community resources.

The final stage, the application phase, is designed to ensure that

students are required to demonstrate competence in performing the objectives set forth in that unit.

The Adkins model offers a balance between structure and freedom; the

student is actively involved in the learning process and must take

much of the responsibility for his own learning. At the same time,

the program is structured enough so that students are given adequate

guidance and direction.

This program includes an application phase in its design to help ensure

carry-over of learning. The desired outcome is that knowledge and

awareness gained during the stimulus, evocation, and objective inquiry

stages will be translated into specific behaviors during the last

stage of the learning cycle. Using this approach, world of work

students are given opportunities to practice skills and behaviors

they have learned, just as they do in vocational courses. Further,

57
the Adkins model provides the_student with more reinforceMentthen is

contained in the present program. The peer group is used to provide

feedback to the learner. Students gain the benefits of structured

group and individualized instruction; they have a laboratory/group so

that they can test and practice skills and behaviors.

This model also incorporates full use of community resources to prepare the Corpsmember to function adequately in daily life/, since the

world of work is that world outside the classroom and the prepared

tapes and kits. In order to conduct a relevant, program, Corpsmembers

need to experience contact with working adults.

Finally, the Adkins model provides the students with a structured, yet

very positive, growth-oriented experience. Planning and decisionmaking skills are included as part of the curriculum to ensure that

the Corpsmember is exposed to a method of making choices that will

affect his/her life. When the Corpsmember leaves Job Corps, he/she

may change lipbs and even careers several times during his/her adult

years. He/she needs a frame of reference to use to enable the

structuring of alternatives, to see the consequences of choices, and

to make satisfactory choices.

2. American Preparatory Institute (API)

API is a competency-based, open entry/exit system built upon self-paced

58

1'
instructional modules. To pro

had developed a complete cm

system that is responsive t

!students are seeking to de,

isary for daily living, ,J

training, preparation f

school education and d

pational competency.

system consists of va

ide for a variety of training needs, API

etency-based' instructional.and training

the needs of adult students. These

elop and/or strengthen basic skills necesadvancement or preparation for further

continued education, completion of a high

elopment or expansion of vocational and occuo meet each of the above needs, the training

ious program options that will result in

Basic Skills Development

Certificate f High School Equivalency (GED)

DeWepment 1 or Expansion of Vocational and Occupational

Skills

Within each of the program options, the course are based upon a well

defined set of c petencies to be mastered for course completion.

These competenci s represent the desire behav ors that adults must

possess to be f notional in the "real world. These competencies were

isolated from v rious studies including the ationwide Adult Performance Level (A L) project conducted by the iversity1of Texas, Austin,

Texas. American Preparatory Institute was he first school to integrate the APL competencies into an accre ted adult school program.

Since the emphasis on the various prog m options is on skills mastery

or proficiency, a trainee can demons ate prior competence and advance

59

7c
to the next skill level. This competence is demonstrated by documentation of prior knowledge,-experience, or training and through criterion

pretesting and posttesting. Thus, a trainee demonstrates skills mastery

for course completion and is not required to attend any specific course

for a fixed time period.

The basic skills development program incorporates adult functional

coping skills in its content. Placement consists of a diagnostic pretest whose items are referenced to specific skills,,with functioning

and frustration levels.

The GED program reviews fundamentals taught in the basic skills program, or learned prior to entry into Job Corps. The GED program provides instruction in developmental mathematics, developmental communications, developmental reading, developmental science, and develop=

mental social studies. Reading skills are emphasized throughout all

classes.

3. Adult Performance Level (APL)

The developers of the program, the University of Texas at Austin, surveyed the capabilities of adults throughout the country and found that

certain skills were necessary to function in public life. These skills

were subdivided into five categories: community resources, health,

government and law, consumer economics, and occupational knowledge.

60

'7"
From these categories, modules were developed to enable students to

gain the competencies they needed (For example: modules teach such

things as how to find the correct bus route, get a driver's license,

fill out income tax forms, or get food stamps). Not'only are students

taught these coping skills, but through performing the tasks, students

also learn basic reading, language and computational

Students are placed in the program through the APL survey instrument

and are assessed for competencies by the content area measures designed

for the above-mentioned five categories. The developer arranges with

the local school board to grant a competency-based school diploma to

those who successfully complete the APL program. APL is a total comprehensive program that can take students from'elemontary competency

levels through high school levels.

4. Bilingual /English as a Second Language (ESL)

To supplement and contrast with the standard Job Corps ESL materials,

screening resulted in the selection of the Defense Language Institute

(DLI) audiolingual program. Two levels of DLI, the pre-elementary and

the elementary, will be used. Under this model, the enrollee is completely enmeshed in the new language and no translateu aterial is

presented.

The bilingual approach of Hispanic enrollees simply translates standard

Job Corps educational ani vocational materials for use by enrollees

61

7's
and employs.bilingual aids and instructors. The bilingual approach

/ has an ESL component and the use of translated materials decreases as

the enrollee's English capability increases.

5. Comsuter Assisted Instruction CAI Universit of Illinois PLATO

The University of Illinois PLATO project has developed a computerized

system that contains several thousand hours of courseware in over 80

separate subject areas. The PLATO Education Group has put together

a selected package from this vast library, based on their previous

experience, which can be used in conjunction with the Job Corps reading,

mathematics, and GED programs.

(.0 Students work at individual terminals on PLATO lessons that are correlated with their regular Job Corps work. Two periods of each day

are set aside for reading classes, two for mathematics, two for GED,

and one period is used for remedial GED work. During the last period,

students come to the PLATO lab on a teacher referral basis if they are

unable to progress in one area in the regular classroom or if they have

taken, but not passed the GED test.

PLATO incorporates innovative features in its hardware (such as the

capability for students to make responses by touching the terminal

screen) and uses these features in its software proam design. In addition, PLATO..keeps a continuous record of the student's time spent

62

.
working and progress made. Finally, many lessons onPLATO are designed

With extensive remedial branching so that students can get continuously

varied practice in areas where they are experiencing difficulty.

6. CAI/CMI University of San Francisco/TEAM

This program was developed by the University of San Francisco and

modified by TEAM Associates, Inc., to meet Job Corps requirements.

The program consists of a combination of both computer-assisted (CAI)

and computer-managedinstruction (CMI) with the emphasis on CMI.

The current computer-managed reading program provides an individualized

prescription for each student dependent upon the student's performance

on criterion-referenced diagnostic and posttest. The computer-managed

system also maintains student records in reading and math areas, making

1. all information on students easily available to teachers and administrators.

The computer-assisted mathematics program uses student -operated termi- \

nals connected to a mainframe computer, whicrris programmied with as- \

sorted mathematics drill and practice programs designed to improve

student skills. The computer is caoable of giving instant feedback

and continuously monitoring student progress.

A combination computer-assisted and computer-managed instructional

63

80
system is currently in use in the world of work program.

7.. Modified CAI/CMI _

The computerized education system just described will be expanded and

modified to include complete CMI and CAI programs in reading, mathematics, GED and world of-work. The University of Illinois PLATO system

will also be incorporated as the basis of the CAI component.

The total computerized system will serve as a supplement to the regular

Job Corps paper/pencil program in all four subject areas. Students , willtfollow the normal Job Corps curriculum using the regular materials.

However, PLATO and other CAI lessons will be available if the teachers

feel that particular students would profit from this mode of instruction

or remediation.

All education areas except world of work will operate on a diagnostic/

prescriptive format that is managed by the computer. Tests will be

scored by an optical scanner with the results being fed threctly into

the computer. A student matrix will be generated by the computer which

allow students, teachers, and administrators to see which objectives

students have completed, and which objectives remain to be completed.

8. CAI Math

The system consists of a math skill drill computer, which resembles a

64
.desk calculator, an instructor's guide, flowchart instructions for each

drill, and a skill listing describing available programs. To operate

Classmate 88, the student (or teacher) selects a drill for the skills

area in which he/she needs practice, and consults the appropriate

dowchart, which will detail the sequence of keys which need to be

pressed to get the proper drill, The Classmate 88 then presents problems testing the requested skills. The studeni'works the problem

with paper and pencil, then punches the answer on Classmate 88.

If' the student has made an error, the machine prints "E", then waits

for another answer; if, after three tria, the student has not solved

the problem correctly, he/she can see the correct answer by pushing

a specific key. The print-out tape notes the he/she has done this.

As soon as the correct answer IL found (either by the student or by

the machine), a new problem is generated.

Besides generating problems for individual practice, the teacher can

pse the machine to generate a specific number of problems, either with

or without answers, and use these as homework, thus alleviating the

problem of thinking up routine drills.

9. Cambridge' GED

The Cambridge GED program provides a multimedia alternative to the

regular Job Corps curriculum. Cambridge GED is based upon video/audio

65

84r)
6.

. cassettes which teach individual lessons via lecture and examples,

coupled with a.student workbook which provides supplementary drill for

the ontent taught in the video presentation. This study will seek 'to

determine whether this is a higher quality program than the Job Corps

GED, whether it is more motivating for Corpsmembers, and whether or not

it induces better scores and more rapid acquisition of a GED certifict.

Each Corpsmember is initially'administered a practice pretest in a given\

subject area to determine instructional needs. Following a period of \\

prescribed study, a posttest is given. Since the program is administered

through self-paced individualized instruction, a high level of classroom managepent is required. Coordination with the state testing and

certifying agency is necessary to ensure timely testing following the

period of preparation.

10. Learning Disabilities

This model contains two programs designed to identify Corpsmembers with

learning disabilities and to provide remediation and/or compensation

skills intended to assist the students in overcoming their disabilities.

Extensive eesearch wet conducted by TEAM Associates, Inc., to ascertain

proOams that could serve the Job Corps population with learning disabilities. The research concentrated on non-medical models with

66
intervention strategies which could be implemented by the regular Job

Corps classroom teachers. In addition, programs which would keep

identified individuals mainstreamed within the JOD Lorpsfprogram were

desired so as not to introduCe the psychological effects of isolating,

Corpsmembers. Twa programs meeting these criteria in addition to

regular Job Corps program criteria were identified, one developed by

-the University of Florida and one by the University of Kansas.

11. New Reading Program

Due to the large number of out-of-print, outdated, and unavailable

materials in the existing Job Corps reading program, a complete update

and revision of the program was undertaken.

The revised program closely follows the principle and design of the

forMer reading program. It is based on an open-entry, open-exit individualized approach. Students with reading levels from illiteracy to

grade level 10.0, are assigned into one of the three reading sections- -

beginning, graded, or advanced.

The beginning reading program uses the Sullivan Associates Programmed

Reading System. The graded and advanced classes utilize nearly 3,000

selections from 20 different reading kits and series. These selections

. are the core of the graded and advanced systems. Students increase

their reading level by reading selections and answering several,

67
COMPrehensloncluestions on each selection. These materials were care-

, fully selected-to-t6Ver a_wide range of topics that are of interest to

77--------_____

young adults. Particular eMphasis was-placed on selecting materials -

--_ on vocations and vocational training, minorities and-women,-an

vival" skills. Integrated into this developmental sequenceare a

language/study skills strand, a specific skills strand, and a supplementary and special use strand.

12. Staffing

The model utilizes carefully selected and trained Corpsmembers as teacher

aides in several reading classes. The a.des will initially take responsibility for correcting papers, doing simple recordkeeping, filing and

other routine duties. The shifting of these duties from-the-teather to

the aides hopefully, will 11ow the teacher to spen-mare time on actual

instructions. Aides are also used in working with individuaii'br-small

groups, providing assistance or instruction if necessary. The experimentaT

model calls for teachers to work with an aide for half the day. The

same teachers work without an aide for the other half of the day. Comparisons of reading gains are made of classes in which the teacher has

an aide as opposed to those in which the teacher works alone. In addition

to these objective measures, thdice-arg.subjective evaluations based on

interviews w administrators, teachers, Corpsmembers, and aides to help

determine the feasibility of more widespread use of the model in Job Corps.

Observations of\increased one-to-one teacher time will be verified and

documented by the monitors.

68
Cha t 3

EIE - JOB CORPS

Experimental Centers and Models

CENTER Capacity

MODELS '-

NRP Staffing

CAI

Math GED BTI Plato APL Adkins API CMI LDI 'BLP

Breckinridge 2300 X X ________x__

Clearfield 1400

. , '

El Paso 250

Gary 2200 X X

. Gainesville 350-

. X

`.--GuIhrie 630 X Phoenix 425

Pittsburgh

,-, 300 X

San Diego 600

Tongue Point 440

Woodstock 380
CHART 4 EIE PROJECT SCHOW

. MODEL PROGRAM

1979 1980 1981 DEC. JAN. t FEB. MAR. APR. MAY JUNE JULY AUG. SEPT. OCT. Y. DEC. JAN. FEB. MAR. Adkins. Cohort 1 N60

Adkins, Cohort 2 N.30

API. Cohort 1 N270

API, Cohort 2 N270

APL. Cohort 1 N. 40 APL, Cohort 2 N. 50 Bilingual/ESL, Cohort 1 N200

Bilingual/ESL, Cohort 2 N.200--

CAI/CMI, Cohort 1 N75

CAI/CMI, ..:ohort 2 N75

CAI/CMI, Cohort 3 N75

CA1/PLATO, Cohort 1 N -96 CAI /PLATO: Cohort 2 10,96 CAI/PLA10, Cohort 3 N96

CA:/CMI/PLATO, Cohort 1 N300

CAI/CMI/PLATO. Cohort 2 N300

CAI/CMI/PLATO, Cohort 3 N300

CAI Math, Cohort 1 N150

Cambridge GEO, Cohort 1 N.110

Cambridge GEO, Cohort 2 N150

L.D., Cohort 1 N-100

NRP, Cohort 1 N825

ARP, Cohort 2 N670

Staffing, Cohort 1 N415

Staffing, Cohort 2 N550

Staffing, Cohort 3 N550

...111

81)
CHAPTER 4. RESEARCH_AND.DEYEt.OPMENT

Design for EIE Models

Under the EIE research and experimental design, each of the identified

models will be implemented in one or more Job Corps centers. Corpsmembers will be randomly assigned to a model program in an existing

Job Corps component and the comparative programs will be tracked.

There are variables in the design for specific models to address

'their special features. Entering corpsmemb be run through

the experiemntal and con odels. The noted sample sizes, pertain

to the first cohort only.

71

80
ADKINS EMPLOYABILITY' SKILLS. SERIES

Purpose: To ascertain if this multi-media approach to teaching em-

. ployability skills produces more knowledge than that obtained from

the traditional Job Corp:: World of Work program.

Sites: Pittsburgh (250)

Woodstock (430)

Design: One experimental cell (Adkins) and one Job Corps' world-ofwork cell per site.

Methodology: Incoming corpsmembers will L., pretested using RJS1.

Those Corpsmembers who score highly enough on RJS1 to be placed in

graded reading according to the center's normal procedure will be

randomly assiyned to either cell of the design. The reading-level

constraint is essential because of the level of both the Adkins

materials an the evaluation instruments. No student being tracked

for this model should be involved in any other model. All students

will then be pretested using the Reading Comprehension and Mathematics Computation subtests of the Stanford Achievement Test, Form A.

Additionally, :tudeuts will be pretested using Form 1 of the com- bined ACT test which was developed for use in this evaluation.

Students will then follow the curricula designated by the appropriate

programs. After 90 instructional hours, all students will be posttested using alternate forms of the above mentioned instrumentation.

+1;

72
Hypothesis: It is believed that the multi-media approach of Adkins

will result in the gain of more occupational knowledge than will the

traditional Job Corps program. However, it is felt that the trans-

. fer of learning to reading and mathematics will be equal across both

programs. It is further believed that modifications to the Adkins

program as delieneated by the developer will have to be made in order

to make the program feasible for use in Job Corps.

Analysis: The analysis of reading and mathematics gains will be the

same as for other programs. A 2 sample ttest will be the method of

analysis for the AC( test.

Sam lel

Pittsburgh Woodstock

30 30

Experimental Sample: 60

Total Job Corps Sample (Experimental and Control): 120

73.

e 92 1
API

Purpose: To ascertain if a programmed and systematized total package,

including basic language and computational skills, will produce better

educational results than a less unitized program such as the one now

in use in Job Corps.

Site: Guthrie (630)

Design: One API cell and one traditional Job Corps cell per site.

Methodology: Upon entering Job Corps, students will be pretested

using the RJS1 and MJS1 according to the center's normal orientation

procedures. Based on the results of these tests, gross differentiation of student into beginning, graded and GED levels in reading

and math will be made. Within each group, students will be matched

and then randomly placed into either API or the regular Job Corps

program. This leveling procedure will-insure that people at all levels

are equally represented in both experimental and control groups. Although it would be ideal to have a student placed in API use only the

API materials, this may not be feasible from a center scheduling

perspective. Therefore, the one large API cell will be broken down

into reading, math, and GED components.

StAients who fall in the beginning and graded levels of the program

will be pretested using the Reading Comprehesion and/or Mathematics

74

90
Computation subtests of the Stanford AchievementTest, Foril A. Those

placed into API will take all necessary placedient tests prescribed

i

by that program. ,Students will then spend 90 instructional hours in

their respective urricula. At the end of 90 instructional hours In

contest area (reading,, math) students will be posttested using the

alternate form of the above-mentioned SAT instruments. In addition,

i those involved with API will complete process evaluation questionnaires.

insofar as the GED level is conderned, students entering the GED pro-

, gram according to the regular Jbb Corps procedures will be randomly

placed into API or the Job Corps program. All students will then be

, 1 preteSted using the Official GED Practice Test, Form A. Students

I I will then follow their respective curricula for 90 instructional

hours. At the end of this time, students will be posttested using

the altei.'hate form of the above-mentioned instrument. In addition,

those involved with API will' complete process evaluation questionnaires.

I Hypotheses: That a total program will prove more effective than a

fragmented one over the long run, even if educational gala's data do

not illustrate a significant difference between programS. It is be-

' lieved that the total program approach will enable students to progress through the various curricula at a more rapid page, thereby

lessening the overall time which they must spend in Job 'Corps in

order toattain their prsonal goals.

75
Analysis: Reading and math gains will be analyzed as previously discussed for other programs; ar.Alysis of GED will be as delineated for

other GED programs.

Sample:

Guthrie

Reading Math GED

120 120 30

Experimental Sample Size: 270

4 Total Job Corps Sample (Experimental and Control): 420 (Same control

group used for both API reading and math programs.)

76
APL

t;

Purpoie: To ascertain if a programded and sy tematized total.package--

concentrating on essential adult coping-Skill and indirectly providing

. langauge and computational skills instruction' leading to a recognized

competency-based high schdol diploma or eery' valent--will produce better

educational results than will be less unitized instructional system such

as the one now-in place within the Corps.

Site: EL Paso (400)

Design: One APL cell and one traditional Job Corps cell per

/

site. 41 --6

Methodology: Upon entering Job Corps, students will be pretested

using,the RJS1 according to the center's normal orientation procedure.

Based on the results of this test, students will be grouped into

beginning, graded, and GEb groups. Within each group, students will

be matched and then randomly placed into either APL or ;he regular . Job Corps program. This levIeling will insure that people at all

)

I 1 levels are represented equally in both experiemntal and control

groups. Once a student is placed into APL, the individual will take

all components of the ALP program; thus eliminating contamination of

the design caused by crossover between programs.

Students who'fall into the eginnng and graded reading levels of the

program will be pretested using the Reading Comprehension and

77

96'

ry
MatheMatics Computation subtests of the Stanford Achievement Test,

Form A. In addition:they will be pretested using the ACT tests,

.according to program description. Students will then spend 90 instructional hours in their respective subject matter curricula.

At the end of 90 hours, students will be posttested using the alternate forms of the above-mentioned SAT instruments. In addition,

all those involved with APL will complete process evaluation questionnaires.

Insofar as the GED level is concerne4,_students_entering-the- ED-pro-

__ gram according to regular Job Corps procedures will be randomly placed

into' APL and the Job Corps programs. All students will then be pretested

using the Official GED Practice Test, Form A. These students will also

take the ACT test. Students will then follow their respective curricula

for 90 instructional hours. At the end of the 90 hours they will be

posttested using the alternate form of the Official GED Practice Test.

In addition, (hose involved with APL will complete process evaluation

questionnaires.

Hypotheses: It is believed that a total program will prove more

effective than a fragmented program over the long run even if educational gains daia.does not illustrate a significant difference between programs. It is also believed that the opportunity to obtain

a high school diploma will be considered to be extremely important

78
to Job Corps enrollees. Additionallly, it is believed that a total

program will enable students to progress-at a much more rapid rate

because of coherence of programmatic materials. It is felt that

considerations such as these need to outweigh educational gains

data for this particular program.

Analysis: Reading and mathematics gains will be analyzed as previously discussed; analysis of GED will be as delineated for other

GED programs. Analysis of ACT test results will be a2 sample t tests.

Sample:

El Paso

40

Experimental Sample Size: 40

Total Job Corps Sample (Experimental and Controli,:

79

9
BILINGUAL/ENGLISH AS A SECOND LANGUAGE

/

Purpose: To ascertain the efficacy of proViding Spanish speaking/

reading Corpsmembers with little or no English language competerty

with either translated Job Corps materia 11 sland training in English

as a Second Language or wich just traininiin English as a second

language.

Sites: *Clearfield (1250)

El Paso 7400)

Gary (2200)

Phoenix (415)

San Diego (600) - alternate site

Design:. One bilingual/ESL and one ESL cell persite.

All incoming enrollees will be tested-on the psi according to normal

center orientation procedures. Those scoring 8 or below on the RJS1

will be further orally' screened to determine if they are Spanish

speaking according to procedures already in/ use at the sites involved. -A pool of entrants will be formed' from this group and They

will be randomly assigned to either ESL-Defense Language Institute

(DLI), ESL Job Corps, or ESL-Bilingual. They will then proceed

according to the component specific methodology delineated below.

It should be noted that, in addition to program specific requisite

'80

99
tests, all enrollees in both the bilingual and the ESL components

will be pretested and posttested on a standardized measure, i.e.

the Peabody Picture Vocabulary Test on entry to the ESL portion of

their training and on exit from that phase. In addition to the

above test, all subjects will take Furm A of the Reading Comprehension section of the Stanford Achievement Test (SAT) as a pretest on

entry into the regular Job Corps educational program. All subjects

also will be,posttested after 90 hours in that program on Form B of

the SAT. These tests will yield a short term measure of the increase in skills as measured by the Peabody as well as long term

educational grade level gain as measured by the SAT.

A. ESL - Bilingual (ESL-BI)

This. approach utilizes a bilingual instructor and Spanish trans-.

lated materials while the Corpsmember is learning English with a

gradual transition to no spoken Spanish and all written English

materials.

Entering Corpsmembers will be placed in the program, be tested on

/ the Peabody, and learn English by this combined method. The ESL

component will be the DLI or alternate ESL program. Students will

remain in this program for d minimum of 6 weeks, at which time the

American Language Course Placement Test (ALCPT) will be administered.

A minimum score of 40 on the ALCPT will be needed to proceed out of

81
ESL-BI into the Job Corps English Reading Program. The student scoring

below 40 remains in ESL-BI until he attains that standard as measured

by alternate forms of the ALCPT, A process questionnaire designed

to measure satisfaction with the ESL-BI portion of the program and

a pretest on the Peabody will be given on exit from this phase. When

the Corpsmember qualifies for exit as determined by performance on

the ALCPT, the JRCP1 is administered.

Ifithe Corpsmember scores above 11 on the JCRP1, he/she is placed

inLthe_appropriate-level-of the graded reading program. If the

score is below 11, placement is in Level A of beginning reading.

These individuals will continue supplemental ESL-BI instruction on an as needed basis to be individually determined by the ESL instructor.

Approximately one month after the Corpsmember has entered the regular

Job Corps program, the Reading Comprehension Subtest r! the Stanford

Achievement Test (SAT) will be administered. Form A will be used for

this testing, administering Primary Level II to those/ in beginning

reading and Intermediate Level I to those who have placed into graded

reading. After completion of 90 hours in the reading program, a SAT

posttest will be administered. The level of this, and subsequent

mposttests, will be determined based on individual performance as for the rest of the EIE study. After 150 hours in the Job Corps

reading program a second SAT posttest will be administered.

82

101
B. ESL Program - DLI

The ESL program to be used is the Defense Language Institute (DLI)

audiolingual program. Two levels of DLI, the pre-elementary and the

elementary, will be used. No translated material is provided and the

enrollee is completely enmeshed in the new language, English. Place-

'ment into DLI is random from the same enrollee pool as used for placement in the bilingual/ESL program.

Entering Corpsmembers will be tested using the Peabody and will be

given the DLI placement test, and will be placed in either the

pre-elementary or the elementary levels of DLI. The DLI placement

test is the American Language Course Placement Test (ALCPT). The

test is composed of 100 questions are an oral test in which the

student listens to a test tape. The remaining 40 questions test

reading comprehension. The test score reveals the English Comprehension Level (Eck.) and accurately places the studentin either the

pre-elementary or elementary phase of the DLI program. All answers

to the test are recorded by the student on the ALCPT answer sheet.

They will proceed in the ESL program for 3 hours per day with an additional hour of supplementation using the Sullivan beginning

reading materials for a minimum of 6 weeks. At that time, an alternate form of the ALCPT will be administered. A minimum score of 40

on the ALCPT will be needed to proceed out of ESL into the regular

Job Corps reading program. The student scording below 40 remains

83

102
in ESL until he can attain that standard as measured by an alternate

form of the ALCPT.

Corpsmembers then follow the same procedures as delineated for the

ESL -BI phase.

It should be noted that the prescribed methodology

accounts for only 4 periods per day. It is suggest

be placed in mathematics classes for one period per

may be-used for additional supplemental reading ins

components of the Job Corps program at the discreti

described above'

ed that Corpsmembers

day. The remainder

ruction or other

on of the centers.

Centers will be asked for scheduling information so that it may be

taken into account in the determination of results. Additionally,

centers will be asked to be consistent in Corpsmember schedulins

within each level of ESL.

84
CAI - COMPUTER ASSISTED INSTRUCTION

Purpose: To ascertain whether educational gains are significantly

different for students who use a computer-assisted and/or managed

instructional approach to !earning rather than a noncomputerized

traditional paper and pencil approach.

Two computer-assisted instruction (CAI) learning systems are included

in this model. The first of these is PLATO and the second employs

a BTI 5000 mainframe computer. Both systems include reading, mathematics, (above grade 3.0), and GED programs.

Sites: Clearfield (1250) - PLATO

Phoenix (415) - BTI

Design: One graded reading, one graded mathematics and one GED

experimental cell; one graded reading, one graded mathematics and one

GED regular Job Corps cell per site.

Methodology: All incoming Corpsmembers will be tested using the RJS1

and MJS1 and/or MJS2 according to normal orientation procedures. Those

students who score at a level of 3.0 or above on these tests will be

considered for inclusion in the experimental

program. Both centers

involved in this model have the new reading program and, in addition,

Clearfield also has the staffing model. Insofar as the graded reading

program is concerned, randomization of subjects into groups will take

all relevant models into account (4-way at Clearfield' and 3-way at

85

1 104
; Phoenix). Insofar as mathematics is concerned, students will-be

placed in either traditional Job Corps or CAI curricula. No

resiriction'of all or none scheduling regarding the CAI curriculum

is b ing made because of center scheduling problems.

i All sLdents in this part of the model are pretested using the

\ Reading Comprehemsion and/or Mathematics Computation subtests of

\I

the Sta ford Achievement Test, Form A. They then follow the curriculum delineation of the program.in which they are placed. At the

end of 9 instructional hours in *reading and 90 instructional hours

in matheMatics, all studep is will be posttested using the Reading

Comprehension and Ma ematics Computation subtests of the SAT,

/

Form F.

//'

For the GED portion of the model, Corpsmembers eligible for and entering the GED program according to normal Job Corps criteria,

will be randomly placed in experimental and control groups. St em s

will then be pretested using the Official .GED'Pract a Test, Form A.

Students will then follow the curriculum of the program in which-they

have beef' placed for 90 instructional hours. At the end of this time,

Corpsmembers will be posttested using the Official GED Practice Test,

Form B. This procedure will enable the assessment of educational gain.

In addition, for those taking C-.11 GED test, data will be maintained on

GED test scores, pass/fail rates, and time-in-program reqoired to complete the GED. All Corpsmembers, teachers, and Basic Education Directors

involved with CAI will complete process evalue.ion questionnaires and

those inthe control group will complete brief attitude questionnaires.

86
Hypotheses: In the first cohort, there will not be a significant

difference between CAI and non-CAI programs. This can be accounted

for by newness of working with a computer and its system, etc. However, in the second cohort, there will be a significant gain difference.

It is also believed that a decision between PLATO and BTI will have

to be made on criteria other than gains - both. should result in

k approximately equal gain, and a decision may, have' to be based'on such

things as CMI capabilities, cost, range of available programs, etc.

Analysis: Analysis for the graded program will be the same as that

delineated for the new reading program and CAI Math models. GED

analysis will be the same as specified for the Cambridge GED program.

Sample:

Experimental Sample Size: 171

Total Job Corps Sample (Experimental and Control): 342

87

106
CAI MATH

Purpose: To assess the systematic use of the Monroe Classmate 88 as..a

supplemental learning aid in the regular Job Corps mathematics program.

Sites: Guthrie (630)

Wood-stock (430)

Design': One experimental and one control cell per site.

Methodology: Incoming Corpsmembers will be'tested usir:g the MJS1

and/or MJS2 according to normal center orientation procedures. Based

on these scores, gross math levels will be determined. Within each

level, students will then be randomly placed into treatment and control

groups. All students will then be pretested using the Mathematics

Computation Subtest of the .Stanford Achievement Test, Form A. Students

in the experimental cell will then take the regular program with the

addition of specified amount of drill and practice, at applicable

levels, using the,Classmate 88. At the end of 90 instructional hours,

\(all students will e posttested using the Mathematics Computation

Subtest of the SAT,:Form B. In addition, teachers and Corpsmembers

involved in the use'of the Classmate 88 will complete process

evaluation questionnaires to assess satisfaction with the program.

Hypotheses: There will be a significant difference in gain between

treatment and control groups. However, process evaluation may show

88

1O1
that teachers would prefer a supplemental aid that would allcw input

of specialized problems for several students.

Analysis: 2 sample t test on gain scores; where possible, ANCOVA

withiii level: for intra-center analysis. The inter-center analysis

/ will involve the use of the 2 sample t test to determine there is

a significant difference in gain between the two centers.

Since this program is already in place in both sites, albeit not-welldefined or' prescribed, it is not believed that a second cohort-will--

.be-necessary tn order to make a determination about the advisability

of Job Corps wide implementation.

Sample:

Guthrie

100

Woodstock

50

Experimental Sample Size: '50 Total Job Corps Sample Size (Experimental and Control): 300

89

1 0 C)
CAMBRIDGE GED

/ Purpose:- To afcertain if a GED program employing a multi-media

approach to #aching GED skills achieves a significant difference

1-n- -the-performance of students on the GED test and/or on the rate

of acquisition of,the GED.

Sites: Breckinridge (2600)

Tongue Point (480)

Design: One Cambridge GED and one regular Job Corps GED cell per

site.

Methodology: Corpsmembers eligible for and entering the GED program

according to normal Job Corps procedures will be randomly placed in

treatment (Cambridge) and control (Job 4rps GED) groups. All students

will then be pretested using the officia\GED Practice Test, Form A.

Students will then follow the curriculum d signited by each program.

Requirements may be modified depending on t e specific needs of each

student as evidenced by performance on the pretest. Thus, the Practice

GED test will serve not only to familiarize Co1rpsmembers with the form

and substance of a GED test,1 but will also prov1ide evidence as to the

pattern of strengths and weaknesses of each Corpmember. This information should aid in reducing the time each stude t needs to 'spend in

GED by providing training only in those areas where\it is needed. At

the end of 90 instructional hours, all students will be posttested

90

100
using the Official GED Practice Test, Form. B. However; even more

crucial to this program is the assessment of GED acquisitions. Therefore, scores which students taking the GED test obtain will be tracked;

the pass /fail rate on the GED test will be tracked; and the amount of

time which a student needed in program before the successful completion

of the GED test will be recorded. Thus, assessment of the adequacy

of the program will be based on a combination of educational data, GED

test scores, and the rate of GED acquisition.

Hypotheses: It is believed that the results from the first cohort will

show no significant differences between the two programs. However, it

is felt that use of a second cohort will demonstrate a significant

difference in favor of the Cambridge program. Literature appears to

demonstrate that a multi-media approach to instruction is more effective

than a paper and pencil method. It is felt that this will not be

evidenced during the first cohort because modifications in the structure

of the Cambridge program for the Job Corps population (adding drill and

practice and lecture in some areas, for example) may be necessary in

order to have the program function more effectively. These modifications

could be based on the process evaluation questionnaires completed by

teachers and Corpsmembers in the first cohort. With these changes in

place, the performance of the second cohort in this program should be

significantly better.

Analysis: A 2 sample t test on the gains while in the program, will be

the basis of both the intra- and inter-center evaluations. This will

91
be used between the two GED programs within each center and for the

Cambridge GED across the two centers. If there is a significant

effe ence in the gains in the two centers, demographic characteristics

of the respective population will be studied as well as possible within

center modifications to the program in an attempt to delineate causation.

Additionally, within each center, study will be made of the pass/fail

rates on the GED test and time-in-program in order to determine if

these are significantly different between the two programs in use at

each center.

Sample:

r--

Breckinridge Tongue Point

60 50

A

Experimental Sample Size: 110

Total Job Corps Sample (Experimental and Control): 220

I

92
CMI ADAPTED MODEL

Purpose: To ascertain if a computer-managed instruction approach to

diagnostic and gains testing, instructional prescription and student

progress 'data will positively affect teacher/student interaction time

and student progress through an educational program.,

Site: Gary (2200)

Design: Three CMI cells and three non-computerized traditional Job

Corps cells per site.

Methodology: Incoming Corpsmembers will be randomly assigned to CMI

and non-CMI cells. Those in the CMI cells will then follow the CMI

program description for all,rele,ant parts of the Job Corps program.

Those who are not involved in CMI will be pretested using the Reading

Comprehension and/or Mathematics Computation subtests of the Stanford

Achievement Test, Form A cr the Official GED Practice Test, Form A.

After90 hours in the appropriate curriculum, students will be posttested using the alternative form of the above-mentioned instrumen4-s.

Hypotheses_: That a CMI systems approach will cause an increase in

dducational gains of those students involved in CMI vis-a-vis the

.... on several factors: increased Corpsmember motivation, usually

associated with CMI-type educational programs; more individualized

instruction prescription; and more time for teachers to teach.

on-CMI paper and pencil control groups: 'These effects will be based

93

112
Analysis: In addition to the analysis of educational gains, as delineated for other programs, several , other factors will be considered. A comparison of the amount of teaching time directly spent

with students will be made. This will. be based on observational data

collected by trained observers. Student motivation will be compared

utilizing questionnaires administered to a sample of CMI and non-CMI

students. In addition, analysis of the effect of lessening the

amount of paper and pencil recordkeeping on the operation of the

center as a whole will be made. This latter analysis will be based

on discussions with center administrative personnel and teachers.

Sample:

Gary

Reading

4

Math GED

100 100

. 100

Experimental Sample Size: 300

Total Job Corps Sample, (Experimental and Control): 500 (Same control

group used for CMI reading and mathematics program.)

94
O LEARNING DISABILITIES

Purpose: To assess the functioning of different programs for diagnosing learning disabilities and for teaching remediation and/or

compensatory skills-to those Corpsmembers who have a treatable learning

disability which may hinder their performance in Job Corps.

Sites: Breckinridge (2600)

Gainsville (350)

Design: Four cells per site.

Methodology: Because, of the nature of the Learning Strategies program,

ihey will be treated differently from the other EIE models. Corpsmembers entering the centers will be given the RJS1 and MJS1 according

to normal center orientation procedures. The belief of the researchers

is that students with moderate to severe difficulties in learning

will score 8 or below on the RJS1. Therefote, all Corpsmembers who

fall into this category will be given the Stanford Achievement Test,

Primary II, Reading Comprehension Subtest, Form A. We know from

extensive EIE experience that this form of SAT test-can successfully

be given to this sample.\ Students will then be placed in regular

Job Corps program. During the first six weeks in'class, teachers

trained in the program identification techniques will identify Corpsmembers in need of further screening as specified by each of the two

programs. Those who do have:a specific le4rning problem (or problems)
will be matched based on the disability and will be randomly selected

as either experimental (new strategies) or control (regular Job Corps

program) in the ratio of 2:1 within their existing placement. Additionally, Corpsmembers who score at the same entry test level but

who are not identified as having a specific learning problem will be

randomly placed into experimental and control groups. The result is

a 4 cell design involving ranaomization at two levels (those identified

and those not identified). Students will be in the same classes with

the difference involving the materials which are used. They will be

"given 'the tests which are designated by the particular program involved.

At-the end of 90 in-program hours, students will be posttested using"

the SAT Primary II, Reading Comprehension Subtest, Form B. They will

also be given a process evaluation questionnaire. At this time, teachers

and Basic Education Directors will also be given process evaluation

questionnaires.

It should be noted th jthese programs are developmental in nature

and are using strategies developed for non-Job Corp populations.

Second cohort modi ications will be made based on Job Corps experience.

The program deve opers will turn, reports in to the evaluators every

three months. he content of these,.in addition to data maintained

by the researchers, will form the basis of program modifications.

Hypotheses and Analysis: It is the belief of the researchers that the

strategies used in these programs will benefit all Job Corps enrollees.

Even those individuals who are not identified as learning disabled may

?

-

96
well possess skill deficits because the typical Job Corps enrollee is

reading on a fifth grade lveel and has not obtained a high school

diploma. The four cell design specified herein will enable the assessment of program impact on both identified and non-identified

Job Corps enrollees. However, it should be noted that the n In each

cell for each cohort is small enough where statistical significance

may not be reached. Combining samples across .cohorts,however, should

provide a sufficient n for analytical purposes. Additional assessment

of program impact will be made through use of process evaluation questionnaires designed to measure program impact.

The analysis for these programs will also consider other factors.

Length of stay in Program will be tracked to determine if the skills

deficit remediation approaches contained in these two programs have

an effect on enrollee retention. In addition, multiple regression

techniques will be used in an attempt to isolate predictors of learning

disabilities and to develop an equation to predict the existence of

this type of problem. Data being collected in the rest of the EIE'

study is attempting to profile the early Job Corps terminee. The

results of this latter analysis will be compared with the former in

an attempt to determine similarities or lack of same. If, in fact,

the two regression equations are similar, the early terminee may be

leaving the program because of undiagnosed and/or untreated learning

problems. This analysis should aid in the determination of,whether

skills deficit remediation programs need to be made widely available

in Job Corps.

97
Additional use can be made of the existing EIE data base by matching

on demographic and entry test characteristics those students who do

not have available specific skills deficit programs. In this way, a

more widespread determination can be made as to whether or not the

skills deficit program has an impact on educational gain, retention

of Corpsmembers, and/or program satisfaction.

98

1 17\
( _-

NEW READING PROGRAM -(NRP)-

Purpose: To test the effectiveness of the New Reading Program (NRP)

as related to the Old Reading Program (ORP), in terms of both accuracy

of the placement procedure and the educational gains which the Corpsmembers attain in the prograr

Sites: Breckinridge (2600)

Clearfield (1250)

Gary (2200)

Phoenix (415)

Tongue Point (480)

Design: One experimental (NRP) and one control (ORP) cell per site.

However, within each of these cells, students will be broken down in;:o

beginning and graded reading based on RJS1 scores. This breakdown into

levels will enable the assessment of bOth the educational gains fJr

the program as a whole and a level by program interaction.

Methodology: Incoming Corpsmembers will\be tested by the use of the

RJS1 according to the center's normal ori\entation program procedures.

Based on performance on this test, a gross placement differentiation

insofar as- beginning or garded reading placement is concerned will be

made. Within each level (beginning or graded) students will be placed\

in-either-the new reading:program_or the cold reading program. This

assignment of Corpsmembers to programs Will be made on a random basis.

99
(At Breckinridge and Clearfield which have the staffing model. beginning and graded reading placement randomization will also have to take

this program into account. In addition, Clearfield has a CAI graded

reading program, so graded reading randomization would have to be

fourway.) This within-level randomization procedure will insure

approximately equal sample sizes within a given level for analytical

purposes; additionally, it should enable all programs to be represented

in an equal manner at each site.

Corpsmembers involved would then be pretested using the Reading Coi1 prehension Subtest of the Stanford Achievement Test, Form A. Assignment of students into appropriate levels of the SAT would be related

to performances on the RJS1. Corpsmembers in the New Reading Program

or the New Reading Program with aides, would then be tested using the

JCRP1 for actual placement into the reading program. The programs

would then be implemented according to their respective manuals or

curriculum guides. At the end of 90 instructional hours, all students

would be posttested using the Reading Comprehension Subtest of the

SAT, Form B. At the same time as the posttest, Corpsmembers and teachers

involved with the new reading program would also nomplete process,

evaluation questionnaires dealing with program satisfaction and the

need for programmatic or implementation modifications.

Hypotheses: Because there is very little systematic difference between

the new and the old Job Corps reading programs, there will probably

not be a significant difference in educational gain. However, there
7,7

are several ramifications other than educational gain which need to

be taken into consideration. In the first place, it is possible that

the gain in the new reading program may be less than that in the old

program. In the first cohort, this could be due to lack of familiarity with the, program materials and the placement procedure. However,

the new program also contains much more content within each level,

and students will probably not progress through levels as quickly as

they have previously. This could account for less gain. However, it

is believed that this increase in content and the addition of more

relevant content will have a signigicant effect on the retention of

learning and the mot..vatian of Corpsmembers. Therefore, it is planned

that a follow-up testing of the remaining sample will be done at 150

instructional hours using the SAT, Form A. Because of the time-lapse

of approximately seven months, the repeat of the same form should not

statistically influence the comparison.

Analysis: Analysis of covariance (ANCOVA), using the pretest scores

as the covariate, is probably the most ideal procedure for the analysis

of educational gains. However, it is believed that, for the total

program, there will be a violation of the basic assumptions of ANCOVA

(the homogeneity of regression assumption will most likely be violated.)

If thisdoes, in fact, occur, 2 sample t test on the gain scores will

be used to determine if there is a significant difference. Additionally,

the Analysis of Variance (ANOVA), using a randomized blocks design,

would enable the determination of the program by level interaction

(does one program work better for beginning reading students and another

101

1.2u
for graded reading students, etc.) The foregoing will be the main

thrust of the intra-center evaluation of the new reading program as

:compared to the old.

In addition, comparison across centers can be done using an ANOVA

modbl on the gain scores for the new reading program in order to

determine if there is a significant difference across centers. If.

the ANOVA is significant, a multiple comparison procedure could be

employed to ascertain where the difference lies. One could then look

at the characteristics of the student population for the center to

attempt to determine what factor(s) may have accounted for the

difference's.

ISample:

Level

Center

Breckinridg3 Clearfield Gary Phoenix Tongue Point

Beginning 75 80 80 20

, 33

Graded 100 160 160 50 67

Total 175 240 240 70 100

Experimental Sample Size: 825 ,.

Tslotal Job Corps Sample (Experimental and Control): 1650

102

12j
STAFFING MODEL

Purpose: To test the effect of the use of trained peer aides in the

classroom for the new reading program. Peer aides will be used in

both the beginning and graded reading classes.

Sites: Breckinridge (2600)

Clearfield (1250)

Design: Two new reading program cells (one beginning and one graded)

and two new reading program with aides cells (one beginning and one

graded) per-site.

Methodology: Peer aides at or near graduation will be selected at both

Breckinridge and Clearfield. They will be given a joint training program at Clearfield which will be approximately two weeks long.and will

include both human relations training and reeding program training.

Incoming Corpsmembers will then be pretested using the RJSI according

to the center's normal orientation procedure. The methodology is then

the same as that for the new reading program design with thp exception

of the use of peer aide's in the beginning and graded classes% In each

center, each of two teachers will be assigned a teah-of four trained

Corpsmembers who will be,designated as paid peer aides. The teachers

will operate with the aides for one half of the day and without the

aides for the,other half of the day. The t.ame Corpsmember group will

erve both teachers during the day and.will work with both beginning

and graded reading students.

103

122

N 5_

N.. Z..,
Hypotheses: It is hypothesized that the use of peer aides should en44able the teachers to-have more interactive teaching time to spend with able to -have

rt also hypothesiied that', particularly in the beginning reading classes, the aides will have a significant impact. In addition to assUming\bany of the non-teaching functions such as data

collection and recordkeeping, aides should. be able to give at least

some of the individualized attention and drill which is needed at the

lower reading levels,. Further,, it is felt that t-a-second cohort would

be beneficial in this model because it would.enable the assessment of

increased effectiveness of peer aides with increased familiarity with

program materials and recordkeeping functions. Additionally, aide effectiveness should increase-as the new reading program is.further refined:

Analysis: The inter-center analysis precedure for this model is the

same as that for the new reading program. Additionally, withi/1 each

level of the program, a 2. sample t test.will be used to determine if

there is a significant difference between the new readiAg prog am with

and without aidet. Also, since the Clearfield center Is now wing

aides in. the old readihg program, a 2 sample t.test will be used to

determine if tliefse is a significant difference between the new an4 ,, programs. The inter-center analysis will be a 2 sample t test on the 1

\: educational gains in the staffing model cells, only between Breckinridge

and Clearfield to determine if there is a significant difference in

the functioning of the model between the two sites. This analysis can

be performed both on the total program and also within each level of

104

123
reading. If a significant difference is found, demographic

characteristics of the sample population and center program specifics

will 'be Wised in an attempt to account for the differences.

, In addition, a procedure to have monitors observe and record the

number and length of one-to-one teacher/Corpsmember in eractions

will be developed. This aspect of the analysis will test whethir

the'use of peer aides is enabling the teachers to spend a significantly

increased amount of time with Corpsmembers.

In addition to the analyses which will be performed on data from the

Corpsmembers and teachers involved-with the staffing model, it is

desired to determine what, if any, effect there is on the Corpsmembers

who act as aides. This model will/involve both existing Corpsmembers

and graduates of Job Corps as.prd§ram aides. This fact will enable

the determination of several interesting side effects to the

educational gains of the Corpsmembers who are being tutored by the Aides.

In the first place, by administering reading comprehension pretests

anc; posttests to the aides, it will be possible to determine if the

interaction which the aides will have

i. with the Corpsmembers has any

- 1 effect on the reading ability of the aides. Therefore, educational

gains in reading will be measured for the aides. In addition, because

aides will be both Corpsmembers and graduates, it will be possible

to determine whether there is a differential reading gain rate for these

105
*1:7 groups. Because the number of:. ides involved is so small, virtually

nothing could obtain a level of tatistical significance. Also, it

is not wise to base a definitive determination on so small a sample.

However, this additional data should help in a determination of the

iability of an aide program for reading within Job Corps as a whole.

_All of the above-MbilitibiiYin addition to the type of information

which is being gathered and analyzed relating to all of the models,

will enable the Department of Labor to make a more informed decision

regarding using aides within Job Corps on a more extensive basis than

they are'currently being used.

Sample:

Level Breckinridge Clearfield

Beginning 75 80

Graded 100 160

Total 175 240

Experimental Sample Size: 415

Total Job Corps Sample (Experimental and Control): 930

,711'

106 ,
L CHAPTER 5. THE EXPERIMENTAL DESIGN AND INSTRUMENTATION MECHANISMS

The Educational Improvement Effort (EIE) was designed to follow a

random assignment/experimental design controlling for major factors.

Despite extensive controls achievable in the Job Corps setting,

researchers do not have control over all 'extraneous intervening

variables. However, there is'an effort in the design and its

implementation to control variables as much as possible, and to

provide adequate data for statistical adjustments where the method

breaks down. The experiments in each center have been established

with detailed reporting and assignment procedures. In the'implementation of models, efforts were made to assure that these were not

simply assigned to the best teachers. Under the contract, outside

monitors regularly review EIE implementation and supervise the

random assignments of youth into the models. With a data system

which records daily input and transfer of enrollees within the

system, it is possible to quickly spot and correct for variances

in the random assignment procedures. 'In all of the models and

their'controls, the same,general procedures are followed, as noted

in the previous descriptions of the designs for identified models.

Entering Corpsmembers are tested on the RJS1 and MSJ1 according-to

the normal orientation procedures of the centers. Based on the

results of these tests, eligibility for experimental programs Is

determined (some programs have entry level reading and/or mathematics

107
capability_requirements). Once eligibility has been determined, the

Corpsmembers are randomly assigned to groups. After the Corpsmembers

are placed into an education program, they are pretested using either

the Reading Comprehension and/or the Mathematics Computation subtests

of the Stanford Achievement Test (SAT) for programs at the beginning

or. graded levels, or on the Official GED Practice Test for programs

at'the GED level. Appropriate levels of SAT testings are determined

from grade level translatpns-from the RJS1 and/or MJS1. The SAT

was.chosen,as the measure of gain because it had been extensively

used in Job Corps before, it is within the educational capability

-scope of most Job Corps enrollees, and the centers were familiar

with its use. In addition, the normative and technical data on this

test is extensive and it had been normed, at least to some extent, on

a group similar in characteristics to the*Job Corps population. The

test had alternate forms and was available at enough different

levels of educational 'capability to cover the full scope of the

Job Corps population: (See Chart 5)

The original design called for posttesting after 90 in-subject

content hours and for the,posttesting of all terminating Corpsmembers

who had participated for more than 30 content hours. However,

obtaining this latter posttest presented numerous problems. Most

of the Corpsmembers terminating from Job Corps do so in such a manner,

i.e., AWOL or sudden exit, that the on-site monitor does not get

enough advance notice to schedule a posttesting session. There have

108
Chart 5

Programmatic. Flowchart E Pro ram

Meginning

Level

Oil 0

J NAP

2"A''Ag Staffing

. RP

APL

PI JC

CmlMath APL

Classeate SO

-. API

CMI

... Cap

NAP . Readings AIL

Staffl PLATO

DTI Students-enter fake RJS1 API

Job Corps In program Pretest Post-test SAT

90 hours form II Analyze MJS1 tests for -- SAT form A -----4 Intermediate I . CMI placement Intermediate I Data In program JC Math - or Intermediate II or Intermediate II

Graded Classmate

Level MN An J Ill PLATO 0tO API

Rath

In program

tests for placement

Pretest 4 SAT form A

Primary II 90 hours

Poit-test SAT Analyze Form

'Primary II Oats

in program

.JC DOW Combined Pretest Adkins ACT tests SAT form A 90 hours

API. fermi Intermediate I program or Intermediate 11 '" Job Corps GED

CaWaridee GED

Education APL PLATO

III CMI API World of Job Corps IIOY mod Rains

AFL

Data Analysis

Educational gains

Time in program Absence rate

Termination rate

Program satisfaction

Gain comparison both within

and across centers

Demographic population description

Interaction effects analysis Projected time to complete

program from varying entry

levels

Combined Post-test Analyze Projected time to

ACT Tests SAT complete program from form 2Zform Data varying entry levels

. Pretest hours

Post-test

90

- Official GED Official GEO

Practice test ' Practice Test

In program form A form

Pretest 90 hours .embined Official al

ACT test,....../". Practice fast

in program form A

Addition PA rate for GEO test

comparison

Length of time in program

necessary to get CEO Development of diaoroscr,

Post-test GO Information

Combined Official Analyze Anerlis of whether progress ACTT 0E0 Prat theough a total program reality/ Me Test "" such as Alt is faster than

form II traditional proems

feasibility of cemputer, est for Job Corps 129
also been numerous occasions when the existing

refused to take a posttest. Forcing the issue

data.

Corpsmember has flatly

would result in invalid

Therefore, as the study has progressed, certain modifications had to

be made"to the research design because of the non-laboratory setting

of the experiment. Students who are suspected of termination will be

posttested at 50 in-program content hours in order- tr supplement the

data based. Students who remain in the program will be posttested at

90 in-program content hours and again at 150 hours. Addittonally,

there will be a one year posttest for 01 EIE enrolleet who are still

in Job Corps in order to assess the leiarning.

learning in experimental vs. control Program

to increase Corpsmembers willingness to take

an incentive payment of $5.00 or $10.00 will be made for various

curve and retention of

enrollees. In order

the requisite posttest3,

posttests.

Addittonally,'as preliminary data we'(e analyzed, it became evident

that some Corpsmembers were ceiling out the SATs. The original

plan called for the use of the same level of test, alternate form,

at the 90 hour posttest. This has been modified to take-the ceiling

effect into consideration. Subsequent levels of the SAT are determined

on an individual basis dependent on results of the previous SAT.

There is sufficient overlap in the SAT to enable moving four levels

without contaminating the data metric, so this new procedure should

110 ,
t not be a problem statistically.

The EIE Data Collection System has been designed to.capture relevant

data on all Corpsmembers involved in the study. A description of

the hardware may be found in the Educational Improvement Effort

Evaluation Design (TEAM Associates, Inc. 1979) and details of the

procedures may be fOundin the Uata Collection Guide for Educational

Improvement Effort Project (Texas Educational Foundation, 1979). The

system operates by data transmission by means .of optical scanner via

phone line to a central computer. The data is then edited, reports are

sent to the site for corrections, and the corrections are then transmitted. Once the data is correct, it is transferred to a permanent . file where Corpsmember data remains as long as the individual is an

active participant in the study. Once the Corpsmember is terminated

from the study, the data is transferred to a termination file where it

is pOmanently stored.

The data collection system contains information on active and inactive

Corpsmembers in the EIE, at all Job Corps centers involved in the

study. In addition, the system contains message capability allowing

rapid communication from site to site and enabling the evaluators

to 'communicate with individual sites or with sites simultaneously.

Data is compiled for review in two forms--weekly summaries for each

site, and year to date summaries containing cumulative information

f r each site on a program by program basis. These reports allow

111

131
.1

; the evaluators to be continually aware of the status of each program

and enable almost immediate discerning Of difficulty relating to

the EIE communications network.

Considering the complexity of the data collection network, relative

few difficulties have been encountered. Errors relating to the

data collection program are corrected by TEF (Texas Educatiorl

Foundation) with program modifications being made as the nee1l arises.

Thus, in some sense,'the network is still in the formative stages.

Hardware breakdown has caused some delays in data transmission at

several sites. These problems have become increasingly more frequent

, as.the study has progressed. Equipment suppliers are attempting

to determine the causes of the problems to alleviate the difficulties.

y

The closer the maximum level of Corpsmembers in the EIE study becomes,

the greater the volume of data collected, transmitted, and stored.

There have been minor difficulties with disk file storage space and

with ability of,on -sitelmonitors to transmit data because of system

overload. However, in light of the large amount of information

in the data base, data 'collection difficulties have been minor inconveniences rather than'Major problems. The continued cooperation of

call thOse.inVolved in the development and management'of the data

collection systtem has greatly facilitated itseffecti+feness.

1

The data file will cctl tain significant amounts of information on each

I

1
CorpsMember participating in the study. The demographic data on

record will include all that is on the Job Corps screening sheet

(ETA 6-52), plus model and attendance information. The test data

file will contain date of test, name of test, form of test, raw

score and number of class periods scheduled at the time the test

was given. Test scores will be on file for all placement tests

(i.e. RJS1 t6JS1, JCRP1) and for all evaluation instruments (i.e.

SAT, GED Practice Test, APL/ACT revised). The primary data forms

are in the appendix to this chapter.

In addition to the above-mentioned educational tests, a sample of

Corpsmembers will complete process evaluation questionnaires. These

questionnaires will contain questions pertinent to Job Corps and

questions relating to specific model programs. Questionnaires

relating to the impact of the model programs on both the Job Corps

educational program and the center will be completed by teachers and

Basic Education Directors involved with these programs. Because of

the nature of these latter instruments, computer scoring and tabulation is not possible. Therefore, these will be forwarded to the

researchers at TEAM Associates, Inc.

All of the data transmitted to TEF will be maintained in an active

file until the Corpsmember terminates. Upon termination from either

the model or the Job Corps program, a Coipsmember's data will be

placed in a termination file. All data will be retained by TEF

c 113

133
pending other notification from the Department of Labor.

All data to be collected will be compiled by the full-time monitor

on-site and then forwarded to TEF. The specific data to be

collected is dependent upon the particular model program and is

delineated in Chapter 3 of this report; The interested reader may

also consult the Data Collection Guide for Edyzational Improvement

EffOrt Project (TEF, 1979) for further details.

In ge eral, however, the period of data collection begins when the

Corps ber arrives on-center and continues through one year, if the

Corps tuber remains active. All test data, demographic data,

attenda

1 ce dataand drop-out data will be transmitted to TEF on

a weekly basis. Transmission errors will be oted by TEF and the

lt monitors ill resubmit the data. On-site printers will also give

monitors printout of their transmission. As had been previously

stated, th EIE data file will contain enough data to enable many

different t pes of analyses. Some of the specific analyses will not

be determined until data from the first cohort in each model has been

1 \ examined. Ai\ with other segments of this evaluation, the design for

data analysis Is model-specific. However, there are certain procedures

which are gen ral across most of the models. The measurement of

educational ga1Ins by either SATs or GED tests is relevant to all

models. WithiA site, 2 sample t tests will be used to determine

whether or not there is a significant difference in educational gains

114

'? A
between programs.

In addition, the data bank will contain demographic as well as

educational gains information on each participant. Therefore,

Pearson Product Moment Correlations between such demographic variables as sex, last grade completed, age, and race with educational

gain will be calculated. These can be donerfor the entire sample,

for a specific center or region, for a specific model, or for a combination of model and center. If preliminary data analysis so indicates, multivariate procedures will be used to discern which

combination of demographic variables is the best predictor of

educational success (defining educational success- as either educational

gain, attainment of GED, or other relevant variable).

Insofar as the GED data are concerned, by the end of this study, enough

prog.ams will have been tried with large enough sample in each to

-----ettable-the-researchers to accurately calculate the percentage of

enrollees in GED who successfully pass the state GEp exam. Information will allo be available on the amount of time takes a

Corpsmember to obtain a GED. Further, with the use of'APL, information

on the percentage of Corpsmembers who desire a high school diploma

rather than a GED should be available. This will enable the Department

of Labor to make a decision regarding what shouldibe done, if anything,

in the way of expanding the diploma-granting *ability of the Job

Corps.

115

13i,-
Thelanalysis of the LD and Bilingual/ESL models is not based

primarily on educational gains. Rather, with these two programs,

the concern is tilth increasing the Corpsmember retention rate. It

will be possible to compare the percentages of early drop-outs between

centers with and without these programs. This will enable the

Department of Labor to make decisions regarding the feasibility of

expanding these programs within Job Corps.

The analysis of the computer programs (BTI, CMI and PLATO) will be

based on CorOmember educational gains and on other factors.

Because of the cost of these programs, emphasis will beplaced on

such things as increased Corpsmember motiviation and data management'

capabilities. Therefore, the analysis here is concerned with overall

capability in the center, not just with instructional capability.

Because of the vastly different nature of the programs contained

within this study and of the sites wherein programs are being

implemented, the analysis of each model program will be done

separately. Only in this way can each be given a fair and

equitable evaluation.

The EIE evaluation is a study of various types of educational

programs. However, the success of those programs depends to a large

degrde on the perception of the Corpsmembers. Therefore, as a

supptement to the basic EIE research, in-depth interviews will be

116
conducted with a small sample of experimental and control group

Corpsmembers at each of the involved centers. The on-site

interviews will be conducted in these stages:

Stage I - First 48 hours with the emphasis on how the

Corpsmeflier came to enter Job Corps and his/her

initial perceptions.

Stage II - 75 to 90 days with an emphasis on what has happened

during this time and how the Corpsmember feel about

the last 3 months.

Stage III - Exist interviews with the emphasis on how ready the

Corpsmember belieiles he/she is to enter post-job

Corps life.

The Cepsmembers who are interviewed for this phase of the EIE study

will also be followed after they leave the Job Corps. There will be

two followup interviews conducted with these individuals at 90 days

and 240 days after exit.

While information from these interviews will not be subjected to

detailed statistical analysis, it should provide valuable data about

strengths and weaknesses of the Job. Corps program that cannot be

117

137
obtained from an objective-based questionnaire. These data will

provide an overall framework which would not otherwise be available.

118

1 9 7)

1/4.)
APPENDIX
1

DATA COLLECTION -FORMS

I 40

1

,..
rnrn0

(.7)

0

M

Z

DATA RECORD

CENTER CODE

CO:3 C.:1:3 C:2:3 C:13 C:43 C5:: CZ:3 C:7:3 CA:3 03:3 CO'3 C:1:3 C:2:3 C:13 C:4:3 C5:: CZ:, C:7:3 CA:3 CZ:3 CO:, i:1:3 C:2:3 C:13 CAA C:5.3 CZ:, C7:3 C8:3 CZ:,

SOCIAL SECURITY NUMBER

CO:3 C:1:3 CT: C.3:3 CA:3 C5:3 CZ:3 C:7:3 CA:3 C19:3 CO:3 C:1:3 C:2:3 C:3:3 CA:3 C:5:3 CZ:3 C:7:3 CA:3 C9:3 CO:3 C:1:3 C:2:3 C:3:3 CA:3 C:5:3 CZ:3, C:7:3 CA:3 CO:3 CO:3 C1:3 C:2:3 C:3:3 C4:3 C:5:3 CZ:, C:7:3 CA:3 CO:3 --?. CO:3 C:1:3 C2:3 C:3:3 CA:3 C5:3 CZ:3 C*7:3 CA:) CZ:3

:Oa el :3 c:3 c.3:3 e:14:3 es:, :03 c:7:3 tz:3

:0:3 :1:3 'cQ:3 C:3:3 CA:3 C5:3 CC C:7:3 C.83 C9:3 CO:3 C:1 :I C2:3 C:3:3 CA:3 C5:3 CC C:7:3 CA:3 CZ:3 CO:3 C:1:3 C2:3 C:3:3 C:4:3 C5:3 CC C:7:3 CA:3 CZ:3 STUDENTS LAST NAME

HOME STATE CODE

.4):, c:1:3 ca:3 c:3:3 c C C53 C:7:3 CC C:EV3 C:3n 1..

C13:3 C:1:3 'C:2:3 C:3 CA:3 C:5:3 C5:3 C:7:3 CG3 C:3 .... HOME ZIP CODE

CO3 C:1:3 C:2:3 CO:3 C4:3 C5:3 CA:3 03 ql:' "9:' CO:3 C:1:3 C:2:3 C:3:3 c:4:3 :6:3 CZ:, C:7:3 CA:3 CO:3 CO:3 C:1:3 C:2:3 CO:3 CA:3 C5:3 C5:3 C:7:3 C5:3 C9:3 CC) :in' C2:3 Ce) C4:) C5:3 C5:3 C:7:3 CA:3 CZ:3 CZ:3 C.1:3 C2:3 C:3 CA:3 C5:3 C8:3 C:7:3 CA:3 C9:3

NUMBER OF DEPENDENT CHILDREN

CO:3 C:1:3 C:2:3 CO:3 CA:3 C6:3 CZ:3 C:7:3 CA:3 CZ:3 CO:3 C:1:3 C:2:3 CO:3 CA:3 C5:3 CZ:3 C7:3 CA:3 033

HIGHEST SCHOOL GRADE COMPLETED

CO:3 C:1:3 C:2:3 CO:3 C:4:3 C6:3 C5:3 C:7:3 CA:3 CZ:3 CO:3 C:1:3 C:2:3 CO:3 C:4:3 C6:3 C5:3 C::3 CA:3 C19:3 MONTHS OUT OF SCHOOL

co:, co:, C:2:3 CO:3 C:4:3 CZ:3 C6:3 C:7:3 C:Eti CC

c:1:3 c:2:3 c:3:3 C:4:3 CA:3 :Z:3 C:7:3 CC

c:44) c:43 C:A:1 c.A:3 cLA;.3 c3 ::$43 CF1:3 C8:3 :43:: CZ:3 :8:3 cf1:3 C

C

CG3 CG3

cC:3 cC:3 cC:3 I :03 CC :C:3 cC:3 CO3 CO3 cG3 CO3

:0:3 :0:3 :CCI CO3 :03 CO3 CO3 :03 c03 CO3 CE:3 CE:3 C:E:3 Cl C3 C3 1:E:1 Lf :3 cF:3 ci-:3 c:F:3 cf:: cf :3 cf:3 cf:3 cf:3

C:E3, cG:3 :13:3 CG:3 CO3 CC cG:3 cG3 tG3 :03 CO3

0.13 C.1:3 CO :3 ctt, C:1:3 CO:3

cl-t3 C:1:3 I C:1:3 c;J:3 :;J:3

C:1:3 CO:3 Citi :ft, C:1:3 fC:I :3 C;J:3 CJ.)

t*S1

C:1:3 CO:3

c4.ts C:1:3 emr3

ci-t4

3:1:3 c:ja

cite

C:1:3 CO:3

:4E:3 CC c3 I c+:3 C:)3 cK:3 cie3 c:43 C:103 C:K13 cite Ct:3 :4:3 I c:L:3 c:L:3 C_:3 :4:3 C:L:3 c:L:3 c:L:3

ct%) cM' C14:3 043

CM) Cf43

:143 I :143

c2113 ct,13 cit,13 :403 (443 cAt3 cf\i3

:443 cis,t3 :443 c:143 :443 CC. :143

:0:3 :03 :03 I :03 :03 CCC c3a3 :03 :03 C 3 c3a3

cP:3 CR.) cP:3 cf:3 C4:1:3 cf:3 :47:3 CZ:3 ef: 3 cf.:3

:03 CC, :03 I :03 :03 CO3 CO3 CO3 CO3 :03 c:Q3

cF1:3 :ft; c:R3 :31:3 ca3 cf}3 c:R3 CC

cS.3 cS:c cS:3 :5:3 cS:3 cS:3 cS:3 cS:3 C&3 CS:) cS:4

c8:3

ef:3

(03

c-1:3 CZ:3 CO3

C4-{1 C:1:3 CO:3 C:K:3 C#03 C443 CO3

CO3 CJ:t3 CZ:3

t:T:3

:A :3

t:T:1

:4_13

t:T:3 I c:Ta cfr:3 c:T:3 c:T:3 c:T:3 c:T:3 c:T:, c:T:3 cfrn

c:L13 I c:U3 c:U3 ct,k3 ce,E3 c:U3 c:U3 c:Li3 c:U3

CM) 044 c:V:3 I c:V:3 C:V.3 cW:3 cA,t3 c:11:3 C:V:3 CW, 0.313 c.X3

cAU3 ciU3

c:>:3 c:X3 C:Y:3 c:Y:3 c:Y3

c4U3 c:>3

C:Y:3 CIN:$ CW3 C:X:3

C:V:3

c5N3 C:V:3 c:43 CW3 C:'3

C:Y:3 C:2:3 JC ENROLLMENT DATE

:4113 cAV3

c:>E3

ceN3 c:X3

c:Y:3 c:Y:3 C:2:3. c:2:3 c:2:3 I c2:3 c:Z:3

c:Y:3 c:Y:3 c:3 c:Y:3 c3 3:2:3

DATE OF BIRTH

JAN c: :3 CO: C13:3 C:CP FEE C: :3 C1:3 CO:3 C:1:,

1,APC::' C:23 C.7' C:2:. APR :: :3 .13 C.3:3 1-1:

tJAV: -, c..4:1 c:4-1

ii,,?,, c: :3 C:5:3 C5:3 C'5:,

JUL C ', C:6:3 ,CC c.60

40G C! :3 C:7:3 C:7:3 C-7-

SEP r C CG3 C8.3 C:83

-OCT C: " CZ:: C:3 ::g)

m(.'vC :3 DAY YEAR (FC c.

c:Z:3 cZ3 ce:3 c:Z:3

DELETE c: :3 'CORRECTION c:

JOB CORPS

EDUCATIONAL IMPROVEVMENT EFFORT

DATA RECORD

51:11N-TRON: FORM 2142 JC

790420 790517

NUMBER IN FAMILY

:0:r'j4:3 C:2:3 CO:3 C:4:3 C:5:3 CG3 C:7:3 C:E0 c:3

JAN C: :3 C4:3 C:G3 CG3 c0:3 c:1:3 C:Z3 C3:3 CA:3 C5:3 C5 3 C:7:3 CG3 CG3

FEE C: :3 C:1:3 C:1:3 C:1:3 ES3LNIATED_ANNIJAL F_AM1LY INCOME

%IAA c: :3 C:2:3 C:2:3 C:2:3 APR C: :3 C:3:3 C:S3 c:3:3 Av c: :, c:4:3 c.4 qp, c:1:, c:2:, c3:, :-..4:, c:5:, c:6:., c:7:, C:33 C:S1 JUN c: :3 C:5:3 C;5:3 C.0:3 C:1:3 C:2:3 CO:3 C:4:3 C5:: 'CC C:7:3 CG3 CC

JUL C: :' c:03 ,,G.., co, ::I:3 ::2:3 ::3:3 c:A:3 C:5:1 C:8:3 C:7:3 CG3 C:3

Au( , c, :3 C:7:3 C:7:3 C:7:3 CO3 C:1:3 C:2:3 C:13 C:4:3 C:5:3 C:8:3 C.73 ca3 C:R3 sEp c: :3 c:EF3 c:g3 CA:3 C:1)3 C:1:1 C:2:3 C:...t3 C:4:3 C5:3 C5:3 C:7:3 CG3 C:3

OCT I: a C:g3 C:5.13 CZ:3 1 91

.......

........ NOVc: :3 DAY YEAR

OECc: Is

0z

IN
A

rn

DATA RECORD

IMO

ETHNIC GROUP

1:1:: AMERICAN INDIAN

e7:3 ASIAN e c, BLACK

/A:3 HISPANIC

15:3 WHITE

z$:3 OTHER

ENGLISH COMPETENCE

C:1:3 GOOD

C2:3 FAIR / POOR

NONE

LANGUAGE SPOKEN IN HOME

1:1:3 AMERICAN INDIAN

c14 SPANISH

c&I ITALIAN

v-0, GERMAN

ef:3:3 .POLISH . gfo:3 RUSSIAN .. 1:7:3 FRENCH . ClIn HUNGARIAN ' 03:3 ENGLISH-%

CtF3 OTHER . WELFARE RECIPIENT

C:1:3 YES

C2:3 NO'

ENVIRONMENTAL FACTORS

1:1:: SUBSTANDARD LIVING CONDITIONS

Cr2:3 DEFICIENT OR DISRUPTIVE HOME

CV3 POTENTIALLY HARMFUL SPARE TIME ACTIVITIES

c:4:3 LIMITED JOB OPPORTUNITIES t

122

1 4 2

SIZE OF TOWN

LESS THAN 2.500 1:1:3

2.500 50,000 c:23

50,000 - 250,000 c:a3 MORE THAN 250,000 /43. SEX

MALE 1:1:3 FEMALE C:2:3 MARITAL STATU

SINGLE 1:1:3 MARRIED /:2:3

DIVORCED /:33

WIDOW (ER) WO

SEPARATED /*3

REJECTED BY ARMED FORCES

(.)

--NO

elm

C32:3 NOT APPLICABLE LEAVE BLANK

IF SO, WHY? ."

PHYSICAL 14:3 MENTAL 132:1 OTHER 13

NOT APPLICABLE LEAVE BLANK

YPE OF DISCHARGE

HONORABLE 1:1:3 GENERAL /:2:3

UNDESIRABLE /:3

BAD CONDUCT u4:3 DISHONORABLE /:5:3

NOT APPLICABLE LEAVE BLANK

RESIDENTIAL CODE

LIVING ON CENTER 1:1:3 LIVING OFF CENTER c-2:3

low

1=1,

1=1,

co0
MOM

'OEM= OEM= 41

.10111MD

STATUS RECORD

\ sum CENTER CODE

1*3 1:1:11 CO') 1:*3 1:43 1:513 15:3 1:7:3. 1*3 C*3

103 11:3 3:2:3 1:32 1:41 r.t.3 1*. 3:7:3 1:*3 1:0:2 10:3 C:1:3 9*3 1*3 1::43 1:.5:1 1*3 -1:7:3 1*3 1:*1

SOCIAL SECURITY NUMBER

1t/:3 1O:3 A:2:3 1:33, 1:4, 1:5:3 1*3 1:73 1:8:3 c:E43

103 9:1:3 1:23 1:33 1.43 1:5:3 9*) 1:7:3 C*3 t*)

107.3 1:1:3 C2:3 1:33 1:43 C*3 116:3 C*3 1*3 t*3

1*3 1:1:3 1:23 1:33 1:43 CO:3 1*3 cra 1*3 1:*3

r$13 1:1:3 3:23 c:33 _3431:5:3, *2_1:71 .t:Et3_ C3

1*3 1:1:3 1*3 1:33 1:43 9*3 1*1 C:74 C:83 1:93

1*3 1:1:3 1:2:3 1:33 1:43 1:*3 1:6:3 1:7:3 c:113 c33 _... 303---1:13-12:3 1:3:3 1:43 -15:3 1*.J.72.....5:i- 14:k3

to, 1:1:3 t.2. 1:33 c:43-c:51i 1:6:3 =7:2 c:Ets 3:413

903 0:1 1:2:3 1:33 C:43 1O:3 1:5:31 1:7:3 1*3 C*3

10:3 1:1:3 1:2:3 1:*3 1:43 CO:3 1*3 1:7:3 C*1 1*3

11*1 1:1:2 1:2:2 1:*2 C:42 1O:3 CO:3 1:7:3 1*3 1:*3_,_ MODEL ENROLLMENT

DATE

MODEL TERMINATION

kJAN 1:. :3 10:3 10:3 C*3 JAN C: :3 C*3 CO: C9:3 FEB 113:3 1:1:3 131:3 311:3 FEB c: n 1:1:3 1:1:3 cln

4tARr. :3 c2n CO3 CO:3 MAR 1::) (2:3 1:2:3

APR.r::3 Jen ..(*) . ___ C*3 APR c:..n 133 1:33 1:3:3 MAY 1: :3 011:3 44:3 MAY 1:3 cuLn ..,, C4:3 JUN I: :3 1*3 1*3 JUN 1::2 1*3 'ro= JUL r. :3 1*I i*, JUL : 1::2 1:6:2 AUG 1::2 g:7:3 1:7:3 1:7:3 AUG 1::3 1111 C7:4 1:7:3

SEP c: :3

'OCT

LIP tira 143 SEP C::3 15:3 143 1:93

t: :3 c*s t*3 C*3 OCT c: n 1*3 1*3 1*3

NOV c: :3 DAY , YEAR NOV c: :3

DAY YEAR

10:1 11:3 CO:3 1*3 143 1*3 CO:3 CO:3 (*3 1*3

10:3 1:1:3 4:3 C*3 1:4.3 1:5:3 C*3 11:3 1*3 1:*3

SCHEDULE CCDE

DAILY - 1: :3

BIWEEKLY 13:3

[CORRECTION 1::2

NAME

JOB CORPS

EDUCATIONAL IMPROVEMENT EFFORT

STATUS RECORD

STATUS

elm

c:2=

c:3:2 SERN-TRON ® FORM 2143 JC

WEEKLY NUMBER OF PERIODS ASSIGNED IN THE MODEL

10:3 11:3 1O:3 1:3:3 114:3 103 1O:3 1:7:3 t*3 CO=

10:3 03 10:3 1:3:3 C:4:3 15:3 CO:13 1:7:3 10:3 1*3

NUMBER OF CLASS PERIODS MISSED C-) 1O:3 11:3 C2:1 1::3:3 114:3 15:3 15:3 1:7:3 15:3 1*3

30:3 1:13 1a:3 1::3:3 3:4:3 15:3 1:3 1:7:3 1e:3 1*3

NUMBER OF CLASS PERIODS CREDITED C /

15:3 1:1 :3 3:2:3 1:33 1:4) c5:3 C*31.C:213 1*3

10:3 1:1:1 C:2:3 11.3 1:41 15:3 CO:) C:7:3 C*I C*311

123

143

7so42o 71107
Imo* TERMINATION RECORD11

CENTER-CODE

c):3 c1:3 t:2:3 1:33 1:43 1:T.3 tT):3 1:73 1:5:3 t:3

10:3 ,1:1:3 12:3 1:33 143 1O:3 1:133 1:73 1:33 c:93

10:3 1:1:3 173 1:33 1:43 15:3 13 1::7:3 1:33 033

SOCIAL SECURITY NUMBER

tO:3 11:3 12:3 r33 143 1S:3 13 1:7:3 313:3 1.13

co:3 (:1:3 12:3 1:33 143 CS:3 1:3 1:7:3 1O:3 13

103 1:1:3 123 1*3 143 es 13 1:7:3 313:3 10:3 1:1:3 1:2:3 1:33 143 t6:3 1.3 1:7:3 Lip (IP 33 cry3 3:2:3 3:33 1:43 3:5:3 '15:3 era 143:3 1:93

1133 c::3 1:2:3 133 1:4i 1:5:3 1::&3 1:7-J Cra 1:9:,

CV) 11:3 1:23 1:33 1:43 15:3 1:5:3 trra Op 111.3

1*3 1:1:3 1:2:3 1:33 1:43 CS:3 1*3 11:3 Ce-A iOn

13:pf 11:3 1:73 i:33 143 1S:3 1:6, 1:7:3 133

JC TERMINATION

DATE

JAN 1: :3 10:3 ID:3 CO:3 FEB I: :3 11:3 111:3 1:1:3 &JAM: :3 12:3 12:3 1:2:3 APR c a t:3 11:3 1:33 MAY t: :3 14:3 14:3

JUN I: :3 18:3 1O:3 JUL c :a 1116:3 I*3

AUGt: :3 1:7:3 1:7:3 1:7:3

'SEP 1: :3 18:3 14-P 1*3

'-OCT c .:3 - 1e:3 tit3 13-

DAY YEAR . OEC t: :3

MOW

t

TYPE OF

TRANSFER . 1i :3 DISCIPLINARY 1: n

AWOL

ADMINISTRATIVE c a

MEDICAL-DEATH 3: :3

TRANSFER ACT c: :3

RESIGNATION c: :3

COMPLETER e: :3

MAX BENEFIT 3: :3

CORRECTION 1: :3

TIME LOGGED ON THE COMPUTER, CAI ONLY I co: 3 11:3 1:23 133 143 1:*:3 143:3 1:73 15:3 1e:3

10:3 1:1:3 1:2:3 1:33 143 13 tO2.71

CO:A C:1:3 1*:3 133 143 1:5:3 18:3 07:3 f 1$3 1O:3 124

NAME

JOB CORPS

EDUCATIONAL IMPROVEMENT EFFORT

.TERMINATION RECORD

COMMENTS
TEST RECORD

CENTER CODE

103 c1:3 1e2:3 1:93 14g3 C:93 1:93 17:3 C4i0 (4a3

10:3 1:1:3 1:2:3 103 1:4:3 1.:9: 1:93 1:733 103 1$.. 1393 C1:3 1:2:3 C:93 C4:3 C5:3 ($3 1:7:3 clp 193

SOCIAL SECURITY NUMBER

10:3 1:1:3 c:2C 1:93 143 0553 1:9. 1:7.3 41 10-3

103 1:1:3 C:33 1:91 C*3 1:5:3 1:93 1:73 1:93 1:93

103 1:1:3 13:3 1:93 1:*3 1:93 1:93 1:73 1.93 1:93

103 c:1:1 c:93 1:93 143 1:93 1:93 1:7:3 103 1:93

103 C:1:3 c:2:3 1:91 C*2 c:5:3 103 1:7:3 103 1:93

c93 1:1:3' 1:93 1:33 1:*3 1:5:3 1.93 1:7:3 103 1:93

110:3- 1.1:3 -,- 1:2:3 1:93--143 C5:3 C01 czp tviF3 c:f3

1433 1:1:3 1:3:3 1:93 1:43 1:5:3 15:3 C7:3 103 093

103 10:3 1*3 C:93 1 :43 1:5:3 1.03 1:77 093 103

TYPE OF TEST

c10:3 1:1:3 1:2:3 1:93 1:4:3 15:3 103 1:7:3 103 C93

103 1 :1:3 c:2:3 r33 1:*3 1:3 103 1:7:3 ($3 103

1 AT

JAN 1:1:3 103 CO3 103

FEB 1:7:3 1:1:3 1;1:3 grin

MAR i:93 1:2:3 1:2:3 103

APR C4:3 103 1:93 1:93

MAV 103 r.4:3 1:43

JUN 303 1:5:3 1-$33 JUL C7:3 C:93 103

AUG 103 1:7:3 1:7:3 C7:3 SEP C93 e0: 1:93 103

OCT cur C:93 C93 1191

NOV ci 't3

DAY YEAR DEC 1123

C7 G.E.D. ENGLISH SCORE

WENN,

OR=

tO3 r4:0

1:1:3 13133 113

c:2:3 3:2n C4O

CF3:3. e:5=

r433 t-fo

c:7:4

r-8:3 C93

c3:3

ra7u4 dEL,

13

1:1:3 PRE -TEST

POST -TEST

103 1:1:3 C:2:3 1:93 1.43 1:5u 1*:3 1:7:3 C413 3-9:3

13 3 1:1:3 3:33 c:33 143 1:33 a3 Ora 1a3 1*3

G.E.D. SOCIAL STUDIES SCORE' C1:3 C2:3 103 C-43 CO3 ($3 C7:3 .a3 C9C3 CO3

I:73 1:1:3 1:2:3 C:a 3 1*3 11:3 ($3 C7:3 C93 ($3

.D SCIE

($3 cln 1:2:3 1:97. 143 1:5:3 C:93 C7:3 103 1 3 1$) 1:1:3 1:3:3 1:33 043 C93 103 C7.3 t03 103

LI

READING CORE

1$3 1:1:3 17 3 1:93 1:43 1:93 1031 1.177 ($3 ($3

103 1 r1 :3 1:33 1:33 1:43 C3 1.03 1:7:3 1:93 C93

coc 1:1:3 1.33 c:43 103 103 C7:3 033 11493

($3 1:1:3 C27 1 :93 1 :4 3 I$ 103 1:7:3 C09 1:93

103 1:1:3 141'2.3 1:13 14,.3 103 103 1:7:3 103 101

:03 c:1:3 C2:3 3:93 C43.13 CZO 1:7:3 14333 Oat

413 1:1:3 3:2h 3:33 3:43 33513 0.613 1 :7:3 113:3 3:E13 T A

193 1:1:3 1:33 1:13 c:4, 15:3 ($3 1 :7:3 CO3 C93

103 1:1:3 1:93 1:93 1:43 C5:3 ($3 ON I:93 1393 TIME LOGGED IN COMPUTER ICAI ONLY)

10:3 c:1:3 1:2:3 1 :33 1:4E3 1:93 aP3 1:7:3 1:93 1:93

103 1:1:3 1:2:3 c93 1:43 1:93 1n3 1:7:3 1:93 1:93

CO3 1:1:3 C2:3 c93 1:4:3 1:93 c*:3 1:7:3 C:93 C93

Lt 23 DELETE CORRECTION t: :3

125

NAME

JOB CORPS

EDUCATIONAL IMPROVEMENT EFFORT

TEST RECORD

SENN-TM:IN ® FORM 2144 JC

791017 791017
...

:.'

,

9

0

J

PROCESS EVALUATION QUESTIONNAIRES

//

/

/

/

r

o
.:.

.,

BASIC EDUCATION DIRECTOR PROCESS EVALUATION QUESTIONNAIRE

* 14?
BASIC EDUCATION DIRECTOR PROCESS EVALUATION QUESTIONNAIRE

MONITOR INSTRUCTIONS

This questionnaire is designed to be given in an interview setting. All

of t. questions require open-ended responses. Please write down as

much as you can of the response; if you can not get it all down, please

mane sure that you do not lose any crucial information. The completed

Oestionnaire is then to be forwarded to the researchers at:

; TEAM Associates, Inc.

Suite 510

1625-I-Street, N.W.

Washington,'D.C. 20006,

The questionnaire should take about one hour to administer and is to be

given at the end of the first cohort for each model program. Please

tell the Basic Education Director that we realize the questionnaire may

get repetitive if there is more than one model program on center, but the

only way we can insure a complete evaluation is to request that he/

she respond for each program.

128 . 148
Name

Center

Basic Education Director

Process Evaluation Questionnaire

. Has the center had to spend any additional money because of the

pilot testing?

a. Yes

b. No

If "yes", on what was the money spent?

How much money was spent? $

2. Has the experimental program had any effect on thi,scheduling of

teachers?

a. Yes

b. No

If "yes", what change had to be made?

:A. Has the experimental program had any effect on the scheduling of

corpsmembers?

a. Yes

If "yes", what changes had to be made?

b. No, skip to question 5.

129

4 149
4. If you. had to reschedule students'to pilot test this program, how

workable have you found the new schedule?

-f; a. Very workable; new schedule presents no major Otoblefts^e d thecenter should continue this schedule.

b. Workable, but still have some problems.

Please explain

c. Not workable, of beneficial to corpsmembers or staff.

Please explai

5. Who chose the

FM11.,

eachers who participated in the experimental rogram?

6. The 611 ing are possible criteria -used

rank them in order of how. important they

participating teachers. (Please use "0"

conside ation.)

in teacher sel c on. Please

were to whomever selected

if a criteri n.w s not a

. a. lY teacher's excellence as a teacher

b. teacher's desire to participate

c. teacher's availability

. . . , d, OwNIMIMMM11111. teacher's knowledge of specific subject area

e. . other (specify

130
7. What staff members (other than teachers and the basic education

director) have been involved with the pilot test?

8. How were these staff members chosen?

9.. How were these staff members utilized?

10. Did the materials, equipment, and/or personnel for the experimental

program arrive when they were expected?

a. Yes

b. No

11. Was it necessary for someone, at the center to follow up 0., the materials in order to ensure their arrival?

a. Yes. What did the follow-up iflvolve?

b.. No

13. Did the fact that the experimental program had to be kept discreet from

the rest of the center pose any problems?

a. Yes. Please explain

b. No

131

15

1,
14. Did corpsmembers who were not in the experimental group express

any interest in the prograM7--

a. Yes

b. No

If yes, how was this handled?

15. Did corpsmembers who were nOt in the experimental program express

any resentment at not being allowed to participate in the program?

a. -Yes

b. No

If yes, how was this handled?

16. Please describe teacher feedback regarding this model.

a. Did teachers see it as beneficial for the students involved?

W k,

b. Any negative feedback?

17. Would you be willing to continue this program at the center?

Why or why not?

a. Yes

b. No

132.
[--'.---

4. 18. Would you recommend this program for use throughout Job Corps?

, a. Yes

b. No

Why or Illy not?

19. Is this program applicable to the needs of Corpsmembers?

a. Yes, definitely

b. Somewhat

c. No, not at all

On what are these comments based?

20. Now would you rate teachers' attitudes toward using the program,

before it began?

a. Everyone was very 'positive

b. Most teachers were positive, but a few were negative

A c. They were neutral

d. Most were negative, but a few were positive

e. Everyone was negative

21. Did attitudes change after using the program?

a. Nearly' everyone became more positive

b. Little or no cnange

c. Nearly everyone became more negative

133

153
22. In general, how easy was the program to implemen

1 2 3 4 5

Very easy Very hard

23. Would you like to use this program instead of the current

corresponding Job Corps program?

a. Yes

b. No

Please explain

24. How does this program affect the amount of paperwork with which

the teachers must cope?

a. Increases paperwork

b. Decreases paperwork

c. Has no effect

25. How does this program affect your paperwork?

a. Increases paperwork

b. Decreases paperwork

c. Has no effect

26. Was the training of teachers comprehensive enough?

a. Yes; after training teachers could use the program with no

problem

b. Yes; there were a few gaps in training, but they were quickly

ironed out.

c. No; it took some time after training before teachers really

understood the program

d. No; training was Utally inadequate

134
27. Has this experimental program made any changes in studentsself-confidence?

a. Increased their self-confidence

b. No perceptible change

c. Decreased their self-confidence

28. Did the amount of testing required by the program present any

problems?

a. Yes. Please explain

b. No

video tape, etc. , please answer the following. Otherwise, skip to

For models invol rig the use of machines (i.e. computer terminals

Oustion 33.

29. Did the machine(s) work dependably?

.a. Always (skip to 02)

b. Sometimes

c. Never

30. When it did -break down, how quickly was it repaired or replaced?

a. The same day

b. The next day

c. Within 'a week

d. longerAha a week
31. Did this breakdown disrupt the program?

a. Severely

b. Moderately

c. Minimally

0.

32. When corpsmembers were using the machine, how much teacher supervision was needed?

a. A great deal

b. Some

c. Very little

d. None

33.. Based on what has happened to this center because of this model

program, would you be willing to participate in another experiment?

a. Yes

b. No

Why or why not?

34. Do you think your staff would be willing to participate in another

experiment?

a. Yes

b. No

Why or Why not?

sr

136

15G
35. If there are any additional comments which you would like to make,

we would be glad to-have them.

THANK YOU FOR YOUR TIM'

137

W s
v.

TEACHER PROCESS EVALUATION QUESTIONNAIRE

15 L)
'TEACHER PROCESS EVALUATION QUESTIONNAIRE

DIRECTIONS FOR ADMINISTRATION

SAY: 1 AM GOING TO READ SOME STATEMENTS TO YOU. FOR EACH OF THEM,

PLEASE TELL ME WHETHER YOU:

STRONGLY DISAGREE

DISAGREE

AGREE

STRONGLY AGREE

REMEMBER, YOUR CHOICES ARE: STRONGLY DISAGREE, DISAGREE, AGREE,

AND STRONGLY AGREE.

(Hand the teacher the card with,the responses written on it which is

to be used during the questionnaire administration.)

You will note as you read through the questionnaire that certain questions

have an asterisk (*) prececeding them. This notation is for coding.of

responses. The responses should be coded directly onto the questionnaire

form while it is being adninistered. The response codes are as follows:

Statements with no asterisk

Response Code

Statements with asterisk

Response Code

StrOngly Disagree 1 Strongly Disagree 5

Disagree 2 Disagree 4

Neutral 3 Neutral 3

Agree 4 Agree 2

Strongly Agree 5 Strongly Agree 1

1 39 150
The response codes take into account the positive or negative nature of

the statement and must be properly coded if accurate analysis is to be -.1

.possible. It should also be noted that a high total score represents

a positive attitude toward Job Corps.

In addition, please note that a code has been left for no opinion for

each of the questionnaire statements. This response code is to be used

sparingly. The respondent is not aware that a No Opinion" response is

possible and should be-encouragedto respond openly and honestly to

each statement. Thelieutral Code (3) should be used only if the

respondent really'has no opinion.
TEACHER QUESTIONNAIRE

Name Model

Center Date

THE FOLLOWING STATEMENTS ARE TO BE RESPONDED TO BY ALL EXPERIMENTAL

TEACHERS.

/

1. Trying out new programs is good for the Job Corps

educational program.

Job pros enrollees are eager to learn.

. I hi4g very little influence on how a student

4. The majority of corpsmembers are really,interested

inn- improving themselves.

5. Most teachers would like to be part of an

experimental program.

*6. Teaching in Job Corps makes me feelithat I am

accomplishing very little.

7. Tvching in Job Corps is both interesting and

ch, lenging.

8. The experimental programs which °I know about seem

to be worthwhile.

9. The new models. restore my interest and enthusiasm

concerning teaching in Job Corps.

*10. I feel that using programmed learning materials

gets boring quickly for a teacher.

*11. The paper work generated by the new Job Corps

programs is too heavy a load for a teacher.

12. I could teach. more effectively if I had a

corpsmember assistant.

13. All centers should be using these new programs.
ADKINS

14. The. Adkins program was relatively easy to implement

in the classroom.

15. Adkihs was an interesting program for a teacher to

work with.

*16 Tae training which I received was not adequate to

enable me to implement the program well.

17. Corpsmembers seem to like the Adkins program better

than the regular Job Corps World of Work program.

18. Adkins is appropriate for more widespread use in

Job Corps.

*19. The students were no more motivated in Adkins than

they havebeen in the, regular World of Work program.

20. The group process is helpful in reinforcing the

learning process through peer feedback.

*21. The four-stage learning sequence used in Adkins is

not very effective.

22. Videotaping of students helps them to develop the

skills and behaviors which they need to get and

keep a job.

*23. The student resent:tions are not effective in

terms of building student self-confidence.

*24. Major modifications to the program will be necessary

before it will fit into Job Corps well.

25. 1 would like"to continue working with the Adkins

program.

*26. The skills needed to successfully operate this program

are more akin to those of a counselor than a

classroom teacher.

27. I feel capable of traininFother Job Corps teachers'

in the use of Adkins.

142
API/

14. The API program was relatively easy"to implement

in the classroom.

15. API is an interesting program for a teacher to

work with.

*16. The training whit I received was not adequate

to enable me to i plement the program well.

17. Corpsmembers seem-to-like the API program materials

better than the regular Job Corps materials.

18. API is appropriate for more widespread use in

Job Corps.

*19. The students were not more motivated in API than

they are in the regular ,.fob Corps program.

20. The modules were easy for the corpsmembers to

understand.

21. Corpsmembers seemed to progress more rapidly

through the API program than the regular Job

Corps program.

22. The lessor content was more motivating for the

s udents than the regular Job Corps program content.

23. T e diagnostic tests were able to place students

ccurately within the curriculum.

*24. ,Major modifications to the program will be necessary

before it, will fit into Job Corps well.

25.E I would like to continue working with the API

program.

26 I feel capable of training other Job Torps teachers

in the use of the API program.

143

1 63
APL

14. The APL program was relatively easy to implement

in the classroom.

15.' APL is an interesting program for a teacher to

work with.

*16. The training which I received was not adequate to

enable me to implement the program well.

17. Corpsmembers seemed to like the APOrogram materials

better than the regular Job Corps program materials.

13. APL is appropriate for more widespread use in

Job Cdrps.

*19, Students were no more motivated in APL than they

. are in the regular Job Corps program.

20. Vocationally- oriented material's have a definite

eplace in the Job Corps curriculum.

21. APL- teaches students to read more effectively than

the regular Job Corps reading'program.

22. APL teaches math more effectively than the regular

Job Corps math program.

23. The possibility of getting a high school diploma seems

to !naivete corpsmembers to learn more rapidly than

they do when a diploma is not availdale.

24. Major modifications to the program will be necessary . before it will fit into Job Corps well.

25. I would like to continue working with the APL

program.

26. I feel capable of trainingtother Job Corps teachers

in the use of the APL program.

144
CAI COMPLETE

PLATO/BTI

14. The computer program was relatively easy to implement

in the classroom.

15. The computer is a very valuable instructional tool

for a teacher to work with.

*16. The training which I received was not adequate to

enable me to implement the program well.

17. Corpsmembers appear to be more motivated .to learn on

the computer than with paper and pencil alone.

18. Computers are appropriate for more widespread-use

in the 'Job Corps educational programs.

19. There were enough terminals for the students to use

when they needed CAI time.

20. Students seemed to progress more rapidly using the

computer than they do in the traditional programs.

21. There was not much "down" time for the computers.

22. Students liked the fact that others did not know

when they made a mistake.

,23. The training which the students received in computer

operations was adequate.

24. I would like to continue working with the computer

instructional program.-

25. The CAI system relieves the teacher of most of the

onerous paperwork associated with programmed

learning.

*26. My time is no more efficiently used in a CAI classroom than in a regular paper and pencil classroom.

27. I feel capable of training other Job Corps teachers

in the use of this computer-assisted instruction

program.

145

1f:5
CAI MATH

CLASSMATE 88

14. The Classmate 88 was relatively easy to use

within the regular classroom structure.

15. Classmate 88 is interesting for a teacher to use

as a classrom aid.

*16. The training which I received was not adequate to

enable me to implement the program well.

17. Corpsmembers seem to like working on the Classmate 88

better than the regular paper and pencil method alone.

18. Classmate 88 is appropriate for more widespread use in Job Corps.

*19. Students were no more motivated using Classmate 88

than they 'are in the regular Job Corps math program.

20. Students liked the fact that others did not know

when they had made a mistake.

21. There were enough Classmate 88 calculators for the

students to use as often as needed.

22. Aflath aid such as Classmate 88 enables students to

progress through the program more rapidly than they

do without the supplemental aid.

*23. As an instructional tool, Classmate 88 does not do

enough to warrant the high cost of the equipment.

*24. Major modifications will have to be made before the

Classmate 88 will fit into.Job Carps well.

25. I would like to continue working with the Classmate 88.

26. Not having to locate or compose and correct drill

exercises contained on the Classmate 88 enabled me to vse my teaching time more efficiently and

effectively.

*27. A better diagnostic testing program is needed to make

the Classmate 88 program more effective.

. 28. I feel capable of training other Job Corps teachers

in the use of Classmate 88.

146
CAMBRIDGE GED

14. The Cambridge GAD program was relatively easy

to implement in the classroom.

15. Cambridge is an interesting program for a teacher to work with.

*16. The training which I received was not

adequate to enable me to implement the

program well.

17. Corpsmembers seemed to like the Cambridge

program better than the regular Job Corps

GED program.

18. Cambridge is appropriate for more widespread

use in Job Corps.

*19. Students were no more motivated using Cambridge

than they are in the regular Job Corps

GED program.

20. The videotapes were easy for the corpsmembers

to understand.

21. The workbooks and other instructional aids

provided enough additional help when the

corpsmember needed it.

22. The mastery tests seem to help the corpsmember

get ready for the State GED exam.

23. Videotapes should be used more extensively

in Job Corps.

*24. Major modifications to the program will be

necessary before Cambridge will fit into

Job Corps well.

25. I would like to, continue working with the

Cambridge GED program.

26. I think more students will pass the State "6E6

exam using this program than with the regular

Job Corps GED program.

27. I feel capable of training other Job Corps teachers

in the use of Cambridge GED.

147
NEW READING PROGRAM

14. The new reading program was relatively easy

to implement in the classroom.

15. The new reading program is interesting for

a teacher to work with.

*16. The training which I received was not adequate

to enable me to implement the program well.

17. 'Corpsmembers seem to like the new reading program

better than the old Job Corps program.'

18. The new reading program is appropriate for use throughout Job Corps.

*19. It is taking students so much longer to get through

each level of the new reading program that their

motivation is low.

20. The placement procedure for the new reading program

is efficient.

21. The placement procedure for the new reading program

is accurate.

22. Corpsmembers react well to the Language/Study

Skills assignments.

23. Corpsmembers feel that the reading selection content

is appropriate for them.

*24. Major modifications to the program are necessary

before it will fit into Job Corps well.

25. I would like to continue working with the new

reading program.

26. I feel capable of training other Job Corps teachers

in the use of the new reading program.

148

1ES
STAFFING

14. Integrating the aides into the classroom was

relatively easy.

16,,Tis interesting for a teacher to be able to

with classroom aides.

1.6 'fie tfainin ich the aides received was not

adequate to enab hem to function effectively

within the classroom.

17. Corpsmembers seem to like having aides in the

classroom.

18. The use of aides is appropriate throughout

Job Corps.

*19. Using aides had no more effect on student motivation than not using aifIls.

20. The aideS appear to interact well with the

students.

21. The aides enabled me to spend more time directly

working with students.

22. Corpsmembers seemed to accept the aides without

any problem.

23. There are many more areas in Job Corps where

aides could be used effectively.

*24.. Major modifications in aide responsibility will

be ,necessary before aides can be adequately

utilized within the Job Corps.

25. .I-would like to continue to work with classroom

aides.

26. Corpsmember aides are well worth the money used

to employ them because they enable the teacher

to function more effectively and efficiently

within the classroom.,

27. I feel capable of training other Job Corps teachers

in the appropriate use of aides within the

classroom.

4
PLEASE RESPOND TO THE FOLLOWING QUESTIONS WITH AS MUCH DETAIL AS

POSSIBLE. THESE QUESTIONS ARE TO BE ANSWERED BY ALL THE EXPERIMENTAL

TEACHERS.

1. Specifically, what changes in the training which you received

would make it easier for new teachers coming into the program?

2. Specifically, what modifications would you feel should be made

in order for the program to function more effectively within

the Job Corps?

3. After your experience as part of this experiment, would you be

willing to participate in another experiment? Why or why not?

4. Insofar as the time and money that was spent in developing these

models is concerned, was it well spent? What else do you feel

should be done?

5. Are there any additional comments which you would like to make?

150
I,

Corpsmember Process Evaluation Questionnaires

C

171
Core Questions .

1. I learn things quickly.

2. I enjoy learning.

3. I learn faster in Job Corps than in school.

4. People could have a better life with more education.

5. Job Corps is helping me learn things to make my future better.

6. Teachers in Job Corps care more than teachers in school.

7. You need math to get a better job.

8. I'm glad I entered Job Corps.

9. You need to read to get a good job.

10. I am treated fairly by Job Corps teachers.

152
Adkins Program

11. I like having lessons or television.

12. The programs were easy to understand.

13. The things I learned will help me get a better job when I

leave Job Corps.

14. The group discussions were interesting.

15. i think I learned how to keep my job through this program.

16. I wish more of the Job Corps program was presented like this.

17. Seeing myself on television help me learn how I look and

sound to others.

18. After taking this program, I am not afraid of a job interview.

19. Because of this course, I feel I can take better care of my

money when I leave Job Corps.

20. My teachers had time to help me when I needed it.

21. I think I am learning faster in this program than my !riends

in the regular Job Corps program.

22. My teacher liked using the Adkins program.

23. The Adkins materials were interesting.

24. The Adkins materials are not too immature for my age group.

//

/

/

153

LI
APL Program

11. The things I learned in APL will help me get a job.

12. Going out into the community gave me confidence in getting a

good job.

13. I was able to get through the materials at my own speed.

14. I liked the fact that the APL program can help me get a high

school diploma.

15. Because the materials were job-related, I wanted to learn more.

16. More people would want to come 'to Job Corps if they knew they

could get a high school diploma.

17. My teachers had enough time to help me when I needed it.

18. The APL materials are not too immature for my age group.

19. My teacher liked using this program with us.

20. I think I am learning faster in APL than my friends in the

regular Job Corps program.
CAI

11. Working with a computer makes me feel smart.

12. I would like to be able to spend more time on the computer.

13. I like the fact that on the computer, other people don't know

when I make a mistake.

14. I would rather work with a computer than a teacher.

15. The computer lets me work at my own speed.

16. The programs on the computer make me want to work harder.

17. The computer should be used more in Job Corps.

18. My teacher really like working with the computer.

19. The materials on the computer were not too immature for my

age group.

20. I think I am learning faster on the computer than my friends

who are not using it.

21. My teacher had enough time to help me when I needed it.

22. The computer was not off so much of the time that I couldn't

use it when I needed to.

155

173
CAI Math Program

11. I wouyd like to be able to spend more time worki9g with

the Classsmate 88.

12. The directions for working with the Classmate 88 are clelr.

13.//Working with equipment like the Classmate/88 makes me

feel smart.

74. The problems on the Classmate 88 were/not boring.

15. I like the fact that when I work o9 the Classmate88, other

people don't know when I make a ,istake.

16. Machines ,like the Classmate 88 1hould be used more in Job

Corps. f

17. Clas, mate 88 lets me work at /my own speed.

18. T,e Classmate 88 was not brken so much that I coltldn't use t when I needed to. /

19 The problems on Classmate 88 are not too immature for my age

group. //

1 / I 20. My teacher had enough/time to help me when I needed it.

/21. I think I am learning faster on the Classmate 88 than my

friends who are not'using it.

22. My teacher seemed to like working with the Classmate 88.

156
Cambridge GED Program

11. I like having lessons on television.

12. The programs were easy to understand.

13. The other materials like books and study guides gave me enough

help when I needed it.

14. The television lessons were interesting to me.

15. I could not have gone through the program faster without the

television lessons'.

16. Programs on television should be used more in Job Corps.

17. I think.I am learning faster using Cambridge than my friends

who are not 'sing it.

18. -My teacher liked using, the Cambridge materials.

19. ' The Cambridge materials are not too immature for my age group.

20. My teacher had enough time to help me when I needed it.

21. The tests that were used in the books helped me to get ready

for the GED test.

157

177
NRP Program

11. The language and study skills portion of the program is helpful.

12. It is not taking me longer to get through the program than I

thought it would.

13. The materials I,.had to read covered enough different things to

keep me interested.

14. I like to read for fun more now than I did when I came to Job

Corps.

15. The things I read in my old school were not as good as the

things that I am reading in Job Corps.

16. My teacher had enough time to help me when I needed it.

17. The reading program materials are not too immature for my

age group.

18. By the time I finish this program, I will really be ready for

the reading part of the GED. ' 19. My teacher really like working with the reading program.

20. I think I am learning fetter than my friends who are in other/

Job Corps reading programs. /

1 58
Staffing

11. Having aides helped make the classes more interesting.

12. I went through the program faster because theaides were

there to help me.

13. I got enough attention from my teacher even though there was an aide.

14. Aides should be used more in Job Corps.

15. My teacher really like having the aide.

16. The aide respected me as a person.

17. There were enough aides to help everyone when they needed it.

18., I think I an learning faster than my friends who-are in classes

without aides.

.19. On day I would like to be an aide.in Job Corps.

159

17D
CHAPTER 6. PRELIMINARY FINDINGS

The EIE is an evolving system of experiments. The first model program

began in May 1979. Since then, as Phase I of EIE, nine programs have

been implemented at nine Job Corps Centers, with some data available on

these experiences.

Between the testing of the first participant in April 1979 and March

1980, 2,268)experimental'program enrollees and 1,875 control program

enrollees were assigned to different model; in tie EIE study. Of these,

394 participated for 90 hours of program confer.. and were tested before

and after; 1,841 enrollees exited from the programs before the completion

of 90 hours. Of this latter group, 349 were tested on early exit. The

average number of program hours fore the groups exiting early was 35.6.

There were 906 active enrollees with less than 90 hours of treatment as of the beginning of March 1979. For the period covered by this report,

2,406 enrollees have terminated from the EIE study for a variety of

reasons, i.e. either leaving Job Corps or progressing far enough where

the experimental programs were no longer applicable. The data presented

in Table 15 is largely self explanatory. However, a few clarifications

have to be made. Insofar as the Adkins program is concerned, the

shortened version (7 units rather than 10), does not take 90 program

hours to complete. Therefore, pre and posttest data largely show in

the early terminee category. The API program was suspended and begun

again due to numerous site problems; therefore, it has not been in

operation long enough for data in the later cohorts to be available.

160
Table 15 Summary of Experience

April 1979-March 1980

Characteristic

II)Adkins eocinktiriloi 65

API

105

Control

' 89

API. 52

Control

48

Phailix

120

Plato

237

CAS 67

CAI Cont. triCatidge

60

0

97

42lb Age EmrCont.

87

NRP

1201

Cont

1524

Staffing

352

Total 4,151 Total Entrants 47 Total Terminees 40 55 21 22 13 40 102 60 60 48 42 764 947 184 2,405

;7etal Active 7 10 ' 84 67 39 41 80 135 7 0 49 45 437 577 168 1,746 EXited Before

90 Hours 39 51 19 -39 54 3 42 23 13 581 826 112 1,841 Tested on

Early Exit 20 22 0 0 1 0 6 16 14 16 SAT Not Applicable 99 109 46 349 `Average Hours Before

Termination (90 hrs

Or less) - 46.9 31.9 20.6 22.8 43.( 44.0 31.7 53.0 33.7 35.9 52.8 38.0 31.8 49.2 38.23 Tested at 90 Hours 7 5 6 7 1 1 8 19 6 4 56 11 110 131 22 394 Not Completed 90 Hours as of 2/80 1 9 82 66 7 11 55 42 5 8 12 9 203 346 50

Completed 90 -135 Hours Not Posttested 1 0 0 3 8 16 8 2 2 0 7 3 18 76 5 149 Tested Between 135 and

165 Hours CohortCdmilelid--

1 Program Not

Operational

tong Enough 6 1 Program

Suspended 3

frti Program

T N/A 4 1 64 35 19 133 Still in Program,

150 Hours or More 34 35 53 4 17 14 80 53 390 Terminated at 150 Hours

or More 0 0 6 19 3 5 1 3 37 Still in Program More

than 165 Hours 12 9 51 3 16 54 36

4727

34

13

226

133 fusttested at More than

165 Hours 6 4 15 17 15 In Program at 1 Year

NOT " APPL 1CAE LE

17 Tested at 1 Year 181
The CAI program at Phoenix has been in suspension since December 1979

because of hardware difficulties.- Therefore, iatcr cohort information

is nbt currently available. In addition, thP CAI Math model has been

terminated because of numerous site and program re.ated difficulties.

Therefore:, there is virtually no data available for more than 90 hours

because the program was not in operation lorg enough. In addition,

average hours in program are not currently available for any group other

than the less than 90 hour terminees. This information will be

available as the study progresses.

The data discussed in this report represents a preliminary investigation on those Corpsmembers who have been enrolled in EIE Phase I from

its inception in May 1979 up through February 1980. Included, therefore, is only the first cohort of enrollees in a limited number of

educational models and for a limited duration of individual participation.

The purpose of this report is to examine preliminary Phase I data to

ascertain preliminary trends in she data in order to develop an

'analytical format that can be utilized as data accumulates subsequently. In addition, preliminary data have been examined in order to

ascertain relevant predictors for selected outcome variables. It should be noted that the EIE study has not progressed far enough to

provide sufficient sample sizes for analysis at man) of the test sites.

Table 16 presents the demographic characteristics of experimental

162
and control groups in percentages, by center, and by program within

center. An inspection of the data indicates heterogeneity for most

of the variables across the centers, indicating that the different

demographic variables of Job Corps centers do vary within the restraints set by the eligibility requirements.

As for within center demographic variable differences, the following

are statistically significant:

1) At Breckinridge the number of males and females differ in

the treatment programs.

2) At Guthrie the number of males and females differ in the

two programs.

3) The Clearfield PLATO program has significantly more whites

in it in comparison to other programs.

4) At Tongue Point, the Cambridge GED program has significantly

more whites in it.

5) At Breckinridge, the ORP program has more Corpsmembers from

towns over 250,000 than the other.programs do:

163

18J
Table Sample Characteristics

Selected Demographic Variables

.

-.. Characteristic total Breckinridge (N'631)

NRP ORP Staff

Camb GEOJC GEO

31

,Total' ,; CleiT4-5U1.467)

PLATO NRP ORP Staff

El Paso 44.100) Total APL JC Gary J10796)

Total NRP .ORP

(N) (N) N N (N) ' N 4 N) IN) (N) (N) (N) (N) 180 195 172 45 39 - , 19 79 89 80 52 48 444 352

Sex: s"

Male 79.2 81.1 77.4 81.4 71.1 79.5 83.0 847 8385.4 '82.5 61.0 59.6 62.5 77.5 --11r11--7674 Female 20.8 18.9 22.6 18.4 28.9 20.5 17.0 18.3 16.5_44:6 17.5 39.0 40.4 37.5 22.5 21.6 23.6 Ethnic Group:

Amer. Ind. .2 - - 4.3 4.1 2.5 5.6 3.8 , - - .1 .2 - Asian - - - - .6 .5 - 2.2 - 1.0 1.9 - - - Black 97.6 98.9 97.9 98.3 95.6 89.7 63.8 58.4 74.7 65.2 66.3 - - - 81.9 89.4 83.8 Hisp. .5 1.1 2.1 1.2 - 2.6 10.0 7.8 11.4 15:7 8.8 92.0 90.4 93.8 6.7 1.7 5.4 White 1.7 - - - 4.4,, 7.7 24.3 20.8 11.4 11.2 21.3 6.0 7.7 4.2 8.4 7.7 -9.4 Other i - - - - - - - - - - 1.0 - 2.1 2.9 4.1 1.4 .Size of Town: Under 2,500 10.0 10.0 8.7 11.6 13.3 5.1 6.4 6.8 5.1 7.9 5.0 . 2.0 - 4.2 6.9 5.9 8.2

. 2,500-50,000 43.4 46.1 43.1 44.2 35.6 38.5 21.7 2',.5 19.0 23.6 22.5 1.0 1.9 - 24.7 24.1 25.6 50.000-250.000 24.7 26.7 21.5 27.3 24.4 20.5 18.3 :0.5 17.7 18.0 13.8 c - - - 15.5 16.9 13.6 4er 250.000 21.9 17.2 26.7 16.9 26.7 35.9 53.6 S'.2 58.2 50.6 58:8 '""9i:0-,, 98:) .95.8 52.9 53.2 52.6 English Comp.: Good 88.4 87.8 86.2 91.3 88.9 89.7 86.6 86.8 89.9 82.0 AW 5 69,0 76.9 60.4 89.1

,,t- 87.S 90.6': Fair/Poor 11.6 12.2 13.8 8.7 11.1 10.3 13.2 12.8 10.1 18.0 12.5 28.0. '23:1-33.3 ,v -10.6 11.5 944- - None - - - - .2 .4 mis - - - 3.0 - 6.3 ,,,":4 Residential Status:

Res. 100 100 100 100 100 100 100 100 100 100 100 49.0 40.4 58.3 100 100 100 Non res. lest Grade Compl.:

- - - - - - - - 51.0 59.6 41.7 , - -

' / 9.7 9.6 9.8 9.8 9.5 9.8 9.8 9.9 10.0 9.8 9.8 9.2 9.4 9.1 9.6 9.5 9.7 sd 1.3 1.6 1.2 1.4 1.0 1.0 1.0 1.0 1.0 1.3 1.0 1.1 1.0 1.2 1.3 1.3 1.3

N 631 180 195 172 45 39 470 210 79 89 80 100 52 48 796 444 352

Age:

ir 18.4 18.3 18.5 18.4 18.0 18.4 18.3 18.0 18.4 18.5 18.4 17.4 17.5 17.3 18.0 18.0 18.1 sd 1.6 1.6 1.6 '1.6 1.5 1.6 1.6 1.7 1.3 1.7 1.5 1.4 1.5 1.3 1.r 1.5 1.5

N 630 180 195, 172 44 39 465 216 79 88 79 96 50 46 796 444 352 Lang. Spoken:

Amer. Ind. - - - - - - 1.9 1.8 2.5 3.4 - - - - - - - Other .4 1.2 - - - .6 1.0 - 2.2 1.3 1.0 - 2.1 17.3 15.8 19.3 Spanish .3 - .5 - - 2.6 9.1 5.9 11.4 15.7 8.8 92.0 90.4 93.8 5.2 6.3 3.7

Eng. 99.4 98.8 99.5 100 100 97.4 88.3 92.2 86.1 78.7 90.9 7.0 9.6 4.2 77.5 77.9 77.0

lit
Characteristic

Sex:Male

Female

Ethnic Group:

Amer. Ind. Asian

Black

Wisp. White Other

Size of Town: Under 2,500

2.500-50,000

50,000-250,000

Over 250,000

English Comp.: Good

Fair/Poor None

Residential

Res.

NOn. res. Last Grade Compl.: sd

N

Age:

Asd

N

Lang. Spoken:

Amer, Ind. Other

Spanish

Eng.

Guthrie (N176) I Pittsburgh 041111

JC

Total API JC Total Adkins WOW 4' 8DP q"4 66

(N)

56.6

43.4

1.8

.4 62.8

3.5 29.6

1.8

14.2 41.2

17.7 27.0 96.9

3.1

58.7 48.8

41.3 51.2 4.3 -

_64.1 65.5

2.2 1.2 28.3 29.8

1.1 3.6

14.1 14.3 37.0 '40.5

21.7 14.3 27.2 31.0

96.7 97.6

3.3 2.4

100 100 100

61.3 53.3

38.7 46.7

39.6 60.4

21.6

19.8

50.5

8.1 83.8

16.2

42.4 57.8

20.0

15.6 60.0

4.4 88.9

11.1

66.7

33.3

3,.9

62.1 22.7

22.7 43.3

10.6 80.3

19.7 66.7 64.4 68.2

33.3 35.6 31.8

9.7 9.5 9.8 10.0 10.2 10.0

1.9 1.6 1.4 /1.3 1.4 1.2

.74 91 83 110 45 65

17.6 17.5 10/17.9 18.1 17.7

1.4 1.3 1/6 1.6

74 9? 0 110 44 66

/-

2.7 1.1 / 2.4

4.4 2.2- 4.8 - 92:9 96.7 92.91100 100 100

Table 16 (cont.)

Sample Characteristics

Selected Demographic Variables

Point (N.167)

Camb NRP ORP GEO

(N) (N) (N) JC GEO

(N) Total Woodstock (W153)

JC CAI Adkins WON Math

(N) (N) IN)

JC Math

(N) Total imenix (N.473)

(N) CAI NRP ORP

(N) (N)

--iongua

Total

126 182 165 68 7? 15 12 16 20 57 60 56.0 59.5 55.5 53.9 46.1 50 45.8 46.7 25 90.8 93.8 85.0 96.5 86.7

44.0 40.5 44.5 46.1 53.9 50 54.2 53.3 75 9.2 6.3 15.0 3.5 13.3 9.3 10.3 8.8 9.1 3.6 1.5 4.2 13.3 3.0 0 3.3 4.8 ,4.8 4.4 6.9 - 16.1 16.7 18.7 12.7 31.7 39.7 34.7 - 8.3 98.0 100 100 96.5 98.3

29.4 31.7 24.7 32.7 13.2 16.2 11.1 13.3 8.3 .7 1.8 1.7 41.5 40.5 43.4 40.6 40.7 30.9 38.9 66.7 75.0 .7 - .6 .8 - 6.0 7.4 4.2 6.7 8.3 .7 1.8

4.2 6.3 1.6 5.5 13.8 11.8 15.3 20.0 8.3 4.6 20.0 1.8 3.3 8.5 9.5 7.1 9.1 28.1 23.5 30.6 26.7 41.7 15.0 18.8, 10.0 17.5 13.3 7.8 6.3 7.1 9.7 14.4 14.7 8.3 26.7 33.3 8.5 10.0 5.3 13.3 79.5 77.8 84.1 75.8 43.7 50.0 45.8 26.7 16.7 71.9 81.3 60.0 75.4 70.0 94.9 98.4 94.5 92.7 93.4 94.1 90.3 100 100 75.8 56.3 75.0 82.5 75.0

2.5 1.6 3.3 2.4 6.6 5.9 9.7 - 24.2 43.8 25.0 17.5 25.0 2.5 2.2 4.2 - - 50.7 4? 2 48.9 53.9 100 100 100 100 100 95.4 43.8 95.0 98.2 93.3

49.3 51,.8 51.1 46.1 4.6 6.3 5.0 1.8 6.7 9.9 10.0 10.1 9.1 10.0 10.0 10.0 10.1 10.0 9.4 9.6 9.7 9.3 9.4

1.4 1.3 1.4 .12 1.1 1.1 1.2 .8 .6 1.3 1.5 1.3 1.3 1.3 460 123 177 160 167 68 72 15 12 153 16 20 57 60

18.1 18.1 17.9 18.2 18.0 18.1 18.0 17.9 17.6 17.8 17.1 17.9 17.7 18.1 1.5 1.7 1.44 1.6 1.4 1.5 1.36 1.4 1.1 1.5 .8 1.7 1.5 1.6 449 123 167 159 167 68 72 15 12 151 16 19 57 59 4.4 5.6 2.7 5.5

3.4 .8 3.8 4.8 7.8 4.4 9.7 13.3 8.3 2.6 - 3.5 3.3 23.0 25.4 18.1 26.7 4.2 7.4 2.8 - .7 - 1.8 - 69.1 68.3 75.3 63.0 88.0 88.2 87.5 86.7 91.7 96.7 100 100 94.7 96.7

185
Table 17 SAMPLE CHARACTERISTICS

TEST DATA

.Characteristics Breckinridge (.631)

Cant JC Total NRP ORP STAFF GED GED Clearfield (0467)

Total PLATO NRP ORP STAFF El Paso (0100)

Total APL JC Gary 00796)

Total NRP ORP

RJS17

sdN NJS1

X sd

N SAT Pre Rtad

X sd

N SAT_90 hr. Read

Xsd

N SAT 150 hr. Read 1

sdN SAT Pre Math 7

sd

N SAT 90 Hr. Math 7

sd

N SAT_150 hr. Math

X sd

N s. out of school

P50

4

10.1 4.9

604 N/A

3.5 1.3

5494.6

2.0

3524.8

2.0 85

10.3 600

8.7

4.0

175 N/A

3.3

1.2

1804.5

1.9

115 4.6

2.2

26a2

ua73. ei a

a

0

ccZ

12.0

175

10.2 4.5

194 N/A

3.8 1.3

1945.0 2.0

125

5.2

2.1 240

2.

u-

"aaa

a

0

ccZ

11.3

189

8.9

4.5

168 N/A

3.4 1.3

172 4.3

2.1 110 4.7

1.9 35

o2a

u-

'el aa

400

040 1

10.0

164

17.1 3.9 35 N/A

o-

.0aun

<

in

6.3 43

16.0 4.0

32 N/A

o-.0aun

.'t i.

<0. i5.5 38

15.7 5.4

357 46.8

18.2

3965.8

2.4

3246.6

2.5

122

1/0 I/O

I/O5.8 2.3

54

8.3

411

6.3

2.2 44

6.9 2.3

25

I/O I/O

1/06.8

1.1 10

I/O

9.3

20C

13.5 4.5

57

39.4

14.3

615.4

1.7

616.5

2.2

27

I/O

I/O I/O

o2

u

.

°n a

a

2

J

0r

7.9 69

12.4 4.6

63

38.6

18.8

705.0

2.1

715.1 1.9

19

I/O

I/O I/D

o2

u -.a

1a

a

2

4.. 00 x

11.5

74

12.4 4.8 46

42.7

15.9 65

5.0 2.3

56

5.7 2.3

15 I/O

I/O I/O

o2a

u-

°n a

. . 2=2

8.3

68

15.4 4.4 100 46.0

17.4 95

6.4 2.3

99

6.9

2.3

33

1/0 I/O

I/O6.3

2.2

956.4 2.3 '9

I/O

3.9

94

15.9 4.2

5245.6

18.3 5D6.6

2.0

52

7.0

2.3

21I/O

I/O I/O6.2

2.1 525.8

2.2 20

I/O

6.5

48

14.9 4.6 48

46.5

16.7 45

6.3

2.6 47

6.7

.7 12

I/O

1/0

I/O6.4

2.4

437.8

2.1 9

I/O

3.3 46

10.8

5.9 795 41.8

17.0 795

4.9

2.7 607

6.1 3.0

2316.0

2.4 34

9.4

661

10.3 5.7

444 41.9

11.5

4444.7

2.7

360

5.8

2.8 . 168

6.1 2.5

30

o2m

u

Z. a

G.

.x

9.5

360

11.4 6.0

357 41.7

16.3

3515.2 2.6 247

6.8

3.3 63

1/0

1/0

w2

'u^u2n. a

4+c

c=2

9.2

301

- \

\

1 .')-/
I

. ... Table 17 (cont.)

, SAMPLE EHARAGTERIST1LS

TEST DATA

Characteristics Guthrie (N176)Total API JC Pittsburgh (14111

JC

Total Adkins WOW

Phoenix (N473)

Total CAI NRP 0RP Tongue Point (N:167)

Camb JC

Total NRP 0RP GED GED

Woodstock (N' 153)

JC CAI JC

Total Adkins WOW Math Math RJSj

Xsd

N MJS1T

se

N

!..la Pre Read X

sd

N SAT 20 hr. Read

x sd

N SAT 150 hr. Rea

isd

N SAT Ere Math

X

- sd

N SAT 90 hr. Math T

sdN SAT 150 hr. Mat I

sd

N Mos. out of

school P 50

N

15.3

3.6

167 46.7

16.0

1665.9

1.7 106

1,0 I/O

1/0 6.0

1.9

103 I/O

I/O

I/O

7.9

173

14.4

3.3 89 43.8

15.4 88

5.4

1.5

53

I/O

I/O 1/05.4 1.8 48

I/O I/O

I/O

10.5

84

14.8

3.6

7845.9

14.2

786.3

1.7

531/0

1/0 I/O 6.3

1.8

55

I/O I/O

I/O

7..

79

17.5

3.9

111 55.4

17.0

110

7.1, 26

957.8 2.8 28 N/A N/A

6.6 2.4

87

7.0

2.6 29N/A

N/A

6.5

100

16 i

j.7 4554.0

16.1 447.0 2.6

407.2

2.7

16 N/A

N/A

6.8

2:2 43

7.0 2.6

16 N/A

N/A

5.7

37

17.9 4.0

6656.4

17.5

667.2 2.6

558.6

2.9 17

N/A

N/A

6.5 2 6

44

7.1 2.7

13 N/A

N/A

8.3

63

16.4

5.4 449

40.5

18.6

441

6.1 2.6

263

7.5

2.6 79

I/O I/O 4.8

2.2 268

5.1 2.1

741/0

1/0

11.7 453

17.5 4.6

120 41.1

19.0

1206.6 2.3

82

8.8

1.8 26

I/O I/O

5.0

2.2

815.7 1.7

23

1/0

I/O

11.65

121

16.3

5.3 174

40.1 17.9

1706.0

2.7

987.2

2.5

35

I/O 1/D4.8

2.2

984.8

2.0

22I/O 1/0

10.3

175

15.8

6.0

155 40.4

19.0

1515.7 2.7

836.0

3.0

181/0

I/O4.6

2.1 885.0

2.6

19

12.1 157

13.8 4.9

166 N/A

N/A

N/A

6.1 2.1 1:46.9

2.2

70

prog. term

N/A

10.6

15J

1Z.4 2.9

68N/A

N/A

N/A

6.0

1.6

617.1 1.6

33 prog. term

N/A

11.6 62

12.5 4.4

72 N/A

N/A

N/A

6.2 2.5

626.6

2.5

36prog

term

W.

10.5

64

21.5

2.3

1473.9

9.7

14

61

.17 mv--

6cf 4,.w

i-av., 9.0

15

21.1 2.9

1271.6

14.6

12

CY 2mv--amcf0

4,c

,., vi wa

v., 8.5

12

1

12.7 4.9

151 43.2

15.5

150

6.1 2.9

44

5.1 2.5 26

prog. term

5.5

2.1

.8 5.5

2.1 100

prog. term

6.8

139

13.2 2.9

1641.9

10.0

16 . 4.7

2.1 155.2

2.1

1,prog. term

5.3

1.7

166.2

1.7

11 prog.

term

5.5

14

17.2

4.4

1955.2

15.6

19

7.7 2.9

20

5.1 2.7

16prog. term 6.9

2.1 20

5.7 2.0

18 prog. tern

4.2 20

11.7

5.1 5739.6

16.4

55N/A N/A

N/A N/A N/A

N/A

N/A

5.1 2.2

555.2

2.4

38 prog.

term

7.5

48

12.0 4.5

5943.2

14.0

60N/A N/A

N/A

N/A N/A

N/A

N/A

5.4 2.0

575.7

1.8

33prog. term

.

. 9.8

F7

18 14i

-_-_----- -. - -.....------., _ _
6) At Pittsburgh, the Adkins program has more Corpsmembers

from towns over 250,000 than the other program does.

7) At Tongue Point, the ORP has more Corpsmembers from towns

of 2,500-50,000 than the other programs do.

8) At El Paso, the Corpsmembers in the Job Corps program have

a higher level of English competence than the ones in the

APL program.

9) At El Paso, the Job Corps program has more residential

Corpsmembers than the APL program does.

The wide variance of population characteristics between sites suggests

emphasis on an analytical approach which focuses upon seeking predictor

variables for academic achievement by center rather than across centers.

A basic question for experimental design is whether experimental

and control groups are statistically equivalent. Because randomization of subjects into groups was planned but assignment could not

bi, mandated, the researchers attempted to determine whether Corpsmember samples for an experimental program and its traditional Job

Corps program counterpart within a site were statistically equivalent.

A series of 2 sample 't tests were run to ascertain this. A two tailed

168
test was employed so that significant differences that were either

higher or lower, could be detected (Table 18).

There is considerable variation in the significant relations among

the treatment groups at the different centers. For example, at one

certer, in a particular program, females tend to have more schooling

than males and in the "control" group no such relationship exsts;

or males are more highly educated than females; or in one program

within a center, American Indians have the lowest level of English

Competente and in another program, they do not.

The data indicate that the ethnic distribution by center and by

program vary considerably and that different centers and different

programs within each center draw their population from different

size towns. Size of the town is related to the Corpsmembers'

English competency which may correlate to initial SAT level and to

potential academi' gain in reading and mathematics.

All of the above point to the conclusion that the randomization

procedures have not producqd a "pure" random distribution of the

demographic and population variables that may be related to

educational gain. Without statistical controls for demographic

a,id population variance, some of the gains attributed to programs

could be accounted for by demographic and population variances in

the programs.

169

1 8 ,jr
Pro ram

dkins

APII

APL

'CAI -PLATO

CAI/CMI

Cambridge GED

Comparison

1` TABLE 18

Statistical Equivalence of Samples

S te(s) Test t df Significanc*

Adkins vs Job Corps Pitt burgh rusi -1.78 74 NS World of Work MJS1 ' .13 74 NS SAT Pre Reading .15 70 NS SAT Pre Math .56 71 N!., Woods ock RJS1 -3.15 33 S MJS1 -2.95 33 S SAT Pre Reading -3.41 33 S SIT Pre Math -2.37 34 S -API vs Job Corps Guthrie RJS1 -1.51 62 NS Reaaing and Math MJS1 SAT Pre Reading

.06 -1.64 62

36

NS

NS SAT Pre Math - .58 37 NS APL vs Job Corps El Paso \ RJS) .80 95 NS Reading and Math MJSf

SAT Pre Reading

- .63

.51 90

93

NS

NS

It SAT Pre Math - .94 84 NS PLATO Reading vs Clearfield*\fr RJS1 3.08 107 S NRP SAT Pre Reading 1.86 89 NS PLATO Reading vs RJS1 4.42 113 S Job Corps Reading SAT Pre-Reading 2.43 110 S CAI Reading vs Phoenix** RJS1 2.72 261 S NRP SAT Pre Reading 2.08 148 S CAI Reading vs RJS1 2.85 246 S Job Corps Reading SAT Pre Reading 2.48 136 S Cambridge vs. Job 8reckinridge RJS1 1.?9 52 NS Corps GED Tongue Point RJS1 .41 24 NS MJS1 .49 24 NS
Program Caparison Site (s) Test t df Significance*

CAI Math CAI Math vs. Job Woodstock RJS1 - .39 114 . NS Corps Math MJS1 -1.28 113 NS SAT Pre Math - .79 110 NS NR? NRP vs. Job Corps Breckinridge RJS1 -3.27 369 S Reading SAT Pre Reading -4.34 373 S

, Clearfield RJS1 1.29 118 NS SAT Pre Reading .80 123 NS Gary RJS1 -2.87 793 S SAT Pre Reading -3.14 640 S Phoenix RJS1 .39 279 NS SAT Pre Reading .49 149 NS Tongue Point RJS1 - .07 121 NS SAT Pre Reading - .02 121 NS Staffing NRP with aides Breckinridge RJS1 - .56 343 NS

vs NRP JCRPI -1.03 352 NS SAT Pre Reading - .92 147 NS Clearfield RJS1 1.21 101 NS JCRP1 .98 85 NS SAT Pre Reading .77, 106 NS

* Significance is at least = .05 on a two-tailed, nondirectional test.

** Significance expected because non-computer reading pr;:grams contain enrollees below the 3.5 grade level and

computer reading programs do not.

1°4
As can be seen from Table 18, entering samples are statistically equivalent at most sites in terms of entry test data. Difference other than

those noted on the table are as expected and do not exceed the number

expected by chance on this many tests. It should be noted, however,

that demographic data show the sampleS are in fact not equivalent. Entering demographic data may be impacting on results, despite the initial

equality.

The X2

analysis by program within site (see Tables 19-25) provides a

picture of the significant relationships among the demographic and,population characteristics'in Cohort 1.

The data clearly indicate that some significant relationships occur across

all of the sites and programs and some are either site or progam specific.

A brief conclusion regarding each finding is presented within the tables,.

Cross-center variations and relationships tend to be logical or are a re- \

sult of redundancy. For example, there.is significar, relationship between Highest Grade Completed and Age, or that Hispanics speak Spanish.

However, certain logical relationships do not always appear, such as

those with "good" English competency have completed more schooling. In

at least one center, there is no significant relationship between

English competency and the number of years of schooling completed.

7J7 )

f r) A. If

172

Jj
-Program

New Reding Program (NRP)

Job Corps Reading Program (ORP)

Table 19

Significant X2 By Program Within Site

Breckinridge Job Corps Center

X2 Highest Grade Completed and Age

English Competence and Highest Grade Completed

Highest Grade Completed and Age

Highest Grade Completed and Age

Discussion

The older enrollees have completed more schooling.

Those with "good" English competency have

completed more schooling.

Self explanatory.

Self explanatory.
9 7)

Program

Table 20

Significant X2 By Program Within Site

Clearfield Job Corps Center

x2

Computer AssisteCinstruction_____'

(PLA101 -Competence-and-Age

English Competence and Ethnic Group

English Competence and Highest-Grade Completed

Ethnic Group and Language in Home Ethnic Group and Size of Town Highest Grade Completed and Sex Highest Grade Completed and Size of Town

New Reading Program (NRP)

English Competence and Ethnic Group

Size of Town and Ethnic Group

Size of Town and Sex

Discussion

Older-enrollnr-haVURWIAlliii-Ebilpitence.

The American Indians have the lowest English

competence.

The more education, the higher the English

competence.

Self explihatory.

Blacks come from bigger towns. Males are more highly educats:o. Those with more education come from large'r towns.

American Indians have the lowest level of English

competence, than Hispanics, Blacks, and Whites

in that order.

Blacks come from the biggest towns. Females are evenly distributed across all cate- gories; pales come mainly from towns over

250,000.
Table 21 Significant X2 By Program Within Site

El Paso Job Corps Center

Program --

Adult Performake Level

(APL)

Job Corps Program

Age and Ethnic Group

Age and Language in Home

Ethnic Group and Language in Home

Ethnic Group and Language in Home

DMus SI

The younger portion of the sample is Hispanic.

The English speaking sample is older; Spanish

speaking sample is younger.

Self explanatory.

Self explanatory.

1 °C
Table 22

Significant X2 By Program Within Site

Program

X2- / Discussion

New Reading Program (NRP)

c ._

Age and Highest Grade Completed

Self explanatory. English Competence and Language in Home English speaking enrollees have the highest

competence, then "other," then Spanish

speaking. Ethnic Grod0 and Lan9uage in Home Self explanatory. Ethnic Group and Size of Town

The White sample is evenly distributed across categories, Hispanics are evenly distributed

above the 2,500 category, and Blacks come from

towns over 250,000 in the ratio of 2:1. Language in Home and Highest Grade Completed Those in the "other" language category are the

best educated. Language in Home and Sex

Spanish is spoken more in homes of Language in Home and Size of Town females. Spanish speakers are evenly distributed while

/* English speakers and those in the "other"

Job Corps Reading Program (ORP) category come from big towns. Age and Highest Grade Completed Self explanatory. English Competence and Ethnic Group

Hispanics have the lowest English competence,

then Blacks, then Whites. Ethnic Group and Language in Home Self explanatory. Ethnic Group and Size of Town

Whites are evenly distributed across all . categories while Blacks and Hispanics come from

the larger towns. Highest Grade Completed and Language in Home English speaking enrollees have completed more

schooling. Langdage in Home andSize of Town

Spanish speaking enrollees are evenly distributed

across all categories.

r,
Table 9.3 Significant X2 By Program Within Site

Pittsburgh Job Corps Center

Ecnn!!

Adkins World of Work

a

Job Corps World of Work

Highest Grade Completed and Age

Highest Grade Completed and Sex

Highest Grade Completed and Site of Town Residential Status and Sex

Residential Status and Size of Town

Sex and Age

Ethnic Group and Size of Town

Highest Grade Completed and Age

Highest Grade Completed and Size of Town Residential Status and English Competence

Residential Status and Sex

Residential.Status and Size of Town

Sex and Size of Town

Size of Town and English Competence

Size of Town and Ethnic Group

Discussion

Self explanatory.

Female enrollees have completed more schooling.

Corpsmembers from the larger towns have completed more schooling.

More females live off center.

Enrollees from the larger towns tend to live

off center. Female enrollees are older. Blacks seem to be coming from the larger towns,

Whites from the smaller.

Self explanatory.

Those with more schooling come from towns of

2,500 or less.

Those living on'center have lower English competency.

More females live off center.

'hose from the larger towns tend to live off

center. Female enrollees tend to come from towns in the

50,000-250,000 category.

Those from the smaller towns have a lower level

of English competence.

The White sample does not come from the larger

towns; it comes from the small and medium

sized towns.

202
Table 24

Significant X2 .:By Program Within Site

Phoenix Job Corps Center

frsardComputer-Assisted Instruction

(CAI)

X2 Ethnic Group and Size of Town

Ethnic Group and Residential Status

Ethnic Group and Language in Home

Highest Grade Comoleted and Age

Size of Town and Language in Home

Age and Highest Grade Completed

Age and Residential Status

Ethnic Group and Size of Town

Ethnic Group and Residential Status

Highest Grade Completed and Size of Town.

Langdage in Home and Highest Grade Completed

Ethnic Group and Residential Status

Ethnic Group and Size of Town

Ethnic Group and Age

Ethnic Group and Highest Grade Completed

Language in Home and English Competence

Language in Home and Residential Status

Highest Grade Completed and English Competence

Discussion

Whites are from larger towns.

There are more Whites living off center.

Sep. explanatory.

Self explanatory.

Spanish speakers come from the larger towns.

Self explanatory.

Youngest people live off center; oldest

enrolees live on center.

All ethnic groups come from the larger towns and

citiEs, predominantly 250.000 and above.

Blacks and Hispanics tend more to live off the

center. Corpsmembers coming from the larger towns have

completed more schooling.

English speaking corpsmembers have competed

more grades in school than Spanish speaking

corpsmembers.

1 Blacks and Hispanics tend to live off center.

Whites and Hispanics come from all size towns;

Blacks come predominantly from the larger towns.

Asians tend to represent the oldest population

on center; Whites tend to be the youngest of

the population.

Whigs tend to have completed more education in

comparison to other groups.

Asians have either no or poor English competency.

Spanish speaking corpsmembers tend to live off

center. If corpsmembers complete 7 grades, no relation- , ship exists between highest grade completed

and English Competency.

2,
Table 25

Significant X2 By Program Within Site

Tongue Point Job Corps Center

Program.

New Reading Program (KP)

Job Corps Reading Program (ORP)

Job Corps GED

x2

Ethnic Group and Size of Town

Language in Home and Ethnic Group

Age and Ethnic Group

Age and English' Competency

English Competence and Ethnic Group

English Competence and Sex

Language in Home and English Competence

Language in Home and Ethnic Gioup

Sex.aneEthnic Group

Size of Town and EthnicGroup

Highest Grade Completed and Size of Town Language in Home and 2thnic4Group

Discussion

Black corpsmembers come from the larger towns.

Self explanatory.

Asian enrollees are older.

The older enrollees have lower English competency.

Asians have lower English competency; the other ethnic groups are about the same. Females have higher English competency.

"Other" category is lowest; then Spanish speaking

with English speaking the highest.

Self explanatory.

Except for the Blacks, all other ethnic groups

have more females in the sample.

Black enrollees come from the larg.; towns..

Enrollees from the larger towns have completed

more schooling.

Self explanatory.

20 6
program

CAI Math JO Corps Math

Table 26

Significant X2 By Program Within Site

Woodstock Job Corps Center

X2 Age and Highest Grade Completed

English Competency and Size of Town

A.

Discussion

Self explanatory.

The bigger the town, the better the English

competency.

2 os
The Educational Program Intensity

The intensity of these varlaus__education models_is_measured_in_terms

of hours of treatment. Some models and some centers may schedule

more hours of treatment in any given period. Corpsmembers drop out

for a variety of reasons which may have nothing to do with the educational program. All else being equal, models which are less intensive,

will have higher dropout rates simply because they require more days

of Job Corps participation to reach testing points. One criterion

for the effectiveness of the models is their effect on attendance

rates. All else being equal, better attendance will produce greater

completion rates because youths attain these after a shorter period

in Job Corps.

For corpsmembers enrolled in most of the EIE programs (either experimental or control); the completion ofo90 in-subject hours represents a time frame of eighteen weeks. Coupled with an orientation

program that encompasses one or two weeks, the 90 hours represents

approximately five months of Job Corps enrollment. The time frame

is the same whether the center operates using a split day education/

vocation program or one week of educational instruction alternated'

with one week of vocational training.

There are three notable exception to the foregoing. These are the

Adkins, APL, and PLATO'programs. Cohort I of the Adkins program

f
operated on the basis of two class periods per day which compressed

the course into nine weeks. This, combined with the orientation period,

represents a Job Corps enrollment of two and a half months. However,

Cohort 2 will operate one class period per day extending the time in

program co be comparable with others.

--- The APL program is a complete program requiring four consecutive clasi

periods per day. However, since this covers reading, mathematics and

World of Work content, the 90 hour in-subject content takes approximately

14 weeks for an enrollee to complete. This, combined with orientation

time, means approximately four months of Job Corps enrollment, or about

one month less than it would take to complete the same amount of content

in the regular Job Corps program.

The PLATO program also operates differently in that corpsmember scheduling

is in two hour blocks of time. If total program is considered, it will

take nine weeks to complete the 90 hours. Combined with the Iwo week

orientation, approximately three months of Job Corps enrollment is

involved. However, insofar as the one period per day of computer time

is concerned, the requisite time to complete 90 hours is eighteen weeks

and the overall Job Corps enrollment time is five months making this

comparable in time with other programs.

Charts 6 and 7 and Table 27 show the time needed to attain 90 hours,

model absence rates, and class attendance by site.

182

210
CHART 6

JOB CORPS ENROLLMENT TIME

Center Program

Approximate Job

Corps Enrollment

Time To Reach

30 Hrs. In Subject

Breckinridge Cambridge GED

Cambridge GED

NRP

NRP and

Staffing Control

Staffing

Clearfield* NRP

NRP 1 Staffing

Control

**PLATO

Staffing

a 4 wks.

4 wks.

7 wks.

7 wks.

7 wks.

8 wks.,

8 wks.

4 wks./8 wks.

8 wks.

EL Paso APL 6 wks.

APL Control 6 wks.

Gary

Guthrie

Pittsburgh

Phoenix

NRP 7 wks.

NRP Control 7 wks.

API 7 wks.

API Control 7 wks.

Adkins 4 wks.

Adkins Control 7 wks.

CAI

CAI Control

NRPNRP Control

Tongue Point Cambridge GED

Cambridge GED

Control

NRP

NRP Control

7 wks.

7 wks.

7 wks.

7 wks.

4 wks.

4 wks.

7 wks.

7 wks.

Approximate Job

Corps Enrollment

Time To Reach

90 Hrs. In Subject

10 wks.

10 wks.

19 wks:

19 wks.

19 wks.

20 wks.

20 wks.

10 wks./20 wks.

20 wks.

16 wks.

16 wks.

19 wks.

19 wks.

19 wks.

19 wks.

1.0 wks

19 wks.

19 wks.

19 wks.

19 wks.

19 wks.

10 wks.

10 wks.

19 wks.

19 wks.

183

211
CHART 6 (con't)

JOB CORPS ENROLLMENT TIME

____ Approximate_ Job ____ Corps Enrollment

Time To Reach

Center Program 30 Hrs. In Subject

Woodstock Adkins

Adkins Control

CAI Math

CAI Math Control

4 wks.

7 wks.

7 wks.

7 wks.

_Approximate Job

Corps ErTroriniefitT90imeHrtso Reach RIneasuixt

Subject

10 wks.

19 wks.

19 wks.

19 wks.

** If sole time on computer is counted, figures are 8 and 20

weeks respectively. If combined program is considered,

the figures are 4 and 10 respectively.

, * Note¢ers. time includes a two week rather than a one

week orientation period.

184

2.2. 411
CO

11

2 .13

100

90

80

70

60

0

50

N

40 O

ta. M

P. 30

20

10

0

Chart 7 Percentage of Class Absence

by Model

--I

ns -I -----

Control kins API

Control API APL APL CAI CAI CAI CAI Cambridge Cambridge NRP NRP Staffing Staffing Control Phoenix Phoenix PLATO PLATO GED GED Control Control Control Control Control
Table 27 Percentage of Class Attendance

By Program within Site

CIlaracteristic Brtainridge

Camb. JC

GED GED

NRP ORP Staff Cfearfield.

PLATO Staff NRP ORP El Paso

APL JC Gary NRP ORP Guthrie

API JC

Total

Sex:Male

Female

Ethnic Group:

American Indian: Asian:

Black:

Hispanic: White:

Other:

89.0 89.9

84.9

88.9

97.8

90.1 91.1 86.9

90.2

70.3 91.0

85.9

86.7 81.8

86.0

80.5

78.5

86.1 85.1 89.8

86.1 85.6

82.9

82.1 86.2

88.1 82.8

92.8

96.3

96.8 95.3

95.3 64.6

95.3

97.6 97.6

33.3

95.5 95.8

94.4

97.4 100.0

94.8

97.0

96.8

96.0

95.8

96.7 97.9

93.0 96.0

96.0

96.1 87.0

96.4 96.6

95.4

95.6

96.8

95.8

97.4

97.8

97.2

88.9 87.8

90.1

88.3

89.6

77.4

90.1 90.5

89.3

90.7

65.1 95.6

84.3

85.1

81.1 51.3 84.4

90.1 67.5 87.2

88.2

87.9

89.2

88.3

88.2 84.8

90.2

93.5

92.5 96.3

48.3

94.9

94.3

91.4 50.0

91.1 93.4

88.1

49.4

84.7 48.0

92.6 96.3

Charat:tristic Maryland

CAI JC

?lath Math

Adkins JCWOW

Phoenix

NRP ORP CAI Pittsburgt

Adkins WOW

JC

Tongue Point 0

NRP ORP Camb. GED

JCGEO

Total

Sex:Male

Feralt Ethnic Group:

American Indian:

Asian

Black Hispanic White

Other

32.7

31.7 63.7

33.1 25.0

15.0

41.9

41.4

45.2

42.6

29.4

32.4 32.9

25.0

32.4

52.0 53.2 40.0

'52.0

90.5 90.5

90.5 94.8

98.7 88.9

87.7 89.6

100.0

89.9 89.4

90.7 90.9

99:6

87.2

89.4 88.5

95.0

95.1 94.9

95.2

95.4 93.8

95.7 97.9

79.7

77..5 82.3

76.7

81.4

72.7

72.4 73.9

%4-

76:13 70.7

21

85.9

88.7

82.9

59.3 86.8

79.7

'86.4

97.1

84.6

87.4 81.6

61.7 95.2

90.3

69.6

79.1 94.6

98.9

98.6 99.3 100.0

100.0

97.8

98.7

100.0

98.8

'100.0

98.2

100.0

100.0

98.3
_., Preliminary data indicates that the slightly varying amounts of time

required for attainment of the 90 hour standard has not impacted

significantly on,attendance Or on terminations. Differential impacts may, however, be ascertained as the study continues and the

sample size increases.

The attendance data presents some interesting preliminary findings.

The only substantially significant total program difference is

between the Adkins program and its control at Pittsburgh. Other

significant differences are found in,various characteristics and

attendance. For example, at Gary, attendance of whites in the ORP is

significantly higher than in the NRP, but the reverse is true for

blacks. At Phoenix, attendance in the CAI program is better than for

the non-computer programs, although the same is not true for

Clearfield. Attendance in GED programs at both Breckinridge and

Tongue Point is better than for lower level programs supporting the

contentions of previous Job Corps research. Attendance will

continue to be tracked as the study progresses.

Termination Data

Questions as to whether certain types of enrollees are more likely to

,-/ drop out than are other types must be asked. Because entry character-

,./

isPcs differ from site to site, the question of early termination

has to be asked on a center specific basis. As,of the present time,

187

21 j;

..:
the sample size of most sites is not enough to enable statistically

valid conclusions. As the study progresses, the 30 hour terminee

will be characterized on the basis of demographic and entry test data

and will be compared to both the 90 hour and the 150 hour completer.

At the present time, certain terminee data are available relating to

Job Corps Termination Category. .This data may be found in Table 28.

To date, the sample size is not large enough to enable analysis other

than descriptive information as presented.

An additional breakdown of the terminations may be found by ethnic

group. Table 29 presents Oe comparison, of the proportion of the EIE

sample remaining active by ethnic group. The data presented

represents that available as of February 14, 1980.
CO(0

95

90 _ 85

80

75

70

65

60

55

50

45

40

35

30

25

20

15

10 - 5

0

Chart 8

PERCENTAGE OF EARLY TLRNINEES

AT 30 !n- Program Hours

by Model

MODEL Adkins Adkins API API Cont. APL APL Cont. CAi-Phoeni-x CAICont. PLATO CA1-Math CA1-Math Cambridge Cambridge NRP NRP Cont. Staffing Cont. GEO Cont. 219
1500

1400

1300

Chart 9

PROGRAM ENROLLEES vs. TERMINATION

BEFORE 90 IRS. BY MODEL

0

C.,

220

1200

1100

1000

900

800

700

600

SOO

400

300

200

100

Enrollees r---, Terminees by 90 hrs.

c,

4 I I " 'H MODEL Adkins egincipta API Control

API APL APL Cont. CAI- CAI-PLATO' CAI Math =sash Cambridge CgrcgTe NR NRP ont. Phoenix Staffing

?, 41 _I1
Table 28

Terminations by Job Corps Category by Program within Site

CENTER: Breckinridge

JC Camb. JC

MOOEL: NRP READ GEO GEO Staffing

Clearfield

JC NRP REAO Staffing

PLATO PLATO Control

El Paso

JC APL Program

Gary

NRP

JC

REAO

ADMIN. 5.3 9.5 10.0 8.0 ' 6.6 '' 0 1.5 6.8 0 0 0 0 7.7 5.9 AWOL 42.4 38.2 30.0 28.0 40.5 10.0 12.5 2.2 16.6 0 0 0 18.8 21.6

COMP. 8.8 7.8 35.0 28.0 8.4 18.0 7.8 4.5 5.5 0 14.2 25.0 . OISCIP. 5.3 2.6 0 8.0 4.7- 2.0 8.6 22.7 7.7 .0 0 0 15.7 15.4

MAX -BEN. 2.6 6.0 0 0 1.8 0 .7 0 1.1 0 0 0 0 0 MEOICAL OEATH 2.6 1.7 0 0 9 0 1.5 0 0 0 0 0 1.5 1.7 RESIG. 30.9 33.9 25.0 24.n 35.8 70.0 64.5 63.6 65.5 66.6 85.7 75.0 48.1 52.3

TRANS. ,8 .0 .0 4.0 .9 0 2.3 .0 2.2 33.3 0 0 .3 .0 TRANSFER TO ACT .8 .0 .0 .0 .0 0 0 .0 1.1 .0 0 0 .0 .0 CENTER: Guthrie Maryland Pittsburgh Phoenix Tongue Point

MOOEL: API Program

JC

Classmate 88 Math

JC JC JC JC CAI JC Camb. JC Adkins WOW Adkins WOW NRP READ READ/Math NRP READ GEO GEO

ADMIN. 0 0 6.2 0 .0 0 5.0 3.5 1.6 3.7 0 0 0 0 0

AWOL 47.0 58.3 68.7 54.5 40.0 0 10.0 14.2 43.3 49.0 48.11 25.0 43.4 0 0

COMP. 0 8.3 0 0 0 0 10.0 0 5.0 11.3 24.0 0 0 0 0 DISCIP: 0 0 6.2 0 60.0 0 0 10.7 5.0 1.8 4.0 0 4.3 0 0

MAX-BEN. 5.8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 MEOICAL MATH 0 8.3 0 4.5 0 0 0 0 0 0 0 0 0 0 0

RESIG. 47.0 MO 10.7 36.3 0 100 71.0 67.8 45.0 33.9 24.0 75.0 52.1 100 100

TRANS. 0

, 0 0 4.5 0 0 0 3.5 0 0 0 0 0 0 0

TRANSFER TO ACT 0 0 .0 < 0 0 0 0 0 0 0 0

. 0 0 0 0

. 220

5 223
Table 29

Percentage of Enrollees Remaining ActiV,e

by Ethnic Group

N = 3955

Ethnic Grow

Total

Samle

Experimental

Samle

Control

Sample

American Indian 66.7 68.3 63.6

Asian 61.8 53:8 . 66.7

Black \ 45.6 49.7 40.8

Hispanic 58.8 57.3 60.6

White 51.3 57.7 43.3

Other 39.1 38.2 1 40.0

These figured can 5e compared to an overall figure of approximately 49

percent of enrollees remaining active in the total EIE study. It is

evident from the above fi ures that the ex erimental ro rams are

making an impact on the retention of both Black and White enrollees,

the two largest ethnic groups in the sample. 'Sample sizes from the

other ethnic groups are still too small on which to base definitive

conclusions.

,.

An additional question relating to characteristics of those completing

segments of the program as compared to characteristics of those

terminating early must be asked. Data comparing the 90 hour completer

and the early terminee in reading programs may be found in Table 30

and similar data for math program enrollees is contained in Table 31.

192

2 'A, ) .1
Table 30

90 Hour Completers Vs. Program Terminees

in Reading Programs on Selected Characteristics

Total Sample Experimental Sample Control Sample

Characteristic Hr. mp . erm pees 90 Hr. CompT. Terminees 90 Hr. Compl. erm nees

(8.714) (N58) (4.511)

0 (8.408) (11.263) (8.350)

Sex:Melt 74.4 75.3 77.3 76.7 68.8 74.0

Female 25.6 24.5 22.7 23.3 31.2 26.0

Ethnic Group:

. Amer. Ind. .5 1.1 .8 1.0 - 1.1 Asian 1.0 .3 .4 .2 2.3 .3 Black 78.8 74.0 79.3 73.3 77.9 74.9

Hispanic 8.9 7.9 9.1 8.3 8.4 7.4 White 8.5 15.6 7.6 15.7 10.3 15.4 Other 2.2 1.2 2.7 1.5 1.1 - Residential Status:

Res 97.8 94.5 97.7 93.9 98.1 95.1 Non Res

.0. 2.2 5.5 2.3 6.1 1.9 4.9

English Competency:

. Good 86.8 89.2 88.6 88.2 83.3 90.0 Fair/Poor 13.0 10.7 11.4 11.3 16.3 10.0

None .1 .1 - .5 .4 - Age:

N 772 755 510 406 262 349

Mean 18.3 18.0 18.3 17.9 18.4 18.1 Std. Dev. 1.58 1.52 1.57 1.51 1.61 1.52 List Grade Completed:

N - 774 758 511 408 263 . 350

Neon 9.8 9.7 9.7 9.7 9.9 9.7 Std Dev. 1.36 1.30 1.34 1.34 1.39 1.25

RJSI: N. 747 745 491 404 256 341 Mean' 11.33 11.69 11.04 11.28 11.89 12.17

Std. Dev. 5.42 5.58 5.34 5.53 5.53 5.61 Reading Pretest:

N 774 758 511 408 263 350

'Mean 4.83 S.13 4.65 4.81 5.19 5.52

Std. Dev. 2.50 2.52 2.33 2.55 2.76 2.53

193

225
Table 31

90 Hour COmpleters Vs, Program Terminees

in Math Programs on Selected Characteristics

Characteristic

Total Sample Experimental Sample Control Sample

90 Hr. Compl.

(N156)

Terminees (N193)90 Hr. Compl.

(N.:81) Terminees (N94)

90 Hr. Compl.

(N25)

Terminees (N99)

Sex:Male 80.1 74.1 81.5 78.7 78.7 69.7 Female 19.9 25.9 18.5- 21.3 21.3 30.3 Ethnic Group:

Amer. Ind. - 1.6 - 1.1 - 2.0 As)an :6 1.0 1.2 1.1 - 1.0

Black 70.5 48.7 65.4 43.6 76.0 53.5 Hispanic 16.7 24.0 23.5 19.1 9.3 11.1 White 11.5 33.1 8.6 34.0 14.7 32.3

, Other .6 .5 1.2 1.1 - - esidential Status: Re? 86.5 77.2 82.7 74.3 90.7 79.8

Non Res 13.5 22.0 17.3 25.5 9.3 20.2 English Compentency:

Good 78.2 85.5 82.7 83.0 73.3 87.9 Fair/Poor 21.2 14.0 17.3 17.0 25.3 11.1 None

Age:

.6 , .5 - - 1.3 1.0

N 154 191 80 92 74 99 Mean 17.8 17.8 17.7 17.6 17.8 18.0

Std. Dev. 1.59 1.80 1.62 1.89 1.57 1.70

Last Grade Completed:

N 156 193 81 94 75 99 Mean 9.4 10.0 9.3 10.0 9.4 10.0

Std. Dev. 1.39 1.37 1.30 1.35 1.49 1.37 RJS1:

, N 150 181 80 91 70 50 Mean 13.68 15.28 13.06 15.24 14.39 15.31 Std. Dev. 5.14 5.22 4.60 5.29 5.66 5.18 NJSI:

N 153 185 . 79 90 74 95. Mean 44.92 43.90 40.62 43.32 49.50 44.44

Std. Dev. 16.88 19.86 16.04 20.66 16.64 19.17

Meth Pretest:

N 156 193 81 94 75 ,99 NW 5.75 5.68 5.42 5.75 6.12 5.62 Std. Oev. 2.10 ' 2.43 2.05 2.49 2.11 2.38
o

Math program data show more in the way of differences than did

reading program data; however, the sample size is much smaller.

More females, proportionately, are terminating fromrjmath programs

than are completing 90 hours; the same is not true for males. The

nonresidential enrollees are terminating at a significantly higher

rate than are residential enrollees; English competency for total

sample and.Job Corps math program terminees is significantly higher

than for 90 hour completers. RJSI scores for terminees are higher

than for 90 hour completers across all categories although MJSI and

SAT Mathematics Computations results are not consistent across all

programs.

Educational Gains

Educational gains data reported are based on grade level conversion

of raw scores on the Stanford Achievement Tests. When broken down

by program within site, gains data are based on very small sample

sizes. This is due, at least in part, to the problems related to

posttesting terminating Corpsmembers. The "expected gains" data

are based on converting 90 hours to 4 1/2 months in Job Corps and

150 hours to 7'1/2 months in Job Corps based on one class hour per''

day. Expected gains are then comparable to the SAT grade level

conversion of 1.0 academic years per 10 month school year. Table

32 contains by program/within site available gains data.

195

29P7j
TABLE 32

SAT Reading and Math Educational Gains Data

. by Program

Model

Reading Test Data Math Test Data

90 Hour 150 Hour 90 Hour

amain N Gain Gain

APL 1.6 10 1.8 6 1.3 13

APL Control 1.6 3 Insufficient Data Insufficient Data

CAI - Phoenix 2.4 24 Insufficient Data 1.3 19

CAI - Phoenix Control 1.8 16 Insufficient Data .7 13

CAI - PLATO 1.8 16 Insufficient Data Insufficient Data

CAI - PLATO Control 1.4 14 Insufficient Data Insufficient Data

NRP 1.6 309 2.2 48 Not applicable

NRP Control 1.5 219 1.7 22 Not applicable

Staffing 1.3 88 1.5 31 Not applicable

Staffing Control 1.5 106 1.7 22 Not applicable

OverExperimental 1.6 447 1.9 85 1.3 32

Overall Control 1.5 363 1.7 48 .7 13

150 Hour

Gain

* Model not cited have insufficient data at this time.

2 1,1 S...
The average gains in both reading and math as measured by the SAT

demonstrate that enrollees in all Job Corps programs (experimental

-.\ and control) are achieving above the expected rates for students in

a school setting. However, also interesting to note is the fact that

preliminary 150 hour test data show a slippage in amount of gain

over time. Data illustrate that the_proportion of gain in 150 hours

is not significantly different from that in 90 hours. Students still

learn, but at a slower rate, as time in Job Corps increases. This

is consistent with previous findings related to education in Job

Corps (see, for example, Levitan, 1975).

AlthoUgh the data from a number of programs is still missing due to

the fact that enough of the Corpsmembers have not as yet completed

90 hours of training, the preliminary results are encouraging as to

the effectiveness of the Job Corps programs.

In an earlier study of educational gains in Job Corps reported by

Levitan .(1975), the average gains per man month of training in

reading comprehension ranged from a low of 1.3 to 2.1 months according

to different measures. Converted into gains in academic achievement in (10 months) school years, the range would be from 1.56 years

to 2.64 school,years of achievement for a youth in JOb Corp. On

the basis of 90 hours of training, present data show that the

absolute gain in reading comprehension achievement ranges from

mean score low of 1.3 years in the Bree ,nridge Staffing Program

197 229
to a high of 2.43 in the CAI program at Phoenix.

In regards to improvement in reading achievement, it can be seen that,

on the basis of only 90 hours of instruction, it is already comparable

to the improvement produced by the Job Corps programs in the period

from 1968 through 1972 for those completing the entire training

program. We can, therefore, at this time, predict that reading

comprehension gains by the time the Corpsmembers who complete the

programs will exceed the 1968 through 1972 norms.

Levitan (1975) also reports monthly gains at Job Corps Centers from

1968 to 1974, for Arithmetic Computation. Converted into gains in

academic achievement in years, the range is from a low of 1.56 years

to a high of 3.0 years. At this time there are sufficient data to

compare the current programs with the effectiveness of the Job Corps

Programs from 1968-1972 in helping to improve the Corpsmembers'

arithmetic computation. As soon as enough Corpsmembers have completed 90 hours and 150 hours of training, a meaningful comparison

will be made. In addition, the effectiveness of the various

programs and the effectiveness of each of the programs within the

climate of each center will be compared.

In order to determine whether there was a significant difference in

90 hour gain between selecte' experimental programs and their control

198
programs, a series of Analysis of Variance (ANOVA) tests were run.

The ANOVA procedure ix used to determine whether or not there is a significant difference between group means for two or more groups.

Tablts 33 presents this data. The degrees of freedom are based on the

number of groups (first figure) and the N in each group (second figure).

Table 33

Significance Test on Reading Gains

At Selected Sites

Comparison Site F Degrees of

Freedom

Significance

Level

CAI

vs. Job Corps Phoenix 1.501 1 and 38 NS.

NRP

vs..Job Corps Breckinridge .413 1 and 198 NS

-,- Clearfield 1.551 1 and 26 NS

Gary .284 1 and 197 NS

Phoenix .28 1 and 46 NS

Tongue Point .080 1 and 51 NS

PLATO / vs. Job Corps Clearfield .651 1 and 28 NS

Staffing . vs. Job Corps . Breckinridge 1.756 1 and 192 NS

199

23?
As can be seen from Table 33, comparative gains data between programs

hai not reached statistical significance at the 5 percent level. There

.are several possible reasons for this. In the first place, teachers

are not as familiar with the experimental programs as they are with

the traditional Job Corps educational programs and this could be

impacting on CorpsmeMber gains. Second cohOrt data will contain

valuable information in explaining this possibility. Secondly) increased sample sizes will enable the determination of whether differences are really significant. The small size used'in these tests

would necessitate a very big difference in order to attain significance.

Step-wise multiple regression programs were run on approximately

3,000 EIE enrollees. The first step-wise regression znalysis employed

overall reading gain at 90 hours as the outcome variable. The predictor . variables were ethnic group, sex, pre SAT math score, pre SAT-reading

score, model, number of hours in model, age, highest grade completed

and English competency. Only 4 percent of the variance in reading

gains could be accounted for by these predictor variables. This 4

percent of variance does not, however, represent a true estimate of the

predicting power of the independent variables. This is due to the

multicollinearity of the data and possible statistical violations of

some of the assumptions of regression analysis, particularly that all

groups have the same variance.

200
A step -wise multiple regression was also performed employing the most

significant results which occurred on the basis of the multiple regression analysis of average math score gains at 150 hours. The predictor

variables accounted for a percent of the variance. The variance

change accounted for by pre SAT reading was 31 percent. This indicates

the existence of a strong relationship between the cognitive and

motivational abilities that result in reading ability_asemeasured by

the SAT: These appear to be very much the same as the abilities

accounting for average gain in math per instructional hour in an

extended` educational program.

Other step-wise multiple regressions were run in order. to ascertain

other differential-predicting-power-of the independent variables

employed. The analysis employing reading gain at 150 hours as the

dependent variable showed that the predictor variables accounted for

24 percent:of the variance. The strongest predictor in this instance

was pre SAT math which accounted for 17 percent of the variance.

The regression analysis performed employing gain in math at 90 hours

duplicated the results of that for 90 hour gain in reading. Only

10 percent of the variance could. be accounted for by the predictor

variables. Again, this result appears to be an artifact of the

statistical nature of the data.

201

a
GED Data

There are three experimental programs in EIE that are designed for

use with students at 'the GED level,. The American Preparatory Institute

(API) program being tested at Guthrie has a GED component as does the

PLATO Computer-Assisted Instruction program at Clearfield. In addition,

the Cambridge GED program was tested at Tongue Point and is being tested

at Breckinridge. There are limited data on the GED programs both because

they have not been in operation long enough and because sample sizes are

small. Available results on the GED Practice Test (used as pretest measure)

and on State GED Exams are contained in Table 34. Linear regression

coefficients and Pearson correlations using Practice Test results as a predictor of State GED exam scores for each of the five GED subtests

are contained in Charts 10 to 34. The obtained correlations for the

small sample data presented here are quite high on four of the five

subtests. As the study progresses, an attempt will be made to ascertain

requisite time necessary in each content area for certain pretest scores before successful passing of the State GED exam.

It should be noted that available data indicate a passing percentage

on the State GED exam of almost 97 percent. However, there is

currently no way of knowing whether test results are first time results

or retakes.

202

2')
Program Site(sl Test

TABLE 34

GED TEST RESULTS

BY PRIZGRPM WITHIN CENTER

Practice Test , an Std N

State Exam ' Mean Std. v API Guthrie

Data not yet available

Cambridge Breckinridge English 43.4 4.8 33 45.1 4.4 29

. Math

Reading 45.9 4.4 26 46.3 5.6 29

Science

47.5 4.8 27 49.1 5.6 30 45.9 5.9 23 48.7 4.4 Soc. Studies 42.3 6.8 35- 46.7 5.3

.34 Tongue Point English 34 46.8 6.3 13 Math 48.6 , 5.8 18 Reading 49.6 7.1 14 Insufficient Data Science 51.8 5.5 13 Soc. Studies 48.7 4.6 14

JOb Corps Guthrie

Data not yet available

Breckinridge

Math

English 45.0 6.4 24 43.8 5.6 28 43.4 2.1 t 45.6 5.5 22

, Reading

Science

47.7 4.2 19 47.9 "5.0 23 . 48.3 4.4 16 48.7 4.4 25

Tongue Point

Soc. Studies 46.8 4.5 13 46.8 3.5; 21 English 45.6 4.9 11 Math

Reading

51.9 6.7 54.2 4.6

11 Insufficient Data 11 Science 50.5 3.7 11 Soc. Studies 50.2 4.7 10

PLATO ---.... Clearfield Math

English 42.4 3.1 30 47.3 5.9 18 41.9 4.4 30 48.0 5.5 18 Reading

Science 45.7 5.4 30 49.3 4:7 18 46.3 4.2 30 49.6 5.5 18 Soc. Studies 44.9 5.2 30 49.8 5.4 18

235
60

55

50

45

40

35

30

25

25

Chart 10

Linear Regression Diagram

for Predicting GED State Exam

Score in English from GED Practice Test

Score in English

tf.23

*.

*

*

++ _.-------

--;----- ++

----- -.--

......""----

-*-- ............"

* *

1

1

1

1

1

1

1

1

1u_

it

CORRELATION = 0.525081351028

Y-INTERCEPT = 38.3940575749

SLOPE = 0 354842236025

30 35 40

...._J 45 50 . 55 60

Practice Test Score 23';'
w

2

9

238

60

55

50

45

40

35

30

Chart 11 Linear Regression Diagram

for Predicting GED State Exam

Score in Math from GED Practice Test

Score in Math

jE

1

1

1'CORRELATION = 0.434591221262

'Y- INTERCEPT = 37.4296572191

'SLOPE = 0.357269352719

25

2E 30 35 40 45 50 55 60

Practice Test Score 23(,)
r

gi 1

ag

60

55

50

45

40

35

30

25

Chart 12 -. Linear Regression Diagram

for Predicting State GED Exam

Score in Reading from GED Practice Test

in Reading

Nv24

3+

it

3+

*

9+

3+ 9+

, 3+ 3+ * * r

3+

3+ 3+

1

1

1

111

1

1

1

11 CORRELATION =

Y-- 'INTERCEPT =

SLOPE = 0.345

3+

9+

9+

3+

0.36770036085

38.3343612938

189144737

t 25 30 'S

Practice T'st 'sore 40 45 50 SS 60
60

55

50

45

40

35

30

25

1

Chart 13

Linear Regression Diagram

for Predicting State GED Exam Score

in Science from GED Practice Test in

Science

3+

3+

/M

3+

3+ 3+

3+

3+

3+

3+

3+

3+

1 1

I

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

3+

3+

3+

3+

3+

CORRELATION, = 0.587384250728

Y-INTERCEPT = 38.1417017225

SLOPE = 0.475453267257

25 30 35 40 45 50 55 60

Practice Test Score 24
Chart 14 Linear Regression Diagram

for Predicting State GED Exam Score

in Social Studies from GED Practice Test in

Social Studies

i.31

25

244

30

Practice Test Score35 40

*1

34

1

1

1

1

1

1

1

1

1 45

CORRELATION = 0.564938793364

Y-INTERCEPT = 35.6719448618

SLOPE = 0.516025340638

50 55 60

245
Adkins Test Data

in order to measure the competencies taught by the Adkins program, the

researchers developed pre and posttests from the items contained in

the Occupational Knowledge, Consumer Economics, and Community Reiources

Adult Performance Level (APL) tests. The pre and post measures were

devised from data obtained on the APL test from a sample of Job Corps

enrollees. Item difficulty and discrimination indices were calculated,

items were matched on the basis of requisite skills, and Orallel tests

were constructed and validated on a Job Corps sample.

The Adkins program was implemented at two sites--Pittsburgh and

Woodstock. Woodstock data is being presented here; however, it should

be interpreted in light of the numerous site difficulties encountered.

Additionally, the program at Woodstock was net continued for Phase 2 of

EIE.' All Corpsmembers were posttested before program suspension;

however, results are not indicative of the completion of either the

Adkins or the Job Corps World of Work Programs.

Table 35 contains pretest and posttest data by-program by site in

terms of means and mean changes for both total score test results and

performance on each of .the three major instrument objectives. It

should be noted that the test used for these programs was constructed

as a competency-based test and information treating it as such may be

found in Table 36.

209

216

4
TABLE 35

AWNS TEST RESULTS

By Model and Site

Total Score Results

API. Pretest Mean API. Posttest Mein Mean Gain

Pittsburgh Experimental 28.37 34.00 5.63

Pittsburgh Control 30.61 35.69 5.08 Maryland Experimental 19.50 22.08 2.58 Maryland Control 29.33 26.06 -3.27

Component Item Category Results

Occupational Knowledge-13 Items Consumer Economics-22 Items

Mean Gain

Community Resources-17 Items Mean Gain Pretest lean Posttest Meth Mean Gain Pretest Mean Posttest Mean )retest Mean Posttest Mean Pittsburgh Experimental 8.25 9.50 1.25 12.86 14.43 1.57 7.25 9.93 2.68

Pittsburgh Control 8.76 10.00 1.24 13.08 15.69 2.61 9.46 10.14 .68 Nsryland Experimental

tl,Maryland Control 5.50

7.33

7.66 6.27

2.16 -1.06

9.75

14.05

9.16, 11.11 -.59

-2.94

4.41

9.11 4.16

9.22

. -.25

-.11 4

247
TABLE 36

Adkins Test

Mastery Data By rrogram Within Site

Site Group N Test Occupational Knowledge

(13 items)

Consumer Economics

(22 items)

Community Resources

(17 items)

Pittsburgh Adkins 16 Pre 19% 1% 0%

Post 44% 19% 31%

JC 13 Pre 38% 8% 0%

Post 38% 46% 31%

Woodstock Adkins 12 Pre 0% 1% 0%

Post 17% 0% 0%

JC Pre 2% 4% 0% . Post 6% 22% 17%

24 2 S )
The standard employed for the determination of mastery was an arbitrary

one of 80 percent. While seemingly "arbitrary," this standard was thoughtfully conceived. The 80 percent mastery standard is the one

most commonly used in both research and practice. Additionally, a

comparative study of several methods for determining the cut-score on

a competency-based test (Malech, 1978) yielded results showing that

this methodology results in a passing percentage on each objective

roughly in the middle of those established by more sophisticated

statistical procedures. This method is not data dependent for the

establishment of model parameters and therefore, is not affected by

site differences. The proportion of misclassifications from this

procedure does not deviate enough from the more sophisticated models

to warrant the computational complexity necessitated by probability or Bayesian approaches. Additionally, many of the more sophisticated

procedures are not designed to be used with objectives containing this

large a number of items.

The competency-based data which are presented here should be interpreted with caution for several reasons. First, the test itself may

not be measuring the competencies taught within either the Adkins or the Job Corps World of Work programs. Second, the competency weighting

within the test, in terms of number of items, does not appear to be

consistent with the curriculum emphases of the relevant programs.

. Third, students in these programs are required to take the Adkins test
.41iII=1111M1111

and the SAT tests which were included to measure any transfer of motivational learning effects.

Preliminary information indicates that the students resent taking so

many posttests and are, therefore, not really trying. This, in and of

itself, negates the validity of the use of this test to measure program

effectiveness. Fourth,-site conditions and/or program conditions may

be affecting results. Teachers who were trained in the use of the

Adkins program left Job Corps and untrained teachers took their place;

financial considerations resulted in Pittsburgh being provided with

only seven of the ten Adkins units making the prograM shorter than

90 hours; and suspension of the study at Woodstock necessitated posttesting before the completion of the course.

z The researchers are investigating the possible use of other instrumentation by which to evaluate the Adkins and Job Corps World of Work

programs. In addition, it is strongly recommended that the Adkins

program be tested at a larger site in 'order to obtain a sufficient

sample size to enable accurate determination of the potential value

of the Adkins program for more wide stale use in Job Corps.

213

251
Process Evaluation Data

-in'addition to the impact of experimental programs in terms of

retention rate, attendance, gains, etc., there are certain operational

questions, which must be asked. These relate to program satisfaction on the part of both Corpsmembers and teachers, as well as to such things

as ease of implementation and cost. The primary emphasis in this pre-

, ,liminary study will be on Corpsmember satisfaction.

Corpsmember satisfaction questionnaires were developed utilizing a

series of core questions which would be asked of all enrollees and a

series of questions based on specific models. The questionnaires

were set up on a 5 point Likert scale with 3.0 being the neutral

point. Thus, the scores above 3.0 demonstrate a positive attitude.

Item means for the core questions by model are presented in Table 37.

It can be seen from this data, that all Job Corps enrollees in this

sample have a highly positive attitude toward both Job Corps and

education in general. Some of the sample sizes are small, but the

results contained herein are consistent with previous Jr:b Corps data

gathered by the researchers. Therefore, it .is believed that the

positive attitude will be maintained as the sample size increases.

Additionally, while there is fluctuation among models regarding

response to the same question, this is as was expected. Different

214
TABLE 37

Corpsmember Satisfaction Data By Model And Center

Core Questions

Questions NRPBreckinridqe

Job Corps

Read. Program

Breckinridqe

Stettin!! Breckinridqe

CAI PLATO Clearfield

NRP Clearfield

Job Corps

Read. Program Staffing Clearfield I Clearfield

I learn things quickly 3.74 3.71 3.53 3.52 3.75 3.56 3.42

II. (27) (21) (15) (75) (28) (23) (19) I enjoy learning 4.18 4.38 4.46 3.93 . 3.78 4.13 3.89

N. (27) (21) (15) (70 (28) (23) (19)

I learn faster in 3.51 3.76 4.13 3.4d 3.32 3.47 3.31 Job Corps than in school

N. (27) (21) (15) (75) (28) (23) (19

People -could have a better life with more education

4.33 4.76 4.66 3.81 3.57 3.91 3.94

N. (27) (21) (15) (75) (28) (23) (19) Job Corps is helping me

learn things to make my

future better

4.18 4.66 4.73 3.84 3.57 3.65 4.21

N. (27) (21) (15) r (75) (28) (23) (19) Teachers in JC care more

than teachers in school

3.25 3.80 3.7' 3.13 3.21 2.95 2.94

N. (27) (21) (15) (75) (28) (23) (18) You need ,math to get a batter job

3.92 4.23 4.20 4.11 4.35 3.69 3.58

N. (27) (21) (W (75) (28) (23) (17) I'm glad I entered JC 4.14 4.04 4.33 3.84 4.07 3.43 3.36

N. (27) (21) (15) (75) (28) (23) (19) You need to read to

get a good job

4.18 4.52 4.80 3.91 3.50 3.86 3.26

N. (27) (21) (15) (75) (28) , 4 (23) (19) I am treated fairly by

my JC teachers

3.96 4.04 4.40 3.72 3.77 3.69 3.63

N. (27) (21) (15) (75) (27) (23) (19) 2-r1
TABLE 37 (cont.)

Corpsmember Satisfaction Data By Model And Center

Core Questions . estions

API. El Paso

Job Corps Program

El Paso

NRP ' Gary

Job Corps

Read. Program

Gary

CAI Phoenix NRP

Phoenix ,Job Corps

Read. Program

Phoenix

i learn things quickly 3.71 4.00 3.58 3.03 N. .., (14) (13) 3.2 2.78 (29) (27) (10) (14) rtnjoy learning 3.86 3.92 4.41 4.29 N. (14) (13) 3.4 3.66 (29) (27) (10) (15) 1 learn faster in Job 4.07 3.92 3.72 3.66 Corps than in school 3.6 3.80

N. (14) (13) (29) (27) (10) (15) People could have a better

life with more education

4.21 4.23 4.41 4.07 4.8 4.00

N. (14) (13) (29) (27) (10) (15) ob Corps is helping me

learn things to make my

future better

4.21 4.54 4.41 4.00

- 4.5 4.20 f: uj -, N. (14) (13) (29) (27) (10) (15) a

..., Teachers in JC care more ..... than teachers in school

3.86 4.00 3.82 3.33 3.9 3.93 .r N. (14) ,.. (13) (29) (27) (10) (15) a

t Ou need math to get a

tter job --- 3.93 4.00 4.17 3.77 4.00 3.71 w

,.- N. (14) (13) (29) (27) (10) (14) l'm glad I entered JC 4.00 ,,4.46 4.17 3.81 N. (14) (13) (29) 3.90 4.00 0 (27) (10) (15) z

Oil need to read to

t a good job 3.86 3.92 4.31 4.29 5.00 4.53 a

o-- N. n (14) (13) (29) (27) (10) (15) a

cm am treated fairly by 3.79 4.15 4.06 3.88 JC teachers 4.40 4.00

N. (14) (13) (29) (26) \ (10) (15)

\ 2' >. ,)
TABLE 37 (cont.)

Corpsmember Satisfaction Data By tiodel And Center

Core Questions

' stions Adkins

Pittsburgh

World of Work

Pittsburgh

Cambidge

GED

Tongue Point

Job Corps

GEO Tonoue Point

NRP

Tongue Point

Job Corps

Read. Program

Tongue Point

I learn things quickly 3.46 3.81 4.40 4.00 3.78 3.96 N. (15) (11) (5) (3) (33) (33) I enjoy learning 3.93 4.45 4.00 4.00 4.45 4.21 'A N.

,%... (15) (11 (5) (4) (33) (33) ' I learn faster in Job 3.40 3.81 4.60 4.25 3.84 3.96 :orps than in school

N (15) (11) (5) (4) (32) (33) people could have a better

life with more education

4.40 4.63 5.00 4.75 4.57 4.51

N. (15) (11) (5) (4) (33) (33) Jab Corps is helping me

earn things to make my

future better

4.33 4.45 4.80 4.75 4.54 4.45

It. (15) (11) (5) (4) (33) (33) Teachers in JC care more

than teachers in school

3.66 3.18 4.40 3.75 . 3'.48 3.81

N. (15) (11) (5) (4) (33) (33) You need math to get a

better Job

4.26 4.27 4.60 .4.75 4.21 3.96

N. (15) (11) (5) (4) (33) (33) I'm glad 1 entered JC 3.46 4.27 4.80 4.50 4.48 4.27 N. (15) (11) (5) (4) (33) (33) You need to read'io

get a good Job

4.26 4.27 4.20 4.75 4.39 4:36

N. (15) (11) (5) (4) (33) (33) I am treated fairly by 3.80 4.27 4.25 JC teachers 4.25 4.03 3.84

N. (15) (11) (4) (4) (33) (33)

.. ..... . .._._ 25f
CO

TABLE 37 (cont.)

Corpsmember Satisfaction Data By Model And Center

Core Questions

Questions Adkins

Woodstock

World of Work

Woodstock

..., CAI Math

Woodstock Job Corps

Math

Woodstock

I learn things quickly 4.09 4.27 4.11 3.85

N. (11) (18) (38) (33) I enjoy learning 4.54 4.50 4.21 4.33

N. (11) (18) (38) (33) I learn faster in Job 3.45 3.33 3.47 3.33 Corps than in school

N. (11) (18) (38) S33)

People could have a better

life with more education

4.18 4.61 4.24 4.64

N. (11) (18) (19) (33) Job Corps is helping me

learn things to make my

future better

4.45 4.22 4.34 4.33

N. (11) (18) (38) (33) Teachers in JC care more

than teachers in school

2.54 2.72 3.58 3.12

N.

, (11) (18) (38) (33) You need math to get a

better job

4.18 4.38 3.87 4.12

N. (11) (18) (38) (33) I'm glad I entered JC 4.27 4.50 4.08 4.12

N. (11) (18) (38) (33) You need to read to get a good job . 4.27 4.16 4.42 4.39

N. (11) (18) (38) (34) I AM treated fairly by 3.63 3.88 3.84 3.88 my JC teachers -

N. (11) (18) (38) (33) 2 4
interviewers are involved as are different sites, and a differential

effect from these was expected. However, what is worthy of note is

that none of the item means were below 3.0, demonstrating that Job

Corps enrollees who have taken the 90 hour posttest (remained in the

program 4 1/2 months) are highly motivated, realize the value of

education, and are pleased with the education they are getting in

Job Corps.

Program specific process evaluation data are being treated separately

by model because different questions were contained in each questionnaire. This data may be found in Tables 38-44.

The data indicate, virtually without exception, that the enrollees in

each of the experimental programs feel positively toward them.

Barring some computer down time (Phoenix program suspension, PLATO

difficulty during the summer), program enrollees appear to be satisfled with the substance and operation of the experimental programs.

However, there is no consistent pattern in favor of new programs

as opposed to control programs.

It should be noted that sample sizes are still relatively small. The

process data will continue to be tracked as the study progresses.

More confidence can be placed in the results from a statistical

perspective as the N in each program increases. However, the data

is certainly consistent across programs demonstrating that Corpsmembers are pleased with the skills they are learning in each.

219
TABLE 38

ADKINS

11 RUMS

Woodstock

Adkins _Jutations Pittsburgh

like having on television. 3.93

(15) The programs were easy to understand. 0.c.

,,

0. 3.93

(15) The things 1 learned will help me get a better J Jab when 1 leave J.C. 70

^, 4.40

.(15) The group discussions were interesting. c, 3.93

: ,.

(15) think 1 letrned how to keep m job through this --- " 4.80

program. .< (15) 1 wish more of the J.C. program was presented 0<

. 4.07' like this. .

(15) Seeing myself on television helped me leirn cr 4.00

how 1 look and sound to others. . m (15) After taking this program, 1 am not afraid of 4.13 a job interview. (15) Because of this course, 1 feel 1 can take better 3.13 care of my money when 1 leave J.C. (15) My teachers had time to help me when 1 needed it. 4.27

(15)

1 think 1 am learning faster in this program 3.80 than my friends in the regular J.C. program (15) My teacher liked using the Adkins program. 3.80

(15) The Adkins materials were interesting. 3.87

(15) The Adkins materials are not too immature for my age group. 4.07

(15)

220
TABLE 39 APL

El Paso

ESTION

ITEM MEAN N The things I learned in APL will help me get t job. 4.07. 14 Going out into the community gave me confidence in

getting a good job.

3.50 14 I was able to get through the materials at my own speed.

3.57 14 I liked the fact that the APL program can help me get

a high school diploma.

4.14 14 . Because the materials were jd)-related, 1 wanted to

learn more.

, 3.65 14 More people would want td'come to Job Corps if they

knew they could get a high school diploma.

4.27 14 ^My teachers had enough time to help me when I needed it. 3.93 14 The APL materials are not too immature for my age group. 4.07 14 My teacher liked using this program with us. 4.07 14 I think I am learning faster in APL than my friends in

the regular Job Corps program.

3.79 14

221

2G0
TABLE 40

CAI

Questions Phoenix Clearfield

orkin; with a computer makes me feel smart. 3.40 3.25

(10) (75) I would like to be able to spend more time on the canputer 2.50 3.28

(10) (74)

I like the fact that on the canputer, other people don't 3.30 3.14 know when I make a mistake. (10) (75) I would rather work with a canputer than a teacher. 3.20 4.34

(10) (75) The computer lets me work at my own speed. 3.30 3.61

(10) (73) The programs on the computer make me want to work harder. 4.10 3.60

., (10) (75) The computer should be used more in Job Corps. ' 3.80 3.64

(10) (75) y teacher really liked working with the computer. 3.70 3.75

(10) (75) The materials on the computer were not too immture for 3.70 3.52 ny age group. (10) (75)

I think I am learning faster on the computer than my 3.00 3.23 friends who are not using it. (9) (69) 4y teacher had enough time to help me when I needed it. . 2.00 3:14

(1) (62) he computer was not off so much of the time that I 2.90

:ouldn't use it when I needed to. (57)

222

2`I
Table 41 CAI Math

Woodstock

QUESTION

ITEM MEAN N I would like to be able to spend more time working with

the Classmate 88.

3.33 9 The directions for working with the Classmate 88 are

clear.

3.78 9 Working with equipment like the Classmate 88 makes me

feel smart.

3.89 9 The problems on the Classmate 88 were not, boring. 3.78 9 I like the fact that when I work on the Classmate 88,

other people don't know when I make a mistake.

3.89 9 Machines like the Classmate 88 should be used more in 3.67 9 Job Corps.

Classmate 88 lets me work at my own speed. 3.56 9 The Classmate 88 was not.broken so mua that I couldn't

use it when I needed to.

3.67 9 The problems on Classmate 88 are not too immature for my age group.

4.00 9 My teacher had enough time to help me when I needed it. 4.11 9 I think I am learning faster on the Classmate 88 than

my friends who are not using it.

4.00 9 My teacher seemed to like working with the Classmate 88. 3.89 9

223

252
TABLE 42

CAMBRIDGE GED

Questions AM

Brecklnrldge Tongue Point

I like having lessons on television. 3.33

(3) The programs were easy to understand. -17----3.67

(3) -

The other materials like books and study guides 0

,. 3.33 Oveme enough help when I needed it. (3) c The television lessonswere interesting to me. -i1 3.33

(3)

,-. i could not. have gone through the program faster 4.00

.< without the television lessons.

a. (3) Programs on television should be used more in a 3.33 Job Corp.

c..- (3)

I think I am learning faster using Cambridge than f. 3.67 my friends who are not using it. m

(3) My teacher liked using the Cambridge materials. 4.00

(3) The Cambridge materials are not too Immature for 3.00 my age group. (3) 4y teacher had enough time to help me when I needed 3.33

it. (3) The tests that were used in the books helped me to 4.00 )et ready for the GED test. (2)

224
TABLE 43

NRP

... Questions lreckinridge Clearfield Gary Phoenix Tongue Point

The language and study skills portion of the program 4 11 3.17 4.31 3.06 3.93 is helpful. (27) (28) (29) (15) (33) It is not taking me longer to get through the program

that I 2.92 3.00 2.48 2.20 3.48 thought it would. (27) (28) (29) (15) (33) The materials 1 had read covered enough different

tP 'Is to keep me interested.

3.88 3.37 3.96 3.71 3.48

`.27) (27) (29) (14) (33)

1 like to read for fun more now than 1 did when 1 3.66 2.71 3 96 3.40 came to Job Corps. 3.87

(27) (28) (29) (15) (33) Tne things I read in my old school were not as good

as the things that 1 3.00 3.39 3.31 3.86 3.21 am reading in Job Corps. (21) (28) (29) (15) (33) My teacher had enough time to help me when I needed it. 3.74 3.42 3.96 3.73 3.84 --

(27) (28) (29) (15) (33) The reading program materials are not too imnature

.. for my age group

3.77 3.32 3.58 3.53 3.57

(27) (28) (29) (15) (33) By :he time 1 finish this program, 1 will really be 4.00 3.42 4.24 3.53 4.09 ready for the reading part of the GEO. (27) (28) (29) (15) (33) My teacher really liked working with the

program.

reading 4.07 3.64 4.24 3.53 4.09 (7) (28) (29) (15) (33)

1 think 1 am learning faster than my friends who

are in other Job Corps reading programs

3.46 3.50 3.56 2.84 3.72

f26) (14) (29) (13) (33)

,--I

225

2 0.
TABLE 44

STAFFING

questions Breckinridge Cleat field

having aides helped make the classes more interesting. 4.40 3.38

(15) (18)

1 went through the program faster because the aides 3.46 :4.27 were there to help me. (15) (18)

1 got enough attention from my teacher even though 4.13 3.22

there was an aide. (15) (18)

Aides should be used more in Job Corps. 4.06 3.38

(15) (18)

My teacher really liked having the aide. 3.26 3.16

(15) (18)

The aide respected me as a person. 4.06 4.00

(15) (17)

There were enough aides to help everyone when 3.73 3.16

they needed it. (15) (18)

I think I am learning faster than my friends who 4.40 3.33

are in classes without aides. (15) (18)

One day I would like to be an aide In Job Corps. 4.26 3.05

15 1:
Preliminary data from the teachers involved in the EIE study indicate

they are pleased with the model programs, they are excited about

experimentation in Job Corps, and thit they would like to participate

in future Job Corps experimentation. Data on program impact on the

center operations will be available shortly. It should be noted that

where requirements for Cohort 1 operation impacted negatively on

centers, modifications were made to Cohort 2 operations in an attempt

to make programs more workable within Job Corps. Data on the efficacy

of the modifications will be available as the study progresses.

227

* U 1 GOVERNMENT PRINTING OFFICE 1980 0 - 326-750 QL 3