REPORT RESUMESED 018 158 UD 004 357ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, TITLESTATE ANNUAL EVALUATION REPORT 196566.PUERTO RICO STATE DEPT. OF EDUC.1 HATO REY

PUB DATE 6 MAR 67EDRS PRICE MFS0.25 HC -$1.60 38P.

DESCRIPTORS- *FEDERAL PROGRAMS, *PROGRAM EVALUATION,*DISADVANTAGED YOUTH, *COMPENSATORY EDUCATION PROGRAMS, STATEAGENCIES, PROGRAM ADMINISTRATION, PROGRAM DEVELOPMENT, TABLES(DATA), STATISTICAL DATA, SCHOOL DISTRICTS, STUDENTIMPROVEMENT, DROPOUT RATE, ESEA TITLE 11 PUERTO RICO

PLANNING, IMPLEMENTATION, AND EVALUATION OF TITLE IPROJECTS IN PUERTO RICO EMANATED FROM THE COMMONWEALTHDEPARTMENT OF EDUCATION. THROUGHOUT THE VARIOUS PLASES OFTITLE I ACTIVITIES PROJECT DIRECTORS WORKED CLOSELY WITH THISCENTRAL OFFICE. OBSERVATIONS, ATTENDANCE RECORDS, INTERVIEWS,AND QUESTIONNAIRES WERE THE PRIMARY EVALUATIVE TECHNIQUESUSED BY 34 OF THE 42 PROJECTS. THE MAJOR PROBLEM AREAS WEREIN CONTRACTING FOR PERSONNEL, IN AUTHORIZING ADEQUATESALARIES, AND IN BUYING. AND DISTRIBUTING MATERIALS ANDEQUIPMENT. THE IMPLEMENTATION OF PROPOSALS AND EVALUATIVEEFFORTS WERE HAMPERED BY ADMINISTRATIVE DIFFICULTIES.COORDINATION WITH OTHER FEDERAL PROJECTS AND WITH NONPUBLICSCHOOLS WAS NOT A PROBLEM. THE MAIN USES FOR TITLE I FUNDSWERE (1) TO PROVIDE MORE SCHOOL HOURS, (2) TO IMPROVE THEPROFESSIONAL PREPARATION AND QUALITY OF THE STAFF, AND (3) TOOFFER RECREATIONAL, CULTURAL, AND KINDERGARTEN PROGRAMS.OTHER ACTIVITIES INCLUDED (1) SCHOOL PLANT IMPROVEMENT, (2)CURRICULUM DEVELOPMENT, (3) SUPERVISED STUDY CENTERS, (4)PROVISION OF MATERIALS, EQUIPMENT, AND SCHOOL TRANSPORTATION,AND (5) SPECIAL SERVICES FOR THE RETARDED. INCLUDED IN THISREPORT ARE A LIST OF MEASUREMENT INSTRUMENTS, A SECTION OFTABULAR DATA, AND SUMMARIES OF THE RATED EFFECTIVENESS OFPARTICULAR TYPES OF PROJECTS. (NH)

00

-4-Cor--I

LU Mr. Martin Spicklar,Planning Research CorporationRoom 11011875 Connecticut Ave. North West'Washington, D. C.

March 6 1867

Dear Mr. Spicklar:

Enclosed we are sending the final State Annual Evaluation

Report 1965-66 - Title I of the Elementary and Secondary Education

Act.

This report substitutes the tentative document you received

on Decembers 1966.

Do not hesitate to contact us if you need additional information.

Very truly, votes

Angel G. Quintero Anal*Secretary of Education

Commonwealth of Puerto RicoDEPARTMENT OF EDUCATION

Hato Rey, P. R.U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

Elementary and Secondary Education Act of 1965Title I

State Annual Evaluation Report 1965 66

-.Submitted By

(el

Angel G. Quintero ALfaroSecretary of Education

1.

ANNUAL EVALUATION REPORT FOR FISCAL YEAR 1965-66

tiChl Service :

Since the Commonwealth Department of Education is considered

to be both a Local and a Central Educational Agency, the Central

Office has provided orientation in the planning, implementation and

evaluation of Title I projects. A Title I Office has coordinated the

work of project directors in planning and organizing the educational

activities of the projects. All project directors visited and worked with

Title I officials in the first stages of organization.

Further, general orientation on Title I activities and procedures

has been provided at regular meetings held by the Secretary of Education,

at which school superintendents, regional directors, and central office

staff members were present.

Overall plans on evaluation of Title I programs and projects

activities have been made at the central level. Meetings have been

held with the project directors to analize and evaluate project deve-

lopments and to discuss how to continue current activities and services.

Recently, a one day meeting with project directors, Evaluation

Division personnel, and Science Research Associates consultants was

held to plan an evaluation program. The S R A consultants and the

Evaluation Division personnel met for two additional days to work on

_ 2

the planning and devalopirt :.;t of evaluation activities and

designs. The project directors provided the data to be

processed by the Federal Ziystims Division of I B M. The

Department of Education Nas contracted with this firm,s to

develop en evaluation system and baseline data.

2. atimmut atn_Api

(a) School superintendents and project directors have met

to make a project progress report and to plan further activities.

Regional officials have reported on the projects in their areas.

(b) Plans are being made with the Division of Public Affairs for

the dissemination of information on promising educational

practices. Educational Television Stations, departmental pu-

blications, and staff meetings will be useful means for disse-

minating information. Our proposal under Title III of F. will

provide new means of dissemination.

3. Evaluation

(a) The Commonwealth Department of Education is considered

a Local Educational Agency. Assistance and orientation by

means of meetings and supervisory visits have been provided

to local project directors for evaluating Title I projects.

JF

(b) Names and titles of State personnel involved in providing evaluation

assistance.

Dr. Charles 0, Hamill Director, Division of EvaluationDepartment of Education

Title

Mr. Clyde L. Fisher

*1Mr. Elie' A. Pagan

*1 Mrs. Fanny Cacho de Treytes

Director, Division of StatisticsDepartment of Education

General Supervisor, Divisionof Evaluation

General supervisor, Divisionof Evaluation

*2Mr. Gregorio LISpes Machado Research Associate

Anthropologist

Research Assistant

*2Mrs. Esther S. Lauda

*314firs, Lillian 0;06 de Rivera

*1 These persons occupy regular positions in the Division ofEvaluation of the Department of Education and have beenassigned to work in Title I.

*2 These persons are working under contract-full time.

*3 Working under contract-pan time only.

4

(o) Consultants involved in providing evaluation assistance to the State

AMC

1. Dr. Kenneth Hoyt Professor at the University Science Research

2. Professor Tames :Nlosei

3. Dr. Robert Perla!

4 Dr. k Remmers

S. Dr. Pablo Roca

6. Dr.Arthur Hitchoock

7. Dr.E. F. Lindquist .

0. James R. Ford

9, Deborah i:#1-ztts

10. Kyr* M. Hewitt

11. Frances Tracy

of Iowa

Proles sot, 13epartment ofPsychology, GeorgetownUniversity

Professor of Psychologyof Purdue ,iitiversity

Research ConsultantProfessco EmeritusPardue University

Consultant Pan-merican Tj ion

lorofessor at stateuniversity of Nelyvir York

Director, MeasurementResearch Center

Iowa University

Associato Armlyst

Associate ProgrammerFarmer ResearchScientist at GeorgeWashington University,Biometric Laboratory

System Analyst

Project Manager

rest and EvaluationSystem.

Associates Inc.

Science ResearchAssociates, Inc.

Science ResearchAssociates, Inc.

Scince ResearchAsacciates Inc.

Science ResearchPssmcletert. Inc.

Science ResearchAssociates

Science ResearchAssociates, Inc.

Flo' reel System Division

F Orient' System Division

Federal System Division

Federal System Division

1 1,

(d) Evaluation resigns.°

Number of Project r:avyawarnoreaba4dr/v...........mr...41110kurera...elespows

0

'No group experimental design using the projectgroIz. end a conveniently available non-projectgroup as the control.

S

One group design using a pre-test and pas-teston the project group to compare observed gainsor loses with expected gains.

41.=111.

0

MIlmorINIOINIMIIMO..111111111i=00111110111M,

0

V

0

60011

.

111111.111.1111,

3

One group design using pre-test and / or pos-testscores on the project group to compare observedperformance with local, State, or national groups.

One group design using test data on the projectgroup to compare observed performance withexpected performance based upon data for past

.. years in the project school..........

One group design using test data on the projectgroup. But no comparison data.

..110011..OMIIMIMMIIMPO.M.BaNSM111 411....ANNIK.1.010 ~Mlii

34

One group design using the results obtained bymeans of other evaluative measures, (Observer'sreports, attendance records, interviews,questionnaires, etc.)

11MMINMMIIIINOIP1.. .W.N../a,...W.....1YVMANOVONVMVOrs.M..../RMIN.O.Y./NINfaMiii.MMOWNIMMMMENN

42

..1.11100.4.0111.=1111111,

*The information in this table is based on reports given by project leaders .

411.0010....

4a) Major problems in administering Title I program.

1. Azifiring. Proposals:

A Special Committee appointed by the Secretary of Education

reviews and recommends the projects for final approval by the

Secretary of Education. the Office of Coordinator also reviews

the proposals.

2 QZ1213=Anea21=2-

The Department has had problems in contracting personnel,

in authorising adequate salaries, and in purchasing and distributing

materials and equipment. For instance, we have encountered

problems in contracting teachers in some economically deprived

areas. Sometimes delays in personnel contracting and in paying

salaries affect the project services. Furthermore, we have had

probiems in purchasing and distributing materials and equipment

because of rigid government regulations and the lack of personnel

and facilities.

3. qyalgation

1) Delay in the implementation of the projectproposal far evaluation. Regular positionsfor evaluation under Title I Have not yetbeen approved.

2) Administrative procedures for the appointment ofpersonnel under contract are very slow end difficult.

3) Commurdcation with project leaders is difficult.

Srrr

- 7 -4) Prompt collection of essential baseline data

5) DIficulties involved in the administrativehandling of aspects such as rental of additionaloffice zpece, payments to personnel andpayments for special services.

b) Lack of adequate measuring instruments fcr certainaspects.

7) Lindoubtelly, all problems reported by rrnjectleaders ,Athich appear in Section 4 of thi 0 reportaffected the process of evaluation.

b) Since the problems mentioned have not arisen from the rules or regulations

of P. L. 89-10, Department officials and other Commonwealth officials are

seeking methods of solving the problems we have had locally in initiating

the implementation of Title I programs.

5. 4Tiplenwtsition tt

a) Two types of projects were not approvable when first submitted.

First. projects submitted by private institutions to provide materials

for curriculum enrichment, had to be suetentially revised. A project

to offer special educational services to mentally retarded children

in a private institution was also revised before final approval. Other

projects were not approved because of lack of funds.

b) None.

6. C4. 9rdintti2P lasEl Q.238111AilY AMU Proarilmil

a) The Commonwealth Department of Education has operated 60 projects

in school districts. The Community Action Program has developed

13 projects in 61 districts.

-

b) Infatuation about tetal amount of Title I mangy for districts where

there are approved Comsnuoity Action Programs is not available at

present.

c) One staff member from the Community Action Agency is pert of the

Special Coalmines appointed by the Secretary of Education to study,

analyze, and recommend the approval of Title I proposals . Copies

of approved Title I proposals are sent to frtNe Community Action Agency

ter study end certification as part of our coordination.

d) Both agencies work in close relation specially when dealing with

projects such as Head Start, Aeult Education, Community Education,

Teachers Corps end Teachers Alden..

) None.f) OM official of the School Superintendent's Office in each school

district is member of the Community MUM Committee. The School

Superintendent coordinates and cooperates with this Committee.

g) None.

a) Title II funds have been devoted to the purchase and utilisation

of textbooks, library books and educational materials which

will be used in all schools and districts of our Commonwealth

Department of Education. These items have been provided to

pilot projects and Exemplar/ Schools having Title I projects.

Commonwealth Department of Education directors of Textbooks,

- 9 -

Library and Audiovisual Programs colaborato in the

Administration of Title If funds. The school curriculum

has been broadened and improved. A comprelMuisive program

has been started with high school students. The combined

funds have enriched the curriculum programs for students

from culturally deprived areas. For example, the Team

Teaching Program (Project No. 23) in the Juan Ponce de Le 6n

High School has participated of both Title I and Title U funds.

This School is located in a Government Mousing Project of

low-income families.

b) The Commonwealth Department of Education did not submit a

proposal for Title III in 1965-66 .

c) There was no appropietion for P. R. from Title IV.

d) Title V will assist Title I through two principle activities. An

accounting study will improve the financial administration of

Title I and provide data so that after a resonable period of

time the new accounting system ill be able to provide the

basis for "cost-effectiveness " Inform tion on the tzojects.

In addition, Title V funds were used to provide for the

organization and development of a mechanization program

which will serve the evaluation function under Title I more

effectively.

10

e) We aen not objectively know whet soeseease have been

obtained in developing and implementing Title I projects

with Title U funds, since the textbooks, library books and

educational materials have been distributed during this

semester. But people in the projects infer that they

will provide new experiences, values and skills to the

children involved In the educational activities.

f) The main problem in this inter-relationship has been

the slow process in purchasing and distributing the

materials and equipment due to local government rules

and regulations.

8 2111111111MCIP IMES& ScittvlieP =WU:Since Puerto Rico has an integrated educational system

we do not have cooperative projects between districts.

9. Mal ThdiSARBUS'A

a) Since our State educational system is considered a

local Educational Agency the contact and coordination

with non-public schools officials is done at the central

level. We have contacted non-public school leaders

and provided orientation about the MBA programs.

b-c We do not yet have evidence of successes, since most

of the non-public schools could not actually receive

materials and equipment during 19046.d) None.

s424A-1-at

11

e) Number of projects and non-public school childrenparticipating by type of arrangement.

On Public On Non-PublictOn both Public: On Other than Public:School Grounds School : & Non-Public O N"-Public School

Schedule :Only : Grounds : School Grounds Grounds

4111.11.4111111111.1MIONIMIIMIN11111111

Regular School1MY

Before School

Pro Childreni Prof Childreni Pro Children! Pro Children

: .

1 . 60"I. A.:

I

: a

9 4

:I9 1 I 127

. .0I I. I . I

0

W k 1 75.

1 166 *. .

1 60 3 36i

These children participated in three different activities In one of them only 40 pupilsparticipated.

10. fillailW1110117/16011AIL.

a) We have not net printed state guidelines but certain sections of Federaland State guidelines have been stressed in discussion with representativesfrom the central office, the regional areas, and district levels.

b) We are enclosing five copies of the evaluation report for Project #41-Science Seminar in the Interiunerican University in San Germin forthe ninth grade pupils or rural second unit schools.

c-d) Information is not available

a) Information will be sent later

- 12 -

Part II - Comprehensive Analysis

1. laSaticialigampAm

: Number of IA's :: Average

Classi- : for which Title : Funds :ZsLaitgal&04S210191.011,1420......: Cost per

'fication : I programs have : Actually : rotal : z : Not : pupil Col.

: been approved :Comrsitiack Col .5 : Public :lion-public Enrolled : by Col. 4

6 d

(11,......L_L_L. 4 6

6

tale

a2 I 6 2 4 1

a

Total :21,133,64E 532,6n 520,484 10,662 1,473 $39.00

.111.M.I.M111.~111MIMMVIIIIIIIIMIN~1101111111101.1111111,

4.4.411NO.V01.11I11111+111010011.INIMNilONateMOCam

2. latilgatelkaalaglaAttf

1 s Census information

2, Central Office Statistics

3. Districts Surveys4. School Surveys

5. Regional Surveys

3. KU&a) ro provide more school hours. Children in rural and other

deprived areas work in dual or tnterlockinq enrollment.

b) To interact .Arith better-trained staff members. A good many

teachers working in -teprived areas lack complete professionalpreparation,

- 13 -

c) To have more and better school facilities, equipment and materials,

Childten need to work in an adequate environment.

To improve children's intellectual ability. Children in a deprived

condition need to be engaged in broader educational and intellectual

experiences.

e) To improve school achievement. They need to have an enriched

curriculum to have a comprehensive achievement.

f) To increase their reading level. Reading skills must be effectively

emphasized.

To improve their verbal functioning. The need for an oral or verbal

approach must be satisfied.

h) To decrease the high drop-out rate. Retention can be improved by a

comprehensive educational program.

i) To help mentally retarded children. Educational activities should be

provided to educable mentally retarded children.

4. Local Educational Agency Problems: (Most common problems reported by

project leaders)

a) Lack of sufficient information and adequate orientation for the preparation

d)

g)li

is

of the proposal.

b) Delay in approving the proposal. -,

c) Difficulty in obtaining duly qualified personnel.,'

d) Funds solicited were insufficient.R.

e) Funds granted were insufficient.1

17

14

1) Leek of facilities where the project was to be deveisped*

SO Difficulty obtaining the materiels needed to carry out the program,

h) Difficulty in obtaining the necessary cooperation from other

government agencies.

1) Lack of measuring instruments needed to make an adequate evaluation.

S. Afayinike Eamasi

a) Kindergarten program

b) Supervision centers

c) School construction and remodeling

d) Curriculum development

o) Teachers° training

f) Provision of materials and equipment

g) School transportation

h) Special services to mentally retarded children

6 illBSELOYALftlatit1La) Project number 23- ream leaching in the Juan Ponce ;le

High School

b) Project number I - Establishment of Six Study end Supervision Centers

c) Project number 4 Seminar for the Study of Educational Practices

and their Application in the Elementary School

d) Project number 3 - Enrichment of the Curriculum for Intellectually

us-6n

Talented High School Students

* Many areas still have school building for three grades only; in additions

many school building are dilapidated.

e) Project nual,ber 19 - r.:1 a Rural Puppet Theater

0 project nu:Tiber 41 - ;3cieric.f: tor Ninth Gracie Puptir,

of Rural :.i4econs:/ ubzr

g) Projec.r., .aupbar 49 - 3ducational Program

70 Wastiflakrijitstaleizadzi..kamatit,

By pro ".(1 N...rhoLarshipF t teac:.:ers

By offering teacher's tttlinini, sOlolarships in Gollege ezirtzamural

courses anl.: summer 8411640:46

By traproviN, teacher's

By contraciirki teacher-aidet; a They can work arid study at the same

time.

By slettiro cooperation firm 77;oromuniti resources such as parents,

doctors, :Mired teachorso c;:-..,:araursity leaders, and oth-srs,

By contracting professional and clerical 'Personas! in over-Urns hours.

f

List of most pro-falently usi4d instruments including standar/zed achievement

tests.a, 7re gindoriatten Kindergazten

1) ?meta Color:Alva Neerterrittu4ria Capacidad Mental

(General T st)

2) Prueba c AprOtiterniellt0 pare la Lectura (Reading Readiness)

3) Anecdotal RecordMedisal Reccid

b. Grades 1-3

1) Prueba C,.)1ectiv6 Puertorriquefia de Capacidad Mental(General Ability rest)

2) Prueba de Aprestainiento para 1a Lecture (ReadingReedines0

3) Anecdotal R.ecord

4) Questionaeire

C. Grades 4-E,

1) Prueba Puertorriqueria de HEWtided General- SegundoNivel ( General Ability Test Second Level)

2) Questionnaire

d. Grades 7-9

1) Prueba Puertorriquefta de Habilided General-Tercer Nivel(General Ability 1.\:st - Third Level)

2) Questionnaire

e. Grades 10-12

1) Prueba Puertorriquefia de Tiabiliclad General -Cuarto Nivel(General Ability Test - Fourth Level)

2) Questionnaire

9. Mimtlysl Astiyijkas Mfath2sil

a-b) Irformatlon is not available because most projects started

too late and some had not even started by August 31.

Evaluation activities were not organized by that time

either. Many projects ouch as teacher training and school

constructions cannot be expected to be effective until the

building- Are built and the teachers trained.

le CURIO! Ai likb2.11 af =ILL

1. Title I programs have created an impact in our school

system. First, a great many school officials and

Personnel have been engaged in studying problems and

situations in their schools and districts. They have

gotten acquainted with the problems which affect the

school system. New ways of solving problems have

been tried. For instance, increasing school hours by

the appointment of itinerant teachers 4, Besides. the

school. working conditions have been improved greatly,

new schoolrooms have been constructed, materials and

equipment have created new interest in the teaching-

learning process, and the general environment has been

greatly improved in many deprived areas.

In the rifle I areas, drop-outs have been redlced,

increaling, of course, the average daily attendance. As

a cOnsequence, new opportunities have been offered to

students. For instance, many talented students and slow

learners have been assisted in special courses.

Furthermore, new experiences have been provided

to a great many students. The Kindergarten Program has

been extended to many school districts, new English

activities have been developed in some educational regions:

Art courses have been provided to others, and many

18

activities Sava been initiated and developed in

different sofaCb=:i'mtelly deprived areas. Local initiative

has been enhenotag=.

Finally, tho cleneral attitude of teachers, students,

and parents toward education in the areas served by

Title I projecta have changed in a great measure.

Part III- Tabular Data

- 19 -

Table I

-!PIIIPPERPIRCI

Standardized testsand other measures employed by a selectedSample of representative projects in skill development and

attitudinal and behavioral development

Projects in: Skill Development Subjects:*Projects in: Attitudinal & behavioral

Developmentil111..........................waroonuar...:Pre-Kinder-: : : . : :Pre-Kindeii

.. .. .

: garten kaadetICAades titadetiGrades: garteAGtheckte GradesGrades : Grades

Kinder- : 1-3 : 4-6 : 7-4 : 10-12 : Kinder- :1-3 : 4-6 : 7-9 : 10-12

« arten zgiulan...L_L_______1......_.1.` ...............

. . . : . .

Measures: . . . . . . .

. . . .

. . .Standar- . . . .

. . . . . .Wed Tests . . . . .

&. . : , .

. .. .

. .Inventories . . . .

a. Achieve- :. .. .. . .

rklrjtt j: : 1w....o.M..1111..

b .Intelligence 1

C. Aptitude

d. Interest

1. r

1 1 1 It

- 1 .a, Attitude *,.....f. Others

(Specify)

2. OtherTests

a. LocallyDevisedTests

.

: :

:

eI :

a

:I I0

1. Projects included under Skill. Development Subjects are Projects #15 and *29 which were t

only ones of this type among all projects developed.2. Projects included under Attitudinal & Behavioral Development are projects #13,21, 22,24

26, 27.28 & 30, which constitute 25% of all projects under this caegory.

- 20

Table 1 (Continued)

.66666*6.Ww.o+.0...=61M11O.Giirm

6

111Projects in: Skill Development Subject:3 : Projects in: Attitudinal & Behavioral

Pre Kinder-. garten

Kinder-* garten

:Grades1-3

Grados4-6

:Pre Kinder- 2 : i 1

:GradesIG:a6e: garten-: Grades: Graces:Grades:Grade's

: 7-9 1 10-12 : Kinder- : 1-3 : 46 : 7-9 110-12. . garten :.

.. :. . :

. . . . . :. .16+.-11.6.60.11:

.Teacher .. :

made .. .

tests . 4a

a

.2.6.6.*......664616.,,4 4

is Other *1 f

5

(Specify)r,

.....irg.ahasama,,

',4

aii-

*0:

a

OtherMeasures

. Teacher .

Ratings .Ix, Anecdotal

Records :

Reportsa., Observer'

44. aa

u

M .0,4..0., ....Ay*. ... wow out...

a-§d. Others

OPecitY)

1)Intervlsv,st

el4

001=6412)11ittenisno3

3) Question:

1

4

4 A

fable 4

Summary of Effectiveness for Types of Projects

Training Programs for Teecriars:

Primary Objective

To provide training for teachersso as to improve the quality ofinstruction (Long -range objective)

:.::_.rural (Projects 1, 4, 5, 6, 7, 20,45, 60

1.,..~SII

Objective 2

To increase the academicpreparation of teachers andprovide opportunities for theirprofessional and culturalenrichment1

School Subst. Prog.: Some 14,ttlk or :Subst. Frog; Some Little orLevel :Achieved : Progress no Progreso Achieved : Progress : no Pro rats

Pre-kinderKinder 6

4

Grades 1-3.r.... Nnilim-6

Grades 4-6

6

1=0r,..00io...*0.-*e.411..........,............5

Grades 7-9IN

Grades 10-12

1.110*4

Totals

4

25 * 252111 ..0*../ullre.1111- 04110t sotal number

of prolog/la

Since individual projects rriPy Include severcl school levels we have includedthis item toiellect the total of individual vrojects

This note applies to all tables 2 (MX)

-22-

Table 2

II. Increase in Actual Hours of Instruction (Prof ects 2, 14B)

Primary Objective

To increase the number of hoursper day that a child spends in theclassroom

Objective 2

To provide additional schoolfacilities in socio-economicallydeprived areas in order to eliminatedouble enrollment

School :Subst. Prog. 'Some :Little or :Subst Prog.: Some : Little or

Level : Achieved Progress no Progress : Achieved : Progress : no Progress

Pre-Kinder

aa

*

s

: *

:

8 1*4 ill

6

2

a

a

2

9

0

2/MI

111011APANKIMMO1*

Total No.2

ti

23-

Table 2

W. Recreational - Cultural Activities: General (Projects 8, 9,21, 22, 24,25, 268 27, 28, 30, 36,37,40, 43,44, 48,

Primary Objective

To enrich the levels of childrenand youth from socio-economicallydeprived areas by providing themwith recreational and culturalactivities

11, 13, 16,18, 19,50, 51, 53.55. 58)

Objective 2

Stimulate interest in the betteruse of leisure time and tohelp pupils in the appreciation,discovery & development ofspecial talents

Schaal :$ubst. Prog.: Some : Little or

Pre-kinder

ik 01 4.. 711114 *I e.-3.3

: Subst. Prog.: Some : Little or

1

chieved w-ress : no Progress

231MILI...-3....6... §............4... 5 ___.0..............1._............., - ;..................t............

. . . . . .

----geigns-t--1 .6 --s--L-----;L--+----l-----; -1-----;- 13 .1

GtAdts 7-9

DWIII1lON,I1lMllIwPIP.orm.w*mvan......*....,ua,Total numberof _projects 17 2 2 24

7

Project No. 43 cannot be classified by schobl level. Participating pupils werementally retarded children nine to fifteen years of age The project showedsubstantial progress in achieving its objectives.

- 24 -Table 2

W. Pre-School Educational Programs (Projects 31 & 49)

Primary Objective

To provide an educational progrerAlto children of pre-school agecoming from culturally deprivedareas whbih will help them in their :physical, mental, emotional andsocial development

a

School : Subst. Prog.: Some

Level : Achieved : Progress

.Pre-Kinder. 1

Kinder

Totals . 3

Little ixno

Progress

Objective 2

To offer kindergarteneducational experiencesto children living inpublic housing projects

4.44:Subst. Prog.: Some Little or

Progress : no. Achieved . . Progress

.4nrwma~444.4.4.1410444w.44404.4.4444.4....^....4.4440..44444.~*4....414.004414.441444.

"Total no . 1

-

Table 2

V. Special Services to Retarded Children - (Projects 52 & 59)

Primary Objective

To offer educational anci hoc ve careservices to mentally retardeQ children:and orientation to the parents of

those children

Objective 2

To provide training programsfor specialized and nonspecialized personnel indealing with mentallyretarded children

School :Subst. Proq.: Some : Litti,:. or Subst. Prry as Some : Little or...._Lazia.:_bstaustsi.antsuzadj...=2s2ztugt. .:21/92rusjia22

PreKinder :

'clarialidelallOrLm...*****140***1:111919994olar.4.4444Hz..4..

or

a4

'4.

L..............J,4111M9099,0991100

Ii..,

articipents in t es* projects do not belong to any particnIer grade level.

Table 2

VI. Improvement of quality of instruction: General(Projects 3, 10, 12, 14A, 15,17, 23, 29, 41, 57)

Primary Objective

To enrich the curriculum ofchildren in deprived areas byproviding materiel, equipmentand new techniques

a

a

Objective 2

To improve the qualityof instruction by providingschools in Puerto Ricowith educational materials

School :Subst. Frog. :Some : Little or :Subst. Prog Some :Little or:.no Frcarors:.

Pre-KintirAMPOILMIMMUMMI. '11161.01.0110~MOMOIMIIPIIIMMI LwrwwwwLLwow.

2

0

11214~2211

2

VII. Improving Quality of Instruction in Schools of Music(Project 5$)

Primary Objective

To improve quality of instructionin the Schools of Music

Objective 2

To increase enrollment inthe Schools of Music thusproviding more opportunitiesfor children from deprivedareas to enter these schools

School :alba ,Frog.: : Link or :Subst. nog.: Some : Little or

Level Achiovoll :Some Progress :no Progress Achieved : Progress :no Progress

Pro-KinderKinder

Grades 1-3

Grafts 4-6 :

Grades 7-9

J

1

6

Grades 10-12 1

Totals

domaNINIMMINIEw60016.661.Milw

Total no. :

of Projects

2

1

3 1

2

1

'A: r a Kam..

28-

Table 2

VIM. Library ornr4n10, r .Ileral (Projects 32, 35

Primary Objective

To organise library services so esto provide opportunities for childrenfront culturally deprived areas todevelop their interest in reading

Objective 2

To provide children with moreopportunities for the enrich-ment of their vocabulary andreading skills

mawawa ow.meNra~66aaSchool Eitibst. Frog I Some Little or Subst.Prog.: Some Little or

Level Achieved Progress . no Progress Achieved Progress . no Progress

Pre-kinder .....VwveawwM.al.Y...aMmMO.r*....~...epn4................k

apaggridlam11MML.=..1.11.00000.011*.We ..w/ .W...101.%V....AW,- PmtlONMVMOAPWWWMW

2

AO7

sajaaaa1L.....1.ii.n -06%4116

Total No2a11 aml

'I. 24

2

Strenutl%er..1 f:.;

Primary Objective

To strengthen instvi:.ticin various privaterrsr f:;; 0.* 1 1.1;

deprived area E; by pr.. v". i.c: cational ma.trial3 tft,,

equipment

0 17. 1 ective 2*

*.*******~1,011110***..* a.* . . . Io..... aa ......*.*40.041~111111111110000**

8C hota :Sub:::. Proc.; . z Little r:Ji

Lifitve Lgiarzamm.

Pre-Kinder :

der..ft..............-.. A.04.IaWNWle

gtrisimi: 3 ***. ...,

*. ..... Yr.*** **Mal

1......

,Gracietk 4-6

Grades7-9 .........._.............................._ 4.. ......er

... ...................*...................... 41..................s..............garadrjai.12

1 **. a-

M

frP18** There is only one objective for these proOets.

lo.44.4.....................4100....

Y.

Table 3

Average Daily Attendance and Averape Dailv Merahership RatesFor Title I Projw,:t Sch,Joi )-%Iare,' it state Norm J/

.a....1.1 .....-w1965 - 66

.....raraamara

il

11111121 1+LawlilL La. +.0tafl

7 7

[ Grade

71 750 5 s-

Attaarsisit________L_ JILL

3r4_9resill

718

661.

S

pub is settee s in Puerto Pico«

19361

/i Title I Schools for which the information is given here are those schoolsin which six out of the 6n Title I projects were developed. The sixProjects are 03, OS, 4023, #2 , #30 , and #46

2

Table 4

Worksheet for Determininv Drop- out Rate

CALCUIATIONS: *

if ArlthatticAramatakaitt

End of Year Membership 6,430

Number of Drop-outs 501

Number of Graduates 1, 1,745

Total 8,676

W Annual Drop-out Rate llumks.4.2cm910,Arithmetic Accountability

5018,676

Total 8

* Calculations based on the nano sample of projectsincluded in Table 3.

_32-Table S

Drop-out Rates (Holding Power) for Title I Project Schools Comparedwith all Public Schools in Puerto Rioo

(tt. Drop-out Rate)

..0...LPoecPie

1249

''''''s"."1111011"""""""--"-14111116.0

4.

8 .a

,.. 41=0.0.1.0110110111111D

:+..§J.L...7 : 6.7

(Lower grade levels, :

Nioasfla.w.

7,6

,....

IV The information under this column is based on thesample as for Tables 3 and 4 of this report.

12/ Sea part B of this table.

- 33 -

Table 5

(B. Number of Drop-outs)

.....m4..ros...me. mmomo.m.ImmuMmUmwerannoWnior

.441111511mmle.../ kffillIIMNIIIIIII4421111IMUNOSMINOMMMO.O.

a

101161MM111 110...INSWW*MILM1141211

/11Nie0.....w 1

39 t67J6

1mmENOMM

52

14166

22

6'

2

. Villerga1l.1111110.11.1=M;

Jio. 01 flokpols

Total Drop-outs1-12

9

S

501

3

993

16.549

412

35,309

Perrentece of Stuchmtn '7'itle Project Nigh Schools Continuing

Education Beiont, :.-..chool Compared with Stets Norm

Ref7ult%.r files kept by Ptatistics of the Department of

Education do not include the li,fornation '1h11er: for in this table.

Tak16 7

(Results for Ncoa Widely 'Used Tests for ArithmeticTitle l '. neficiaries ("71 50001,$)

The informatio:a for this table is not evailatle,

33 -

211111M.201°"1

A. The five most commonly funded Title I projects as grouped byproject objectives:

1. To enrich the lives of children and youth from socio-economically deprived areas by providing them withrecreational and cultural activities.

2. Iv improve quality of instruction by providing trainingfor teachers.

3. To enrich the curriculum of chilecen in deprived areas byVivid ing matwials, equipment and new educational techniques.

4. To increase the number of hours per day that a child spendsin the classroom

5. To provide an educational program to children of pre-schoolage coming from culturally deprived areas which help themin their physical, mental, emotional and social development.

I. Most common approaches within each of the five categories in A.

1.a) provision of cultural activities uch as concerts, art

ixpoeitions, visits to museums, theater shows e conferenceson cultural themes.

2.

b) provision of recreational educational activities such asdancing, art and music classes, organization of schoolbands, athletic teems, clubs and contests, excursionsto historic and recreational sites .

a) granting leaves of absence with pay fort scholarships toteachers interested in finishing their certificationrequirements or specialising in a specific am.

b) payment of enrollment fees to teachers for extension ceases.aj orginit,== of seminars, conferences end training institutes.

3. ,a; provision of educational meentiala, equipment nd supplies.

tr

4.

-36-

b) provision of special classes to talented and reprded children.

c) organization of school and mobile libraries.

a) provision for additional school facilities such as classrooms,lunchrooms, laboratories, shops and recreational areas,

b) provision for transportation of pupils.

a) provision for additional teachirs and teachers aides.

S

a) organisation of Head-Start groups.

b) organization of Kindergarten groups.

c) provision for in-service training of teachers to work withchildren of pre- school age.

1;1'.1,P - ;