DOCUMENT RESUME
ED 056 802 32 RC 005 725 AUTHOR Cage, Bob N.; And Others TITLE Florida Compensatory Migrant "Learnand Earn" Program: An EvaluaLion. INSTITJTION Florida State Dept. of Education,Tallahassee.; Florida Univ., Gainesville. Inst. forDevelopment of Human Resources. SPONs AGENCY Office of Education (DHEW), Washington,D.C. Office of Programs for the Disadvantaged. PUB DATE Aug 71 NOTE 134p. EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Attendance; Attitudes; *Basic Skills;Behavior Change; Cognitive Development;Employment Interviews; Hygiene; Job Training; MathematicsEducation; *Migrant Education; *MobileEducational Services; Oral Communication; Participation;Personality Development; *Prevocational Education;*Program Evaluation; Reading Development;self Estem IDENTIFIERS Florida ABSTRACT Instituted by the Migrant Section,Florida State Department of Education for the1970-71 school year, the Migrant Compensatory Learn and Earn Programoperatived 30 mobile units (2 on elementary, 4 on high school, and 24 onjunior high school campuses) which housed 4 pre-vocational programs(Hospital, Housekeeping, Auto Tune-up, and Supermarket) on21 school campuses in 5 Florida counties: Broward, Hillsborough, Orange,Palm Beach, and Polk. For data were collected on this P luative purposes, pre- and post-test of 441 participating studentsusing various instruments, iclists, surveys, and work sample testsranging from the Peabody La_,cure Vocabulary Testto teachers' weekly reports.Evaluation revealed that the experimental groupgenerally showed no significc" advantage over the control group(n=353) in terms of reading comprehension, arithmetic-computationability, and self-esteem; however, significant positivefindings for the experimental group were indicated in thestudents' participatory ability inconducting oral job interviews and completingjob application forms; in 11 of 14 areas of on-the-job workfunctions; in attendance; and inpersonal appearance, behavior,relationship to peers, and punctuality. Included in the document are 13recommendations, 17 tables, and 17 appendixes showing and describinc; the programand evaluative instrumentation used. (MJB) 'I S. DEPARTMENT C EDUCATION 8, WELFARE OFFICE OF EDUCATION THIS DOCUMENT HASBEEN EDUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIG-1 1971 !RATING IT POINTS OF VIEWOR OPIN-: r IONS STATED DO NOT NECESSARILY1 ki REPRESENT OFFICIAL OFFICEOF EDU- S CATION POSITION OR POLICY E,. .1. .Axl
FLORIDA COMPENSATO'Y MIGRANT "LEARN AND EARN" PROGRAM: AN EVALUATION
Bob N. Cage Glenna Carr James Crews Douglas Patterson FLORIDA COMPENSA:ORY MIGRANT "LEARN AND EARN" PROGRAM: AN EVALUATION
Bob N. Cage Glenna Carr James Crews Douglas Patterson
The evaluation and analysis of datareported herein were conducted under Letter of Agreemem: by and betweenthe Division of Elementary and
Secondary Education of the Department ofEducation of the State of Florida,
and the Division of Universities of theDepartment of Education of the
State of Florida.
Funds for this evaluation were providedunder Title I, Public Law
89-10, Elementary and Secondary EducationAct, as amended by Public Law 89-750.
University of Florida Gainesville, Florida 32601
August, 1971 FOREWORD
Migrant children have amyriad of opportunities to observe a very of child- limited aspect of the world ofwork, but perhaps no other group experience within ren in America is morepositively affected by direct work continually emphasizes the world of work. The nature of their pr_rents' However, because this workis of to the children theimportance of worK. allow these such a narrow occupational nature,programs were developed to chidren to be able to selectfrom a wider spectrum of workopportunitites. of Gratitude is extended to Mr.Floyd T. Christian, Commissioner
Education of the State ofFlorida, aad to the severalState and Federal the Learn agencies which provided financialsupport co develop and operate and Earn program and to compilethis evaluation report. The services rendered by the administrativeofficers who formulated the necessary
agreements and oversaw theadministrative responsibilitiesfor this project
are sincerelyappreciated. A special word ofappreciation is extended to Dr.Ira J. Gordon, UniverL Director, Institute for theDev,elopment of Human Resources, initial proposal Florida, for his guidance andexpertise in formulating the but one and participating in thepre-planning. This evaluation project is under the auspices of theInstitute. o several programs functioning for their Appreciation is also extended toseveral of the Institute members
comments and suggestionsduring the project year. project, either While many people haveparticipated in the evaluation solely responsi- directly or indirectly, thedirector and project staff were
ble for its operation andfor the content of this report. Bob N. Cage Glenna Carr James Crews Douglas Patterson PARTICIPATING AND CONTRIBUTINGPERSONNEL
State DepartmentAdvisors Mr. Art Collier Mr. Thomas Culton Mr. Dennis Hooker Mr. Joel Murphree Mrs. Juanita Parks
County "Learn and Earn"Coordinators Mr. Nathaniel Powell Mr. Lincoln Brown Mr. Charles Todd Mr. William Harris Mr. Julian Warren
Public SchoolAdministrators and Suervisors Mr. Earl Stokes Mr. Edgar Elder Mr. James Stone Mr. Robert Beale Brow Mr_ Elda Carney Mr. Harlan Norman Mr. Joe Callis Mr. James A. Jones Mr. William Dandy Mrs. Lillian Cornett Mr. Arthur E. Willi ms Mr. Robert L. Moore Mr. Paul Matwiy Mr. Roger Williams Mr. Kyle Scott Mr. Walter End Mr. James T. Threlkeld Mr. Ulysses G. Horne Mr San J. Norton Mr. Martin Mills Mr. R '-ert Collins Mrs. Ann Harrington Mr. Robert Howard Mr. Lonnie Brown Mr. Ji-1 Moyner Sta.1T Advisors Dr. Ira Gordon Mr. Myron Cunningham Dr. Vynce Hines
Research Assistants Miss Susan Roberts Mr.-Mark Bowers .Mr. Albor Ruiz Miss Lynda Hartnig Mr. Timothy Russell Mr. Harold Kay Miss Rita Seary MrsMarion Pullara Mrs. Genevieve Webber
Student Assistants Miss Christine Elias Mr. Thomas Arcuri Mr. Peter Van Note
iv TABLE OF CONTENTS
Page
Foreword vi List of Tables viii Code for Counties
Chapter
1 I. Learn and Earn Program
Introduction 1 1 Problem Objectives 2 Program and Curricula 2 Hospital-Housekeeping Program 8 Auto Tune-up Program 11 Supermarket Program 14 18 II. Research Design andInstrumentation 22 Hypotheses 25 III. Data Analysis andInterpretation 57 IV. Summary and Recommendations LIST OF TABLES Page Table Learn and Earn Program 4 I. Student Participation in Peabody Picture VocabularyTest for Mean Differences on 26 Learn and Earn and Control.Students by County the One Semester Programsin County C Mean Differences for Students). 28 (on the PPVT for Learnand Earn and Control Self-Esteem Mean Differences onthe Stanley Coopersmith IV. Earn and ControlStudents by Inventory for Learn and 30 County Self-Esteem V. Mean Differences on theStanley Coopersmith Earn Students by Levelof Staff Inventory for Learn and 31 Preparation for Reading Comprehensionof Learl VI. Means and Adjusted Means 33 and Earn and ControlStudents by County for MathematicalComputation of Learn VII. Means and Adjusted Means 15 snA Earn and ControlStudents by Cour,:r of the Oral JobInterview VIII. Mea7: :Cferences on Nine Factors 37 ur Learn and EarnStudents Five Factors Used forEvaluation Im- IX. Mean Differences on 39 provement on the JobApplication Blank Satisfactory andUnsatisfactory Job X. Number and Percent of 40 Application Blanks as Evaluatedby Business Firms
Coefficients, t-ratios,and Standard Errors XI. Means Regression Evaluation Form... 42 for Fourteen Factors onthe Employer's for Learn and Earn andControl Students XII. Percent of Ab5enteeism 43 by Mobile Unit andParticipating School Semi-Weekly StudentChecklist on 385 XIII. Attributes from the 45 Learn and Earn Students Test Between Comparison of Scores onAuto Tune-up Work Sample XIV. and First YearStudents in Vocational Learn and Earn Students 51 Mechanics Programs Selected SupermarketProgram Students XV. Achievement Ratings of ...... 52 in Cashiering, Bagging,and Shelving
vi Pos.i List of Tables - Continued
Table Page
XVI. Response of Thirty-One Students on the Hospital-Patient Care Work Sample Test 55
XVII. Percent Correct of 4 Employed Nurses Aides on Items on the Hospital Patient Care Work Sample Test 56
vii CODE FOR COUNTIES
A - Broward
B - Hillsborough
C - Orange
D - Palm Beach
E - Polk
A
viii CHAPTER I
LEARN AND EARN PROGRAM
Introduction
The Migrant Compensatory Learn and Earn Program was instituted by the Migrant Section, Florida State Department of Education, in cooperation with five Florida counties, to be operated during the
1970-71 school year. During the summer of 1970 various meetings were held statewide, involving people from several phases of compensatory education, for planning and organizing the program. The Institute for the Development of Human Resources, University of Florida, was asked to submit a proposal for evaluation of the program. The evalua- tion project grant was approved and let in August, 1970. This report conveys pertinent asperts of the program cull-icula, the research design for the evaluation, instrumentation and data analysis, and the summary and recommendations.
Problem
The purpose of this project was the evaluation of the Learn and
Earn Program, as instituted by the Migrant Section, State Department of Education, in the Florida counties of Broward, Hillsborough, Orange,
Palm Beach,and Polk. Thirty mobile units housing four pre-vocational programs were set up on twenty-one school campuses across these five
counties. Most of the school campuses, as shown in Appendix A, were junior high schools. However, four units were placed on high school
campuses and two units on elementary school campuses.
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JO -2-
Twenty mobile units housedthe auto tune-up and thesupermarket- contained the hospital- cashiering programs. The remaining ten units housekeeping program.
Objectives de- The objectives of theFlorida Learn and Earn program were present- veloped on the basis that themigrant child is reared in a that are oriented culture and shouldexperience learning activities was relevant to him and hiscommunity. For this reason, the program designed to: much (1) help each childexperience success and improve a damaged self concept byachieving success in a short- term occupational trainingcourse.
(2) individualize learning toallow each child toproceed at his own rate of learning. greater participation (3)motivate these children toward in other areas of thecurriculum.
(4) make available opportunitiesto participate in real experiences to increase their awarenessof the world and equip them for a changingworld. that will develop positiveattitudes (5) provide a laboratory follow toward work, personalityskills, and an ability to directions and to get alongwith others.
(6) help each child to be awareof his potential through continuous evaluation andfeed-back.
Program and Curricula with minor ex- The mobile units wereexquisitely designed and and air-condi- ceptions, very functional. Each unit was well lighted having their own tioned, with the tenhospital-housekeeping units excellent environment for bathroom facilities. The units provided an and teaching learning, in terms ofphysical layout, aesthetics, -3- materials. units caused Late arrival and delayin setting up some of the As shown in Table 1, programs several programs to beof short duration. The programs at varied in length from twelve tothirty-four weeks. thus creating Ocoee and Apopka operated ontwo one-semester sequences, and Palm Beach the twelve-week sessions. The programs in Broward dL ay and operated counties were mostaffected by the setting up ogr ms were inoperatio. approximately fifty percentof the time that
in the .her counties. conjunc- 7he Learn and Earn program wasdesigned o operate in and community tion with the localschool, local educational agency, involved in the Learnand Earn businesses. Each of the five counties The county coordi- program had a countycoordinator for this program. i school administration,and nator worked closelywith teachers, local Each mobile unit had one business and industry inthe community. selected by the county teacher and two assistants. All personnel were The teachers werecertified by in which the mobileunit was located. selected according to the State of Florida andthe assistants were which they were to work. their experience in theoccupational areas in the counties couldnot find In many cases, andfor various reasons, directly related to the type individuals with trainingand experience mobile unit. Workshops were of training to beoffered in a particular assist the teachers and conducted by the StateLearn and Earn staff to and the equipment and aides in understandingthe program purposes classrooms. materials which wouldbe used in the mobile STUDENT PARTICIPATION IN LEARN AND TABLE I EARN PROGRAM No. of weeks No. of No. (,,f No. of studentsNo. of School (1) County (2) Trailer (3) Auto inL &session E program (4) servedstudents (5) males (6) females (7) employed (8) DeerfieldAttucks Beach Broward Carson-HospBranham-Super Auto 1918 3018 10 7 23 8 24 0 DeerfieldEverglades Beach Broward Clampett-SuperMarshall-Super Auto 1819 29 2512 17 4 13 9 MargatePompano Broward Hankerson-SuperCooper-Super Auto Auto 1416 4124 2114 1020 10 0 Rickards Broward Wright-SuperLevay-Hosp. Auto 2014 2515 12 6 13 9 18 6 East Bay Hillsborough Hughes-SuperBrown-Super Auto Auto 2425 2621 1510 11 1513 Marshall HillsboroughHillsborough Collins-SuperBrown-Super Auto Auto 26 2014 1610 4 2014 01'34(Tomlin Crove Hillsborough Morales-Hosp.Scott-Hosp. 2725 3031 11 20 2130 Apopka Orange-sem. 2nd1st Oliver-Hosp. 1612 28 13.0 5 89 1320 STUDENT PARTICIPATION IN LEARN TABLE I (continued) AND EARN PROGRAM Trailer No.inL & of sessionE weeksprogram servedstudentsNo. of malesNo. of femalesNo. of No.employedstudents of Carver School (1) Orange County (2) Hogan-Super Auto (3) (4) 30 30(5) 14(6) 16(7) 14(8) OcoeeLakeview OrangeOrange-sem. 1st. Williamson-Hosp.Schanbacher-Super Auto 1229 28 1830 12 7 1118 1317 Ocoee Orange-sem. 2nd Schanbacher-Su er Auto Auto 1516 1617 10 8 78 10 4 Belle Glade PalmPalm Beach Beach Jackson-SuEerKelly-Super Auto 17 13 9 4 12 V' , BelleBelle Glade Glade Palm Beach Crosbie-Hosp. 17 10 2 15 8 92 Hagen 'oadRoad PalmPalm Beach Beach Dupont-SuperBinns-Host Auto 1920 15 15 0 0 1 DennisonPahokee PalmPolk Beach Rizer-SuperFarmer-Super Auto Auto 3415 1517 10 S7 17 9 Haines City PolkPolk Dobruck-SuperHerrin:-Hoss Auto 2624 1316 10 7 39 1512 Lakeland Polk McCaskill-Super Auto 2627 1614 14 2 12 2 1416 LakeLakeland Wales Polk Malloy-Hosp.Smith-Su er Auto 30 20 12 L 19 ,mIzAaLlimmmagammitmlimmum
-6- full cooperation Some of the teachersindicated they received and Earn program from their local schoolofficials; that is, the Learn and all the was considered anintegral part of the school program of the school program materials and assistanceavailable to the rest in the mobile unit. Some were afforded tothe students and teacher "set apart" teachers, however, indicatedthat their mobile unit was allowed to use from the rest of theschool; that is, they were not materials, etc. which wereavailable library materials, audio-visual in the participatingschool. and the individual The teachers,participating school principals, concerning the number ofstudents county coordinatorsmade the decisions school day the students for each mobile unit, thenumber of hours of each of weeks a childwould would spend in the mobileunits, and the number
1.emain in the program. the school Students for the program wereselected by the teacher-; direction for selec- principal, and school guidancepersonnel, with some mi- tion being given by the countycoordinator. As far as practicable, criteria: grant students wereselected using the following status) (a) occupation of parents (nigrant child (b) projected benefit of program to
(c) desire of students toparticipate the one-year All of the students inthe program did not fit parents crossed definition of a migrant child;i.e., "a child whose pursuit of agricul- the county or state linewithin the last year in definition of migrant was tural employment." In some cases the be extended to extended to a five-yeardefinition; i.e., services may
15 EtaINEt Wiitindpia
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"(11ildren of parents who crossed e county o: state linewithin the
last five years in pur... _it of agriculturalemployment."A few students
did not fit either of these definitions of a migrantchild.
In some schools children who had been classified as "low ability" or "children with special problems" were selected topartici-
pate in Learn and Earn, some schools selectedstudents randomly, and
in a few schools students were selected who wereclassified as "high
ability students." Attempts were made to find employment for thestudents in the
local community, in positions which would berelated to the instruction
given in the mobile unit. Many difficulties arose in this endeavor. The Florida child labor laws had to be compliedwith, and in some cases
the children were too young to be placed on a job. The number of
students in each program who were employed is shownin Table They were
paid $1.60 per hour from the state migranteducation fund.
A list of the equipment and materials which wereordered for
the mobile units is found in Appendix B. In many of the units not all
of the equipment and materials arriveduntil after classes had started.
In some cases the equipment did not operatepioperly.
During the course of the program, thehousekeeping phase of the
hospital-housekeeping unit was deemphasized in somemobile units and
greater emphasis was placed on thepatient-care phase of instruction.
The Learn and Earn program, therefore, isdescribed herewith in only
three occupational areas: Hospital-housekeeping, Auto Tune-up, and
Supermarket.
16 -8-
Hospital-Housekeeping Program those The hospital-housekeepingprogram was designed to serve and housekeeping students who had an interestin hospital-patient care the housekeeping work. Teachers in severalmobile units deemphasized the extent of not phase of the program duringthe year, some even to as sewing teaching that program andreplacing it with such programs techniques. skills, introduction totypewriting, and life-saving simulated hospital One end of the mobileunit was designed as a At the other end of room with a standardhospital bed and traytable. with a standard the mobile unit was asimulated motel or hotel room Sheets, towels, carts, double bed, chest of drawers,and a bathroom. A complete luggage racka, trays, etc. weresupplied for these units. supplied is given in list of the equipment andmaterials which were cleaner, a floor machine,and Appendix C.A storage space for a vacuum in the center ofthe other supplies was providedin the general work area dryer and sewing machine werealso mobile unit. A washing machine, standard equipment in theunits. the mobile units. Soma of the orderedsupplies never arrived at improvise or in some way In some units theteachers and aides had to sheets, pillow cases, acquire needed suppliessuch as thermometers,
etc. with the Reading and math skills weretaught in conjunction of the Learn and Earn occupational learning ineach of the three parts programmed reading andmath series, because program. The McGraw-Hill A list of the of arriving late in the yearwere not used inall units.
I"? -9- Appendix D. teaching materials furnishedin each unit is found in hospital- The teaching content wasquite extensive in the of the topics housekeeping program. Tbe,following iist gives some
covered:
(1) making a bed
(2) bathing a patient
(3) reading a thermometer and temperature (4) taking pulse, respiration,
(5) weighing a patient motel room after check-out (6) cleaning and preparing food trays (7) bringing in and setting up
(8) following rules of cleanliness arranging flowers (9) filling water pitchers and
(10) helping move patients
(11) giving back rubs
(12) restraining patients
(13) giving enemas and douches
(14) collecting specimens input and output (15) measuring and recording
(16) using hot and cold packs
(17) using proper kitchenprocedures call lights, etc. (18) attending nurse's station -
(19) learning safety procedures
(20) learning first-aid procedures ctwe (21) learning pl7e- and post-operative
143. -10- "stat", (22) learning simple hospital terminology -- "CSR", etc.
(23) cleaning the patient unit
(24) discharging and transferring a patient
(25) cleaning motel unit
(26) checking for needed repairs andreplacements checking out clean linen -- (27) checking soiled linens in and making proper reports
The degree to which these and othersubjects were taught in the mobile units depended in large measure onthe knowledge and experience of the teacners and assistantsin the units. In some units, where the teacher or an aide had actualexperience as a nurse or nurses aide,the students acquired real expertise inthe jobs mentioned above. In some such tasks as giving intravenous cases they moved beyond these tasks to feedings. The number of boys in the hospitaland patient care units was that these students somewhat surprising. However the teachers indicated enjoyed working in the units andgained profitable experience. Learning experiences related to hygiene,personal health care,
and sexual behavior were alsoconsidered in the curriculum. Outside and Red resource people,suCh as county health nurses, school nurses,
Cross personnel were used. Wherever possible, students wereemployed
in related work in hospitals,nursing homes, motels, and day-care infirmary for the school centers. Several of the units served as an when simple bandage changes orother simple treatment wasrequired.
This type of "real" experience wasvaluable and relevant to the stud ts.
ice g1T-761ftalW.MMEFIY
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Auto Tune-up Program
The following description is restricted to the aspects of in- struction that were unique to the Auto Tune-up Program and does not include the basic educational aspects of the program. Reading and math as describcd earlier, were taught in cooperation with each program.
Employability skills, such as completing job application forms, inter- viewing for a job, grooming, dress, courtesy, punctuality, and many other instructional objectives were taught as a combined unit and were not unique to the Auto Tune-up Program. This description is not an attempt to describe any single Auto Tune-up Program; rather it is a composite of those most frequently reported teaching areas and methods utilized in the twenty Auto Tune-up Programs.
The Auto Tune-up Program was designed to interest students with an aptitude or interest in automotive mechanics. Job performances that might be handled by beginning employees in auto tune-up mechanics were the primary operations and knowledge considered in this program.
Teaching resources consisted primarily of reference materials, simulated electrical system demonstration boards, some hand tools, and electrical testing equipment. A list of tools and other teaching resources for the Auto Tune-up Program is contained in Appendix B. Most Auto Tune-up instructors found it necessary to secure and use tools and teaching materials in additon to those provided in the mobile units. Some in- structors provided their personal sets of tools, and in other cases additional tools were borrowed from other automotive programs within the school system. Most instructors secured used engine parts upon which their students could perform actual operations.Additionally, -12- boards and several instructors designedand constructed demonstration apparatuses on which theycould demonstrate thefunction, operation, Tools and maintenance, and adjustmentof various automotive systems. of teaching resources were primarilyoriented to the igniticn system materials con- the automotive engine. Course outlines and reference and the fuel cerned the tot 1 electricalsystem, the exhaust system,
system. Reference materials consistedprimarily of the reading mater- tune-up pro- ials concerning automotiveoperation, maintenance, and Due to cedures in a program packet called"Learning With The Pros." instructors utilized the limited reading abilityof many students, few necessary to develop this total series. Several instructors found it
their own teaching and referencematerials for students.
In general, the course contentconsisted of the following: ignition system - naming (1) Describing the circuits of the the components and describingtheir function, removing and
replacing components of theignition system, maintaining
and adjusting components ofthe ignition system. identifying components (2) Describing the cranking system - and removing and replacing componentsof the cranking
system. of the lighting system. (3) Describing and naming components of the fuel-air system. (4) Describing and naming components inspect,and assemble (5) Using hand tools to disassemble, various parts of the automotiveengine. -13- ammeters, dwell meters,and scope (6) Using volt meters,
to check theignition system. engines - cleaning,inspecting, (7) Disassembling one-cylinder replacing worn parts,reassembling and adjusting. facets in their Not all instructorsincluded all of these Programs many other aspects instructional program. In a few Auto Tune-up presented. In most cases the of automotive adjustmentand repair were determined by theaccessibility of range and depthof instruction were could be used forteaching. automobiles and/erautomotive parts that gasoline engines Some instructors utilizedsmall, one-cylinder, to repair andclean in this program to allowstudents the opportunity of the actual work on them. These experiences wereoften forerunners
automobile engines. of teaching The type of instructionconducted and the type the varyingunderstandings of resources utilizedvaried greatly, due to occupation regula- instructors concerning childlabor laws, hazardous placed students in tions, and educationalexemptions. Most instructors service stations, etc.in the actual work experiencein local garages,
community. of instruction In most mobile units,the following sequence and described automotivesystems, was utilized: Instructors demonstrated Students were thenexposed to utilizing the simulated systemsboards Students were various types of readingmaterials about the systems. experiences, using hand then given the opportunityto obtain hands-on replacing components ofthe tools, making adjustments,and removing and opportunity to obtainhands-on exper- systems. Students were given an components, and iences by making adjustments,removing and replacing 22 -14- engines disassembling and assemblingvarious parts of used automotive then allowed to use and accessories. In many instances students were from the Sun 920 system on aperforming engine. In most mobile units studying automotive two-thirds to three-fourthsof the time was spent experiences. tune-up which providedstudents with actual hands-on
Supermarket Program had Twenty of the mobile unitsin the Learn and Earn Program supermarket op- instructional facilities andmaterials in the area of not development of ahigh- erations. The object of this program was Rather, level skill or competencyin the operation of asupermarket. the supermarket the aim was to introduceinterested migrant students to There was some as a possiblecluster of vocationalopportunities. appropri- limited expectation regardingdevelopment of work competencies that efforts ate for the supermarket. Also, there was anticipation situations in actual would be made to placestudents in part-ti-le work participated at some timeduring supermarkets. A total of 240 students
the year in thisinstructional program. included Three basic work station areasof the supermarket were bagging, and in the instructional program. Those were cashiering, included some instruction stocking shelves. In addition, most programs
pertaining to supermarketoperation generally. Fc I. example, the role instructional programs. of the modern day supermarketwas studied in mobile unit The basic instructionalmaterial provided in each the National Cash Register for instruction insupermarket operations was substitute, other instruc- Educational Series. In a few instances, as a Supermarket tional materials were used. The book, Introduction to 23 -1S-
Operations, published by Delmar Publisher Incorporated, was oneof the
additional instructional materials. Instructional personnel in the mobile units with thesupermarket
program were given assistance inusing the National Cash Register
Educational Series in two workshops held during the year.
The students' instructional materials forthe supermarket area
were available in sufficient quantitybut the National Cash Register
Company did not provide teachers in the mobile unitswith the necessary
teacher's manuals. The reasons given by,the company was that the
instructional personnel in the mobile units had not receivedthe
eighty clock hours of instruction required of instructorsusing these
materials. This restriction by the National Cash Register Company
encouraged, and in some respects demanded competence onthe part of
instructors using their materials, but students in themobile units
were handicapped because their teachersdid not have access to the
instructor's ranuals.
Specifically, students studying supermarket operations had
three categories of job operations with which to beconcerned-
cashiering, bagging, and stocking shelves. The three instructional
booklets in the National Cash Register Educational Series usedin
teaching the cashiering responsibilities wereSupermarket Checker
Education - Departmental Registration, Programmed Instruction -
Position Amount Control, Supermarket Checker Education -Student's
Manual, and Programmed Instruction - CashingChecks. In addition,
as interpreted by some instructors,Programmed Instruction - How to
Weigh Produce, was used in teaching cashiers. Several teachers used
24 -16- supplementary materials whichthey devised themselves orwhich they located through localsupermarkets. of The work of bagging wastaught primarily through the use Bagging National Cash Register's booklet,Programmed Instruction - Proper taught with National in a Grocery Store. Stock shelving operations were in a Food Cash Register's ProgrammedInstruction - Proper Price-Marking the supermarket operation Store - as text material. All students studying bagging, received instructions in allthree areas of work - cashiering, 90 percent of th and stock shelving. In addition, approximately work 727t dents studying supermarketoperations had an opportunity to
time -1 a local supermarket or grocerystore.
The mobile unit was equippedwith a check-out counter inc-c...ing operated counter. pto a NCR cash register aswell as an electrically closet move the groceries towardthe cash register. In addition, a small
at one end of the mobileunit was used for storageof "groceries" and
other items used in theinstructional program. Also, along the sides of items of the mobile unit there werebuilt-in shelves for display
found in supermarkets.
One of the early challengesfaced by instructors in the super-
market area was how to provide"groceries" with which to stockshelves.
This problem was solved forthe most part by teachersrequesting un- with filled cartons from companieswhich normally supply supermarkets unlike real items primarily in goods. These cartons however, were This caused that empty cartons, cans, etc. weretoo light in weight. because they would not some difficulty inthe sholving of these items Finally, stand up or stack on theshelves as the weighted itemswould.
25 -17- same degreeof groceries might nothave received the these simulated For real itemswould have received. care by the"employees' as the with egg carton neverdid break, even example, the"eggs" in the empty problems groceries alsopresented special rough handling. These dummy have the because the cartonssimply did not in the baggingprocess
"feel" of the realitem. the mobile unit,stock shelving Because of thelimited space in sl-Imulation in a retailsupermarket, but was not asextensively done as was possible. o pricing an, displaying
26 CHAPTER II
Research Design and Instrumentation
A variety of instruments,checklists, and evaluation forms used in the evaluation of theLearn and Earn Project. The basic reseaz-ch 1 Atten- design employed was the Pretes-Posttest Control Grclp Design.
dance records provided by the _nstructorsin the mohile units showed a during the total of 661 students participatedin the program at some time presen7 during thethird or year. However, only those sttients who were
fourth week of their respect± -a termin the progra71 were administered
pretests, and of this group.Drily those who remained in the program
through the month of May, 1971 wereadministered posttests. Pre- and Learn post-data were collected onthis-sample of 441 students from the
and Earn program.
From each of the respectiveschools where mobile un4ts were A control located, a random sample ofcontrol students were chosen. definition students was defined as onewho qualified under the existing level, of a migrant child, wasapproximately of the same age and grade the par- and was enrolled in the regularschool curriculum offered by of an (n) of 353.students ticipating school. The control group consisted
from twenty one schools. Vocabulary Three standardized test ins'cruments,the Peabody Picture Short Form, Test (PPVT), StanleyCoopersmith Self-Esteem Inventory(SEI) within the research and the Adult Basic LearningExam (ABLE), were utilized
1 T. and J. C. Stanley. Experimental and Quasi-Experimental Campbell, D. 1963 jesign for Research. Rand McNally and Co.,Chicago, Illinois pp. 13-24. -19--
to those experimentaland control iesign. Th,7: PPVT was administe-r a TOUT students identified previously. he PPVT was administered on Transparencies Lif basis, rather than individually Jsis normally done. overhead projector. As thc the PPVT plates weremade and shown on an word, the studentsindicated tester ga7e theappropriate vocabulary form of testing their reF-:onses on an answershet prepared for this
(See ApperAix E) and control subjcts The SEI was alsoadministered to experimental modified slightly in that t-e as described above. This instrument was changed to "Yes" and No". column headings "Like me"and "Tinlike me" were Appendix F. A copy of thisinstrument is found in of five experimental The ABLE was administeredto a random sample students randomly students in each mobileunit and to five control When those students who were selected from theparticipating school. or the partici- administered the ABLE as apre-test had left the program sUbstitute was randomly pating school prior tothe time of post-testing, a substitute, the selected for the post-test. In order to qualify as a school subsequent tothe students must have enrolledin the provam or attendance at least 75 percent collection of pre-dataand have been in
of the time the program wasin operation. administered to theexperimental group on Other instruments were Blank (JAB), found in a pre-post designbasis. The Job Application that drew items from appendix G, was an in-housedeveloped instrument who hire personnel several similar instrumentsselected from employers taught in the program. This with job skills similarto those being of readying a student instrument was used to measurethe program objective
2 8 -20-
forms. The for initial j-)17 interviewsand :ompleting employer-designed beginning JAB was admin.stered by th in tile mobile unit at the interviewing for employ- of The progr= and again :'7.-f_c)r :o the students' ment in the e=lunity orschool. mobile unit A random sample of fivestl.jents was selected from each mobile unit teacher. to participate in asimulated job interview with the The These interv:'..es, conductedLoth pre and post, were videotaped. after each teacher was given an evaluatilc:lecklist (see Appendix H) After interview and was asked to ratethe student on each of ninefactors. the opportunity to each series of interviews,the students were afforded
see themselves onthe videotap,.: playback. in random The evaluation staff viewedall tapes of job interviews them as pre order and without identification. The evaluation staff rated the teacher or post, and completed the sameevaluation checklist used by
for each interviewee. developed to An Employer's EvaluationForm (See Appendix I) was under their supervision. provide employers theopportunity to rate students placed in employment As not all students in thethirty mobile units were students em- during the school year, data werecollected only on those the evaluation ployed, and from those employerswho chose to provide
staff with this information. and During the initial planningsessions between State Department mathematics materials to be county officials, thechoice of reading and Program used in the mobile units wasdiscussed. The Sullivan Associates the c,,-t Jation staif was by McGraw-Hill BookCompany, was selected, and
2D ilistruillents based on thesematerials, to asked to provide diaD7 _ called Reading aid in student place=,- These iristruments, which were J and K) were Locator Tests and Ma7..-1 Itor Tests (see Appenaices placement of given initially for tf_ ptIrpose of assisting in the the studerts in a ar Vook Within theseries. Locator The evaluation did make the decision to use the Math performance for in the collection of ataas the students pretest skill was their respective grade . el and a second measure of this Reading Locator deemed necessary. ThL- -.cision was not made for the
Test as the reading scores orl, theABLE tended to show a wide variance for use in post- of ability on the pretest and, Itwas deemed satisfactory
data collection rather tHinthe Reading Locator Test. interest The Job Interest Survey(71S) is a pictorial, vocational choice among four survey designed primarilyfor males, and it provides a for broadly defined types o oc0-tion5. One set of the JIS was provided discretion. each of the mobile units, tobe used by the teachers at their
A thorough descriptio= of the JISis given in Appendix L. allowed A checklist, theSemi.VeeklY Student Checklist, which week on teachers and aides to mark progress of students twice a behavior, reaction to Learn andEarn attributes of personal appeg-Tnce, to peers, and Program, interest in regularSchool program, relationship (See Apper!dix M) punctuality, was developed 19Ythe evaluation suaff. from high to low. Each attribute was n ' on a 5-point scale, Appendix N) The Weekly Class= Teaching Experience Report (see Florida and was used by wafr, preparedby the st_-Iff a the University of
30 -22- learning experience(s)dur- the teacher in each mobileunit to report what used, how many students ing the week werenoteworthy, what materials were opinion, the learning exper- were involved, andwhether, in the teacher's be very valu- iences were successful or not. This report form proved to and up-to-date able as it provided theevaluation staff with continuous
feedback throughout the program. the staff at the Univer- A nurse's-aide worksample test devised by of thirty-onestudents sity of Florida wasadministered to a random sample This work sample testincluded in the ten hospital-housekeepingunits. measuring output. A descrip- bed making, taking pulseand respiration, and
tion of the work sample testappears in Appendix0. tune-up was developed A work sample testfor automotive ignition the twenty auto tune- and used with a sample oftwenty-six students from consisting of spark plugs,distributor, up programs. A work sample board A description and condensor and coil wasconstructed for this purpose. Simulator are found inAppendix P. a picture ofthe Ignition Tune-up Similarly, a work sample test wasdevised for the supermarket- sample of 49 studentsin cashiering program. It was administered to a this work sample fourteen of the twenty mobileunits. A description of
is given in Appendix Q.
Hypotheses Learn ard Earn set forth In order to test thegeneral objectives of developed: in Chapter I, thefollowing hypotheses were difference in gain in receptive I. There is no significant
vocabulary betweenexperimental and control groups.
.31 -23-
II. There is no significant difference ingain in self-esteem
betwee- experimental and control groups.
III. There is no significant differencein post scores in reading comprehension between experimental andcontrol groups when
adjusting for differences initelligence and initial scores
in reading comprehension.
IV. There is no significant differencein_post scores in
mathematical computation betweenexperimental and control
groups when adjusting fordifferences in intelligence
and initial scores in mathematicalcomputation. participatory ability in an V. There is no significant gain in
oral job interview among randomlyselected subjects of the
experimental group.
VI. There is no significant gain inabj.lity among the experi-
mental group to satisfac.torily complete ajob application
form.
VII. There is no significant gain inperforming on-the-job skills
among the experimental group.
VIII. There is no significant differencein school attendance be- tween experimental and control groups. personal appearance among IX. There is no significant gain in the experimental group, as seenby teachers in the program. in interest in regular school X. There is no significant gain
program among theexperimental group as seen by teachersin
the program.
3 2 -24-
XI. There is no significantgain in punctuality and promptness in the among the experimental group,as seen by teachers
program. in relationship toward peers XII. There is no significant gain in the among the experimental group,as seen by teachers
program.
XIII. There is no significant gainin behavior modification ammg theexperimental group, as seen byteachers in the
group. gain in interest in the Learnand XIV. There is no significant by Earn program among theexperimental group, as seen
teachers in the program.. difference in job skill perfor- XV. There is no significant
mance between theexperimental group and aselected
sample of employees usingsimilar on-the-job skills.
33 CHAPTER III
Data Analysis and Interpretation
Data were collected on the participants in the Learn and Earn program on a pre-post basis on six (6)cognitive level variables as well as weekly teacher reports on seven (7) affective levelvariables. In addition, work sample skills were measured on a post-program basis to ascertain the degree to which pre-vocational skills in therespective programs were learned.
The change in mean scores between pre and post testingfor exper- imental and control groups will be presented for each of'the six cognitive level measures. Analysis of covariance was utilized in the analysis of reading comprehension and arithmetic computation usingintelligence measures and pre reading and arithmetic scores ascovariates. Analysis
of regression procedures were used in the analysis ofthe Semi-Weekly
Checklist reports made by teachers. A measure of change over time was
considered significant if the slope of the regression linediffered sig-
nificantly from zero. Mean differences in work sample skills between
Learn and Earn participants and employees in therespective occupations
were analyzed by the Student's t-test.
In testing Hypothesis I, which states there is nosignificant
difference in gain in receptive vocabulary between experimentaland
control groups, thel--e was a general decrease in receptivevocabulary
from pre to post in the majority, of experimentaland control classes.
Only the control classes in one county showed apositive mean difference
over the period of time. As shown in Table II the negative mean
-25-
34 -26-
TABLE II
Mean Differences on PeabodyPicture Vocabulary Test for Learn and Earn and ControlStudents by County
Experimental Experimental Mean ** t-ratio df*** County Pre Post Difference SE
_ 1.283 -2.748* 112 A 77.3304 73.8036 -3.5268 -3.2952 .932 -3.537* 104 B 80.0857 76.7905 2.168 -1.629 46 C 82.7447 79.2128 -3.5319 2.667 -1.444 19 D 70.0000 66.1500 -3.8500 1.144 -2.500* 56 E 83.1579 80.2982 -2.8595 Mean difference forexperimentalgroup = -3.3630
Control Control Mean t-ratiodf County Pre Post Difference SE
-3.203* 84 A 82.0353 77.3059 -4.7294 1.477 -1.0568 1.087 -0.972 87 B 84.7386 83.681R 2.119 -2.245 36 C 81.5946 76.8378 -4.7568 2.892 -3.631* 9 D 82.2000 71.7000 -10.5000 2.060 1.897 32 E 83.2424 87.1515 3.9091
Mean difference for totalcontrol group = -2.5570
t-ratio for experimental vscontrol = -1.021 ns (df =592)
P .02 **Standard error of the mean
***Degree of freedom
r7, <4.?J'1%../ -27- less than for difference for the total control groupwas numerically statistically sig- the experimental groupbut the difference was not nificant. operate their program on a In County C two schools elected to Two different groupsof semester basis ratherthan on a yearly basis. The data students, ene during each semester,completed the program. that both the experimental in Table III show forthe first semester and that the mean and control groups hadnegative mean differences Data difference between groups was notstatistically significant.
for second semester were notsufficient for analysis. control groups did less Inasmuch as both the experimental and operating was well on the post test, thechance of external factors projected by the evaluationstaff extremely great. Several reasons are date.of the pro- concerning the results. Becausl., o-;-7!Jae late starting collection was delayed untilMay in gram in severalschools, post data and post testing. order to afford a reasonablelength of time between pre patterns, had already Many students, of their family migratory remained, many were left the schools by thistime and of those who is a anticipating a move northward at anymoment. This anticipation documented by both the traumatic experience forthese children and as academically and Learn and Earn and controlteachers, these children are in which testing wasdone attitudinally down. Also, many of the schools provided on stages or incafeterias were not air-conditionedor space was facility. which did not prove fullyadequate as a testing youths relate It is commonly known, aswell, that disadvantaged
38 -28-
TABLE III County C Mean Differences for theOne Semester Programs in (on the PPVT for Learnand Earn and ControlStudent
First Semester
Experimental Mean Experimental t-ratio df Pre Post Difference
1.912 -1.578 36 82.5173 79.3217 -3.1956
Control Mean Control t-ratio df Pre Post Difference SE
2.001 -1.462 27 80.4621 77.3219 -3.1402
Mean difference between groups =-.0554
t-ratio for experimental vscontrol = -.656 ns that involve better to hands-on experiencesand less to cognitive measures in the PPVT. It relating to pictures ofobjects and animals, as are used of student's cognitive is our assumption withregard to the measurement evaluate cumulative development that first,intelligence tests primarily tests do not exist conceptual development,and second that culture-free society and lives and insofar as-man by definitionis born into a human dies within a cultural context. for the The above ,;:tscussionpoints out the probable reasons the Peabody Picture decrease in performanceshown by the students on significant for the control Vocabulary Test. As the decrease was as nothing in the Learn and group as it was forthe experimental group, toward such a Earn program can beidentified as showing causation
difference. which states there The data pertinent totesting Hypothesis II, between experimental is no significant differencein gain in self-esteem The null hypothesis was and control groups, isfound in Table IV. Only the experimental retained at the QC= .02le'del of significance. significant gain in self concept and control groups inCounty B showed a
between pre and posttesting. showed numerical gainin Both the experimentaland control groups Self Esteem Inventory self-esteem, as measo.7edby the Stanley Coopersmith However, this numer- (SEI) with the control groupmaking the greater gain. the hypothesis of no sig- ical difference was notsufficient to disprove of the program nificant difference between groups. Since a major objective and preservice training was to increase theself-concept of the participants of special materials(i.e. Thiokol was given toteachers and aides in the use the data from the SEI seemto indicate that Kit) to enhance self-concept, -30-
TABLE IV Self-Esteem Inventory for Mean Differences on theStanley Coopersmith Learn and Earn andControl Students by County
Experimental Experimental Mean Difference S t-ratio df County - Pre Post E
.954 82 A 60.0723 61.4096 1.3374 1.401 1.313 3.604* 103 B 56.9615 61.6923 4.7308 2.317 -.753 46 C 61.2766 59.5319 -1.7447 3.423 .431 18 D 59.1579 60.6316 1.4737 2.318 1.241 56 E 57.0526 59.9298 2.8772 Mean difference for totalexperimental group = 2.3377
Control Control Mean S t-ratio df County Pre Post Difference E
1.583 .708 82 A 57.5181 58.6385 1.1205 * 1.590 4.886 86 B 54.3908 62.1609 7.7701 2.980 1.697 35 C 57.3333 62.3889 5.0556 6.289 1.060 8 D 53.7778 60.4444 6.6670 4.349 .564 30 E 58.7097 61.1613 2.4516
Mean difference for totalcontrol group = 4.3981
554) t-ratio for experimental vscontrol = -1.892 ns (df =
p .02 this objective was not met tothe fullest expectation. of an Di Lorenzo (1969) considersself-concept as the sum total self-concept can be a'-7.-Ted, individual's perceptions. If an individual's When the change in self esteemfor his overt behavior canbe influenced. competence of the the experimental groupis analyzed in relationship to increase in self teacher and aide in theparticular program area, the students who had instruc- esteem was greater forthis group than for those the area being taught. tors who did not havetrain.Ing specifically in t-ratio for gain in The data, as given inTable V, show a significant who had instructors self-esteem for the group ofLearn and Earn students being taught. having special trainingin the pre-vocational skill area significantly more in self This tends to indicatethat students gained higher level of vocational esteem when theirinstructional personnel had a in the area beingtaught. competency by virtue oftraining and experience
TABLE V Self-Esteem Inventory for Mean Differences onthe Stanley Coopersmith Learn and Earn Studentsby Level of StaffPreparation
t-ratio df Staff Preparation Mean Difference SE
1.638 3.92* 21 Yes 6.4231 1.972 1.76 7 No 3.4712
*p < .02
4 0 -32-
Concerning Hypothesis III, which statesthc, 0's no sign,ficant diffrL in post score3 in readingcomprehension between experimental and and control groups whenadjusting for differences in intelligence initial scores in readingcolitprehension, the null hypothesis wasretained.
When analyzed by county, only countyA showed a significantdifference between experimental and controlwith the control groups exceedingthe
Learn and Earn group ,1 readingcomprehension. (See Table VI)
Several comments from teachers,taken from the Weekly Classroom
Teaching Experience Report (AppendixN), indicated dissatisfactionwith
the progratmed reading seriesthat was supplied for use inthe program. materials arrived late in the However it should be noted that these winter: many teachers had started to useother materials, and a few
teachers indicated they did notknow how to properly use aprogrammed from the Weekly text with their students. One of the comments aken
Learning Experience Report was"I can't use the SullivanReading Books,
the students cheat on themand see no relationship to theAuto program."
The evaluation staff, based uponthese unsolicited comments,believes the use of that additional in-serviceemphasis could have been placed on
these materials during the program. which Reflecting upon objective tux, the LearA and Earn Program, proceed at his states, "to individualizelearning to allow each child to meaningful in this own rate of learning,"the intent 7ind purpose are very four of the five counties the type of program. The realization that in of in- control students, who were notoffered the systematic opportunity
dividualized learning as pu-suea inthe Learn and Earn program, wereable
41 -33-
TABLE VI
Means and Adjusted ..,,eans for Reading Comprehension of Learn and Earn and Contrr4 Students by County
SE Adjusted Adjusted CountyTreatment Mean Mean Mean F-ratio df
Experimental 36.4500 37.5950 .9414 A 4.554* 1,23 Control 45.0000 41.7283 1.6409
Experimental 35.5882 37.3390 1.1451 1.504 1,25 Control 42.0833 39.6030 1.3780
Experimental 40.9231 41.9729 1.7293 .571 1,18 Control 45.5555 44.0391 2.0857
Experimental 38.8761 39.8998 1.5317 .897 1,9 Control 40.1023 39.9726 1.8412
Experimental 44.1601 43.4421 .9216 2.713 1,41 Control 41.3279 41.7260 1.0017
Experimental 38.6012 39.5712 1.4421 Total 1.629 ns1,128 Control 41.1296 40.3682 2.0016
kp < .02 -34- rate, implies that the to rt,ad and comprehendwhat they read at a greater success- materials and/or process used inteaching the materials was not as students ful for the Learn and Earnstudents as those used for the control
in the regular school program. of The gain in mathualaticalcomputation, as measured by Part IV
the AdulL Basic Learning Exam, was notsignificant for either the experimental
or control groups in anycounty or for the total group. Once the post means intelligence, were ac:justedIfor initialmathematical computation scores and
the Lce.rn and Earn students incounties C and D maintained a larger numer-
ical gain than in the other counties. (See Table VII)
Because of the need formathematics in each of the Learn andEarn
Programs, it would seem that someincrease in arithmetical computation
concepts would be shown for allcounties. However, if the mathematical
procedures needed are not taught as anintegral part of the total program,
the realization of the need formathematics in the program may notbe
ascertained by the students. Again, several teachers hadnegative comments, Report, concerning as taken from the WeeklyClassroom Teaching Experience Continuing to pervade their the use of programmed materialsin the units.
comments were concerns of howand when to use these materials. significant gain in To test Hypothesis V,which states there is no
participatory ability in an oraljob interview among selectedsubjects of teacher in each unit the experimental group,video tapes were made of the interviewing five students, chosen at-random, at the beginning ofthe
program and again atthe end of the program. The teachers were asked to conclusion of the complete an evaluation sheetfor each student at the in Appendix H, contained nine interview. The evaluation sheet, shown
113 -35-
TABLE VII
Means and Adjusted Means forMathematical Computation of Learn and Earn and Control Studentsby County
SE Adjusted Adjusted df CountyTreatment Mean Mean Mean F-ratio
Experimental 7.6000 8.3648 .5631 A 2.979 1,23 Control 12.5714 10.3863 .9888
Experimental 9.0588 9.2946 .9573 .006 1,25 Control 9.7500 9.4160 1.1577
Experimental 12.3846 12.4639 .8836 .811 1,18 Control 11.3333 11.2187 1.0622
Experimental 10.3333 9.9487 .7681 1.125 1,9 Control 9.0000 9.2346 .9897
Experimental 9.6285 10.3609 .350 1.721 1,41 Control 15.6000 13.0370 1.7848
Experimental 9.4123 9.9998 1.3376 1.235ns 1,128 Total Control 11.1976 10.7864 2.0179 -36- factors, each being rated on ascale from 1 to S. difference between pre The data in Table VIIIshows a positive mean Since the factors are not and post taping on sixof the nine factors. None of the mean dif- additive, each factor wasanalyzed separately. at the .02 ferences was large enough tobe statistically significant
level of probability. decrease from The three factors whichshowed a slight numerical of the teachers conductingthe pre to postinterview in the judgment of interview were general appearance,voice and speech, and fluency where teachers may speech or speech patterns. Iti. rea5onable to see
evaluate these categoriessimilarly in both pre and post. #6 The most positive gains werefactors #5 (self-evaluation), appropriate (attitude) and #7 (convincingness). These increases are also objectives of the program. as they more fullyapproach some of the specific evaluation of the oral In order to gain a comparativemeasure for the viewed by interviews, a random sample of 102of the taped inerviews were form as the the evaluation staff andrated using the same evaluation whether the interview was pre orpost. teachers. The staff was not told was .88 The intra-judge reliability amongthe panel of staff evaluators and the eval- and the multiple correlation onall factors between teachers significant beyond the .01 uation staff was .79. Both of these values are
probability level. only one factor, The evaluation staffdiffered from the teachers on this factor from #1 (general appearance). The staff saw an increase on Also, the. pre to post which wascontrary to the teacher'sevaluation. and numerical gain or loss (meandifference) on each factor between pre
4 5 -37-
TABLE VIII
Mean Differences on Nine Factorsof the Oral Job Interview of Learn and Earn Students
Mean Mean Pooled Pooled Factor Pre Post Difference SE t-ratio df
-.7672 174 1 3.0440 2.9529 -.0911 .1186 174 2 2.9560 2.8706 -.0854 .1239 -.6897
3 2.9890 2.9882 -.0008 .1353 -.0057 174
174 4 2.9451 3.0[-24 .1373 .1556 .8824 174 5 2.6923 2.8824 .1901 .1483 1.2814 174 6 3.0440 3.2235 .1795 .1476 1.2167 174 7 2.9011 2.9529 .2313 .1592 .3256 174 8 3.2527 3.3529 .1002 .1346 .7442 174 9 2.9667 3.0588 .0921 .1946 .4717 -38- shown by the teachers. post interview wasnumerically greater than that because of not being with In essence, the evaluationstaff saw, and perhaps seven of the student on a continualbasis, a much greater improvement on This improvement is the nine factors than didthe students own teachers. as it showsth a significantcontribution of the Learn and Earn program job employment. students became better preparedfor this phase of seeking in ability Hypothesis VI, which statesthere is no significant gain job application among the experimental groupto satisfactorily complete a reviewed 351 sets of pre and form, was refuted. A panel of three judges and Earn students. post Job Application Blanks(JAB) completed by Learn factors; 1) legibility (See Appendix G). The judgesrated the JAB's on five completeness of in- of handwriting, 2) clarityof information (content), 3) Each formation, 4) consistency ofinformation, and 5) general neatness. judged poorer factor was evaluated on afour point scale; zero (0) if post slightly than pre; one (1) if postjudged same as pre; o (2) if post judged improved over pre. improved over pre; and three(3) if post judged much and post The data in Table IK showthe mean differencesbetween pre the judges. The for the 351 sets of jobapplication blanks received by
intra judge reliability was.78 among the judges. To masure to what degreethe job application forms weresatis-
factorily completed, a random sampleof 50 post Job ApplicationBlanks
wore given to personnelmanagers or employersof a supermarket, service employer was station, garage, and hospital. The personn,-d manager or business. Tho given the respective applicationblank appropriate to his
application forms were to bejudged satisfactory or notsatisfactory
4 7 -39-
TABLE IX
Mean Differences on FiveFactors Used for EvaluatingImprovement On the Job ApplicationBlank
S df Factor Mean Difference t-ratio E
.4910 350 1 +1.37 2.79* .4789 350 2 +1.25 2.61* * .5572 350 3 +1.90 3.41 .4190 350 4 +1.16 2.53* * .4388 350 5 +1.04 2.37
*p < .02
business in terms of the requirementsestablished at the respective
firm. forms The data in Table X showthat 33 of the SO application for such programs. (66 percent) would meetthe standards established critical, seeing only The personnel manager ofthe hospital was most
50 percent of the 16applications as satisfactory. the Learn and Earn The evaluation staffconsidered this phase of completion of a program anotherimportant achievement. The satisfactory
job application form is a necessarystep t)ward becomingemployed. collected on the The data relevant totesting Hypothesis VII were student from the Learn and Employer Evaluation Form. Each employer of a
45 -40-
TABLE X JobApplication Number and Percent ofSatisfactory and Unsatisfactory Blanks as Evaluated by BusinessFirms
Satisfactory Unsatisfactory n Percent Business Firm Percent
3 25.0 Supermarket 12 9 75.0 33.3 Service station 12 8 66.7 4
2 20.0 Garage 10 8 80.0 8 sotp Hospital 16 8 50.0 34,0 Totals 50 33 66.0 17
report. As seen Earn program was requestedto submit bi-weekly a progress 14 factors, each scaled on the instrument(see Appendix I), there are categorically from good to poorin some manner. For evaluation purposes, numerical value, i.e., the scaled items in eachfactor were assigned a
A 5, B = 4, C = 3, D = 2,ard E = 1. during the As not all Learn and Earnstudents became employed evaluation staff evaluation program, nor did allemployers submit to the Of this number, data, the staff received reports ononly 379 students. repc)rting periods Employer Evaluation Formsfor three or more consecutive linear were available on only257 students. Because of the use of was made on regression analysis forascertaining what kind of 2rogress students were use: each of the 14 factors, onl 'he data from the 257
the analysis.' -41- squares regressiontechnique As indicated inChapter II, the least whether the slope ofthe least was applied tothis data to determine significantly from zero. The assump- squares regressionline would differ and does in factdiffer signifi- tion is made that ifthe slope is positive was made bythe students as seen cantly from zero,then successful progress from those few studentswho had by their employers. Data were not used been employed by morethan one employer. that the hypothesis,which As given in TableXI, the data show performing on-the-jobskills among states there is nosignificant gain in 11 of the 14 factors. Twelve of the experimental group,was refuted indicating that employerssaw the the 14 factors had meanratings above 3.0 these factors. Learn and Earn studentsabove average on VIII, which states The attendance rate, asdescribed in Hypothesis attendance betweenexperimontal there is no significantdifference in school Group significantly great_r forthe Learn and Earn and cortrol groups, was XII show the percentof than f1r the control group. The data in Table Earn units andtheir corresponding absenteeism for studentsin the Learn and made available to theevaluation control group. Although no data were and Earn studentsduring the staff concerning theattendance of the Learn reported that thestudent attendance 1969-70 school year,several teachers
was up considerablyover that of lastyear. through XIV were collectedon The data pertinentto Hypotheses IX Appendix M. Teachers in each the Semi-WeeklyStudent Checklist (See this checklisttwice-a-week for each mobile unit wererequested to complete the University ofFlorida. student and mail it tothe eva'uation staff at
50 -42-
TABLE XI Standard Errors for Means RegressionCoefficients, t-ratios, and Fourteen Factors on theEmployer's Evaluation Form
Mean Regression t-ratio S df Factor Rating Coefficient E
.3370 255 Accuracy of work 3.1216 1.0012 2.971* 1.0123 .2152 255 Accident recorl 4.7752 .2178
Appearance, 3.1055* .2817 255 cleanliness 3.6813 .8749 * 2.656 .2468 255 Attendance 4.8219 .6555
Attitude toward 2,7643* .2439 255 coworker 3.7500 .6741
Attitude toward 3.1313* .3014 255 public 3.2074 .9437
Handling of tools 3.976* .3021 255 and equipment 3.0000 1.2013 2.849* .2856 255 Initiative 3.1250 .8136
Observance of 3.010* .2989 255 safety rules 3.4692 .8997
Proper care of .4826 255 working space 3.2069 1.2611 2.613* 1.694 .1863 255 Responsibility 2.9017 .3156 1.873 .2550 255 Speed of work 2.9841 .4776 2.459* .3777 255 Use of materials 3.3333 .9288
Use of working * 3.601 .3098 255 time 3.49L .") 1.1157
p .02
51 -43-
TABLE XII Students Percent of Absenteeism forLearn and Earn and Control by Mobile Unit andParticipating School
Percent of AbsenteeismPercent of Absenteeism for Control Mobile Unit for Learn and Earn
8.0 Apopka 6.8* 10.3 7.4 Attucks 9.6 Belle Glade (1) 8.9 6.6 9.9 Eelle Glade (2) 8.1 Belle Glade (3) 6.6 9.6 5.0 Carver 8.7 Deerfield Beach (1) 7.7 9.8 Deerfield Beach (2) 10.5 30.0 Denison 9.6 6.5 10.4 East Bay (1) 13.4 East Bay (2) 6.3 12.6 6.5 Everglades 4.5 Hagen Road (1) 4.1 6.9 10.1 Hagen Road (2) 11.2 Haines City (1) 3.1 10.0 Haines City (2) 4.7 12.7 Lakeland (1) 3.3 13.4 Lakeland (2) 6.4 Lakeview 8.0 8.7 La-a Wales 8.9 6,9 7.9 Margate 4.0 Marshall (1) 4.6 8.1 Marshall (2) 8.0 8.2* 13.4 Ocoee 9.9 Orange Grove 8.7 8.3 Pahokee 5.2 7.4 Pompano 3.7 10.4 Rickards (1) 6.5 11.8 Rickards (2) 4.7 8.7 Tomlin 10.3 10.97 Weighted Average 6.32
Average of 1st and 2nd semesterenrollments.
Calculated z ratio = -4.31;significant for p .01
52 -44- about eight weel.:s, After each individual programhad been in session for data on a bi-weekly basis the teachers werc requestedto submit these rather than semi-weekly.
As each of the HypothesesIX through XIII pertain toteachers' and Earn and judgment of student behaviorand interest in the Learn interprrAation for all regular school program,the data analysis and The least squares hypotheses will be presentedin one summary table.
regression analysis wasapplied to these data, also,and the amption significantly made that if the least squareregression coefficient differed (or loss) over time for from zero, this wouldindicate a significant gain Each attribute on theSemi- the students on thisparti,:ular attribute. i.e., the lowest Weekly Student Checklist wasscaled from low to high, categorical rating was given a one(1) and the highestcategorical rating
was given a five(5). data to As not all teachers compliedregu7arly with sending these analysis the evaluation staff, andbecause of the use of regression necessary, reports from three or moreconsecutive reporting periods were
the analysis was completedusing data on 385 students. Hypotheses (MIX, The data in Table XIII showthat four -)f the six differed MX, MXIII, MXIV) were-i-euted. The regression coefficients during the significantly from zero, thus thepositive change over time
program was consideredsignificant. attributes to The high men ratings givenby teachers on the six written comments tiie students are documentedfurther by the positive Experience Report that were collected on theWeekly Classroom Teaching
53 -45-
TABLE XIII
Attributes from theSemi-Weekly Student Checklist on 385 Learn andEarn Students
t-ratio S df Attributes Ratings Coefficient E
2.416* .5034 383 Personal Appearance 3.9421 1.2163 1.1736 3.943* .2976 383 Behavior 3.0192 1.897 .3921 383 Reacion to Learn 4.0000 .7439 and Earn Program 1.355 .6591 383 Intore",t in Regular 3.4216 .8931 School Program .3497 383 Relationship to Peers 3.6105 .8746 2.501* 3.141* .2879 383 Punctuality 3.9047 .9043
*p .02
teachers in the provampointed out on (See Appendix N). A majority of the students' attitudes, this report that they saw manypositive changes in The following excerpts aregiven cooperation, enthusiasm,anddiscipline.
as documer.tation: and ....during Our class discussionthe students blossnm out
discuss the issues that arepresented. regular (name) has been a defi-itediscipline problem in the
classroom hut has doneexceptic,nally well in our program. is able to He craves attention, andby our smaller classes It is amazing how gain it, so thus causes uslittle problem.
his attitude and behaviorhave improved.
54 -46-
(of my students) actuallyd4:In't -- I was surprised that man- they know how to read a newspaper. ....after a few days now All of (students) have thoroughly enjoyedthis experience. various the students contribute tothe discussion and expand on
issues. this week and he enrolledin -- (name) is new to my class as of school Monday for the first timein three years. He has worked and his in the fields the pastthree years to support himself few days has been one blind mother. Working with (name) these He is extremely of the most rewarding experiencesI have knoIN.
mature for a fifteen yearold as he has been head ofhis family
unit and carried quite a load... Without this program (name)
would be in all the regulr classesand receive much less
individual h-Ap. (Learn and Earn) many of -- When our students entered our program Now I can truth- them were known for theirexcessive absences.
fully say that our absences in ourtrailer have decreased to school simply for our almost nil. Many of our students come to to a progi:am but I can see manyof their attitudes changing
more positire side forthe rest of their courses. that Each week I become more and moreexcited with the progress knowledge the boys Pre making towardbecoming acquainted with the
of mechanics. Many of the children would -- We felt our attendance was verygood. for be absent from the regularschool session but would show up
their time in the trailer. -47- there is no significant To test HypothesesXV, which states the experimental g?'ourand difference between jobskill performance of using similar on-the-jobskills, a work a selectedsample of employees the three major emphasesof tile sample test wasdevised for each of program. participated in the The work sample testfor students who had tune-up activities Auto Tune-up program wasdrawn from the automotive apprentice mechanic inthe auto- of a beginningmechanic's assistant or of the work sampledevelop- motive repair industry. The initial activity' studies that have beenconducted in ment was the reviewof job analysis mechanics occupati3ns.After an the areas of automotiveand agricultural which related to analysis of the studies,twenty-five tasks were selected The teaching equipmentand ignition tune-up of theautmobile engine. program wereprimarily oriented tools provided inthe Automotive Tune-up The twenty-five tasks se- to the ignitionsystem of theautomobile. which would beassociated lected represented mostof the activities identified as being with ignic;ion tune-up. Another thirteen tasks were tasks which had been prerequisite or requisitewith the twenty-five
previously selected. ignition system was An apparatus simulatingthe automotive could be performe4. (See developed on which thethirty-eight job tasks it was decided that Appendix P). Due to the dangerof accidental shock, u theignition apparatus was not the work sample wouldbe admiidstere designed to include allof the essential in operation. The ay,pars was -48- components of an automotiveignition system arranged inapproximately the same order as found on theactual engine. The apparatus was designed to include all of theessential components of anautomotive ignition found on the actual system, alranged inapproximately the same order as that the components of theignition engine. The apparatus was designed so
system could be inspected,checked, removed,and replaced. ident- The next step in the developmentof the work sample was the
ification of the appropriatetools to be used. Firms employing automotive of equipment and tune-up mechanics werecontacted to ascertain the type Automotive parts houses tools normally used in automotivetune-up work. of and tool suppliers were contacted todetermine the type and style commonly used in auto- tool,;most commonly used. A list of the tools most list which motive tune-up was developed. Tools were selected from the Additional common- were appropriate forthe use of the testing apparatus. were ly used tools which were notappropriate for the testing apparatus selected selected and added to the tool set. These additional tools were make a selection among so that the studentbeing tested would be forced to
commonly used tools when performingthe required tasks. A list of the instrument found in tools contained in the setis provided on the testing
Appendix P.
The next step was thedevelopment of the worksample_testi.-,cj instri-aent. perform the Instructions were developed whichwould direct the examinee to General instructions were tasks that had been selectedfor the work sample. of the work prepared which we2e read tothe examlner at the beginning read to the examinee and he sample test. Specific directions were then Generous time was given the opportunityto perform the desiredtask. sample limits were set on each of thejobs to be performed as the work test was designed primarily as apower test. As the student performed tasks and the job, the examiner was toobserve thirty-eight specific indicate whether or not thestudent performed the taskssuccessfully.
After the preliminary work sampleinstrument was developed, it was pilot tested onstudents enrolled in a highschool agricultural mechanics and automot ve mechanics programs. A sample of twelve students testing the instrument. was randomly selectedfrom these programs for of a regular These students were nearing thecompletion of the first year After testing, the in t iment high school, vocationaleducation program. A copy of the revised was reorganized and somedirections were reworded.
instrument is contained in AppendixP.
The revised inst ument wasadministered to a sample ofstudents From the in the Learn and Earn program nearthe end of the school tcrii. for testing twenty tune-up programs inoperation, seven were selected three or four randomly purposes. The instrument was administered to total of twenty- selected students in each ofthe seven programs, giving a
! six students tested with-the worksample instrument. Each exam_nee was perform the task upon the tested individually. The student was directed to
test apparatus using the setof tools that were providedby the examiner. and Earn students A comparison of the worksample scores of the Learn field and the Vocational Educationstudents upon which the instrument was the work tested is presented in TableXIV. The maximum possible score on students ranged sample instrume t was 38. Scores of the Learn and Earn and Earn students from 26 to 35 points andthe median score for both Lea n The mean score for Learn And Vocational Educationstudents was 33 points. Vocational and Earn students was 32.1points and the mean score for Earn students per- Education students was 32.0. In general the Learn and completing their formed as well on the worksample as students who were first year in the VocationalMechanics programs. that most An item analysis of thework sample results indicate tool selection frequent incorrect responsestended to result from improper An analysis of the total scoresof or misunderstandingof instructions. scoring above the Learn and Earn studentsrevealtd that of the students service work. Fifteen the mean, 50% had 5 or lessmonths experience in auto related work, while percent had 6 or moremonths experience in custodial or
23% had no work placementexperience. of the Auto It must be pointed outthat this was an initial use indicate that Tune-up work sample instrumenthowever the results appear to aptitude for learning migrant students in the Learnand Earn program have the students en- manipulative skills of this kindwhen compared to high school
rolled in a vocational mechanicsprogram. for jobs, As simulation has beenused to prepare many persons
measurement of studentsenrolled in the Learn andEarn supermarket program this evolved the work was conceived as asimulation procedure and from by examining the sample test for this area. The work sample was developed and by inStructional materials which the studentshad used in the trailer
obServing persons on the j b in a supermarket. -51-
TABLE XIV Between Comparison of Scores on AutoTune-up Work Sample Test Vocational Learn and Earn Students andFirst Year Students in Mechanics Programs
Vocational Mechanics Students Learn and Earn Students Scores Scores 26- 35 17 37 Range 33 33 Median 32.0 32.1 Mean
check-out operations, These tasks were in the areasof cash register items commonly found bagging and stock shelving. A ecilection of simulated "checked out" and baggedby in a supermarket wasassembled and this set was limited number of personsactually a selected sampleof students and by a of items was used to employed in a supermarket= In addition, another carton Approximately 30 items were stock a simulated shelf in a grocerystore. administered used for the work sample test. The total work sample test was different mobile units. Data to a total of 49students enrolled in 14 the work samp7e are pertinent to achievement ofthose students in completing
given in Table XV. 49 percent of the An analysis of thedata in Table XV show that A total of 87 students performing the worksample test were rated"good." significant progress percent, therefore, wouldbe considered to have made There were five items inthe in this aspect of thecashiering operations. "yes-no" scale. cashiering operations worksample which were rated on a -52-
TABLE XV
Achievement Ratings of Selected Supermarket Program Students in Cashiering, Bagging, and Shelving
Good Fair Poor Characteristics of Cash Register Checkout (N) (N) (N)
1. Accuracy in prices and type of product 6 34 9
2. Use6 the proper positioned amount control method of keyboard operation 43 0
3. Checked the multiple priced items together as one unit 17 20 12
4. Counted change back to customer 30 14 5
Yes No (N) (N) S. Used the foot pedal for movable belt 45 4
6. Checked perishable and crusable items so that they can be placed at the top of the bag 12 37
Ran price checks on unmarked or illegibly priced items 0
8. Subtotaled to determine sales tax 35 14
9. Computed and recorded sales tax 33 16
Characteristics of Bagging Yes No (N) (N) 1. Were fragile and crushable items placed at the top of the bag? 44 5
2. Were frozen food items.and ice cream placed in an insulated bag? 10 39
3. Were soaps, bleaches, ammonia, and odor-causing merchandise kept separate from other foods? 44
4 Was merchandise packed above top of any bag? 40
Characteristics of Shelving Yes _No (N) (N) 1. Were similar items placed together alternating small and large? 25 22
*In two additional situations, it was not possible to have the students shelve the collection of simulated grocery items.
61 -5
the work sample For these items, 71 percentof the students performing performed satisfactorily. adequately The bagging operationsin the work sample was not as performed as the cashieringoperations. Even so, approximately 59 percent Also, the shelving of the students performedsatisfactorily in this area. Again operations were not performed aswell as the cashieringoperations. this part. about 50 percent of thestudents performed satisfactorily on sample used In order to develop somedegree of validity in the work persons in super- in the supermarketoperations, six regularly employed the stock markets carried out theoperations in the work sample except performed quite satisfactorily as shelving aspect. All these individuals supermarket employees to would be expected. The time required for the the complete the cashiering operations wasabout two minutes whereas complete students p rforming the work samplerequired about six minutes to much slower than the those same operations. Obviously the students were on-the-job employees, but this would beexpected because of the longer compared to the time employees were able todevote to the operations as
students. the In general, the studentsperformed quite satisfactorily on data work sample for supermarketoperations. Even though no statistical work sample and showing a relationship betweenstudents' performance on the work on-the-job activity were obtained,those testers conducting the achievement, as sample operations reported asignificant higher level of on-the-job experience well as greater poise, bythose students who had had experience. in a grocery store compared tothose who did not have this -54-
The work sample for hospital-patient carewas developed after visiting with several members of thestaff at Shands Teaching Hospital,
Gainesville, Florida. Duties that were considered a partof the nec-
essary routine of nursesaides were discussed and listed. A checklist
using Yes and No responses wasdeveloped in cooperation with an assistant
professor of nursing at the hospital.
A member of the evaluationstaff and the two student assistants
who administered the test tothe Learn and Earn students weregiven a
demonstration by the nursing professor onhow to make a bed, take tempera- grad- tures, pulse, and respirationand how to read liquid measures in a
uated cylinder. After the demonstration theevaluation staff member
determined the level of competency onech task that would merit a yes
response. The hospital-patient care work sampletest was pilot tested on in eight students in two mobile units. Revisions were made, especially students in the use ofvocabulary:and then used to test a sample of 31
all ten mobile units havingthe program. The results of the testings
are given in Table XVI aspercent of successfulcompletion of each of 1from eleven the 29 items. The ages of the students in thesample ranged the bed making to sixteen years ofage:The range of time to complete
phase of the sample was seven toeighteen minutes.
To get a comparison measure forperformance on the wo k sample
test, it was administered tofour nurses aides at the teachinghoSpital.
The data in Table XVII gives thenumber and percent of nurses aides
who could compl te the itemssuccessfully. :Table XVII also listseach -55- Work of the 29 activities whichcomposed the Hospital-Patient Care
Sample Test.
No statistical data wereperformed in comparing the Learnand How- Earn students to the nursesaides because of the small samplesize. performed equally well ever it appears thatthe Learn and Earn students
in the majority of activities.
TABLE XVI
Response of Thirty-OneS udents onthe Hospital-PatientCaretork SampleTest
Item No. Yes No NA Percent
0 61 1 19 12 58 2 18 3 10 3 25 6 0 80 4 15 16 0 48 5 10 21 0 32 6 17 14 0 54 7 21 10 0 67 8 17 14 0 54 9 11 20 0 35 10 13 18 0 41 11 22 9 0 70 12 24 7 0 77 13 19 12 0 61 14 24 7 0 77 15 23 8 0 74 16 15 16 0 48 17 25 16 0 80 18 17 14 0 54 19 9 22 0 29 20 27 1 3 87 21 21 10 0 67 22 29 2 0 93 23 4 27 0 12 24 19 12 0 61 25 22 9 0 70 26 15 16 0 48 27 13 18 0 41 28 15 16 0 48 29 15 16 0 48 -56-
TABLE XVII
Percent Correct of 4 EmployedNurses Aides on Items on the Hospital PatientCare Work Sample Test Yes No Bedmaking when carrying clean linen 50 SO 1. Keeps linen away from body 50 50 2. Flattens bad and raises itfor easy reaching bed where she starts makingbed 75 25 3. Puts clean linen on side of inward with a gentle motion 50 50 4. Removes old linen by folding Makes one side of the bed at atime--walks around bed no more S. 25 75 than twice 75 25 6. Has excess of bottom sheet attop of bed at top only on bottomsheet SO 50 7. Uses square or mitered corners middle of bed using length of 8. Puts draw sl.,eet evenly in 50 50 sheet: across the bed SO 50 Bottom sheet is tight 9. F.' 50 10. Draw sheet is tight bottom SO 50 On top sheet allows excess at SO 50 Uses mitered or square cornersat bottom only on top sheet 12. SO 50 13. Top sheet smooth? Holds pillow and pillow casein hands only--does nottouch body 14. 75 25 with either case or pillow
Pulse m erature andres.iration
Cleans thermometer 2 or more timesfrom clean to dirty and only 15. SO SO using clean cotton or gauzeeach time--rinses properly 75 25 16. Shakes thermometer down with 2 or3 quick snaps (you check reading) SO 50 17. Reads temperature accurately 50 50 Reads pulse within 4 beats perminute of your reading 18. SO SO 19. Takes respiration unobtrusively.. 75 25 Records readings under righth:Jadings on record sheet 20. 75 25 When asked time for temperature, answers"3 minutes or more" 21. 100 0 22. Put thermometer under tongue Knows to ask patient if he or shesmoked or drank within the 23. 25 75 last ten minutes before takingtemperature SO 50 24. Finds pulse easily than S minutes SO SO 25. Reads pulse for 30 seconds, but not more Is able to take pulse, respirationand temperature in less 26. 50 50 than 3 minutes
Measuring Output, 75 Reads first measurement accurately(plus or minus 5 cc's) 25 27. 25 73 Reads second reading accurately(plus or minus 5 cc's) 28. 25 75 29. Reads third measurement accurately
5 CHAPTER IV
Summary and Recommendations
The purpose of this project was to evaluate theLearn and Earn
Program over several aspects. Seven broad program objectives were identi- fied and fifteen hypotheses were established andtested in order to ascer- tain the extent to which these objectives werefulfilled. This report has briefly described the program elements within the totalLearn and Earn
Program. Because the program was in its first year, variousproblems and delays occurred which were unavoidable by both stateand local personnel.
Alsobecause of these delays, in two of the five participatingcounties the maximum time over which student change couldbe recorded was only fourteen weeks.
Various instruments, checklists, surveys and work sampac tests were used in collecting data for evaluation purposes. These ranged from the standardized Peabody Picture Vocabulary Test(PPVT) to teachers' weekly reportr. A copy or brief description of each instrument isfound in the appendices.
In the area of cognitive development, (i.e. , receptivevocabulary
[Lg.]) as measured by the PPVT, reading comprehension as measuredby the
Adult Basic Learning Exam, (ABLE) Part II, and mathematicscomputation as measured by the ABLE, Part IV, the experimental group generallyshowed no significant advantage over the control group. On the PPVT, both the experi- mental and control groups did less well on the post testthan on the pre.
(See Chapter III for rationale) In reading comprehension, both groups
showed positive gain during the program period, howeverthere was no sig-
nificant difference shown bet4een groups. -58-
As on the above measure, the Learn and Earnstudents showed no sig- nificant advantage over the control student's inability to perform a h- metic comp-tations. Discussion has been presented earlier in the report pertaining to the types of materi_l_ used inthe program for teaching of reading and mathemat s as well as discussionrelating to several teachers' reluctance or inability to use them. Also, an additional factor which may well relate to this non-significant showing ofthe experimental group was the late hiring of teachers and aides forthe program, several of whom
lacked the special training needed to teachdisadvantaged children as well as the proper training neededfor teaching the pre-vocational skillsbeing pursued.
The self-esteem of the Learn and Earn students asmeasured by the
Coopersmith Self-Esteem Inventory--Short Form, showed somenumerical gain,
but less than that of the control group. The difference, however, was not
statistically significant. The evaluation staff is cognizant of theeffort
made by state migrant staff members in presentinathe use of the Thiokol Kit
and other materials for enhancing self-concept as a meansteachers could use
to aid in developing a more positive conceptin their students. The effect,
however, did not prove totally successful as severalteachers, by their
comments on the Weekly Classroom Teaching ExperienceReport, indicated
very little or no use of these materials.
It appears that the program objectives toprovide hands-on, real
life experiences was fulfilled much more adequatelythan those in the area
of cognitive development. The students participatory ability inconducting
oral job interviews and completing Jobapplication forms were highly successful. -59-
The employers of those Learn and Earnstudents who were provided employment in association with the program sawsignificant positive improvement in eleven of fourteen areas of on-the-job workfunctions.
Another positive aspect of the program wasemphasized by the signifi- cant rate of attendance shown bythe Learn and Earn students over the control students. A weighted average of over four percentin average daily attendance was achieved by theexperimental group over the control group. The Learn and
Earn program has the significant advantageof keeping migrant students in school longer and more regularly than the regularschool program.
On those characteristics where teachersobserved the Learn and Earn students on a regular, time series basis, statisticallysignificant improve- ment was found in student's personal appearance,behavior, relationship to peers,and punctuality. There was gain during the program inreaction to the
Learn and Earn program and in interest in regularschool programs, however the gain was not sufficient to be consideredstatistically significant.
Continuing in the area of hands-on experiences,the Learn and Earn student performance on the work sample tests wasextremely successful.
When compared to on-the-job employees in therespective areas or to high school students enrolled in a full year vocational program,their performance was at a similar level. Considering average age of the Learn and Earnstudent,
the abbreviated amount of time devoted toteaching the pre-vocational skills,
and because of the delay in starting the programin some areas, the skill performance of the experimental group was deemed verysuccessful.
In accord with the above commentsand rationale, the follo ing rec mendations are made for future Learn andEarn Programs: -60-
(1) that a sufficient number of additionalreading and mathematics
materials be purchased to supplement or replacethe McGraw Hill
and LSI materials that are currently in use.
for the total (2) that Learn and Earn teachers not be responsible
academic program provided the student. Those students spending
less than a full school day in the mobileunits made as much
progress in prevocational skills andcognitive development as
did those spending a full school day. A two-to-three hour
block of time seems adequate to accomplish the programgoals. completely and consistent- (3 ) that county staff operate programs more
ly within the guidelines established bythe State Department of
Education.
(4) that in order to ensure the use of highlyqualified personnel,
the respective mobile unit teachers and aidesshould be able to
demonstrate competency in the program area towhich they are
assigned. the program be 13 years of (5) that the minimum age for students in
age. Although, by allowing younger children toparticipate you
are perhaps reaching More childrenwho will stay in school longer,
the advantages of having a minimum age of13 in terms of work
opportunities seems to outweigh those for having youngerchildren
in the program. trips and that adminis- (6) that the program include appropriate field
trative procedure be established toaccommodate such field exper-
.iences. -61- involved with Learn and Earn be (7) that administrators directly
invited and encouraged to attendall meetings and workshops
involving the program. be given released time to meetwith (8) that all teachers and aides each other and to share ideasand to discuss similar problems.
that every effort be made to promotebetter relationships
between participating schoolpersonnel and mobile unit personnel. the hospital unit, a sink (10) that in those mobile units housing
be installed in that end of theunit or that the hospitalequip-
ment and program be moved tothe other end of the trailer. be continued only (11) that the hotel-motel housekeeping program
where the county coordinator deemsit feasible. In all other
mobile units, a different programshould be initiated in that (where unit has space. Suggestions are sewing, child care
access to early childhoodunit), Red Cross life savingtech-
niques, and health relatedoccupations. have a platform of some type (12) that the auto tune-up mobile unit
constructed under one doorway to allowthe use of the Sun 920
machine on live engines. be provided for instructional (13) that periodic in-service workshops
and administrative personnel withemphasis placed on the use of
program materials, psychologyof teaching the disadvantaged,
individualized teaching methods, andtraining needed for the
implementation and proper functioningof the prevocational
programs. -62-
APPENDIX A
TRAILER LOCATIONS
1970-71
PLACEMENT FOR AUTO-SUPERMARKETUNITS
# of Units School
1 Rickards Middle 6000 N.E. 9th Avenue Ft. Lauderdale - BrowardCounty
Pompano Beach Junior High 1 10 N.E. 6th Street Pompano Beach - BrowardCounty
Margate Junior High SOO N.W. 65th Avenue Margate - Broward County
1 Deerfield Middle 720 Robinson Street Deerfield - Broward County
Everglades Middle 2400 N. W. 26th Street Ft. Lauderdale - BrowardCounty
Attucks Junior High 1 3500 N. 22nd Avenue Dania - Broward County
1 Hagen Road Elementary 10439 Hagen Road Lake Worth - Palm BeachCounty
Pahokee Junior-Senior High 360 E. Main Street Pahokee - Palm Beach County
2 Belle Glade Junior High 501 N.W. Avenue "H" Belle Glade - Palm BeachCounty
71 -63-
Appendix A - continued
# of Units School
2 Marshall Junior High Melon Street Plant City - Hillsborough County
East Bay Junior Senior High Rt. #1, Box 308 Riverview - Hillsborough County
1 Carver Junior High 5000 W. Columbia Orlando - Orange County
1 Ocoee Junior-Senior High Bluford Avenue Ocoee - Orange County
Lakeland Junior High 400 N. Florida Avenue Lakeland - Polk County
1 Dennison Junior High 248 Fourth Street, S.E. Winter Haven - Polk County
1 Haines City Junior High 225 S. 22nd Street Haines City - Polk County
1 Lake Wales Junior High P. O. Box 1050 Lake Wales - Polk County
72 -64-
Appendix A Continued
PLACEMENT FOR HOSPITAL-PATIENTCARE
# of Units School
1 Rickards Middle 6000 N.E. 9th Avenue Ft. Lauderdale Broward County
1 Deerfield Middle 720 Robinson Street Deerfield - Broward County
1 Tomlin Junior High Plant City - HillsboroughCounty
1 Orange Grove Elelmentary 3415 - 16th Street Tampa - Hillsoborugh County
1 Lakeview Junior High W. Bay Street Winter Garden - Orange County
Apopka High 425 N. Park Apopka - Orange County
Lakeland Junior High 400 N. Florida Avenue Lakeland - Polk County
Haines City Junior High 225 S. 22nd Street Haines City - Polk County
Hagen Road Elementary 10439 Hagen Road Lake Worth -Palm Beach ounty
Belle Glade Junior High SO1 N.W. Avenue "H" Belle Glade - Palm Beach
0-10 -65-
APPENDIX B
SUPERMARKET & AUTO TUNE-UP
EQUIPMENT & MATERIALS
McGraw-Hill Training With The Pro Audio-Visual Introduction #043-4613
#043-4621 Wiring Boards
#043-4639 Distributor Boards
#043-4637 Testing Boards
#043-4662 Workbook & Tests
#043-4670 Voltmeters
#043-4688 Operating Engine Boards
Jake's Office Supply Wastebasket
General Motors Film
Snap-On-Tools Apprentice Tool Set with Chest #4044-GS-B
Snap-On-Tools Small Fick-up Tool #PT-10
Snap-On-Tools- Hydrometer-Thermometer #BB-4A
Snap-On-Tools Set of two 12 foot No. 4 gauge #SS 14-4 cables for battery booster
Snap-On-Tools Small Pressure Oiler #0C S-A
Snap-On fools Fender Cover #CK-GA
Snap-On-Tools Autototive Wire Gap Gauge #FB-301
Snap-On-Tools Ignition and Spark Plug Gauge #FB-316A
Snap-On-Tools Ignition Point File #KB-S i -66-
Snap-On-Tools Flex Stones #GA-3
MPC Educational System Magnetic Earphones Model MX 200 Cook Consultants
Audiotronics Tape Recorder ATC 110 Cook Consultants
Audiotronics Record Player ATC 3I2T Cook Consultants
Advance Products Co., Inc. Rollabout Table Model #AV-443 Cook Consultants
Advance Products Co., Inc. Rollabout Table Model #AV-432 Cook Consultants
Bell & Howell 16mm Sound Projector #552-T Filmovara Cook Consultants
Bell & Howell #362 Overhead Projector Cook Consultants
Bell & Howell #020251 Zoom Lens Cook Consultants AM/FM Table Radio Sears
General Electric Electric Wall Clock #2012BRN
Technicolor #810WS Super 8 "Instant Movie" Cook Consultants
DuKane #14A 335E Filmstrip Projector w/phono Cook Consultants
Draper V-Screen Projection Screen Cook Consultants
Kodak AV 3002 Slide Projector/Zoom Lens Cook Consultants
Graflex #3882 Study Mates Rear Sere n Filmstrip Projector Tallahassee Camera Center Inc. -67-
National Cash Register Co. Class 5 NCR Registers Model #141-50
Cramer K1K-Step Stool Jake's Office Supply
H-O-N #W-4522 Executive Swivel Chair Jake's Office Supply
Creative Playthings Chalkboard
Clarin #700 Stack Chairs
Krueger #904PAP Chairs
Sun Electric Co. #EET920 Electrical Engine Tester
Eye Gate Educational Filmstrip Car Care for Safety
Rapid Print Time Clock Time Card and Rack
Supplies of artificial fruits, vegs., cans and empty food boxes,etc.
Delmar Publishers Supermarket occupations Techniques, notes & tips for teachers Power Mechanics Instructor's Guide Lab Experiences Small Gasoline Engines WInstructor's Guide
Dale Millington Tune-Up Tips
McCormick-Mathers Programmed instruction Basic Auto - Auto Key Pre Vocational - Key Personal Development - Key Mathematics - Key
McGraw-Hill Automotive Elec. Equipment Workbook for Auto Testing
Cook Consultant Projector.Bulbs 1200 Watt QHT for Bell & Howell 500 Watt DEW for Carousel -68-
Carburetor Idle Adjustment Modern Learning Aids Servicing The Automatic Choke Auto Safety Inspection Replacing Generator Brushes Bleeding Hydraulic Brakes Testing A Thermostat Replacing A Thermostat Replacing Ignition Points Installing Spark Plugs & Wire Terminals
Supermarket Checker EducationCourse National Cash Register Student Manual Student Workbook Proper Price Marking Proper Bagging Position Amount Control How to Weigh Produce Cashing Checks Test Evaluation Sheets
Sun Spec. Cards - 1958-1964 Sun Electric Corp. Sun Spec. Cards - 1965-1970 Sun Electric Corp. Industrial Arts Aprons Angelica Cashier Smock - Aqua Color Angelica 2 - small 4 - medium 2 - large 2 - extra large
Cashier Smock - White Angelica 4 - small 8 - medium 4 - large 4 - extra large
Men's Lab Coats - White Angelica 1 - size 38 1 - size 40 1 - size 42
Engine Training Manual Brodhead-Garrett First Aid Insurance Kit Brodhead-Garrett # 122
7" -69-
Brodhead-Garrett #104 Sterilized Wiping Cloth
Brodhead-Garrett #906 Oily Waste Can
Coronet Films Job Series
Finny Co. Finding Your Career
Finny Co. Finding Your Job Workbook
Delco-Remy Supplemental literature to accompany Audio-Tune-Up Program #5133C Cranking Motors & Switches #5133D The Ignition System #5133E Generators #9010 Introduction to Aut-) Electric System #9011 Delco & The Charging System #9015 Regulation & Charging Circuit #9025 Cranking Circuit Chart - Cranking Motors & Switches Chart - The Ignition System Chart - Generators #9010K Auto Electric System #9011K Charging Circuit #9015K Regulation & Charging Circuit #9025K Cranking Circuit #9020K 20,000 Volts Under The Hood #324-I Delcotron Generator Circuit #324-2 DC Circuit Maintenance #324-3 Ignition Circuit Maintenance #324-4 "Cranking Circuit" #197461 Coil & Con. Kit #5I79-DR Training Aids Booklet (no charge) #9005-DR Order Blank (no charge)
M Products Charging System J5-0137-8
M Business Products Starting System #15-0136-0
3M Business Products Transparency Sets for Occupational Training
#15-0140-2 Auto-Testing-Fuel System
3M Business Products Auto-Testing-Starting System #15-0136-0 -70-
Auto-Testing-Spark & Ignition 3M Business Products #15-0138-6 Silent Modern Learning Aids Automotive Maintenance: cartridges for use with the Tech- nicolor Super Smm Projector Repacking Front Wheel Bearings Rebuilding the Master Cylinder Replacing Bendix Brake Shoes Rebuilding Brake Wheel Cylinders Basic Tools For Young Auto Mechanics Engine Trouble Shooting Spark Plug Service Timing On Engine Adjusting The Distributor Cam Angle Battery Service Testing Generator Output -71-
MOBILE HOSPITAL & MOTEL HOUSEKEEPINGLABORATORY
EQUIPMENT AND MATERIALS
Brown-Wright Center Desk
Brown-Wright Two-Drawer Chest
Brown-Wright Leg Kit
Brown-Wright Mirror
Brown-Wright Desk Chair
Brown-Wright Headboard
Brown-Wright Night Stands Mattress and Box Springs Brown-Wright
Brown-Wright Bed Frame
Brown-Wright Black w/bolt ext. Bedspreac1,96" x 110" Milano Gypsy Red
Brown-Wright Framed Plaque
Candaletto 18" (Black-Whi ) Brown-Wright applied Brigadier 54" Drapes Flameproofed w vinyl back, red
Rod (heavy duty) Brown-Wright Trays Dacron pillows Br wn-Wright 20 oz no-iron Brown-Wright Pillow cases no-iron Brown-Wright Sheets
Chatham Supreme Blankets Folding Luggage Rack Brown-Wright Plastic Tray for Glasses Brown-Wright -72-
Brown-Wright Large Plastic Glasses 10 oz.
Brown-Wright Plastic Shaker Pitcher
Brown-Wright 54 x 76 Mattress Pads
Brown-Wright Towel Rack
Brown-Wright Cannon Bath Towel
Brown-Wright Cannon Hand Towel
Brown-Wright Cannon Wash Cloth
Brown-Wright Cannon Bath Mats
Brown-Wright Crystalon Shower Curtain
Brown-Wright Shower-Curtain Rings
Brown-Wright Rolls 6 x 5 Motel Wrap
Brown-Wright Toilet Seat Bands
Harloff Maid's Helper
Colorado Springs Foldway Cart
Brown-Wright 6 Gal. Wet-Dry Pick Up 1 H.P. including tools
Brown-Wright First Aid Insurance Kit
Brown-Wright Time Card Rack (Steel)
Trainex Corp. Sound Filmstrips
Hospital Housekeeping
Hospital Food Services
Carrom Bed, electric Hi-Lo, 4" casters, two lock casters, one pair rubber bumpers, one 5-5630 IV rod with storage clips.
Carrom 5-6163 Safety sides, full
Simmons MBT-195 Mattress -73-
Table, ovorbed Carrom #1965 Cabinet, bedside, with Duralobasin Carrom #8125 ring, S.S. towel bar
Carrom #2807-S Chair, side Lamp, floor Wilro #2025
Carrom #C1108P Chair, easy Commercial Vaccum Cleaner Hoover (Brown-Wright #101- 334)
JB 55 C V Pullman Vaecum cleaner, wet/dry Model No. 7904 Floor machine, 1 H.P. electric Pullman P-20-E motor, with polishingbrush
40" Shampaine S-9282 W/2982 Truck, room service, w/30" and canvas bags E S 2982-G Truck, mopping, 2-bucket geerpress, 53522 w/wringer
Receptable, waste, torpedo, w/ Lawson #1001 inner can
Brown-Wright #270100 Ironing table
Brown-Wright 221-64 Dry iron, 3-3/4 lbs.
Contractor's discretion Standard commercial housekeeping supplies Dust pan DUst mop Broom Wax Mop WindoW blind mop Scrub brush for tile floor
Bell:& Howell 16 MM Sound .Projector Model 545T Cook Consultants , Draper V-Screen Proj edtor-Screen yan_ Model
Westinghou e Washing Machine #LTH-100 -74-
Westinghouse Dryer #DEM-105
Singer Model 648 Sewing Machine -75-
APPENDIX C
MOBILE HOSPITAL & MOTELHOUSEKEEPING
SUPPLEMENTARY EQUIPMENT &MATERIALS
Filmstrip Projector w/phono DuKane #14A335E Cook Consultants
Audiotronics ATC 110 Tape Recorder Cook Consultants Electric Wall Clock General Electric #2012BRN Overhead Projector Bell & Howell #362 Cook Consultants AM/FM Table Radio Sears Rear Screen FilmstripProjector Graflex #3882 Study Mates Tallahassee Camera Center,Inc. Stool Cramer KIK-Step Jake's Office Supply Chalkboard Creati e Playthings
Krueger #904 PAP Chairs Time-Card Clock Brown-Wright Upright Va cuum Cleaner Hoover Hotel Bonus Offer Learning Information,Inc. Maids Bonus Offer
Housekeepers A-V Kit Vestal Laboratories Magnetic Earphones MPC Educ System
Model MX 200 . Cook Consultants Systems of the HumanBody Educational Activiies, Inc. Cook Consultants
American Red Cross Home Nursing Programmed Instruction Students Manual Home Nursing InstrUctionGuide Home Nursing Textbook -76-
Delmar Publishers, Inc. H.,alth Assistant Instructor's Guide Understanding Human Behavior Manual for Nurses Aide Instructor's Guide
Coronet Films 16mm Sound Films, color Our Wonderful Body The Heart How We Breathe HOW It Moves How Its Parts WorkTogether How It Grows Cleanliness and Health Food That Build Health Dental Health Body Repairs and Maintains Itself Nervous System Muscles and Bones Digestion In Our Bodies
Robert J. Brady Co. Student Manual-Nursing Aide Instructors Guide Student Manual - Housekeeping Instructors Guide - Housekeeping Transparencies - HousekeepingAide -77-
SUPPLIES (Permanent)
SUPPLIER ARTICLE in Surgical CompanyCatalog Draw Sheets 11 11 II II Food trays II II II II
Urinals (portable) IV II II II Bed pans tI VI Pt II
Wash basins 11 PP If Thermometers - oral & rectal II II If Thermometer trays rr VP II It
Sputum cups Tr II 11 If Catheter bags /I It IV 11
Surgical gowns 111 II 11 II gowns) PI Nurses' gowns (scrub 11 II Pt Varied-sized basins II II II II Scissors II It II Patients' gowns Vestal Labs Soap dispenser Blood pressure apparatus Wheel chair Invalid rings (rubber tubes)
Hot water bottles 11 Ice bags Trash cans Measured cups, pitchers -w/cc's Bowls, glasses, plates,silverware Hospital scale w/measuringrod Charts and clipboards Emisis basins Bedside pitcher w/cover Stretcher Rubber sheets Manequin Medicine droppers Enema kits Basic needs - filmstrips records Trainex Corp. Coronet Films: Cleanliness and Health Heart, Lungs, & Circulation Learning About Our Bodies Muscles & Bones of the Body Your Body Repairs & MaintainsItself Your Health: Disease & its Control Your Nervous System
Books: Understanding Human Behavior Delinar Publishe -78-
Home Nursing Textbook American National Red Cross Manual for the Nurse's Aide Delma 2ublishers, Inc. Being a NurSing Aide Hospital Research Educational Trust Training the Nursing Aide liDspital Research & Educat nal Trust \VII' Guide to Hospital Health South Florida Hospital Assn. Careers Films (Catalog) Florida Board of Health -79-
SUPPLIES (Exhaustible)
ARTICLE SUPPLIER
Cotton balls, rolls in Surgical Company Catalog Bandaids Guaze Kleenex Toilet paper Wood tongue depressors Cotton buds Alcohol Soaps Vestal Labs Vaseline Safety pins Adhesive tape Enema powder, salt Massage lotion Dental Care kits Procter & Gamble -80-
APPENDIX D
READING, MATH AND GUIDANCE MATERIALS SUPPLEMENTARY EQUIPM9NT AND MATERIALS
McGraw-Hill Book Co. Programmed Math for Adults Book 1 Basic Addition 2 Advanced Addition 3 Subtraction 4 Multiplication 5 Division 6 Fractions 7 Decimals 8 Measurement 9 Consumer Math " 10 Personal Math " 11 More Personal Math
Word Problem Math for Adults Book 1 Basic Addition 2 Advanr:ed Addition 3 Subtraction 11 4 Multiplication 5 Division 6 Fractions 7 Decimals " 8 Measurement (for 10 students) Placement Exam for Series I
Progress Tests for end of book, Series I Teacher's Manual for Series II
McGraw-Hill #79759 World of Work Kit
McGraw-Hill #44918 Teacher's Guide to World of Work
McGraw-Hill What Job For Me? Series
McGraw-Hill Programmed Reading for Adults Diagnostic Placement Test Booklet Book 4 - Sentence Reading
McGraw-Hill Programmed Reading for Adults Book 5 Paragraph Reading " 6 - Consecutive Paragraphs " 7 - Content Analysis 8 - Functional Reading Teacher's Guide -81-
Reading, Math and GuidanceMaterials(continued)
Grolier Educ. Corp. Modern Consumer Education
Bell & Howell Cassette Player Cook Consultants
I.P.O. Publishing Co., Motivation Booklets You're Hired Power is Green Auto Mechanic Health Work Retail Sales Work
Hayden Book Co. The Correct Maid
Supt. of Documents Occupational Outlook Handbook U.S. Gov't Printing Office
Prank E. Richards Getting Ready for Pay Day 1. Checking Accounts 2. Saving Accounts 3. Planning Ahead I Want A Job Getting and Holding a Job
Educational Activities Do It Yourself Filmstrips Cook Consultants
California Test Bureau Arithmetic Fundamentals Self- Div. of McGraw Hill Instruction Assortment of self-instructional booklets in arithmetic, complete w/teacher's manual and student record blanks (one Jr. & advanced for each mobile unit) Junior Advanced Locator Tests Addition Subtraction Multiplication Division
Gary D. Lawson Everyday Business A Workbook dealing with Banking, Budgeting,'Buying, Income Tax,, and Insurance -82-
APPENDIX E
PEABODY PICTURE VOCABULARY TEST
ANSWER SHEET y_85_
APPENDIX F
SELF-ESTEEM INVENTORY (SEI) Stanley Coopersmith University of California, Davis
Nate School
Teacher Date
Please mark each sentence in thefollowing way: If the sentence tells how you usuallyfeel, put a circle around "Yes." If the sentence does not tell how youusually feel, but a.circle around "No." There are no right Or wrong answers.
Example:
Yes No 1 I often wish I were someone else. of the class. YesNo 2 I find it very hard to talk in front I'd change if I could. YesNo 3 There are lots of things about myself
Yes No 4. I can make up my mind without toomuch t ouble.
YesNo S. I'm a lot of fun to be with.
YesNo 6. I gdt upset easily at home.
7. It takes me a long time to get used to an
8 I'm popular with kids my own age.
Yes No 9. My parents u ually consider myfeelings.
Yes No 10. I give in very easily.
Yes No 11. My parents expect too much of me.
Yes No 12. It's pretty tough to be me.
Yes No 13. Things are all mixed up in my life.
Yes No 14. Kids usually follow my ideas.
Yes No 15. I have'a lewopinion of myself.
Yes No 16. There are many times when I'dlike to.leave home.
Learn and Earn Evaluation Project University of-Florida -86-
Appendix F -Continued SEI Inventory
Yes No 17. I often feel upset in school.
Yes No 18. I'm not as nice looking as most people.
Yes No 19. If I have something to say, I usually sayit.
Yes No 20. My parents understand me.
Yes No 21. Most people are better liked than I am.
Yes No 22. I usually feel as if my parents arepushing me.
Yes No 23. I often get discouraged in school.
Yes No 24. Things usually don't bother me.
Yes No 25. I can't be depended on.
earn and Earn Evaluation Project University of Florida -87-
APPENDIX G
Learn and Earn EvaluationProject University of Florida
JOB APPLICATION BLANK If an item does not apply Directions: Please fill the blanks which apply to you. to you write NA. If you have any questions about theapplication, please ask the secretary toexplain it. Date
Name iddle (Last) (Firs Present Address (Zip Code (Street) (City (State )
Telephone number where you can bereached Rent Do you: Own your own home Live with Parents
Social Security No. Age Date of Birth Moh Day Year Divorced Single Sex Height ft. in. Weight Married Widowed Separated
Number of Dependents other than Yes No children Wife or Children Citizen of USA:
Whom should we notify in case of emergency or illiness Name Relationship Tel phone Number Addres (Street,City, State, and Zip Code)
Position Date you Salary Desired can start desired
Are you employed now? If so, may we inquire of your present employer concerning informationabout you?
EDUCATION
Name & Location Attendance Dates Date Subjects of School From To GradUated Studied
Grammar School
High School
Trade, Business, or Correspon- dence School 94 -88-
Appendix G - Continued
What machines or equipmentdo you operate?
possible with your Former Employers (Give youremployment record as completely as last or present employerfirst). Reason Dates Worked Kind of Position for Business Salary Leaving Name of E loyer Address From To
have known at List below the names ofthree persons whom you Personal References: former employers. least one year. Do not name relati:es or Number of years these per- sons_have known you Name Address Occu ation
PHYSICAL RECORD days. Reason (s) How much time did you losefroM work in the last 2years?.
Were you ever injured? Yes No If yes, describe Yes Does this prevent you fromdoing certain kinds ofwork? If yes describe Do you have any physicaldefects? Yes No
application. I understand that I authorize investigationof all statements in the issa misrepresentation or omission offacts called for is causefor di
Date Signature of Applicant Learn and Earn Evaluation Project University of Florida APPENDIX H EVALUATION SHEET USED BY THE INTERVIEWER Sthool Date of Interview 'Name FACTORSCheck best description Average looks Makes good Attractive; alert, AppearanceGeneral SlovenlyPoor I wellDoes withnot compareaverage Good grooming averageimpression, above dresssharp, &excellent grooming Voice and 1 Distracting; Dull; poor Average voice Very clear Pleasing, distinct FluencySpeech of noToolanguagePoor commentstalkative, use of monotoneenunciation;getDifficult to talk to butComments adequate brief, ModerateComplete answers.comments Commentsexcellentvoice;ligent; work areresponsive; usageIntel- SpeechComposure. Jumpy; TooIndifferent reserved MoreSome composed re traint Steadyand questions and calm muchComposed;easy atto ease;talk very to Self- morbid;resigned.Egotistical; Self- Lacks self-trust; asmodest; interviewInclined8 ogresses self- to be objective;Intelligent admi and s cheerfulconfident;Completely modestself- Attitudeevaluation centered;Bold;Lacks curt,confidence Timid; i ShyForward; Attentive;dentassured; confi-candid Frank,shortcomingsabilities but and Unreserved; 1 rude,inattentive contentflighty discourtesywithout showing shows tact Confidentcompletelyattentive Convinc-Personalityingness ArousesEvasiveFlat;Immature disa-doub i No motivationHesitantDoes not make vincing;MakesFairly fair con-mature Pleasant;capableLogical; makes Very pleasing; Please use back of sheet for irritatingagreeable; additional remarks. good impression impression good impression immediately likeable RecOmmendatient (Would you recommend this-Yes,..:WithoutreserVation (S) Strongly (4) applicant for a position?)routinelyOnly (3) urgentOnly invacancy case of(2) By: Notall at (1) -90-
APPENDIX I Adapted from Polk County Forms University of Florida Learn and Earn EvaluationProject
EMPLOYER'S EVALUATION FORM Job Employee's Classification Name Schoo each of the followingclassifications EXPLANATION: Please rate the student-trainee on closely by circling the appropriateletter. Select the factor which most describes the student's performance.
Initiative Accuracy of Work Exceptionally good A. Exceptionally accurate A. B. Very good B. Very accurate C. Good C. Accurate D. Poor D. Careless Makes many errors E. None E. Observance of Safety Rules Accident Record A. Excellent A. Never gets injured B. Very good B. Seldom injured C. Good C. A few minor injuries D. Disregards rules when not watched D. Minor injuries and accidents Many injuries and accidents E. Disregards rules openly E. Proper Care of Working Space Appearance, Cleanliness A. Space very clean and orderly A. Exceptionally neat and clean B. Keeps space clean andorderly B. Very neat and clean C. Clean C. Neat and clean D. Careless D. Untidy E. Very untidy E. Slovenly and dirty Attendance Responsibility A. Seeks it and handles it well A. Never tardy or absent Seldom tardy or absent B. Likes responsibility B. Accepts responsibility C. Off occasionally, valid reason C. D. Off occasionally D. Evades responsibility E. Buck-passer E. Off a great deal Attitude Toward Co-workers Speed of Work Exceptionally fast A. Well liked, very cooperative A. B. Very fast B. Well liked C. Fast C. Good Slow D. Poor D. E. Very slow E. Does not get along well Attitude Toward Public Use of Materials Always very careful A. Very eager and respectful A. B. Very careful B. Very helpful C. Careful C. Helpful D. Does not cooperate D. Careless Wasteful E. Does not get along well E. Handling of Tools and Equipment Use of Working Tame Always very busy A. Exceptionally careful A. B. Very careful B. Very busy C. Careful C. Busy D. Loafs with others D. Careless E. Very wasteful E. Rough
Remarks for student s improvem
Date Signed) SupervriVi -92- APPENDIX J
READING LOCATOR TEST
Learn and Earn Project Evaluation
Narne schoo Date
rat rag
thick thing
duck -93-
live a pig 20. -94-
34. 43.
boic It ha s a gas tank The_ anabumperS. fox It can rast in-to junk-.
F...truck. 35. It'sashirt. -trunk. ciha-- 44. The bench in the park
36. hard. is This is a card. truck. man's ----track. 45.
It starts to get hot spring. in string.
4
aglasswith A spotted cat is a crack. c t with "-shots. 9. 47. brick. A man can lift a Ann Parker is a clerk bring. in a gift shop.
She s lls g fts. 48 What never lks? man. Agirl. -plant. k hat i
a chieken -95-
Name
When a car stalls, Jake Price is arunner. He runs the mile. stops running. itruns and jumps. He will run today.
----backs up. -
61. Jake's last name isPr
-re A arm hurts. quarter mile. core 6 . He'runs utile. 52. tent. A quiz is a short r CC* Frank thinks the test. shirt ni
53. 64. by yourself. . In a hotpan. butter To be alone is tobe--at home.. zzer. %%with a pal. will ""sizzle. 54. The car is turning 65. When I take a .bath corner. I get into the . tub. cor le the 55. may That hat-on the shelf. N.my 66. 56. wild animal. Abudget is say He that you muMble. nding plan. says 6
Dan can't 57. MOre save acent. Wine than- ess 6 eVerliorhere 59. I'll do yow.do. verything say. Hecan0t understandwhat yOu
Frank Parks and.Bill.;Parkwhave the iratt name. ,bar. same e Patty ate a oandyr.. laSt name. care.
60. 70 In the north it Whenyou geton a.bus, you pay: Snows in Winter. ea. YNaur Snow falls when it is fere. :hot -96-
APPENDIX K
MATH LOCATOR TEST Learn and Earn Evaluation Project University of Florida
Name School
Date
Book 1 Basic Addition a) 1 12 15 4 21 5 33 23 42 +3 + 7 2 t16 +10 + 2
Book 2 Advanced Addition
8 b) 4207 210 2694 1986 7843 +2421 + 39 9 7 + 758 +6975_
Book 3 Subtraction
6 758 b) 35 248 72687 -0 -356 -18 - 59 -14264
Book 4 Multiplication a) 6 9 82 b) 54 967 315 xl x8 x 6 x67 x 62 x122
Book 5 Division a) 2) 10 5) 555 10 68 b) 14) 42 21
Book 6 Fractions a) 3
4 , y x 12 -97-
Appendix K - Continued
MAILI LOCATOR TEST
Name
Book 7 Decimals
392.9 18.4 8.41 81.1 2.9 x 2
.05 3 =3 16.1) 4.83 1.2
Book 8 Measurement
1 qt.1 pt. 7 lb. 6 oz. 3 ft. 2 in., +3 qt. 1 pt. -5 lb. 4 oz. +7 ft. 9 in.
5 yd. 1 ft. 6 in. b 1 gal. 2 qts. 4 hr. 43 min. 15 sec. 2:2_1;a1. 3 1/2 ts +8 hr. 30 min. 45 sec. -1 yd. 2 ft.
earn and Eitrn EValuation Project University_of Florida -98-
APPEND I X L
JOB
INTEREST
SURVEY
104 -99-
INTRODUCTION
SIGNIFICANCE'OF STUDY vocational counseling The Job Interest Survey wasdesigned to help in Several for youth about to start alIfe-time of earning a living. vocational interests of instruments have been desgned to measure the successfully in vocational the "average" young personand have been used was needed to overcome exploration. However, a counseling instrument job-seeker who is dis- some definite obstaclesthat are faced by the physical advantaged by virtue of povertyof his culture, education or instrument designed to and mental assests. It was obvious that an have to be short, assist in vocational choicefor this population would impact. require only a low readingability and have a high interest
PURPOSES
The original design of the Jb Interest Survey was to create ashort, utilized by those easily administered, :easilyscored instrument to be
working with youth who are about toenter the competitive jobmarket.
job-age youthare looking Counselorsteachers,and others working with
for ways to help them find congruencybetween youth's self-potential of work. But and a realistic training andemployment slot in the world to get a clearer to get this congruency itis necessary for the counselor sufficient ,picture of the client'saspirations. This means he must have
knowledgp to be of assistance indirecting the youth to vocational
training and meaningful employment.
1 0 the No attempt was made to useabstract and devious means to get for answering falls on the answers. The burden of responsibility
students response to a simplequestion. "Which of these jobs would photographs showing you like to dothe most?"We ask him to look at he would men at work and choosefrom the four jobs pictured the one
like to do the most.
RATIONALE inventory The Job Interest Survey is athirty item, picture oriented the need that had its conception in1967 when the author recognized the for a means to focus the attentionof the disadvantaged youths to form when world of work and then to selectpatterns of interest that It is to the the individual sees vocationsthat are opened to him. quantify and mutual i terest -f the counselorand the counselee to
suggest relative fields ofinterest to areas ofoccupational pursuits.
108 -101-
II STRUCTURE OF JOB INTEREST SURVEY
The Job Interest Survey hasdivided 68 jobs into four categories. the It was necessary in severalinstances to arbitrarily assign it is felt that as occupation to its respective area. However with the ultimate interpretationsof the Inventory to each in-
dividual that the Job InterestSurvey is a measurement of relative
interest and its values lie inunweaving the maze of vocational
counseling.
AREAS OF VOCATIONAL PURSUITS
A. Mechanical Occupations
B. Outdoor Occupations
C. Clerical Occupations
D. Service Occupations
VOCATIONS PICTURED UNDER EACH AREA
A. MECHANICAL
10. Welder 1. Tow truck operator
11. Plasterer 2. Lumberyard man 12,Upholsterer 3. Backhoe operator
13. Auto mechanic 4. Small engine mechanic Outb- rd mechanic 5. Heavy equipment operator 15.DUmptruck driver 6. Airplane mechanic
16. Shoerepairman 7. Plumber 17. Crane Operator 8. Tailor
18. Spray painter 9. Locksmith
107 -102-
25. Machinist 19. Roofer
26. Carpenter 20. TV repairman
27. Housepainter 21. Auto bodyman
28. Radiator repairman 22. Cabinet maker
29. Sheetmetal man 23. Watch repair Telephone installer 24. Appliance serviceman 30.
B. OUTDOOR Sprayer 1. Packinghouse worker 6. Mason's helper 2. P uner 7. Lawnman 3. Picker 8. Nurseryman 4. Refuse collector 9.
5. Edger
C CLERICAL
5. Adding machine operator 1. Draftsman Mimeo machine operator 2. Groc ry Clerk 6.
7. Copier operator 3. Sign Painter Stock clerk 4 Bookclerk 8.
D. SERVICE
9. Restaurant counterman 1. Janitor Barber 2. Custodian 10. Fireman 3. Baker 11.
12. Postman 4. Presser
5. Grocer 13. Butcher Laundryman 6. Policeman 14,
Dishwasher 15. GaS..man
16. Dentist . Car salesman
108 -103-
20. Waiter 17. Pharmacist
21. Radio announcer 18. Veterinarian
19. Cook 4-
GENERAL AREAS III INTERPRETATION OF THE FOUR
work that involve manualskills, I. Mechanical - those areas of the manipulation of tools ormachines, and usuallyinvolve
development of a special setof skills. Examples of this TV re- area are small enginemechanic, plumber, tailor,or
pairman. The Outdoor - involves outdoor oropenair occupations.
selection of pictures in this areadeliberately included some the chance "field type" occupations. This allows the young man low income to choose a classic typeof work performed by many occupations are pruner,picker, parents. Examples of outdoor
lawnman,or nurseryman. that involve keepingrecords, office III. Clerical - those occupations cal- related work, manipulatirg ofoffice or clerical equipment,
culators or routine desk typejobs. occupations that involvedoing good IV. Service - would include those from things for (or to) otherpeople. This would cover the range The choices include unskilled jobs to professionaloccupations.
janitor, policeman, barber,dentistsor waiter. -10S-
OF JOB INTEREST SURVEY IV INSTRUCTIONS FOR ADMINISTRATOR t (Using IBM answersheets)
Each student should receive:
I. One (1) answer sheet
II. One (1) #2 lead pencil PUT IN YOUR LAST NAME, The administrator says: TAKE THE ANSWER SHEET AND date), YOUR AGE, FIRST NAME AND MIDDLE INITIAL. FILL IN THE DATE (give when possible.) IF YOU AND GRADE IN SCHOOL. (Do not rush and give help Job Booklet HAVE QUESTIONS, ASK AT ANYTIME. Show a diagram of page #1 of THIS IS A BOOK THATSHOWS on the ChalkBoard. Administrator then says: THE FOUR (4) PICTURES MEN DOING DIFFERENT JOBS. YOU WILL CHOOSE ONE (1) OF YOU MUST CHOOSE ON EACH PAGE OF THE JOB THATYOU WOULD LIKE TO DO MOST -- ANsWERS AND YOU WILL NOT GETA GRADE. ONE. THERE ARE NO RIGHT OR WRONG
PICK THE ONE JOB THAT YOUWOULD WANT TO DO THE MOST.
Pass out books. Administrator says:
1. TURN TO PAGE #1 OF THE JOBBOOKLET. A, B, C, D. 2. YOU WILL SEE PICTURES LABELED CAREFULLY AND CHOOSE THE ONE JOBTHAT YOU WOULD 3. LOOK AT THE PICTURES
LIKE TO DO THE MOST. YOU MUST CHOOSE ONE. ON PAGE #1, LOOK AT THEANSWER SHEET 4. WHEN YOU HAVE MADE YOUR CHOICE Admin- WHERE IT SAYS "1". YOU WILL SEE A, B, C, ANDD AFTER "1".
istrator shows example onthe chalk board). YOU WOULD LIKE TO DO AdMinist ator says: IF YOU HAVE CHOSEN THE JOB LINES ON THE ANSWER SHEET THAT THE MOSTDARKEN THE SPACE BETWEEN THE MAKE THE LINES HAS THE SAME LETTER AS THEJOB YOU CHOSE IN THE BOOK.
VERY DARK. -106-
(Wait until every onehas finished page . CHOOSE THE JOB THAT YOU WOULDLIKE TO DO THE 6. NOW TURN TO PAGE N2. CHOICE ON PAGE MOST. YOU MUST CHOOSE ONE. WHEN YOU HAVE MADE YOUR NOTICE THAT "2" IS #2, LOOK AT THE ANSWER SHEETWHERE IT SAYS "2". YOU WILL SEE ACROSS FROM "1". DO NOT GO DOWN THE PAGE. GO ACROSS. #2 on chalk "A, B, C, D." (Administrator shows example under
board). JOB YOU WOULD LIKE TO DOMOST, DARKEN THE 7. WHEN YOU HAVE CHOSEN THE pages.) SPACE UNDER THE LETTER OF YOURCHOICE. (Help through first two WHEN YOU FINISH TAKE AS LONG AS YOU WANT. THERE ARE NO TIME LIMITS.
A PAGE YOU MAY GO ON TO THENEXT. ARE THERE ANY QUESTIONS?
Student may mark his answer (A,B, C, or D.) on a sheetnumbered
from 1 0. -107-
SHEET V. INDIVIDUAL INTERPRETATION
30
25
5
23
PERCENT
RAW 15 50 OF SCORE TOTAL
10
25
0 0 - MECHANICAL OUTDOORS CLERICAL SERVICE A
for each choice or D) in theappropriate Mark the number of answers the left hand column. The column according to the"Raw Score" indicated in of the profile. Percent of Total is indicated onthe right hand side
RACE W B S 0 NAME
AGE
GRADE
SCHOOL
Jia -108-
FOR YOUTH VI JOB TRAINING POSSIBILITIES
1. OFFICE AND CLERICAL
Typists Typists (clerical) Stenography, typing, filingand related occupations Clerk, general (clerical) Computing machine operators Stock clerks and relatedoccupations Sales clerks Grocery clerk (retailtrade) RELATED FOOD SERVINGOCCUPATIONS 2. WAITERS, WAITRESSES AND
Busboy(hotel&rest.) Busgirl(hotel&rest.) Carhop(hotel&rest.) Coffee girl, cafeteria orrestaurant (hotel rest.) Countergirl, lunchroom orcoffee shop (hotel res Countermen, cafeteria (hotel& rest.) Floorgirl, cafeteria (hotel &rest.) Runner (hotel & rest.) Steam table attendant(hotel & rest.) Waiter, informal (hotel &rest.) Waitress (hotel & rest.) Bartenders Bar boy (hotel & rest.)
MISCELLANEOUS FOOD AND BEVERAGEPREPARATION OCCUPATIONS
Pantryman (hotel & res.L) Salad girl (hotel & rest.) Sandwich girl (hotel &rest.) Coffee man (hotel & rest.) Cook helper (hotel & rest.) Kitchen workers Dishwasher, machine ( hotel &rest.) Potwasher (hotel & rest.) Silver wrapper (hotel &Test.) Fountain girl (hotel &rest.) AND RESTAURANTS ANDRELATED ESTABLISHMENTS 4. MAIDS AND HOUSEMEN HOTELS
Chambermaid (hotel & rest.) Houseman -(hertel & rest.) Linen room houseman(hotel& rest.) Maid (any ind,) II Maid, hospital (med. serv.) Bellman and relatedcccupations -109-
Doorman (any ind.) Manicurists Manicurist-(pers. serv.) Cabana boy (hotel 4 rest.)
5. ATTENDANTS, HOSPITALS, MORGUES AND RELATEDHEALTH SERVICES
Nurse aide (med. serv Orderly (med. serv.) Sanitation aide Tray line worker (med. serv.)
6. MISCELLANEOUS PERSONAL SERVICE OCCUPATIONS
House parent (govern. serv.) Kindergarten (any ind.) Teacher, nursery school (any ind.)
LAUNDERING AND CLEANING OCCUPATIONS
Laundryman, hand (laund.) Washer, machine Puller (laund.) Washing Machine loader and Puller (laund.) Laundry laborer (laund.) Dry cleaning occupations ,Rug cleaner helper (clean, dye and press Preser, hand Press Operator (laund.) Shirt-presser (laund.) Folder (laUnd,)H Marker .(clean,,dye and press) Porters and:Cleaners TOrter (any incl.) I. Janitor (any-incL) I
8. BUILDING AND RELATED SERVICE OCCUPATIONS
Exterminator (anY ind.) Window Cleaner (any ind.)
FARMING OCCUPATIONS
Farm hand, citrus fruit (agric.) Tree pruner (agric.)
10 HORTICULTURAL SPECIALTY OCCUPATIONS
laborer, nnrserY (agric. Greenhouse worker (agric.) Groundskeeper (any ind.) Laborer, landscape (agric.)
11. MECHANICS AND MACHINERY REPAIRMAN
Lawn mower repairman (any ind.) Filing, grinding, buffing, cleaningand polishing Grinder, belt (any ind.) Grinder, chipper (any ind. ) I Burrer (mach. shop)
12. PAINTERS
Painters, brush Painters, spray Painter, spray (any ind.) Painter helper, spray Painting, decorating and relatedoccupations Masker
13. LAYING OUT, CUTTING, CARI, NG, SHAPINGAND SANDING WOOD PRODUCTS OCCUPATIONS
Sander, machine (woodworking) Nailer, hand (any ind.) Cabinet assembler (furn.) OF MATTRESSES AND BEDSPRINGS 14. UPHOLSTERING AND FABRICATION AND REPAIR OCCUPATIONS
Upholsterer (furn.) II
15. WELDERS
Welder helper (welding) Flame cutters
16. CARPENTERS AND RELATED-OCCUPATIONS
Laborer, carpentry (constr.)
17. PLUMBERS, GAS FITTERS, STEAMFITTERSANP RELATEDOCCUPATIONS
Laborer, plumbing-(constr) PlUmber helper (constr.):
18. FLOOR LAYING AND FINISHINGOCCUPATIONS
Floor layer helpe (constr.) Roofers Reofer helper (constr.) OCCUPATIONS 19. MISCELLANEOUS CONSTRUCTION
Construction worker(constr.) I Fence erector(constr.) Lawn sprinklerinstaller (constr.) Mortar mixer (constr.) OCCUPATIONS 20. STRUCTURAL MAINTENANCE Swimming pool servicemen(any ind.) Structural workoccupations Maintenance man helper,building (any ind.) PARKING LOTS AND SERVICE 21. ATTENDANTS AND SERVICEMEN, FACILITIES
Automobile service stationattendant (auto. serv.) Tire changer (auto.serv.) Tire repairman (auto.serv.) Lubrication man (auto.serv.) Automobile washer (auto.serv.)
117 -112-
APPENDIX M
LEARN AND EARN EVALUATIONPROJECT University of Florida Gainesville
Semi-W eklStudent Chec School Name Date Teacher to each of thefollow- Please check your evaluationof the student in regard ing characteristics:
1) Personal appearance: fair very good poor good very poor
2) Behavior: fair very good poor good very poor
Reaction to this program: somewhat interested very interested hardly interested mildly interested not interested
Interest in regular school program: average very high low high very low
Relationship to peers: 5) a littl'6 friendly very friendly somewhat friendly friendly unfri ndly
6) Punctuality: fair very good poor good very poor -113-
APPENDIX N'
LEARN AND EARN PROGRAM Weekly Classroom TeachingExperience Report University of Florida, 1970
Automotive () Program (check one) Supermarket ( ) Date Teacher Hosp. Motel ( )
1. Specific materials used inthe Teacher Experience:
How many students involved?
Describe the teaching experiencein one or two paragraphs:
Yes 4. Did you consider it beneficial orsuccessful?
Why
Please use separate pageif necessary. -114-
APPENDIX 0
Migrant Compensatory EducationEvaluation Project
WORK SAMPLE - JRSE'S AIDE DOT 355.878
INTRODUCTION
The purpose of this test is to measurethe student's capacity to master It is also designed to pro- some of the basic dutiesof the nurse's aide job. vide the student with a realistic"feel" of the job as a job-exploration sub-sections: (1) bed making, (2) tem- experience. The test is divided into 3 perature, pulse, and respirationtaking, and (3) output measurement. manual The following traits are measuredby these sub-tests: bed making - dexterity, wr-rk rhythm, following verbalinstructions, retention, neatness; temperature-taking - following verbalinstructions, retentionaccuracy, and reten- counting ability; pulse and respiration -following verbal instructions, tion, counting ability and accuracy;output measurement -counting ability, reading ability of calibratedinstrument, and accuracy.
The following equipment will beneeded for these samples:
Bed making
1 pillow and pillowcase
hospital bed and mattress - bedalready made up
3 cotton sheets or 2 sheetsand draw sheet
Temperature, pulse, and respiration
2 oral thermometers
stopwatch or watch with secondhand
1 person to serve as a subject
Output measurement
1 calibrated 1000 cc graduate
1 bottle with about 3/4 gallonof yellow liquid
120 Appendix 0 - Continued (2)
INSTRUCTIONS FOR NURSE'S AIDE -WORK SAMPLE
hospital The following 0 k sampleshould be conducted in a regular bed, chair, and table. The room which is equippedwith a standard hospital begins. The examiner bed should have appropriatelinen on it when the test gallon container, should place the 1000 cc measure onthe table along with the placed on the table. and two oral thermometers. Cleaning swabs should also be takes his pulse, tem- The examiner should sit onthe chair while the student
perature, and respiration. and other There should be only onestudent in the room at a time, The examiner should students should not be allowedto observe the test. questions during read the instructions clearlyand he should not answer any
the test. task is The examiner should completethe check sheet item as each time taken for the entiretest. 'perfo med. Record time for making bed and
121 -116-
Appendix 0 - Continued (3)
DOT 355.878 INSTRUCTIONS FOR CONDUCTINGWORK SAMPLE FOR NURSE'S AIDE
BED MAKING: Unoccupied, closed bed Bed should have dirty Lower the hospital bed andcrank up the head end. the room from the bed. The student will linen on it. Stack clean linen across have to carry the linen tothe work station. LINEN FROM THIS BED AND PUT Say to the student,"PLEASE REMOVE THE DIRTY A CLEAN PILLOWCASE. MAKE ON A CLEAN BOTTOM SHEET,DRAW SHEET, TOP SHEET, AND dirty linen receptacle orindicate where A CLOSED BED." (If possible, furnish a the dirty linen is to beplaced).
Make out the check sheet(Items 1-14).
TAKING TEMPERATURE, PULSE, ANDRESPIRATION where both you and the Have two oral thermometersready and put a stopwatch Give the student a thermometerand say, "THIS IS A DIRTY student can read it. properly THERMOMETER--CLEAN IT AND SHAKE ITDOWN PLEASE." If the thermometer is the tc t, but if you cleaned, let the student useit for the following part of clean thermometer. think it is not clean, thensupply the student with a WRITE DOWN Say, "NOW PLEASE TAKE MYTEMPERATURE, PULSE, ANDRESPIRATION. which is written pulse YOUR RESULTS HERE." Point to a piece of paper on While the student is takingthese three temperature , respiration . Be as casua: readings, you should be taking your ownpulse by feeling your neck. be aware that you aredoing it. as possible aboutthis so the student will not Then ask, "WHAT SHOULD YOU ASKA PATIENT BEFORE YOUTAKE HIS TEMPERATURE? MOUTH?" ROW LONG SHOULD THE THERMOMETERSTAY IN THE PATIENT'S
Make out a check sheet (Items15-26).
MEASURING OUTPUT container of Provide a 1000 cc graduatedmeasuring cylinder and a gallon Pour 400 cc's of liqridinto the graduate cylinderand ask, yellow liquid. Then pour some "PLEASE TELL ME HOW MANY CC'SOF LIQUID ARE IN THISCYLINDER." and ask the same question;then more liquid in--so thatthere are about 730 cc's of the cylinder so that 640cc's remain and ask the same pour some liquid out the check sheet as Get three readings fromthe student and score on question. of the correct reading. a "Yes" if the answers arewithin 5 cc's (plus or minus )
- Make out thecheck sheet (Items 27-29). -117-
Appendix 0 - Continued (4)
CHECK .5 EET FOR WORK SAMPLE -- NURSE'SAIDE -- DOT 355.878 Age Name School Date
Bed making Yes 1. Keeps linen away from body when carrying cleanlinen 2. Flattens bed and raises it for easy reaching . . ... 3. Puts clean linen on side of bed whereshe starts making bed. 4. Removes old linen by folding inward with agentle motion . . 5. Makes one side of a bed at a time--walks aroundbed no more than twice 6. Has excess of bottom sheet at top of bed . . . . 7. Uses square or mitered corners at top only onbottom sheet . 8. Puts draw sheet evenly in middle of bedusing length of
. . . .. sheet across the bed .. .. . 9. Bottom sheet is tight 10. Draw sheet is tight 11. On top sheet allows excess at bottom . . . . . 12. Uses mitered or square corners at bottom only ontop sheet ...... 13. Top sheet smooth? . . .. 14. Holds pillow and pillow case in hands only --does not touch body with either case or pillow
temperatureand res iration 15. Cleans thermometer 2 or more times from clean todirty end only 16. Shakes thermometer down with 2 or 3 quick snaps 17. Reads thermometer accurately (you checkreading) 18. Reads pulse within 4 beats per minute of yourreading . 19. Takes respiration unobtrusively 20. Records reading under right headings on recordsheet . 21. When asked time for temperature, answers "3minutes or more" . 22. Put thermometer under tongue 23. Knows to ask patient if he or she smoked ordrank within the last ten minutes before taking temperature . . . . .
. . . . 24. Finds pulse easily ...... 25. Reads pulse for 30 seconds, but not more than3 minutes . 26. Is able to take pulse, respiration and temperaturein less than 5 minutes
Measuring output 27. Reads first measurement accurately (plus orminus 5 cc's) 28. Reads second measurement accurately (plus or minus 5 cc's) . 29. Reads third measurement accurately
Time for making bed
Time for whole work sample -Il8=
.^PPENDIX P
DESCRIPTION OF WORK SANPLEAPPARATUS
electric The Work Sample apparatusconsisted of a box, housing, mounted on top of motor, transformerand controls. A distributor was operated by the electricmotor. Eight the box. The distributor was the top of the box. All spark plugs, resistor andcoil were secured to ignition system of the components were wiredtogether, simulating the which turned the distributorwas automobile engine. The electric motor Electrical components were controlled by a variablespeed foot pedal. Electrical ^omponents arranged in an order asfound on the auto engine. apparatus. were removableand serviceable on the -119-
Appendix P - Continued
PROJECT MIGRANT COMPENSATORYEDUCATION EVALUATION
Automotive Ignition Tune-upWork Sample
conducted on the ignitionsimulator, The followingperformances are to be using the set of toolsprovided hy the examiner. provided by the examiner, student, without is to be conductedb Y the individual Each of the performances and signal of theczaminer. outside coaching or assistance,and at the direction The direc- readnnly the "directions"to the student. The examiner should the student to performthe task tions should be read oneat a time, allowing of objectives. The examiner should indicated before proceedingto the next set the tasks "no" on the answersheet for each criteria as check either "yes" or placed on each objective. At the end are performed. Maximum time limits are and read the examiner will preparethe testing apparatus of the time indicated, each set of directions areread. the next directions. Timing should begin after should not be allowed toobserve other students Students to be examined allowed to read thistest form during the examination. Students should not be or the answersheet. directions to the student The examiner shouldread the following general "I am going to ask youto do several dif- before beginning theexamination: of tools auto ignitionsimulator. Please use this set ferent things to this directions for each jobI want (display the set oftools).* I will read the signaled for you to Wait until I have readthe directions and have you to do. This is not a speedtest, so you start, then do onlywhat the directions say. task." will be given reasonabletime to complete each sheet before Complete the information onthe left side of the answer beginning the test. be set at 20 thousandthsof an inch, The gap The breaker points should thousandths of an inch. of spark plug numbereight should be set at 40
straight screwdriver, *The tool set consists of one eachof the following: wire feeler gauge, 8-inch Phillip's screwdriver,knife blade feeler gauge, open-end wrenchy-L/S-inch box-openwrench, 3/4-inch pliers, 9/15-inch box-open socket, pull handle. wrench, plug socket,9/16-inch socket, 3/4-inch
125 20-
Test Appendix P - Continued -Automotive Ignition Tune-Up Work Sample the correct tools and removethe 3/8-inch OBJECTIVE Np. 1: The student will select by 2-inch SAE bolt from the apparatus. The student will then relace the bolt andtighten, using the toolsselected. from those provided, and removethe DIRECTIONS: "Select the correct tools bolt indicated by the 'B' on theapparatus."
TIIE LIMIT: 1 minute.
Criteria: 1 The student selected the correct tools
Criteria: 2 The student successfully removed thebolt
CONDITION. Bolt and nut are removed and separate.
DIRECTIONS: "Replace the bolt and tighten thenut."
TIME LIMIT: 1 minute.
Criteria: 3 The student replaced the bolt .... Criteria: 4 The student successfullytightened the nut ...... tool and successfully remove OBJECTIVE NO. 2: The student will select the correct the distributor cover.
DIRECTIONS: "Select the correct tool and removethe distributor cover."
TIME LIMIT: 1 minute.
Criteria: 5 The student selected the correcttool
Criteria: 6 The student successfullyremoved the distributor cover
OBJECTIVE NO. 3 The student will successfullyidentify, by pointing, the selected ignition components.
CONDITION: Distributor cover removed. the following ignition com- DIRECTIONS: "Identify, by pointing or touching, ponents as I name them."
TIME LIMIT: 2 minutes.
Criteria: 7 The student identified the components -
"A" condensor
- breaker points
- rotor
"D" vacuuM advance - Coil -121-
Automotive Ignition Tune-up WorkSample T0.st AppendixP - Continued - - primarycoil lead
- high-tensioncoil lead
spark plug wire
- spark plug correct tool and5uQc,e55fullyremove OBJECTIVE NO. The student will select the the rotor. what is the rotor. CONDITION: Student is informed as to from those provided, alla removethe DIRECTIONS: "Select the correct tool rotor. I will ask you to replaceit later."
TIME LIMIT: 1 minute...... tool.. .. . Criteria: 8 The student selected the correct removed the rotor Criteria: 9 The student successfully kuife feeler gauge and aheckthe breaker 0 -ECTIVE NO. S: The student will select a is okay point opening and correctly statewhether the point opening or not okay, givenorally the correct settingarici tolerance.
CONDITION: Rotor reL:u.-ed. with the knife feei2 gaugeand tell DIRECTIONS: "Check the breaker point gap correct whether or not the gap settingis okay or not oY. The -inus 2 thousandths gap setting is 20thousandths of an inch, plus
TIME LIMIT: I minute.
Criteria: 10 The student selected the knifefeeler gauge.. s
...... Criteria: 11 The student selectedthe correct blade ..
Criteria: 12 The student correctlyoriented the cam
Criteria: 13 The student_correctly insertedthe feeler gauge determined the acceptabiliy 0 Criteria: 14 The student correctly setting correct teol to u50 inremOving the OBJECTIVE NO. The student will identify the condensor. to remove t _e DIRECTIONS: "Show me the tool you would use
TIME LIMIT: 1/2 minute. -122-
Work Sample Test Appendix P Automotive Ignition Tune-up correct tool to usein removing the Criteria: 15 The student named the condensor successfully replace the rotor. OBJECTIVE No. 7: The student will
DIRECTIONS: "Replace the rotor."
TIME LIMIT: I minute. positioned the rotor Criteria: 16 The student correctly
Criteria: 17 The student insertedthe screws replaced the screws Criteria: 18 The student successfully correctly replace thedistributor cover. OBJECTIVE NO. 8: The student will
CONDITION: Rotor in place. cover." DIRECTIONS: "Replace the distributor
TIME LIMIT: 1 minute. positioned the cover Criteria: 19 The student correctly positioned both locks Criteria: 20 The student correctly correctly remove the sparkplug, and correctly OBJECTIVE NO 9: The student will spark plug gap settingis okay or not okay, state whether the spark plug. given the setting andtolerance, and replace the number 8." DIRECTIONS: "Remove the spark plug
TIME LIMIT: I minute. spark plAlg lead Criteria: 21 The student removed the tLe spark plug wrench Criteria: 22 The student selected removed the spark plug Criteria: 23 The student successfully
CONDITION: Spark plug out, leadoff. wire feelergauge, check thespark plug gap and state DIRECTIONS: "Using the is okay or not not the gapsetting Of the spark plug whether or of an inch, plus okay. Thecorrect gapsetting is 35 thousandths ff or minus 2thousandths -123- Sample Test Appendix P - AutomotiveIgnition Tune-up Work
the wire feeler gauge Criteria:24 The student selected the correct wire gauge Criteria:25 The student selected inserted the wire -feeler gauge Criteria:26 The student correctly stated the accuracyof the spark plug gap Criteria:27 The student correctly setting and lead." DIRECTIONS: "Replace the spark plug
TIME LIMIT: I minute. threaded the spark plug Criteria: 28 The student correctly spark plug wrench totighten: the s-park plug Criteria: 29 The student used a the spark plug leadcorrectly Criteria: 30 The student replaced -124- PAGE 5PAGE 4 PAGE 5 PAGE 21 YES NOYES NCI YESNgYES N,',-;- 1---r -1
.
MIGRANTCOMPENSATORY EDUCATION EVALUATION PROJECT AUTOMOTIVE IGNITION TUNE-UP PERFORMANCE TEST -
-1-- -
DATE OF EXAM
AGE STUDENT'S NAME _- - -
SCHOOL'S NAME TEACHER'S NAME -
NO. OF DAYS IN LEARN AND EARNPROGRAM:
NO. OF DAYS WORKED IN JOBD"CEMENT:
IS STUDENT NOW EMPLOYED?(YES) (NO)
; STUDENT'S WORK INVOLVES (CHECK ONE):
AUTO TUNE-UP JANITORIAL SERVICING SALES PARTS REPLACEMENT (OTHER) _
_ TOTAL CORRECT RESPONSES
-,
--___1 130 1 -125--
APPENDIX Q
INSTRUCTIONS FORADMINISTERING SUPERNLARKET WORK SAMPLE sample shouldplace the groceries The personadministering the work in front of thecash register. (see attached list) onthe movable counter of selected; one shouldplay the role Three studentsshould be randomly cashier, and the othershould be the the customer, oneshould be the the groceries. person doingthe bagging of (Give him a real orplay 20- Say to the customer,"Here is $20." handing this the role of thecustomer by dollar bill.) You are to play asks for the priceof the order. money to thecashier when she these groceriesfor this Say to the cashier,"Please check out this on counter.) "You may refer to customer." (Indicate those groceries marked to register)if the prices price list (point toprice list attached cash Remember, present alltotals on your on each item arenot clear. customer in 4 grocerystore. You register tape as if youwere serving a the push your firstkey until you give will be timed fromthe moment you placed in the cashregister change to yourcustomer." (Change should be
drawer.) while the worksample test is No conversationshould be permitted
being given. "Please place these Say to the personbagging the groceries, be required to startuntil enough groceries in bags."Student should not
items are beforehim for bagging.
131 , each of the 3 roles,customer, Rotate students sothat each one fills for each.student ashe performs cashier, and bagger. Fill out check sheet
in the cashier andbagging roles. and bagger, ask him, After each student_hasperfOrmed as a cashier place them on the emptyshelf as "Please take theseboxes of cereal and store."Furnish him withcereal they should be shelvedin a real grocery and mark checklist. boxes of different typesand sizes (see list)
132 PRODUCTS LIST Price Product Name $ .29 Arrow white bleach .69 Astor, Coffee .29 Astor, Ground Nutmeg .17 Banquet, Beef Pie .29 Borden, Ice Milk Bar 2/.28 2 Campbell's, Tomato Soup .21 Campbell's, Turkey NoodleSO= Pi:za .69 Chef Boy-ar-dee, Cheese 1.24 Cold Power Drink 3/1.00 2 Del Monte, Orange .79 Johnson, Glo-Coat .45 Kellogg's, Blueberry FrostedTarts .35 Kellogg's, Raisin Bran .45 Kellogg's, Sugar FrostedFlakes .35 Kraft, Miracle Margarine .49 Kraft, Bridge Mix .52 LaChoy, Singapore Salad .45 LaChoy, Sweet and SourSauce .83 Manpower Deodorant .39 Mr. Clean .40 Nabisco, Vanilla Wafers .33 Pantry Pride, Milk .79 Pinebreeze, Eggs Dinner .69 Swanson, Fried Chicken .79 Swanson, Swiss Steak .67 1-6 pk. Coca Cola .18 Bottle Deposit -128-
APPENDIX Q Name School Date
CHECKLIST FOR SUPERA.N,RKETWORK SAMPLE
(Scale: 1-good, 2-fair, 3-poor) 1 2 3 CHECKING: and type of product. (1) Accuracy in prices positioned amount controlmethod of (2) Used the proper keyboard operation. priced items together as oneunit. (3) Checked the multiple
(4) Counted change backtocustomer.
(Scale: Yes - No) for movable belt. (5) Used the foot pedal crushable items so thatthey (6) Checked perishable and can be placed atthe top of the bag. unmarked or illegiblypriced items. (7) Ran price checks on (s) Subtotaled to determinesales tax.
(9) Computd and recorded sales tax. taken to check theorder? (10) What amount of time was Yes - No) YesNoNA BAGGING: (Scale: crushable items placed atthe top of (1) Were fragile and the bag? and ice cream placedin an (2) Were frozen food items insulated bag? ammonia, and odor causing (3) Were soaps, bleaches, merchandise kept separatefrom other foods? above the top of any onebag? (4) Was merchandise packed Yes - No - NA) Yes No NASHELVING: (Scale: placed together alternatingsmall (1) Were similar items and large.