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DOCUMENT RESUME California State Dept. of Education DOCUMENT RESUME_ ED 198 2i5. UD 021 236 'AUTHOR Wayne', Gayle TITLE C-alifornia's Demonstration Programs in Reading and Mathematics. INSTITUTION California State Dept. ofEducation,.' Sacramento. PUB ,DA-TE BO 'NotE 63p.: V.ot available in paper copy due to, institution's:restriction.. AVAILABLE. FROM Publication Sales, CaliforniaState. Department:of Education, P.O. Box 271, Sacramento, CA95802 ($2a00)2 EDRS. ED? PRICE MEDI Plus'Poszage. PC Not Available from DESCRIPTORS Academic Achievement: *Cost' EffectiveneSs: *Demonstration.tenters: Economically Disadvantaged: Rducational Improvemen. Educationally Disadvantaged: Junior High Schools: *Mathematizs'Education:*Program Descript.Lons:-Prograt Effectiveness: Program Evaluation: Trograth IMplementation: Reading Achievement: *Reading Programs: RemedialMathematics: *Remedial Programs: Remedial Reading IDENTIFIERS *California: Demonstration Programs Reading.Math (California) ABSTRACT.' The Demonstrat.ion Programs ihreading and Mathematics were initiated inCalifornia.im an' effort to improve thereading and mathematics 'performance ,of secondaryschool, students from neighborhoods characterized by high povertylemels, transiency, and low test. scores. The programshave operated-1n California schoolsfor the pa"St 1 years. °Each programis evaluated annually using a formula that takes into account both studentachievement and cost effectiveness. The reportdescribes DemOnstration Programs now being \-implemented in 21 California junior ,high schools: 12reading. programs, one reading andmathematics program, and eight mathematics °PrOaras. Each report includes a program profileand a generil description cf program offerings and operation.Some reports include' descriptions of methods and materialsused, the staff, physical space and hardware, and notes onreplicating ,the program. (MK) *********************************************************************** * * Reproductions stpplied by EDRS are thebest that can be made * from the' original document. ***********************************************************************YV LrN - 3 Calif s e.41nistra tienPrograms inReadingandMathematics O 4-8 "PERMISSION TO REPRODUCE THIS MATEF,IAL IN MICROFICHE ONLY DEPARTmENT OFHEALTH. HAS BEEN GRANTED BY USEDUCATION aWELFARE INSTITUTE OF . NATIONAL EDUCATION HAS BEENREPRO- DOCUMENT RECEIVED FROM THIS EXACTLY AS ORIGIN- DUCED ORORGANIZATIONOPINIONS THE PERSONPOINTS OFVIEW OR TO THEEDUCATIONAL RESOURCES ATING IT REPRE- NOTNECESSARILYINSTITUTE OF INFORMATION CENTER (ERIC)." STATED 00 NATIONAL SENT OFFICIALPOSITiciN ORPOLICY 0, EOUCAT'O.N 4100 State Ddpartinent of Eciticatlson SonoRilesuperintendentof Public Instruction-Sacramento, 1980 JAN 1 61981 Credits and Publishing Information California's Demonstration Programs in Reading andMathematic.s was written by Gayle Wayne in cooperation with theindividual,demonstration program directors. Editorial assistance anddirection was provided by Earl Watson, manager, Derhonstration Programs, ExemplaryPrograrhs Replica- tion Unit, Education Innovation and SupportServices, Office of Instruc-. tional Support and Bilingual Education; and GeorgeNeill, assistant state. superintendent, Office of Information, California StateDepartment of Edu- caticin. The document was prepared for photo-offsetproductiod by the Bureau" of Publicationsewith artwork by Cheryl Shawver;and it was pub- lished by the California State Department of Education, 721Capitol Mall, t. Sacramento, CA 95814. The document was printed by theOffice of State Printing and distributed under the provisions of the LibraryDistribution Act. 1980 1.c Copies Of this publication are available for $2 per6,4py, plus 6 percent sales tax for California residents (61/2 percent forBay Area Counties),; from: Publications Sales . California State Department of Education P.O. Box 271 Sacramento, CA 95802 A list of other publications that are available fromthe Department, Selected Publications of the California State Department.of Education,may be obtained by writing to the same address. A partial list of publications that are availablefrom the Department appears on page 60 of this publication. a 3 Foreword. , One of the most serious problems confronting cessful Demonstration Programs in. Reading and Californiaand the nation as wellas we enter the Mathematicg described in thissreport should be of 1980s is a social bomb that cannot be ignored with- particular. interestand help2--to California educa- out endangering our future as a dynamic, healthy tors in the early 1980s. They have a record of society. improving student achievement that _deserves spe- The problem, which really is tatime bomb wait- cial recognition. Between 1970 and1980, they ing to go off, is the current plight of far too many reported learning gains that are truly phenomenal. teenagers and young adults. In some of the most In the1978-79 'school year,1-51- example, the disadvantaged ,urban areas, as many as 35 to 45' median increase in reading was-141 percent over -percent of these young peoi-he are unemployed. the predicted gain'for_similaestuderits. In mathe- They are resentful, frustrated people who have matics, the increase was a dramatic 518 percent known little but failure. And certainly one of the over the predicted gain. major causes of their predicament is that many of Two other resources, both of which offeitvexem them never learned to read or compute at a basic plary programi at the secondary school level, are level of competency. the National Diffusion Network (NDN) and Title This is an intolerable loss of human. potential. IV-C of the Elementary and Secondary Education Fortunately, junior and senior high schools are Act: Both are federally supported and both provide. beginning to receive the attention elementary schools interested schools with funds for replication of suc- received. through special state and federal pro cessful practices: Both are also available to Califor- grams, starting in the last half of the1960s. nia educators through the California State Depart- One major effort began in California in 1974 ment of Education: when I appointed .the RISE (Reform of Interme- Thus, as we enter a period whenfschool imprOve- diate and Secondary Education) 'Commission to ment in our junior and'senior highchoolsis a top study problerris in California's junior and seni'cir, priority, we are -rich in resources for ideas, for high schools and, to recommend solutions. After' materials and for entire programs. nearly a -year of hearings and deliberations, the. Obviously, these successful -programs deserve Commission suggested a number of reforms that close scrutiny by all school administrators, school arebeing.implemented at least in part by 198 second-- board members.; teachers' and parents who . are ary schools participating-in the state's newSchool interested in improVing reading and mathematics Improvement Process (SIP). Heavy stress -is- being programs in junior and senior high_schools. placed on reading and computation. I urge educators,,school board membersnd par- Another major effort to improve junior and ents to study this report. The programs-described senior high schools' is President Carter's Youth in the following .pages have proved themselves Education and Employment InitiaGye, which ear- repeatedly as especially successful. They may have marked $900 million for the new federal Depart- the answers you are looking for. ment of Education to launch-the program in fiscal year 1981. This new program, designed toprovide compensatory education and job skills for disad- vantaged teenagers, will emphasize basicskills (reading and mathematics) and vocational education. Because of this new emphasis on improving edu- cation at the secondary schoOl-level, the highly sue- Superintendent of Public- Instruction. o . ' 'Content$ ' Foreword , iD ---Roosevelt Junior High School, Oakland ,nified School District29-; Chapter IThe-Demonstration Programs: 1- leie.aJunior High, School, Bakersfield What Are They? How Do They Work? 1 ,I.inified School District 31 ,7_,Santa-Barbara Junior High School, Santa Legislative Beginnings 1 Barbara City High School District33 Why Such a Success? -2 -'".' The Cost Effectiveness Formula 3 Chapter IVA Demonstration Program Dissemination and Replication3 in Reading and Mathematics 37 Chapter IIEvaluation: TestRestilits, Cost Terrace Hills Junior High. School, Colton a Effectiveness and Competition Unified School District37 Chapter VDemonstration Programs Chapter HIDemonstration Programs 39 in Reading 9 in Mathematics De Anza Junior High School; Ontario- Franklin Junior High School, Long Beach Montclair Unified School District 10 , Unified School District40 Edison Junior High School, Los Angeles Washington Junior 'High- SchOOl, Long- 42 Unified School DiStrict 13 t Beach Unified: School District IMperial Junior High School, Ontario--4,--' Mission Junior High School, Jurupa Montclair Unified School. District 15 Unified SchOol District43 S&nta Fe Middle School; .MonrOsvia Pacoinia Junior High School, Los'Angelet 45 Unified School District 17 Unified School District Central Junior HighbSchool, Pittsburg Sierra Middle SchOblo:Riverside Unified School District, 47 -. Unified 'School District-19 1 Compton Junior High SchOol; Bakersfield Carter Middle School, OaklandUnified City Eleinentary Saba District .21 School District-49 Franklin Middle School, San Francisco .Hoover Junior. High. School, San Jose Unified School District23 Unified Schools District 51 Peter Burnett Junior High School, San' Greenfield JUnior High School, Greenfield 53'. Union
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