CPS - Evaluation Projects

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Evaluation Projects

Evaluation Projects in Chesapeake (1995 - 2001)
Since 1995, evaluations by the Program Evaluation Team that have resulted in significant change in the division as follows:

Lease/Purchase Arrangement (1995-96)
As its first formal evaluation, the Program Evaluation Team studied the cost effectiveness of the division’s lease/purchase arrangement as compared with the method used by the City. The evaluation determined that the City method offered greater potential savings to the taxpayer. The division began participating in the arrangement of the City on an annual basis.

Grounds Maintenance Evaluation (1995-96)
The CPS grounds crew was found to be efficient and cost effective when compared to 14 surrounding divisions and municipalities but lacked effectiveness in providing quality service to the schools. Corrective measures were taken by the department; in a follow-up survey one year later, 71% of principals responded that lawn service had improved. A request for bids from private lawn care companies revealed that the lowest bid received would have cost $46,000 more than the current use of temporary workers to assist the full-time crew.

4 X 4 Block Schedule Evaluation (1995-96)
The 90-minute block for classes at Western Branch High School was evaluated in the first year of implementation. The results of the yearlong study revealed both positive and negative features of the longer block. The study subsequently became the foundation for guidelines (e.g., staff development, preparation of the community) for other CPS schools preparing to adopt a longer block for classes. Since the fall of 1998-99, all Chesapeake high schools are on a form of block scheduling. This evaluation received the meritorious research award from the Virginia Educational Research Association in 1998 and was published in ERS Spectrum, Winter 1997.

Developmental Program Evaluation (1996-97)
In this special program offered after kindergarten for immature students "unready" for regular 1st grade, the quality of teaching is high, but students do not catch up in terms of achievement with an extra year of schooling. The additional year is costly ($595,000). A task force was formed to revise the program to give appropriate instruction without an extra year of schooling.

Laboratory School for the Academically Gifted (1996-97)
The Program Evaluation Team concluded that the program is highly regarded by parents, students, and principals. It was also concluded, however, that the curriculum was not in line with the standards of learning, the location of the program should be more central within the division to increase instructional time, and 4th and 5th graders should attend rather than 5th and 6th graders. The executive summary was published in ERS Spectrum, Winter 1998.

Employment Plus Evaluation (1997-98)
Employment Plus is a state-approved high school program which offers preparation for the GED as an alternative to the traditional diploma program. It was found that many students who could potentially benefit from the alternative program were not considered for enrollment, that there was an imbalance in enrollments among schools, and that the cooperative work experience requirement hinders participation by some students (e.g., transportation problems). As recommended in the evaluation, GED preparation programs have been expanded beyond the Vocational Education Department.

Education for Employment (1997-98)
EFE is a state-recommended vocational education program designed to motivate high school students to stay in school through a program of basic living skills, human relations skills, and career exploration. The intent is for students to enroll in another vocational education program (e.g., marketing). Student data revealed a clear need for programs that target academically disadvantaged ninth graders. One-third of EFE students were in grades 11 and 12, limiting transition to another vocational program. Also, the curriculum was found to be outdated and limited in its relationship to the four core subject areas. The curriculum was updated to include the Virginia Standards of Learning. A task force was formed to revise the program to benefit more ninth and tenth graders.

Program of Accelerated Learning (PAL) (1998-99)
PAL is a unique program to accelerate students who fail the 7th grade and students who pass the 6th grade but previously were retained. Two years of instruction (7th and 8th) are provided in one. PAL has been successful in terms of the number of students promoted and the number graduating on time due to PAL teachers who set high standards for achievement in a nurturing environment with a solid academic curriculum. Most PAL students, however, have been from only three of eight middle schools. PAL students need greater support in 9th grade, and the effectiveness of the curriculum would be difficult to replicate due to a lack of documentation. Expansion of PAL, more support in 9th grade, and documentation were recommended.

Reading Recovery (1998-99)
This is a one-to-one tutoring program designed to assist 1st graders having difficulty learning to read. The evaluation examined "who is served," the program model, student achievement, and satisfaction relative to cost. Short-term achievement data support the expectations of Reading Recovery over time, and some of the cost has been offset because students have avoided more expensive special ed placement and retention. However, many who could benefit were not served, and serving all is not feasible due to the high cost. While most of the sample studied had scores in the low band on the RR Diagnostic Survey, only 43 percent of the lowest-achieving were selected. Further expansion of the program has been suspended until long-term achievement data are available.

Technology Support Program (1999-00)
The Department of Information Technology has established a solid infrastructure of hardware and systems. The evaluation was designed to examine the level of support to technology. It was concluded that the lack of standardization of software and the segmentation of support personnel into four groups that work independently have limited effectiveness and efficiency. Technology users recognize the enormity of the task of IT to support the more than 8600 division computers (the ratio of support personnel to computers is 1 per 344). Another finding was that the integration of technology by secondary teachers was limited in 1998-99, which teachers attributed to the need for more classroom computers. Recommendations have been prioritized for action. IT personnel have been reorganized into teams. Software evaluation guidelines have been set.

Student-Operated Radio Station (2000-01)
WFOS 88.7 is a powerful non-commercial radio station representing a valuable asset to the school division (i.e., provides information in emergencies, reaches listeners from Gloucester to Elizabeth City, helps students enter the broadcasting field). The operation, however, had not been updated since 1975. As a result of the evaluation, a new model of operation and instruction has been implemented (e.g., a revised curriculum emphasizing technology; automated programming to replace "live" on-air programming; a broadcast instructor with a balance of computer technology, teaching, classroom management skills; new facilities inside CCST).

Print Shop (2000-01)
The CPS shop is highly regarded by division and city personnel because of the impressive quality of printed products and the shop’s service orientation. The production-oriented nature of the operation, which has evolved because of the high volume of printing required (especially at the end of summer just before school begins), has left scant opportunity for analyzing work flow and efficiency procedures. The completion of some instructional printing projects has been delayed. In addition, experts currently recommend the use of digital technology to offer "print on demand," as a complement to the offset presses and related equipment that now dominate. A follow-up evaluation recently conducted found that the "crunch" was alleviated this year because the shop extended its hours to accommodate the summer work load. The Print Shop administrator indicated also that a digital production publishing system will be included in a future Print Shop budget.

Middle School Foreign Language Program in Three Pilot Schools (2001-02)
This pilot program is offered at Oscar Smith Middle, Hickory Middle, and Crestwood Middle. Two significant changes in the division have diminished its relevance: a move to block scheduling that allows students who need more time to take a foreign language in high school and the introduction of SOL Prep courses, which many of the targeted population take instead of a foreign language. Students in the two-part program were generally successful in terms of achievement and taking high levels of language; however, it was found that many of the students could have been successful in the one-year program for 8th graders. It was recommended that the two-part program be discontinued and exploratory options offered first to 6th graders and then an exploratory or credit-bearing option made available to 7th graders.