1 / 59

Migrant Education Comprehensive Needs Assessment

Migrant Education Comprehensive Needs Assessment. Overview Preliminary Report Jorge Gaj, California Department of Education Margit Birge, California Comprehensive Center at WestEd Armando Tafoya, California Comprehensive Center at WestEd. What Is the Comprehensive Needs Assessment (CNA)?.

rumer
Download Presentation

Migrant Education Comprehensive Needs Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Migrant Education Comprehensive Needs Assessment Overview Preliminary Report Jorge Gaj, California Department of EducationMargit Birge, California Comprehensive Center at WestEdArmando Tafoya, California Comprehensive Center at WestEd

  2. What Is the Comprehensive Needs Assessment (CNA)? • The Comprehensive Needs Assessment process is a national effort : • to determine the needs of migrant students, • to target those areas most likely to impact the educational success of migrant students, • to offer evidence of success for the Migrant Education Program, • to be ongoing .

  3. CNA Cooperative effort: • USDE – Office of Migrant Education • Five Federal Comprehensive Centers • Based on pilot conducted in four states: • Arizona • Texas • Michigan • Pennsylvania

  4. Benefits of Conducting a Comprehensive Needs Assessment (CNA) The process: • encourages a thorough review of the entire statewide Migrant Education Program, • engages Migrant Education Program staff, parents and community members, • develops critical areas of focus for the Migrant Education Program.

  5. Levels of Needs • Level I: Service receiver needs (Migrant students & their families) • Level II: Service provider & policy maker needs (School staff & migrant liaisons, administrators, community services staff) • Level III: System needs (resources/ procedures/retrieval systems /transportation/supplies/delivery systems)

  6. Goal Areas from NCLB • School Readiness • Proficiency in Math • Proficiency in Reading • High School Graduation

  7. Common Areas of Concern • Educational Continuity • Instructional Time • School Engagement • English Language Development • Educational Support in the Home • Health • Access to Services

  8. Three Phase Process • Phase I: Explore “what is” • Phase II: Gather and analyze data • Phase III: Make decisions

  9. Phase I • Started with 40 concern statements • School Readiness • Reading • Mathematics • High School • Out of School Youth (OSY) • Determined which concern statements could be investigated with data • Within constraints in time • Within constraints in resources

  10. Phase II • Data Sources • Parents • Students • California Department of Education • Migrant Education Program • Schools and School Districts

  11. Areas of Statewide Findings • Age of Kindergarten Enrollment • English Language Acquisition • Skills Upon entering High School • Academic Progress in High School • High School Graduation

  12. Age of Kindergarten Enrollment • Concern: Migrant students are not enrolled in kindergarten and do not advance to first grade in a timely manner.

  13. Age of Kindergarten Enrollment • Data submitted by the Migrant Regional Offices (FY 2004-2005) • Guidelines dictate that students entering kindergarten should be 5 years of age by December 2nd.

  14. Age of Kindergarten Enrollment Findings: Only 61% of migrant students enter kindergarten at the regulated age. Nearly 24% are overage upon entering kindergarten.

  15. English Language Acquisition • Concern: English learner migrant students are not acquiring English at the expected rate of development.

  16. English Language Acquisition • Data provided by the California Department of Education for 2005 • Students whose native language is not English are assessed annually to determine English proficiency using the California English Language Development Test (CELDT)

  17. English Language Acquisition Findings: Despite a quicker start than non-migrants, migrant students take longer to achieve proficiency in English as measured by years in school for each level.

  18. Academic Progress in High School - Part 1Language Arts • Concern: Migrant high school students are not completing courses that meet A-G requirements.

  19. Academic Progress in High School - Part 1Language Arts • The CNA Management team selected a representative sample of migrant students enrolled in the 11th grade in 2005-2006 • Regional Data Liaisons from 23 MEP regions collected information on course completions • 404 completed forms were returned to WestEd. • Logic: UC requires 4 year of English course work. At the mid-point in High School (start of 11th grade) students should have completed half of the requisite English courses to graduate eligible for UC admission.

  20. Academic Progress in High School - Part 1Language Arts • Findings: At start of the 11th grade, only 50% of migrant students are on track to graduate UC eligible.

  21. Academic Progress in High School- Part 2Mathematics • Concern: Migrant students scoring proficient or above on the Math CST are not completing A-G math requirements successfully.

  22. Academic Progress in High School- Part 2Mathematics • The CNA Management team selected a representative sample of migrant students who scored proficient or above on the 9th grade Algebra I test in spring of 2005 • Logic: High achieving migrants students who pass Algebra 1 should be placed in math courses that follow in sequence.

  23. Academic Progress in High School- Part 2Mathematics • Finding: Of the sample of 260 migrant students who scored proficient or above on the Algebra I CST, 96.5% were placed in a progressive math course the following year.

  24. Academic Progress in High School- Part 2Mathematics • Further investigation showed that despite the state’s goal for students to complete Algebra 1 in the 8th grade, it is not the case for many migrant students. • Moreover, many migrant students are taking coursework that is at least one grade level lower.

  25. Academic Progress in High School- Part 2Mathematics

  26. Academic Progress in High School- Part 2Mathematics

  27. Academic Progress in High School- Part 3 CAHSEE Passing Rates • Concern: Migrant students are not completing requirements that lead to high school graduation.

  28. Academic Progress in High School- Part 3 CAHSEE Passing Rates • Data obtained from the California Department of Education • CAHSEE is administered to all 10th, 11th and 12th grade students • CAHSEE is composed of a mathematics and a language arts sections • In the 11th and 12th grades, students have multiple opportunities to take and pass one or both sections of the CAHSEE

  29. Academic Progress in High School- Part 3CAHSEE Passing Rates

  30. Academic Progress in High School- Part 3 CAHSEE Passing Rates

  31. Additional Areas of Investigation • Engagement to School Community • Health Needs • Math Supplemental Services • Educational Support in the Home • Out of School Youth (OSY)

  32. California Health Kids Survey • California Health Kids Survey (CHKS) asks students about: • Affinity to school • Diagnosed with asthma • Medical check-up in the last 12 months • Weight control • Dental visits • Feeling sad and hopeless • Suicidal feelings and attempts • Some comparison data available from the Youth Risk Behavior Surveillance System (CDC)

  33. Migrant-Like Construct • Used to approximate migrant student responses Construct is: • Focused on large migrant student population high schools • Students who self-reported Latino/Hispanic, and • Self-report moving more than 2 times in the last 12 months

  34. Migrant-Like Construct Deficiencies: • Lacks validation for actual migrant status • No way to determine if student is actually a migrant student • Lacks reasons for reported moves • Context for moves could be other than seasonal work related

  35. Health needs of Migrant-Like Students • Using the migrant-like construct produces results that mirror state and national averages. • Of concern, suicide attempts by migrant-like students are more severe compared to state and national averages.

  36. Health needs of Migrant Students Data Collection: Parent Questionnaires • 1) More than 1,900 questionnaires were administered by MEES staff during home visits in 19 MEP regions. • 2) Over 430 questionnaires were completed by parents of K-12 students at meetings and trainings in 5 MEP regions.

  37. Health needs of Migrant Students • Approximately 10% of the K-12 parents and 3.5% of the MEES parents responding to the questionnaire said their children are not receiving adequate health care. • The reason given most often for not receiving adequate health care was lack of financial resources.

  38. Educational Support in the Home • Some concerns about parental support: • Books in the home • Reading to children • Helping with homework

  39. Educational Support in the Home Data Collection: Parent Questionnaires • 1) More than 1,900 questionnaires were administered by MEES staff during home visits in 19 MEP regions. • 2) Over 430 questionnaires were completed at meetings and trainings in 5 MEP regions.

  40. Educational Support in the Home Highlights of findings: • 76% reported having children’s books in Spanish. • 56% reported having children’s books in English • 88% read to their child at least once per week • 46% have a library card

  41. Educational Support in the Home Highlights of findings: (continued) • 76% reported spending at least 1 hour per week to helping with homework • 66% reported feeling “comfortable” in helping with math homework

  42. Out-of-School Youth (OSY) • Migrant students under the age of 22 who have not graduated from high school and are not in school pursuing a high school diploma. • In 2004-05, California MEP identified 37,132 OSY • May be under-counted due to lack of identification and lack of services

  43. Out-of-School Youth (OSY) Two Groups: • Drop-outs: Youth who have attended school in the U.S. • Here to Work: Youth who have not attended school in the U.S.; educational levels range from very little formal education to completion of 8th grade or higher.

  44. Out of School Youth We obtained data for both drop-outs and “here to work” youth in the following areas: • Reasons for leaving school • Educational goals • Health & Socio-economic needs Data gathered from 541 OSY in Regions 1 & 11 between 2002 and 2005

  45. Out-of-School Youth (OSY) Reasons for leaving school given most often: • Drop-outs:: low credits or age (28%) or unmotivated (22%) • Here to Work: 39% left school in order to work

  46. Out-of-School Youth (OSY) Educational goals most often given: • Drop-outs: Earning a high school diploma (53%) • Here to Work: English as a Second Language (83%)

  47. Out-of-School Youth (OSY) Health needs reported: • Over half of all OSY reported a medical or dental need. • Close to 2/3 of Here to Work youth reported medical, dental, and/or vision needs.

  48. Out-of-School Youth (OSY) Socioeconomic needs cited most often by OSY: • Counseling & Clothing (49%) • Transportation (41%) • Drug and Alcohol Intervention (40%)

  49. Limitations of available data • Data is not collected in the same way in every region Examples: Health services, OSY, Parental Support • Data is not centrally aggregated Examples: Health services, OSY, school attendance

  50. Limitations of available data • Statewide data does not identify migrant students. Examples: 1) ”Healthy Kids” Survey 2) First Five pre-school services • Data is not available regarding services received from non-MEP sources Example: Math supplemental services

More Related