Search

During its first year of operation (1997-98), the Kentucky Migrant Technology Project successfully implemented its model, used internal and external evaluations to inform improvement of the model, and began plans for expansion into new service areas. This evaluation report is organized around five questions that focus on the project model and its implementation, reaching the target population, service delivery, project outcomes, and evaluation to improve program effectiveness. The project seeks to develop innovative uses of technology to enhance the education of migrant students: to increase academic achievement, continuity of education, and appropriateness of educational programming for migrant students; to decrease dropout rates and increase reenrollment of dropouts; and to increase parental involvement. First-year project activities included helping teachers integrate technology into the curriculum; working on development of an Internet-based records transfer system; monitoring use of software and supplementing it as needed; and providing technology training to teachers, administrators, and migrant parents. The project focused on delivering services within 11 Kentucky school districts enrolling 1,334 migrant students. This report also discusses overcoming educator resistance to new technologies, the processes of identifying and recruiting student participants, statistical data on the services delivered, and the project's objectives and the second-year evaluation to measure progress toward them. Appendixes include a reprinted article "The Electronic Emissary: Bringing Together Students, Teachers, and Subject Matter Experts"; information on eligibility, student recruitment, and Migrant Education Program procedures; newspaper clippings; the project management plan; the project audit list; and a computer user's survey. (SV)

An exploratory study examined the past and present participation in education of 34 parents enrolled in 5 model family literacy programs in North Carolina and Kentucky. All respondents were high school dropouts. Over half had dropped out of adult basic education classes before completing a high school equivalency certificate. The study focused on respondents' stated reasons for dropping out of high school and for entering educational programs as adults. The following data were collected: (1) descriptive information collected by teachers at the family literacy sites, including demographic descriptions and respondents' stated reasons for entering the programs; (2) field notes generated during investigators' site visits; and (3) in-depth interviews with respondents. Study results showed that school dropout was not simply a function of low attendance, low grades, poor peer relations, substance abuse, and delinquent behavior, although all factors were present. Underlying causes were traced to a process of disengagement from schooling that began at the transition from elementary to middle school. The sense of alienation from schooling persisted through young adulthood and was an important factor in decisions to drop out of adult basic education programs. Parents persisted in family literacy programs because programs addressed that sense of alienation. Parents and children developed not only literacy skills but also an identification with schooling. (80 references) (YLB)