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The primary question posed in this study is whether premium or regular gasoline is more cost effective for the Montgomery County Public School (MCPS) bus fleet, as a whole, when miles-per-gallon, cost-per-gallon, and repair costs associated with mileage are considered. On average, both miles-per-gallon, and repair costs-per-mile favor premium gasoline by a slight margin. However, cost-per-mile significantly favors the use of regular gasoline with the net result that the total cost-per-mile is approximately one-half cent less for regular gasoline. Based on a bus fleet operation of 7,973,488 miles annually, the potential savings for MCPS by the use of regular gasoline are $39,070 or approximately 2.6 percent of the $1,475,200 budgeted in Fiscal Year 1979 for bus operation and maintenance. Study results confirm the decision a year ago to convert the school bus fleet to regular gasoline. If the difference in cost between regular and premium gasoline continues to increase, the projected savings from that decision will also increase. Secondary study results suggest the need for continuing to monitor the scope of bus operations, to enable effective management decisions concerning this matter. (Author/KM)

An analysis of the relationship between federal, state, and local policies, procedures, and documents governing the implementation of special programs for the handicapped was commissioned by the Montgomery County Public Schools (MCPS) Department of Educational Accountability in the summer of 1979. The purpose of this analysis was to determine whether existing MCPS documents are consistent with federal and state documents, sufficiently comprehensive, or excessive in relation to the documents at the federal and state levels. The adequacy of the procedures for compiling these documents was also examined to determine whether or not they were readily available to parents and staff. The analysis examined available documentation, including relevant MCPS policies and procedures, administrative directives, Access to Continuum Education Services (ACES), federal and state legal documents, relevant materials published by the Maryland State Department of Education, and personal correspondence involving legal clarifications or interpretations requested by local school districts. The analysis showed that generally MCPS documents are consistent with federal and state legislation, do not exceed federal and state requirements, and meet the criteria of comprehensiveness. However, in some specific areas, shortcomings were identified. In addition, the analysis showed that the present system for compiling policies is inadequate. (Author/BW)

The purpose of the Minority/Majority Experiences Study was to secure baseline data on the status of the Montgomery County Public Schools (MCPS) as regards issues of educational equity. The present report examines services for the gifted and talented and advanced placement students. The study found that gifted and talented programs are available in about half the MCPS schools. The majority of the programs are less than two hours per week in duration and are limited in grade coverage. Raising serious questions regarding the sufficiency and equitability of program offerings. Analysis of participation data shows that blacks and Hispanics are severely underrepresented relative to whites and Asians in gifted and talented programs. The problem is especially noticeable for blacks. In addition, analyses suggest that the multicriterion selection procedure, intended to supplement selection based on test score performance, was not uniformily benefitting all groups of students. Participation data on advanced placement courses generally are consistent with that found for the gifted and talented program. Black and Hispanic students are underrepresented relative to whites and Asians. At all levels of the school system, therefore, the data show differential access to services as a function of racial group. (Author/BW)

The Division of Maintenance of the Montgomery County (MD) Public Schools (MCPS) is responsible for the maintenance and repair of all buildings, equipment, grounds, and facilities. School Plant Operations is not an administrative unit, but a function which includes the operation of plant equipment and custodial and housekeeping services. After an introduction, Part II of the report describes the evaluation of the Division of Maintenance, focusing on costs and budget; decentralization; supplies and equipment; staffing; management, supervision and control; planning and scheduling; delivery of services; and staff stability and training. Part III describes the evaluation of School Plant Operations, focusing on costs and budget; operations staffing; management, supervision and control; planning and scheduling; delivery of custodial services; supplies and equipment; and staff stability and training. A separate section is devoted to Energy Management, focusing on the MCPS energy program, energy auditing, computer control, and the use of natural gas. The final sections provide an overview of Central Management, and a discussion of alternatives for the delivery of service. (Author/BW)

The objective of the magnet schools concept is to create quality educational programs with distinctive features which can attract or retain pupils of various ethnic types, and thereby contribute to racial balance in the schools. Magnet schools are intended to promote desegregation by permitting parents to make voluntary choices among schools, rather than through bussing or other student assignment plans. The present study sought to trace the workings of the magnet schools concept in the Montgomery County Public Schools (MCPS) from its design in the planning stages, through the implementation of quality educational programs, to the response of parents to the program, and finally to how this complete system influences desegregation within the seven elementary schools of the Takoma Park Cluster. Thus, the report contains the following sections: (1) Design of the Magnet Cluster; (2) Description of the Magnet School Program; (3) Program Comparisons with Nonmagnet Schools; (4) Parents' Knowledge of and Response to the Program; (5) Pupil Achievement; and (6) Desegregation Effects. Findings showed that the educational features prescribed for each of the magnet schools are functioning, and the magnet school programs appear to have higher levels of several educational quality factors. (Author/GK)

An elementary school Spanish-as-a-foreign-language immersion program in Social Science is described. Explanations for the teacher are offered, and activities are described in detail. Exercises and evaluations are also offered. Different aspects of the Japanese way of living are used to practice the Spanish language. Some of the aspects presented are geography, landscape, lifestyles, culture, natural resources, weather, music and art, industry, schools, language, religion, and the Japanese contribution to other cultures. A study booklet for the student is provided with the teacher's guide. (OPF)

A pilot In-School Suspension Program was inaugurated at one junior high and one senior high school in Montgomery County, Maryland, during 1980-81, in order to provide an alternative to out-of-school suspension. To assess the pilot program's effectiveness, an evaluation study examined rates of and reasons for in-school suspension, length of such suspension, race of suspended students, educational disruption, and recidivism. It was found that the pilot schools made extensive use of the in-school suspension alternative, particularly for less serious disciplinary offenses. However, while teachers and students reported feeling that the program was effective, students with more serious suspension records did not agree. Additionally, relatively high recidivism of students whose first suspension was in-school suggests that negative parental reaction to out-of-school suspension is a major deterrent to student misbehavior. These findings, along with the confirmation for suspended students, indicate that in-school suspension is a viable disciplinary alternative but that several areas require monitoring: (1) students' completion of class assignments while suspended; (2) parental involvement in the in-school suspension process; (3) increases in the overall suspension rate; (4) racial differences; and (5) greater recidivism after in-school suspension. (Author/GC)

In 1978, the Montgomery County (Maryland) public schools initiated an early admission (EA) pilot program that allowed 5-year olds to enter first grade. Two approaches were utilized: Under Plan I, a small number of 5-year olds entered regular grade 1 classes; under Plan II entire classes of 5-year olds attended school the full day, with the intention that they would cover both kindergarten and first grade curricula by year's end. Initial evaluation showed that only a small percentage of participating students in either group actually went on to be placed in grade 2. Further evaluation collected follow-up information on program graduates in first, second, or third grades. Most of the 21 children placed in grade 2 after the EA program experienced success. The remaining (approximately 280) children who were placed in grade 1 rated significantly higher than their non-EA classmates in both academic and social development. Difficulties were encountered in predicting achievement on the basis of standardized tests and teachers' ratings. These findings indicate that very few 5-year olds are ready for first grade, but that many children could benefit from a more enriched program than kindergarten presently provides. The evaluation also indicates the need for multiple criteria for identifying children ready for early placement. (Author/GC)

This report presents both formative and summative data regarding the implementation and effectiveness of the Basic Skills Program carried out in the Montgomery County, Maryland, public schools in 1981. The program provides intensive remedial instruction in the basic skills areas of reading, writing, and mathematics to elementary (through grade 8) students who scored very low on standardized achievement tests. The report begins by providing background information, briefly describing the evaluation design and methodology, and outlining pupil characteristics (grade, level, race, sex, and achievement test scores). The following section deals with program organization and implementation, detailing instructional strategies, teacher expectations, pupil behavior, course objectives, content, materials, and planning. The final section of the report discusses parent perceptions of pupils' basic skills needs and program benefits. Appended are pupil descriptive data by summer school center and a 1981 Basic Skills Program calendar and workshop description. (WAM)

The Management, Operations, Review, and Evaluation project staff prepared a report on the Division of Transportation of the Montgomery County Public Schools at Rockville, Maryland. The 25 chapter report is divided into four parts: (1) The Division's mission, organization, resources, and success; (2) pupil transportation; (3) automotive services; and (4) auditor's report on the inventory system. It includes an executive summary, as well as the study methodology (Appendix A) and an independent routing study (Appendix B). (PN)

This design for the second year of a study of elementary school reading instruction conducted by the Montgomery County (Maryland) Public Schools' Department of Educational Accountability is based on knowledge gained from the first year of the study which examined not only reading comprehension instruction in the elementary school, but also school factors which related to effective reading comprehension instruction and improved student performance. Following the executive summary, the background and history of the kindergarten through grade eight instructional program for teaching the English language arts (IPR/LA) is outlined in the first chapter. The second chapter examines the first year results: the implementation of the IPR/LA, reading instruction in general, effects of programs on reading and related skills, and study methodology and data collection instruments. The third chapter details the revised design for the second year of the reading study. Appendixes and attachments include definitions of types of discourse, research questions and data collection procedures for the study of elementary reading instruction, and sample schools proposed for the reading study. (HOD)

The typical student who completed the Phoenix Program, a pilot program for treatment of students with drug and/or alcohol problems, at the time of referral by the high school counselor, was 16 years old, failing all courses, known to local police and juvenile authorities, and receiving short-term counseling with his/her family. To determine whether the effects of the program, especially in the areas of reduction of substance abuse and improved academic functioning, persisted once the student reentered the regular school (or work) environment, a follow-up analysis and evaluation, focusing on the first 12 students to attend the program, was made. Data were collected from students, parents, Phoenix School staff, receiving school staff, and student records about program experiences, reasons for students' leaving the school, pre- and post-Phoenix grades, attendance, acts of disruptive behavior, and drug/alcohol usage. Results revealed that: (1) students who were most successful in the Phoenix Program came from a regular school placement, rather than from special schools; (2) none of the students had received disciplinary action for drug-related incidents at the time of data collection; and (3) a general pattern of great improvement in behavior, attendance, and grades of students while in the program was followed by some slippage, but, in general, substantial improvement was noted, especially in grade point averages. Two case studies are appended. (PAS)

In response to a request from the Department of Staff Development in Montgomery County, Maryland, an assessment was conducted of the county's Teacher Competency (TC) Program. The evaluation sought to determine the degree to which this inservice teacher training program addresses the factors identified in recent literature as promoting effective teaching: (1) teacher expectations, (2) classroom management skills and engaged time/academic learning time, (3) direct instruction, and (4) teacher decision making. Every course in the TC Program was found to address at least one of these factors. Further, it appeared that the Program's courses provide teachers with realistic experiences for applying concepts identified in the literature as being important, such as "hands on" self-analysis, and practicum-type activities. A number of areas, however, were found to require improvement. Therefore, the following recommendations were offered: (1) teacher expectations of minority and linguistically different students should be more fully addressed in TC courses; (2) TC course reference lists should include more research studies on effective teaching practices; and (3) concepts relating to academic learning time should be incorporated into additional Program courses. (Author/GC)

A preliminary analysis of the impact of the seven-period school day found that a seven-period schedule allows small high schools in Montgomery County, Maryland to offer almost as many courses as larger six-period schools and allows their students to enroll in more courses, particularly in academic areas. It further concluded that students took advantage of expanded offerings, with the number of sections of academic courses increasing by 7 percent. This later analysis confirms but qualifies the former findings. In both six- and seven-period day schools, total course offerings decreased slightly from 1981-82 to 1982-83, but seven-period schools added academic courses. Despite school enrollment declines, course enrollment increased in both types of schools, growing 11.7 percent in seven-period schools. Both "academic" and "non-academic" departments in seven-period schools gained enrollment, with increases of over 2,500 students in business, home economics, and industrial arts, and over 1,000 in physical education, art, foreign languages, social studies, mathematics, and science. In six-period schools, however, only mathematics gained over 1,000. Students used seventh periods to acquire vocational and life skills as well as to add academic courses. The seven-period day affected 10th and 11th graders' course selections, but not those of 12th graders. The seven-period day affected students of all achievement levels equally; the shift toward taking a slightly greater proportion of nonacademic courses was similar for both high and low achievers. (MCG)

This survey of Montgomery County (Maryland) Public Schools was done to answer the following four questions about student discipline: (1) To what extent is student discipline perceived to be a problem? (2) What are the perceived causes of student behavioral and discipline problems? (3) How are the schools planning and administering discipline? and (4) How do schools enforce discipline and how effective are the approaches? The staff of 27 randomly selected schools and a limited number of parents were surveyed. The findings show that discipline is not seen as a significant problem and that where a discipline problem exists, it is limited in scope and severity. The three major causes of misbehavior identified in the survey are (1) inability of students to perform satisfactorily, (2) disrespect for authority, and (3) inability of teachers to effectively communicate with some students. The survey also found that schools follow existing discipline policy closely and feel it to be effective. Administrators agreed in their ratings of the effectiveness of seven common disciplinary actions used by the schools. They gave the highest ratings to "formally reporting a student to the principal" and "calling a student's parent or guardian." The responses of the parent sample were similar to those of school staff. The survey found that the district need not overly concern itself with discipline issues. Included are three extensive appendixes of the data collected in the survey. (MD)

Due to inconclusive data, inconsistent findings, and a lack of relevant empirical studies, no definite conclusions could be drawn in this research review of school grade organization effects. The review specifically sought research that could illuminate the effects of elementary and middle school grade organization on student achievement, parent and student satisfaction, program costs, and student attitudes and self-concept. The bulk of the document contains exhibits: (1) a letter from Phi Delta Kappa; (2) summaries of middle school research; (3) general articles on grade organization across all grades ("think" pieces, not empirical studies); (4) the executive summary of a report by Dr. John Riew, entitled "Intermediate vs. Middle Schools: An Analysis of the Relative Costs in the Montgomery County Public Schools"; and (5) summaries of selected research studies on the effects of different grade organization on students and parents. (DCS)

The Montgomery County Public Schools (MCPS) survey of its high school graduating classes gathers information about (1) the postsecondary institutions they plan to attend and the kinds of jobs they hope to hold; (2) students' perceptions of the quality of the courses taken in high school and of their preparation in academic skill areas; and (3) students' perceptions of the effectiveness of counseling services. In the spring of 1982, surveys were mailed to all of the 8,678 June 1981 MCPS graduates. Surveys were returned by 2,627 of the graduates, and results indicated that the vast majority of graduates continued their education in postsecondary institutions, with 75 percent attending four-year colleges and universities. Those not attending school in 1981-82 were generally employed in business/office jobs, sales, or food/restaurant jobs. With the exception of foreign languages and mathematics, MCPS courses were rated as "good" or "very good" by over 80 percent of the students responding; and on the average, courses were given a "good" rating. Students felt less well prepared in the academic skill areas (writing papers, taking notes in class, using the library, completing homework, studying for tests, and managing time) than in the content areas. The counselors received mixed ratings from the students. (BW)

Because of the size of its budget and the importance and complexity of its operation, the Division of Food Services in the Montgomery County (Maryland) Public Schools was one of the first selected for a series of Management Operations Review and Evaluation (MORE) studies. The Division directs the delivery of food services to all 178 schools in the county. This study describes the food service system: how it operates centrally and at the building level; who bears responsibility for which functions; what procedures are used to track food and funds within the system; and the quality of delivery of food services, assessed in terms of attitudes toward the program, plate waste, and nutritional issues. Various data collection methods were employed, including questionnaires, surveys, and interviews. Records were reviewed and audits conducted of a selected sample of school cafeteria accounting and inventory systems. A stratified random sample of 34 schools was selected for in-depth participation in the study, including a plate waste study and observation of cafeteria operations. An additional 47 schools received questionnaires directed to principals, teachers, and cafeteria managers and workers. Recommendations accompany each of the 12 chapters of this report. The three major cost reduction recommendations are: (1) conversion of all on-site elementary school kitchens to satellite operation, (2) elimination of local tax-supported funding, and (3) investment of surplus food services funds. (Author/MLF)

Developmental Evaluation Services for Children (DESC) provides in-depth medical and educational diagnostic services for children in Montgomery County, Maryland, who are under 6 years of age and who are suspected of having handicapping conditions in two or more areas of development. This follow-up study was designed to determine the progress of students referred to DESC since 1976. Three types of data were collected: present placement and related special services received in 1982-83 by all Ss referred between 1976-1982; year-to-year placement histories on a sample of approximately half the Ss referred during 1977-78 and 1978-79; and in-depth case studies for a small sample of Ss (N=13). Findings addressed three major issues related to the clinic; appropriateness of the policy for acceptance for evaluation, most of the Ss evaluated by the clinic were found to be handicapped and to require special education for the next several years); stability of the diagnosis (evaluations were found to be comprehensive and accurate in identifying handicapping conditions and/or deficits in preschool Ss); and the effectiveness of early identification and intervention (almost 70% of the evaluated children were still in self-contained special education classrooms 5-6 years later). The existence of multiple impairments in many referred children affects the findings on intervention effectiveness. (CL)

The document contains the final report on the Gifted Science Project in Montgomery County, Maryland, a program to provide resources for gifted students in grades 3-8 who are motivated in science. The primary product is a microfiche file (the Project Resource File) listing people, places, and published materials that can be used by individual students. Twenty-seven chapters address such program components as: need for the grant, data storage, science project objectives, staffing, the Project Resource File, evaluation, preparation of the Project Resource File for microfiche, the Project Resource File: experience with users, recommendations for in-service training, identification of the gifted and talented, the final state of the Gifted Science Project, the future of the Gifted Science Project, and final recommendations. Appendixes which make up over half the document include a paper on the goals of education, a summary sheet on the Gifted Science Project, resource categories and examples in the Project Resource File, project objectives, and an example of a Project Resource File Index Sheet. (SW)

The document contains the evaluation report on the Gifted Science Project in Montgomery County, Maryland, a program to identify resources for students in grades 3-8 who are motivated in science. The Project's primary product is a Project Resource File (PRF) listing people, places, and published materials that can be used by individual students. An introductory chapter provides a general overview, and descriptions of the Project Resource File, evaluation objectives, the sample population, and evaluation instruments and methodology. Chapter II notes that results of the utilization study indicate the PRF offered students possibilities not previously available. Subsequent chapters cover recommendations for program revisions, PRF revisions, development of instructional and enrichment objectives, cost analysis, and a program summary. Tables, additional information and sample forms make up at least half the document. (SW)

A task force was created to establish a collaborative relationship among government, education, private agencies, and employers for transition services for special education students. Findings were that unemployment and underemployment were extremely high for special education graduates who lacked adequate basic, job-seeking, and work skills. Few options were available for pursuing education beyond high school. Many graduates did not know how to make effective use of available adult services, nor how to find special services for disabled adults. Parents were uninformed about work or education options, service providers were not well informed about school services and potential client needs, and employers did not know where to find disabled job applicants or obtain services to help them adapt jobs. Legislation lacked a unified approach to transition services. Action recommendations were made to the school system and county government to create a transition service delivery system. Four components of the school transition service were planning, instruction, linking, and staff development. Four components of the county government system were planning and coordination, program expansion and improvement, business linkages, and legislative advocacy. (An executive summary precedes the report. Appendixes include table of contents of task force reports, list of transition programs researched by the committees, selected materials and resources, a list of task force members, and a glossary.) (YLB)

This report presents a very detailed look at the elementary school principal's day-to-day activities. The executive summary highlights the study's chief findings and suggests where major problems exist. Although concerns have been raised about student behavior and discipline, results indicate that most elementary principals at the Montgomery County (Maryland) Public Schools (MCPS) can effectively carry out their roles as disciplinarians and a orchestrators of school climate. They are also doing good liaison work with parents and the community. The study did identify some pressing problems related to instructional leadership (curriculum implementation, testing, and training for new principals); staffing (allocation, selection, and evaluation); and communication among schools and central offices. Recommendations for solving these problems are contained in the summary. The report then presents a typical day in the life of an elementary school principal. The remainder of the report describes the various activities and interactions encountered by MCPS principals as they fulfill their job responsibilities. Principals are seen as instructional leaders, staff leaders, creators of school climate, disciplinarians, and community relations and special program managers. Job satisfaction levels are also mentioned briefly. Two appendices are attached. Appendix A contains graphic information concerning principals' time apportionments. Appendix B contains tables presenting detailed findings for each study issue. (MLH)

The results of the administration of the California Achievement Tests (CAT) to students in the Montgomery County Public Schools, Maryland (MCPS) are presented. The battery is administered in the fall of each school year to students in grades three, five, and eight under a state mandate. The CAT is administered to students in Grade 11 under a local requirement. Countywide results are presented with a historical perspective, and interpreted by racial/ethnic and sex classifications. MCPS students' performance on the CAT improved in the 1983 administration. Scores are superior to the performance of the national norm group. Trend data by school and racial/ethnic group for students tested in MCPS more than once are presented, as well as graphic presentations of county and school results. Scores were slightly higher for females than males on the total test across grade levels. School results are presented in four forms: (1) average subject and total test scores for four years; (2) average subtest scores for 1983; (3) total test interquartile range; and (4) longitudinal and nonlongitudinal trends. The two appendices contain detailed summary data and a glossary of technical testing terms. (DWH)