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Female and genderqueer youth of Colour in Germany face structural, institutional, and interpersonal barriers to academic and professional participation, especially in psychological and psychosocial fields. This study aims to develop and evaluate a participatory, intersectionality-informed Mentoring and Empowerment Program (MEP) to foster educational engagement, mental health, and access to psychosocial professions. This interdisciplinary, transdisciplinary project is co-developed with key stakeholders and includes (a) a psychologically-informed, discrimination-sensitive coaching module to identify intrapersonal strengths and talents; (b) integration of mentors and role models of Colour to share educational pathways; and (c) a student-led mentoring component to jointly explore and overcome access barriers. A digital storytelling platform will facilitate peer-to-peer science communication and serve as a sustainable knowledge transfer tool. The study investigates: (1) experiences of discrimination and educational barriers among youth and especially female and/or genderqueer youth of Colour; (2) conditions for successful academic participation; (3) the feasibility, acceptability, and potential effectiveness of the MEP; (4) user engagement with the digital storytelling toolbox; and (5) strategies for long-term dissemination. Expected Outcomes: The project will contribute to the structural transformation of academic and psychosocial education settings and provide a model for diversifying student access to psychology and related fields.

Multidisciplinary programs have begun to complement traditional models of graduate and professional education. The development of these programs has begun to reflect the change in graduate student advisement. Multidisciplinary programs necessitate the need for quality advisement approaches. This study assessed faculty satisfaction and commitment to advising graduate students in the Multidisciplinary Studies Individualized (MDSI) program at a metropolitan college in New York State. The intent was to examine faculty level of satisfaction, level of commitment and identify barriers to advising MDSI students. This quantitative study employed a paired samples t-test to compare faculty advising groups. The findings revealed MDSI graduate faculty experience lower levels of satisfaction and commitment compared to single disciplinary graduate faculty. Quotes obtained from faculty advising groups revealed academic advising and MDSI program structure as key barriers to advising MDSI students. Recommendations offer strategies for enhancing advising practices to benefit MDSI graduate faculty, students and the college.

We were asked by Merit Software to conduct a quasi-experimental research study to evaluate the effects of its reading software on middle school students. Because the No Child Left Behind Act emphasizes the importance of evidence-based interventions and has set improving students reading comprehension as a goal, we agreed to take on this project. Scores from the Stanford Achievement Test, Ninth Edition (SAT-9) for both the treatment and control groups were compared for 2002 and 2003. Our findings showed achievement gains associated with each of the nine SAT-9 dependent variables we measured.

The present study reports results from a quasi-controlled empirical investigation addressing the impact on student test scores when using fixed form computer based testing (CBT) versus paper and pencil (P&P) testing as the delivery mode to assess student mathematics achievement in a state's large scale assessment program. Grade 7 students served as the target population. On a voluntary basis, participation resulted in 644 students being "double" tested: once with a randomly assigned CBT test form, and once with another randomly assigned and equated P&P test form. Both the equivalency of total test scores across different student groupings and the differential impact on individual items were examined. Descriptively there was very little difference in performance between the CBT and P&P scores obtained (less than 1 percentage point). Results make very clear that there existed no meaningful statistical differences in the composite test scores attained by the same students on a computerized fixed form assessment and an equated form of that assessment when taken in a traditional paper and pencil format. While a few items (9 of 204) were found to behave differently based on mode, close review and inspection of these items were not able to identified factors accounting for the differences. (Contains 5 figures and 17 tables.)

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Approved For Release 20~ F, D'~-N F A-0216AO~OQ100040035-7 VOW " I 1. Yes, because it provides background material which will enable the analyst to orient his particular specialty in the overall economic-political study of the area. Many specialists lack historical, political, and general economic background, and even those who have this background need a refresher to regain a proper perspective. This program could be more effective if the general lectures were supplemented with detailed analyses of recent developments, preferably by experts with recent experience in their field. 2. Yes. Program filled in gaps in my knowledge of history, etc. 3. a.b.c. All OK. d. Greater participation by students, in the manner of seminar reports, would have been desirable. 4. Limited required regdin,, student reports, examinations, and even a course certificate would be conducive to greater concentration on the subjedt matter and provide greater incentive for individual work. However, if these conditions were imposed, the course should not be compulsory. 2 Sep 1952 CONFIDENTIAL Approved For Release 2003/11/19 : CIA-RDP54-00216A000100040035-7 EVALUATION OF SUMMER AREA PROGRAM, USSR

Sa itizied - Approved Fore , ' R4-00348A000100070008-8 i !f UPMT-Nformation (Analysis & Evaluation ProgrErni) Summary Reference Sheet ------------------------------ Approved 15 May 1951 Duration: Fiscal Year 1951 and Fiscal Year 1952 Finance Authorized: FY51 - `,,24,800 UV advice, #2 FY52 ------- 4,000 DV advice #3 FY52 ------- 14,000 UV Object Class: 07 - Contractual Do ment No. NO C GE in Cias 0 ^ DECL IFIED NOTE: Part of FY52 Budget "Contracting for Services" copy of project in 0TR/BF Office. 25X1A5a1 Sanitized - Approvecj plate 4-RDP54-00348A000100070008-8

Strategic Weapons Facility, Atlantic (SWFLANT) launcher third level repair cycle requires extensive Trouble Failure Inspection/Rejection Report (TFIRR) processing authority documentation that results in a loss of contractor man-hours and third level repair cycle time. Strategic Systems Programs (SSP) is using Continuous Improvement (CI) events to optimize repair efforts to free manpower and facility resources to meet increasing repair demands. This thesis evaluated the SSP approved CI Pilot Program to reduce or eliminate TRIDENT II D5 launcher TFIRR processing authority documentation and reduce third level repair cycle times at the Northrop Grumman Electronic Systems- Marine Systems (NGES-MS) facilities at SWFLANT. The Pilot Program achieved a 20% reduction in the man-hours using the modified TFIRR process, demonstrated a more efficient workflow and reduced the total third level repair cycle time.

The major goals of the Responsive Environment Program for Spanish American Children (REPSAC) are early intervention to prevent placement of Spanish American children in special education classes, provision of media and learning activities which enhance and develop a favorable self-concept and attitude toward his own and other cultural groups, and formulation of activities that increase parental interest and involvement in the program and in their child's education. During 1972-73, 30 three-, four- and five-year old low birth weight Spanish American children who reflected such handicaps as physical difficulties, learning aptitude, perceptual and motor problems, language problems, and economic, cultural, and educational deprivation participated in REPSAC at Clovis, New Mexico. The 1972-73 evaluation examined the program's 3 components: instruction, staff development, and community-parent involvement. The evaluation design consisted of comparing REPSAC students with a similar group of children not in the program for learning aptitude, English and Spanish language development, and sensory, perceptual, speech, and psychomotor development using a pretest, posttest, and 2-group analysis of covariance; observations; and interviews. Among the major findings was that REPSAC students made significant gains in Spanish language development and speech development. (NQ)

The High School Redirection Program was designed to maintain 240 potential dropouts in an educational-vocational setting while assisting them to progress toward a high school diploma. Students were admitted from 13 high schools in Brooklyn and from Andrew Jackson in Queens. They were to follow a work-study program through the summer and regular academic year combining selected classes for academic credit and paid work experience in alternate weeks. After five months of intensive research, the following findings required by the Evaluation Design were reported: (1) it is apparent that the overall program objective seeking to redirect dropouts and potential dropouts toward meaningful educational and vocational goals is being achieved; (2) academic achievement goals measured by the successful completion of courses as established in the original proposal are being met; (3) attendance achievement goals established in the original proposal are being met; (4) specific remedial reading and mathematics goals determined by standardized tests as established in the original proposal are bing met; (5) academic achievement goals measured by teacher-made tests as established in the original proposal are being met; and, (6) vocational (work experience) goals established in the original proposal are being met. (Author/JM)

Medical Modeling and Simulation represents a relatively new venue for the Modeling and Simulation (M&S) community. While several studies have been conducted for training efficacy as a measure of effectiveness, no consensus has been reached as to the appropriate methodologies to provide test and evaluation strategies for verification, validation, and accreditation. The United States Army Research, Development and Engineering Command (RDECOM) developed a new technology for medical simulation called the Stand Alone Patient Simulator (SAPS). This development represents disruptive technology that, once fielded, will significantly increase combat medical readiness. The SAPS has qualified for accelerated fielding under the DoD Challenge Program. Consequently, RDECOM has contracted to conduct an independent test and evaluation at joint selected military locations under that program. The effort will be a precedent setting event for the world of medical modeling and simulation. This test will represent the first time a mannequin based patient simulator has gone through the Verification, Validation, and Accreditation (V,V&A) process. It will also represent the full application of the system engineering process to a test and evaluation construct.

Within the United States, sandbags have traditionally been the product of choice for temporary, barrier type flood-fighting structures. However, sandbag structures are labor intensive and time consuming to construct. Therefore, a need exists for more expedient, cost effective, temporary barrier type flood-fighting technologies. In 2004, Congress directed the U.S. Army Corps of Engineers to devise real-world testing procedures for Rapid Deployment Flood Wall (RDFW) and other promising alternative flood-fighting technologies. In response to that directive, the U.S. Army Engineer Research and Development Center (ERDC) developed a comprehensive laboratory and field-testing program for RDFW and two other flood-fighting products. Those two products, Portadam and Hesco Bastion, were selected on technical merit from proposals submitted by companies who manufacture temporary, barrier type flood-fight products. A standard sandbag structure was also tested in both the laboratory and field to provide a baseline by which the other products could be evaluated. During 2004, laboratory and field testing was conducted in Vicksburg, MS, under stringent testing protocols. The lab testing was conducted in a modified wave basin at ERDC. The field testing was conducted at the Vicksburg Harbor. The lab and field protocols included both performance parameters and operational parameters. These tests will provide the flood-fighting community results that will assist in the selection of the product that best fits their temporary, barrier type flood-fighting needs.

In 1974 the General College Legal Paraprofessional Program was evaluated by a team of visitors representing the Special Committee on Legal Assistants of the American Bar Association (ABA). The first part of this document is the full text of the "Evaluation Report" submitted to the ABA House of Delegates by the visitation team. The second part is a "Self-Evaluation" prepared by the coordinator of the program prior to the team's April 1974 visit. The Legal Assistant Program is a two-year program operating within the four-year General College. The program has been in existence for approximately three years and has been part of the extension program for the past year. Current enrollment in the program is 55 students and classes are limited to 25 each; 26 students had been graduated from the program prior to the visitation. Information presented in the two parts of this document describe the following aspects of the program: (1) organization and administration, (2) curriculum, (3) faculty, (4) admission and student services, (5) library resources, and (6) the physical plant. The visitation team was generally impressed with the program and recommended formal approval. Their recommendations for future improvement of the program are listed. (DC)

This report, the fourth in a series of evaluations for Home Start planners and administrators, presents an analysis of the Home Start program operation during the fall of 1973 and a description of the data base being developed for the forthcoming cost-effects analysis. The first chapter is an executive summary of the interim findings and future study issues. Subsequent chapters include discussions of the three major program dimensions of demographics, treatment (a typical home visit, most frequent interaction patterns, and methods of determining effectiveness of treatment), and costs. Data collected from interviews, observations and records at the 16 Home Start sites are summarized briefly for each dimension. Data tables and an appendix containing supportive information are included. (ED)

The Division of Program Evaluation and Research of the Los Angeles County Superintendent's Office provides program evaluation consultation services to all local educational agencies (grades K-14) in Los Angeles County. The three program evaluation services that are described are: (1) Educational Program Evaluation Planning Assistance, (2) Educational Program Audit Assistance, and (3) Direct Evaluator Assistance. (One section of the paper presents an introduction to the audit process through the use of a question-and-answer format). The program evaluation services have recently been provided to more than 40 elementary, secondary, and community college agencies. In addition, the progress or results of evaluations of: Early Childhood, Compensatory Education, Mentally Gifted Minors, Educationally Handicapped, Ransom Reading, Career Awareness, Community College Veterans' Recruitment, and Community College Children's Centers will be described. The assertion will be made that behavioral objectives as used in program evaluations are essentially research hypotheses and that data analysis and interpretations should recognize this through the employment of statistically derived confidence intervals. Another assertion that will be made is that three criteria should be used in judging program evaluation: (1) standards of behavioral science research; (2) utility; and (3) cost-benefit considerations. Finally, two program evaluation models will be compared to the one that has evolved in the County Office. (Author)

The objective of this paper is to discuss the utilization of Stake's theory of responsive evaluation by a unit in state government charged with the evaluation of the Illinois Migrant Program. Through interviews with state and local Title I staff, we were able to discover program purposes and concerns and to later conceptualize these concerns into issues and problems. Expanding on Stake's model, our approach includes a larger variety of audiences and the use of information from one project to resolve problems in another. The report is a dissemination vehicle as well as a federally mandated evaluation. (Author)

During the performance of this contract UES, Inc. provided research evaluation services for the Chemistry & Life Sciences Directorate, Air Force Office of Scientific Research in areas that include Neurosciences, Computer Sciences, Computer Sciences, Otolaryngology, Meteorology, Chemistry, Biotechnology and Fuels and in related program under development. Evaluations were secured for 68 research proposals. Three program reviews were held in the areas of Molecular Dynamics & Theoretical Chemistry, Bioinspired Concepts (BIC) Theme and Biomimetic and Biomaterial & Biointerfacial Sciences. Three workshops were held in the areas of Culture & Personality in Models of Adversarial Decision-Making, Cell-Like Entities (CLE), and Dip-Pen Nanolithogrnphy (DPN). One panel meeting was held in Molecular Dynamics & Theoretical Chemistry.

This report presents a long-term ground-water monitoring program and ground-water extraction system performance monitoring and evaluation program developed by the U.S. Geological Survey during 1999-2000 in support of the remedial action conducted at the Former Nike Missile Battery Site (Nike Site), Edgewood Area, Aberdeen Proving Ground, Maryland. Concentrations of trichloroethene at the Nike Site ranged from below the Maximum Contaminant Level of 5 micrograms per liter to 299 micrograms per liter during the Remedial Investigation under the Comprehensive Environmental Response, Compensation, and Liability Act program. The long-term monitoring program utilizes six selected monitoring wells that surround a trichloroethene contaminant plume. These wells will be monitored for five years and then reviewed by Federal and State regulators to determine whether future monitoring will be required. The performance assessment plan was formulated from existing data and interpretations provided by the Remedial Investigation/Feasibility Study process and the 100% Remedial Design of the extractiontreatment system. A performance evaluation of the Nike Site extraction system partially fulfills the remedial action requirement to monitor ground water as stipulated in the September 1996 Record of Decision.

Newly developed high-strength steels produced by advanced steelmaking techniques and thermomechanical processing are shown to have toughness and weldability superior to those of conventionally heat treated, quenched and tempered steels. The above was confirmed by small-scale toughness testing and by controlled thermal severity testing to determine heat-affected zone cracking susceptibility. Small-scale testing of shielded metal arc weldments was also conducted. In view of their superior toughness and weldability these newly developed high strength steels should be useful for applications such as low temperature ship service, offshore structure service especially in harsh environments, and as a potential replacement for HY80/100 steels.

The need for effective monitoring programs to detect population status and trends and to measure the effectiveness of management actions has been voiced by a number of management agencies. It is prudent for any long-term monitoring program to periodically undergo evaluation. In 2002, an evaluation of the Long Term Resource Monitoring Program's (LTRMP) macroinvertebrate component was began to determine whether its current design was still appropriate based on LTRMP objectives, partner needs, and expected funding levels. The following report discusses the history and sampling design of the component and the results of an evaluation survey and workshop conducted with LTRMP partners. The survey and workshop were the first steps to help assess general support and identify issues or concerns about the macroinvertebrate component. Suggestions for a future design of the macroinvertebrate component include the continuation of monitoring soft-sediment macroinvertebrates and the addition of long term monitoring of native mussels.

The evaluation of the Conceptual Skills Program, a curriculum program for the kindergarten, and teacher implementation of the program are reported. The evaluation was comprised of three components. The first, an estimate of student achievement, relied mostly on the comparison of the performance of program objectives of kindergarten classes in 12 schools in which the program was initiated in the fall of 1971 with the performance of program objectives of the children who had immediately preceded them in the same schools and who had not received the program. Additional data were collected from the classes of teachers in the area who were teaching the program for the second or third year. Results indicated significantly greater conceptual skills achievement by students exposed to the program. The second component, a student attitude measure, estimated the relative performance of children for Conceptual Skills and seven other in-and-out-of-school activities. Data were collected from all children receiving the program, which necessitated devising a group-administered attitude test for children unable to read or write. Students ranked the Conceptual Skills Program lowest. Opinion data from parents, the third component, were also collected, using an interview-questionnaire technique for a random sample of parents. Generally, parents were well informed about the program and approved of it. Ten teachers were observed and evaluated in their use of the program. (Author/KM)

The notion of comparing in curriculum evaluation is discussed, and some approaches to making comparative judgments about program effectiveness during the formative and summative evaluation stages are examined. Sources of information provided by external and internal program comparisons are described, and a model in which a policy capturing procedure for predicting administrative decisions based on comparison data is advanced. Evaluation methodologies appropriate to comparative evaluation are discussed with support given to a matrix sampling procedure for comparison selection based upon program costs, performance appraisals, and program spinoffs at different points in product development. (Author)

This curriculum guide discusses the selective Language Arts program at Concord High School in the Mount Diablo Unified School District in California. Included are (1) a discussion of the philosophy behind the Language Arts program; (2) a description of the Language Arts program, which is a phase-elective, ungraded program in which the student and teacher participate in evaluating and selecting the student's English courses; (3) a discussion of the skill and content objectives of the ninth grade English program (which prepares the student for the selective program in grades ten, eleven, and twelve); discussions of (4) composition objectives, (5) language objectives, and (6) literature objectives for grades ten, eleven, and twelve; and (7) a group of tables and graphs used in evaluating the English program. (DI)

Computer systems that earn a high degree of trust must be backed by rigorous verification methods. A verification system is an interactive environment for writing formal specifications and checking formal proofs. Verification systems allow large complicated proofs to be managed and checked interactively. We desire evaluation criteria that provide a means of finding which verification system is suitable for a specific research environment and what needs of a particular project the tool satisfies, Therefore, the purpose of this thesis is to develop a methodology and set of evaluation criteria to evaluate verification systems for their suitability to improve the assurance that systems meet security objectives. A specific verification system is evaluated with respect to the defined methodology. The main goals are to evaluate whether the verification system has the capability to express the properties of software systems and to evaluate whether the verification system can provide inter-level mapping, a feature required for understanding how a system meets security objectives.

The National Defense Authorization Act for Fiscal Year 1999 (FY 99) directed a 5-year pilot program to treat graduates of home schools and graduates of the National Guard Youth ChalleNGe Program holding General Education Development (GED) diplomas as Tier 1 for enlistment eligibility purposes. The Department of Defense (DOD) classifies enlisted accessions into three tiers based on education credentials. Tier 1 recruits are primarily high school diploma graduates (HSDGs), Tier 2 recruits are primarily GEDs, and Tier 3 recruits are high school dropouts. Enlistment tiers are intended to reflect attrition patterns-Tier 1 having the lowest attrition. DOD standards require that at least 90 percent of accessions be Tier 1. Recruits in Tiers 2 and 3 must score at or above the 50th percentile On the Armed Forces Qualification Test (AFQT). This study seeks to satisfy a congressional requirement for DOD to evaluate the performance of home school graduates with GEDs and recommend their permanent tier status. The Directorate for Accession Policy, Office of the Assistant Secretary of Defense (Force Management Policy) asked CNA to assess the early separation rates and interest in military service of these two groups of recruits and to identify effective ways to reach out to them.

The FY 2000 Evaluation of the TRICARE Program was performed jointly by the CNA Corporation and the Institute for Defense Analyses (IDA) for the Office of the Assistant Secretary of Defense (Health Affairs). The objectives of the evaluation were to assess (I) the effectiveness of the TRICARE program in improving beneficiaries access to health care, (2) the impact of TRICARE on the quality of health care received by Military Health System (MHS) beneficiaries, and (3) the effect of TRICARE on health care costs to both the government and MHS beneficiaries. This documents represents the Center for Naval Analyses' contribution of the Evaluation of the TRICARE Program, FY 2000 Report to Congress. The full report also included IDA's evaluation of the costs to the government and beneficiaries. The TRICARE evaluation project is an ongoing effort that provides an annual report to the Congress as the program matures.

The objective of this study was to evaluate the effect of an alcohol misuse prevention program on drinking behavior and alcohol-related problems among United States Marine Corps personnel. A total of 567 men from two Marine Corps infantry battalions participated in the evaluation in which members of one battalion received an alcohol misuse prevention program, while members of the second battalion served as controls. The program consisted of targeted, small-group training sessions, with corporals and sergeants training their subordinates. Subjects completed questionnaires on alcohol use behavior at baseline and at 3- and 6-months postintervention. Alcohol-related legal incidents, alcohol abuse counseling referrals, and other outcomes were measured in aggregate. This study found that there was a greater decrease in the percentage of some self-reported alcohol-related problems, including serious consequences resulting from alcohol and specifically in the inability to remember things that happened while drinking, not being able to stop drinking, and getting drunk from alcohol among the intervention group compared with the control group. There was a small decrease in the number of drinks per day at the 3-month follow-up and in the rate of counseling referrals among the intervention group. No differences were observed in the Alcohol Use Disorders Identification Test score, drinking days per month, or in the other outcomes. The results suggest that the alcohol reduction training program did not have a significant overall effect on drinking behavior, however, the program may have prompted a short-term decrease in drinking and affected some alcohol-related problems.

Congressional reports and administrative guidance indicate that DOD programs such as the Chemical and Biological Defense Program should follow the Results Act's outcome-oriented principles, including the establishment of general goals; quantifiable, measurable, outcome-oriented performance goals; and related measures. Moreover, research organizations such as the Research Roundtable, the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine have concluded that both applied and basic research programs supported by the federal government could be evaluated meaningfully in accordance with the Results Act framework. DOD's Chemical and Biological Defense Program in general, and its R&D activities in particular, have not incorporated key Results Act principles. Program goals are vague and unmeasurable and the performance measures emphasize activities rather than impacts. In the absence of explicit and measurable goals, it is difficult to assess the impact of the Program on warfighters' ability to survive, fight, and win in a chemical and biological environment. Chemical and Biological Defense Program research and development organizations have incorporated Results Act principles inconsistently. Only one of three DOD organizations that engage in R&D activities in support of the Chemical and Biological Defense Program has adopted the Results Act planning and evaluation tools. The remaining two cited either the utilization of equivalent planning tools or the unique challenges of evaluating research and development activities as reasons for not adopting the Results Act processes.

The Eddy Current Inspection System (ECIS) is an automated aircraft engine part inspection system that uses eddy current technology to inspect aircraft engine parts for small flaws and cracks (5 to 10 mils.) created by engine wear and fatigue. This technology was used in the Retirement for Cause/Non-Destructive Evaluation (RFCYNDE) portion of the Engine Structural Integrity Program (ENSIP). The ECIS is comprised of three primary modules, the Signal Generation/Detection Module, the System Control Module, and the Robotics Module. Presently, there are 41 ECIS systems in operation and these systems have successfully performed to specification since their implementation to conduct RFC/ENSIP life management and safety inset functions. The USAF intends to continue using the ECIS systems for many more years: however, the state-of-the-art of various areas of the supporting technology of the individual modules has advanced since the initial ECIS system design. Many other components have become obsolete increasing maintenance costs. The ECIS systems deliberate modular design makes allowances for the upgrade of the system to incorporate many of these state-of-the-art technology improvements.

This is a general overview of POD Version 3 usage with emphasis on the input sheets for a POD analysis. The manual also contains the explanations of the output tables and graphs. The input and output sheets are standard Excel workbook sheets. All standard Excel 97 commands can be used at the discretion of the user. Knowledge of Excel is assumed and no Excel commands are discussed. It is a C++ program that interacts with a Microsoft Excel 97 workbook to perform POD analysis on the results of an NDE capability demonstration. The interface between the user and POD is the Excel Workbook. POD controls the analysis through a window that opens and closes workbooks, calls for the recalculations using the analysis and data specified on the input sheets of the workbook, and executes Excel macros that produce the output of the analysis. POD names, uses, and controls a maximum of 11 sheets of the workbook. Two of these sheets contain the input information for an analysis and the other nine contain analysis output in the form of tables and graphs.

The University of Florida reactivated its carpool program in May 1997. The purpose of this project is to evaluate how successful the project has been using various performance indicators within three main perspectives - the University, the surrounding communities, and the participants of the program. This project also determines whether the participants are abusing the carpool program, how the administration of the program and university policy may be contributing to the performance of the program, and provides recommendations about how the program could be modified to improve its performance. Some analysis, discussion and recommendations are also provided regarding university policies, especially parking, because of the close relationship they have with the performance of the carpool program. The research for this project primarily included monitoring carpool spaces for occupancy, a preparing a survey of demographic and travel behavior sent to all program members' campus mailing addresses, collecting additional demographic and transportation data from UF and the local community, analyzing the spatial distribution of members' home addresses for distance and compatibility, and researching carpooling and transportation data and policies from other universities nationwide. The results of the evaluation were that the carpool program was marginally to moderately successful in eliminating vehicles and reducing parking demand from the perspective of the University, and marginally to moderately successful in eliminating vehicle-trips and miles of travel from the perspective of the surrounding community although somewhat less successful than from the perspective of the University, when only considering the before and after travel behavior of the participants of the carpool program. When considering the entire University community, the program has provided an almost negligible amount of savings.

This document contains the proceedings of the Teton Summit Conference for Program Evaluation in Nonformal Environmental Education. The Summit was co-hosted by the Teton Science School (TSS) and The Ohio State University with the goal of improving efficacy of evaluation in environmental education. Contents include: (1) What Is Evaluation? (2) For Whom Is Evaluation Done? (3) Why Evaluate? (4) How Is Evaluation Done? (5) What Is and What Should Be? (6) The Politics of Evaluation (7) What Environmental Education Evaluation Can Look Like (8) P.A.R.K.S. as a Model; (9) Valuing Programs from an Economic Perspective: Cost Analysis in Environmental Education Evaluation; (10) Cost-Benefit and Cost-Effectiveness; (11) Other Factors When Considering Costs; (12) Should Environmental Education Program Evaluation Be Required? (13) Possibilities: Where Do We Go From Here? (14) Matching; (15) Evaluation and Research; (16) A Culture of Evaluation; and (17) Identifying the "It" in Evaluation. Appendices include a list of summit participants, materials from the summit, and a resource guide. (YDS)

This report presents third-year findings from an evaluation of the School Choice Scholarships Foundation Program. In 1997, this program provided scholarships via a lottery to low-income, New York City children in grades 1 through 4 that allowed them to transfer to private schools. The evaluation compared scholarship to control students, using test score, survey, and school-level data collected in the year 2000. On standardized tests, students offered scholarships performed similarly to control students. Those who ever attended private schools did not outperform those who never attended private schools. Patterns of impact for Hispanic students differed markedly from patterns for African American students in regard to test scores. Parents reported that schools and classes attended by scholarship students were smaller than those attended by public school students. Private schools were more orderly than public schools. Parents of children who switched to private schools were much more satisfied with their schools than parents of public school students. Among students offered scholarships, 53 percent used them to attend private schools for 3 full years. Parents who declined scholarships generally did so because they could not afford the added tuition and expenses. Five appendixes include research data and findings. (Contains 26 tables and 38 references.) (SM)

In 1998, researchers were requested to undertake an evaluation of a proposed new behavior program at the Melbourne Juvenile Justice Centre. The behavior management program at the Centre attempts to intervene constructively in the lives of young offenders. The project aims to increase the range of skills for management of clients' behaviors in a fair, respectful, and rewarding environment; encourage clients to become accountable for their actions; change client relationships to authority; and maximize young people's abilities to transfer positive learning to the community. The hypothesis is that increased capacity for reflection will facilitate the taking of greater responsibility for thoughts, feelings, decisions, and actions. The evaluation focused on identifying the expectations that clients, staff, and management had for the project; assessing the impact the project had on clients, staff, management, and the environment in the units; and formulating recommendations. Evaluation of the pilot project indicates that participants generally did change in the direction of the hypothesis, and that further work needs to be done to consolidate the changes in management style and to ensure that changes in participants continue into the community. (JDM)

The Saginaw Prekindergarten Program is designed to provide 4-year-olds with an environment that will enable them to develop skills needed for future success in school, and to prepare inner city children for entry into kindergarten. The objectives of the program include specific achievements in 16 cognitive skills, psychomotor skills, and parental participation areas. An annual evaluation was conducted for the 1998-99 school year. A total of 400 children from 14 schools participated in the program. The Prekindergarten Saginaw Objective Reference Test assessed student achievement on a posttest-only basis. Teachers recorded the amount and type of parent participation throughout the year. Findings indicate that students attained all the cognitive objectives and three of the four psychomotor objectives. In comparison to 1998 data, six objectives showed minor to major decreases in the percent of students meeting the mastery criteria. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. It was concluded that the Saginaw Prekindergarten Program was very successful in 1998-99, having attained 15 of the 16 program objectives. It was recommended that building differences in results be examined and that the teachers and program supervisor jointly explore reasons for relatively poor achievement on one of the psychomotor objectives. (Six appendices include the prekindergarten objectives, data collection instructions, and tabulated data by building.) (KB)

As a component of a consulting engagement with a Midwestern comprehensive mental health center, an Outpatient Assessment Questionnaire (OAQ) was administered pre-post to 124 outpatient clients in a three month time series design. These comparisons yielded significant changes on thirteen of the twenty dimensions, including general affect, positive affect, negative affect, anger, depression, coping via escape methods, level of functioning, mental coping methods, mental health, psychosis, seek professional help, spouse perception, and stress perception. Results show the greatest amount of improvement on the scales that measure emotional dimensions (affect, negative and positive affect, anger, and depression). Since most of the clients had presented complaints of depression and stress-related emotional problems, it appears that therapy over the course of six weeks had its greatest effect on the kinds of problems these clients were experiencing. In addition, clients showed improvement in the use of mental methods of coping with stress and tended not to escape as much as a means of coping. Their level of daily functioning improved slightly and they reported fewer symptoms of mental health distress, personal stress, and psychotic symptoms. There was a slight improvement in perception of their spouses. At the end of therapy, they were more likely to seek professional help. No changes were observed on the seven psycho-social dimensions. (MKA)

A group of partners headed by the Home Builders Institute (HBI) created the Mid-Atlantic Regional Training (MART) Center for Residential Construction, with a primary focus on providing education and training services related to the masonry and carpentry trades at existing institutions in the District of Columbia, Maryland, Virginia, and West Virginia. The center provided training and support services to 263 persons and numerous residential construction companies in these states. An evaluation of the program showed that the center was particularly successful in recruiting minorities (almost 50 percent were African American compared to 5 percent of carpenters nationwide) and women (about 10 percent, compared to 1 percent of carpenters nationwide). Two 26-week worksite-based training sessions were held. Worksite instruction involved framing homes under contract with local builders. The center was successful in creating partnerships with local builders and the industry and leveraging private and public resources. The regional center approach attracted the attention of national companies and made project cooperation easier. Students were offered such services as transportation, job placement and career counseling and were given basic tools. Ninety-nine percent (113) of the persons who graduated from MART obtained jobs in the construction industry, with older workers more likely to graduate from the program. In addition, the program developed skills standards for 89 carpenter framer tasks. The program evaluation determined that MART met or exceeded its objectives and that such a center is an extremely effective approach to training workers. (Appendices include a carpenter framer questionnaire, duties, and tasks and the MART performance tests.) (KC)

The program, which lasted 136 days, was designed to provide classroom or tutorial services in the area of language development for pupils served in Chapter 1 eligible facilities for the neglected or delinquent. The evaluation of the program was based on standardized achievement test information (grades 2-12). Data were collected for the period from September 14, 1992 through March 26, 1993. The Desired Outcome 1 stated that at least 50% of the pupils in the sample--those who were English-speaking, and had a valid pretest-posttest score for Reading Comprehension--would gain at least 3.0 Normal Curve Equivalent (NCE) points for the instructional period. Norm-referenced tests were administered in grades 2-12 in a spring-to-spring cycle. Grade 2 pupils received the Metropolitan Achievement Tests, Sixth Edition (MAT6, 1985). Pupils in grades 3-12 received the California Achievement Tests (CAT, 1985). Of the 317 pupils served, the average days of enrollment per pupil were 15.1 and the average days of attendance per pupil were 11.0. Due to a high degree of pupil mobility, there were no pupils who had attended enough days for inclusion in the evaluation sample. Therefore no assessment could be made based on the program's Desired Outcome. It is recommended that the program be continued, since it provides a needed service to pupils in exceptional circumstances. It is further recommended that alternatives to the present evaluation design be considered. Instruments used to collect data are appended. (BF)

The Substitute Vocational Assistant Program (S.V.A.P.) was designed to provide highly motivated high school graduates with the opportunity to obtain New York State Education Department certification and employment as a vocational/trade education teacher. The program is a comprehensive experience, 5 and one half years in length, that includes a salaried teaching internship, occupational field work, and postsecondary academic study. During each year of program enrollment, participants must complete 5 months of supervised teaching in a vocational high school, 7 months of work in their trade, and postsecondary academic study in occupational education at the City College of New York. A survey of 12 individuals enrolled in the program and 2 program graduates examined participant characteristics, recruitment methods, reasons for program enrollment, experience with the S.V.A.P., ratings of the program, and participants' recommendations. The evaluation report concludes that the program has had satisfactory results in recruiting new vocational teachers. Respondents evaluated the program positively in quality of instruction, handouts and other teaching materials, equipment provided, support from the S.V.A.P., classroom service, work site assignment, and college course work. (JDD)

The Substitute Vocational Assistant Program (S.V.A.P.) was designed to provide highly motivated high school graduates with the opportunity to obtain New York State Education Department certification and employment as a vocational/trade education teacher. The program is a comprehensive experience, 5 and one half years in length, that includes a salaried teaching internship, occupational field work, and postsecondary academic study. During each year of program enrollment, participants must complete 5 months of supervised teaching in a vocational high school, 7 months of work in their trade, and postsecondary academic study in occupational education at the City College of New York. A survey of 12 individuals enrolled in the program and 2 program graduates examined participant characteristics, recruitment methods, reasons for program enrollment, experience with the S.V.A.P., ratings of the program, and participants' recommendations. The evaluation report concludes that the program has had satisfactory results in recruiting new vocational teachers. Respondents evaluated the program positively in quality of instruction, handouts and other teaching materials, equipment provided, support from the S.V.A.P., classroom service, work site assignment, and college course work. (JDD)

This report presents the development of condition rating procedures for tainter and butterfly filling and emptying valves for navigation lock structures. Several site visits and field investigations were conducted, experts from the U.S. Army Corps of Engineers were asked to rate the valves, and the results were compared to a preliminary version of the rating system. Modifications were made to reflect the experts' opinions more accurately. In the following document, a general description of the current inspection and rating system is given. This includes the definition of a condition index and a description of valve distresses. A detailed description of the inspection follows. Once the inspection data is gathered, condition indexes for valves can be computed. Condition indexes, Valve distresses, Navigation structures, Locks and dams

These compounds produced no primary irritation of the intact skin and no greater than mild primary irritation of the intact skin and no greater than mild primary irritation of the skin surrounding an abrasion. Chemicals AI3-38359a and AI3-38866a produced mild injury to the cornea and, in addition, some injury to the conjunctiva. Chemicals AI3-38277a, AI3-38865a, and AI3-38866a produced moderate injury to the cornea and, in addition, some injury to the conjunctiva. This injury had healed by 7 days post-application. Chemicals AI3-38859a and AI3-38282 produced moderate to marked sensitization in five of ten, and four of ten, guinea pigs, respectively. The other chemicals did not produce sensitization reactions. All tested chemicals did not cause a photochemical irritation reaction and demonstrated slight to moderate oral toxicity.

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The objective for this project was to review DoD Combating Trafficking in Persons program performance and compliance with DoD Instruction 2200.01, Combating Trafficking in Persons (CTIP), September 15, 2010.1 This capping report summarizes findings resulting from our multi-year review which began in 2009, in response to the requirement for the Inspectors General of the Department of Defense, Department of State, and United States Agency for International Development to investigate a sample of contracts for which there was a heightened risk that contractors may engage in acts related to trafficking in persons.2 We performed field work from 2009 to 2012 and follow-up in 2013. The team visited 67 Department of Defense organizations at 46 installations. We conducted over 280 briefings, interviews, and sensing sessions with over 300 military and Department of Defense civilian personnel, and over 200 contractor personnel. The team reviewed Department of Defense Component policies, procedures, and available Combating Trafficking in Persons inspection reports.

This technical report is the third in a series of reports evaluating the impact of the Army s Comprehensive Soldier Fitness (CSF) Program. This report focused on determining the efficacy of the train-the-trainer component of CSF Master Resilience Trainer (MRT) in influencing Soldier resilience and psychological health (R/PH) across time. Four Brigade Combat Teams (BCTs) received MRT skills training (Treatment condition), while four additional BCTs did not (Control condition). Measures of R/PH were taken three times across approximately 15 months (baseline, T1, T2), and demographics, quality of unit leadership, and quality of unit cohesion were accounted for. Analyses show that Soldiers in the Treatment condition exhibited significantly higher R/PH scores at T2 than did Soldiers in the Control condition. Also, MRT skills training appears to be significantly more effective for Soldiers 18-24 years old than older Soldiers. Additional contextual analyses are provided.

Approved For Release 2001/08/01 : CIA-RDP80-01826R00040O 005-9 NOW, 4 November 1958 OS NOTICE NO. 5.8-9 FOR: All Office of Security Supervisors SUBJECT: Relation of New Fitness Report Form to Competitive Evaluation Program 1. Institution of the new Fitness Report Form on 3 November 1958 makes it necessary to point out the need for specific comment by super- visors on the employees' Productivity, Quality of Work, Personal Characteristics, and.Value to the Agency. 2. The Competitive Evaluation Program provides for rating employees on several factors such as education, years of experience, time in grade, training, etc. , the values of which are derived directly from the record without much element of judgment or appraisal being called for by the Evaluation Panels. On the other hand, the factors of Productivity, Quality of Work, Personal Characteristics, and Value to the Agency require an assessment of the record and an evaluation. of the employee by the Panel in order to arrive at a considered judgment and a fair rating for each of these factors. 3. Supervisors preparing the new Fitness Report will consider Productivity, Quality, and Personal Characteristics in rating the employee in Section C, and of course the ratings in. Sections B, C, and D will give indications of the employee's Productivity, Quality of Work, Value to the Agency and to some extent his .Personal Characteristics. However, the .Fitness Report does not provide for specific ratings of each of these elements as such. Therefore, it is of the utmost importance that supervisors make particular mention.of these items in the narrative description, Section E, of the. Fitness Report. 4. Productivity and Quality should each be described so that each characteristic may be evpluated and rated on the basis of whether it is Average. or Above or Below, or whether it is Outstanding or Superior, or Barely Adequate or ,Inadequate: 5. Personal Characteristics may run the gamut from Excellent to Objectionable, with intermediate qualities of Very Good, Average or Less than Average acceptibility. The supervisor's description of the employee's Personal Characteristics should be such as to permit an accurate evaluation and rating of this important factor in. the competitive evaluation process. Approved For Release 2001/08/01 : Cl - 80005=9 Approved For Release 2001/08/01 : CIA-RDP80-01826R0004 OQO 0005-9 6. The. element-of Value to the Agency or Potential is difficult -to assess and evaluate... ..A clear description.of the employee's potential with particular reference to his versatility or flexibility, .as demonstrated by past capable services in various. assignments, or to his expertness. as a specialist in a.very important line of work. which would be most difficult to replace, will afford some. indication. of his value. In the case of younger employees, an. analysis of their growth potential by the supervisor will be an important factor to aid the. Competitive Evaluation. Panels in determining .the value of the employee. .to .the Agency.. 7. In. summary, it is again emphasized that supervisors should always make reference to, describe, and give their opinions on the Productivity, Quality of Work, Personal Characteristics, and Value to the Agency of each employee in.narrative. form each time a. Fitness Report is prepared. 8. With respect to. what are average ratings in the new Fitness Report, it is agreed that the.following grades. and descriptions reflect "average": .Section.$. 4 "Competent" Section C 3/4 .."Performance a little more than 'clearly meets basic. requirements'" 9.. With. respect to the question "How is average' determined?" 11 the following is observed: The- criteria for performance. are established by supervisors for the work under their jurisdiction. _ Employees should therefore be graded. on the basis: of their. meeting the criteria in. the performance of their jobs and not on the basis of their performance. in relation to each other. In other words, after performance criteria have been established for a. job, the person. or group. of people performing that job may be .average, or above, or below average in varying degrees. They might conceivably all be average or all outstanding or all mediocre. Therefore, to give an example, if a group of five perslons comprising. a unit were all performing a job in an excellent manner, they would. all be rated excellent. It would not be proper to divide them into average, above average, and below average categories with relation to comparative performances among themselves.. - 2 Approved For Release 21001/08/01 : CIA-R 8~^^1R~FRann~nop 0005-9 Approved For Release_2001/08/01 : CIA-RDP80-01826R000400r08 005-9 Ad03 IO 3X 10. It is expected that each. supervisor will be completely objective in rating personnel under his supervision. The manner in which a supervisor accepts his responsibilities in this regard is a factor that will be considered .when he, in turn, is rated. 25X1A9a Direckct'' of Security Distribution: All OS Supervisors Approved For Release 2001/08/01: CIA- - 6 00 0080005-9

The LEAP Interaction Inventory Adjunct Questionnaires were developed to enhance the original Interaction Inventory to provide Marine commanders with additional motivational assessment techniques for measuring contemporary Marine Corps concerns. The Adjunct Questionnaires were designed to broaden the domain of the initial survey technique, provide for more specific assessment of motivational issues, and offer more flexibility of application through selection of scales considered most relevant at the user unit level. The LEAP Interaction Inventory Adjunct Questionnaires are presented as diagnostic and perscriptive instruments for use by small unit commanders in planning organizational development intervention. The manual includes instructions for administration of the questionnaires and directions for scoring, recording, and interpreting survey results.

Preliminary hazard evaluations of AI3-36340-a, AI3-35941-a, AI3-37418-a, and AI3-37331-a, USDA Proprietary Chemicals, were performed by means of laboratory animal studies using rats, rabbits, and guinea pigs. The technical grade compounds did not cause primary irritation of the skin or eye, and were not photoirritants. They did not prove to be skin sensitizers or to be acutely toxic by ingestion. It was recommended that the four chemicals be approved for further testing as candidate insect repellents. (Author)

The original version of the TYFOON analog program, first used operationally by FLEWEACEN/JTWC Guam in 1970, has been modified several times to improve its performance. The version used during the 1973 season was known as TYFOON-72. Addition of the 1970 and 1971 tropical cyclone data to the analog data tape plus extension of the storm tracks to the 'bitter end' suggested further modifications to the analog program. Elimination of the extrapolation feature plus reduction of the time envelope resulted in the latest version, TYFN73. A test was conducted, using 1972 data, to determine if the changes incorporated into TYFN73 degraded the forecast positions generated by the analog program. The results of this test revealed no significant differences in forecasting accuracy between TYFOON-72 and TYFN73. In addition, TYFN73 ran over 46 percent faster. As a result, TYFN73 will be used operationally during the 1974 tropical cyclone season. (Author)

A preliminary hazard evaluation of AI3-36423 was performed by means of laboratory animal studies using rats, rabbits, and guinea pigs. The technical grade compound caused mild primary skin irritation and mild corneal and conjunctival irritation in rabbits, but no photoirritation. It did not sensitize guinea pigs or prove to be an acute ingestion hazard. Ethanol solutions of AI3-36423 also caused mild skin irritation. (Author)