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The "skin, scale, feather, and fur" program was designed to provide children in the New York City public schools with knowledge about various animal species and their place in the animal world. Teacher and paraprofessional staff along with the Staten Island Zoo Personnel developed activities and instructed children at the zoo. They also conducted exploratory learning activities at schools. The primary objective of the program was to determine whether, as a result of participation in the program 70% of the pupils would get 60% of the questions correct on a test measuring knowledge about various animal species. Five hundred pupils in grades three through nine participated in the program. Data was collected for students in grades two through four. A program developed instrument measuring knowledge about various animal species was administered after the children had been exposed to the program. The findings of the report indicated that 98% of the pupils in grades two, three, and four (512 out of 519) received test scores above 60%. (JP)

This report is an evaluation of a New York City school district educational project funded under Title I of the Elementary and Secondary Act of 1965. The major objective of the program was to increase student competency in math computational skills. Approximately 3,000 high school students in grades 9 through 11 from 32 high schools were selected as participants. Class size was reduced to 15 students to allow for individualized instruction. Math labs equipped with calculators, printing calculators and programmable calculators were available for student use. Their use was designed to interest students in math and to make students familiar with these machines since they are often used in business and might increase students' employment opportunities. The program was staffed by a project coordinator, teacher-trainers, teachers, and teacher-aides. The Metropolitan Achievement Test (MAT) Computational Sub-Test was administered as a pretest and as a posttest. A historical regression analysis of the achievement test data revealed statistically significant differences in the scores. Program participants, on the average, made one year gains in actual achievement beyond that which was predicted on the basis of their previous history of achievement. (Author/BS)

This report evaluates a nursery program for pre K pupils in New York City. The program emphasized oral language, sensory motor coordination, conceptual training and the development of a strong self concept. Fifteen pre K pupils participated in the program. An intake diagnosis was used to help specify areas of deficit which needed attention. Parents of pupils, "volunteer parent cooperators", worked in the classroom and in the learning centers on a rotating basis under the direction of the teacher. An educational assistant worked with the pupils individually and in small groups. A family worker consulted with parents of the pupils enrolled in the program. Pupils were tested at the beginning and the end the program to assess the improved cognitive functioning as measured by the Boehm Test. This evaluation concluded that eleven of the fifteen pupils showed a gain in cognitive functioning in their post test performance scores. Additionally, parents participating in a workshop program showed increased knowledge of child development as measured by an observational inventory. The child development rating scale and the parent observation form are appended to this report. (Author/JP)

This document provides descriptions, a list of evaluation procedures, findings and summaries, conclusions, and recommendations for each of twenty-one programs held in New York City Schools. Programs for parents, teachers, tutors, reading, mathematics, English, educational development, basic skills, Afro-American history, and mental hygiene are included. (Author)