text:
Le Measures of Student Achievement and Related Outcomes
'1 Group 1 Career Ladder School Districts
Edward F. Sloat
State Director of Research and Development
C. Diane Bishop
State Superintendent of Public Instruction
Arizona Department of Education
February 1994
Measures of Student Achievement and Related Outcomes
Group 1 Career Ladder School Districts
Edward F. Sloat
State Director of Research and Development
Edited by Joyce Hunter
Research and Development Division
February 1994
C. Diane Bishop
State Superintendent of Public Instruction
Arizona Department of Education
1535 West Jefferson
Phoenix, Arizona 85007
Table of Con tents
Overview of Findings ......................................................... ...................................................................1
Introduction ........ ... . .. . .. .. .. .. ..... .. .. . . .. ....... ..... .... ... ..... ....... . ... ... .. .. .. . . .. ... .. . .. .. . . . . . ... . . .. . .. . . . . . . ... . . . . .. . . . . . ......... 2
Methodology and Data Issues .............................................................................................................2.. .
Methodology. ..........................................................................................................................................2...
Issues of Experimental Design .......................................................................................... ......... .... ............3
Use of NCE Scores .................................................................................................................................4.. .
Use of Complete Composite and Subject-Specific Scores. .....................................................................4.. .
Calculation of Score Differentials ..................................................................................................... . .... ..... 4
Data Sources .............................................................................................................................................. 6
Student Performance Measures .............................................................................................................. 7
Historical Dropout and Graduation Rates ................................................................................................... 7
Student Achievement in CL and Non-CL Classrooms ............................................................................... 9
Aggregate Student Performance on the ITBS for CL and Non-CL Districts ........................................... 11
RePost Camr Ladder Student Performance Indicators .......................................................................... 13
Measures of Achievement on the Arizona Student Assessment Program (ASAP) Assessments ............. 15
199 1 Expected Versus Actual Test Scores for CL Districts. ........................................................ .......... . -16
Comparisons of 199 1 Expected Versus Actual Test Scores for CL and Non-CL Districts ........... ........... 17
Changing At-Risk Status ......................................................................................................................... 19
Overview of Findings
1. Group 1 Career Ladder districts reported lower historical (1987 - 1992) dropout rates than Non-Career
Ladder districts.
2. Dropout rates for each racidethnic group were uniformly lower in Group 1 Career Ladder districts
than those found in Non-Career Ladder districts.
3. Graduation rates in Group 1 Career Ladder districts were 5 percent points above the state average in
1991 and 8 percent points above the state average in 1992. Comparatively, graduation rates for Non-
Career Ladder districts were 1 percent point below the state average in 199 1 and 2 percent points below
the state average in 1992.
4. Between 1988 and 1992 Complete Composite Nomal Curve Equivalent (NCE) scores on the ITBS for
each grade, 2 through 6, were between 5 and 10 percent above those reported by Non-Career Ladder
5. Group 1 Career Ladder NCE scores, aggregated across grades 2 through 6, were 7.95 percent higher in
1988,8.14 percent higher in 1990 and 9.10 percent higher in 1 99 1, than those in Non-Career Ladder
districts. Between 1988 and 199 1, the NCE score differential between Group 1 Career Ladder districts
and Non-Career Ladder districts increased.
6. For grade 3 Reading and Mathematics and Grade 6 Reading, the score differential between Group 1
Career Ladder districts and Non-Career Ladder districts increased between 1986 @re-Career Ladder
program implementation) and 199 1 (post-Career Ladder program implementation). However, this trend
was not apparent for grade 3 Language and grade 6 Language and Mathematics.
7. In 1990, NCE scores for students in grades K - 6 who received instruction from teachers participating
in the Camr Ladder program were 1.72 percent above scores reported for students not receiving
instruction h m Career Ladder teachers. NCE scores for students receiving instruction fiom Career
Ladder teachers were between 1.4 and 12.9 percent higher than those reported for students not
receiving instruction fiom Career Ladder teachers in 10 out of 13 (77 percent) Grot*;, 1 Career Ladder
districts. (Note: no data was available at the classroom level for one of the Group 1 districts.)
8. For the Group 1 Career Ladder districts, student performance in each subject area of the March 1993
ASAP Form Dl assessments for grades 3 and 8 was between 1.4 and 6.8 percent above Non-Career
Ladder districts.
9. Student achievement (1991 ITBS Complete Composite NCE scores for grades K - 6) in Group 1 Career
Ladder districts exceeded expected performance when adjusted for community wealth and
studentldistrict population characteristics. Expected performance in Non-Career Ladder districts was
not significantly different fhm actual performance. (Note: evaluation of expected versus actual
performance was significant at the 95 percent confidence level.)
10. Group 1 Career Ladder districts which were identified as not being at-risk performed at higher than
expected levels, while Group 1 Career Ladder districts identified as being at-risk performed slightly
below expectations.
11. Group 1 Career Ladder districts which were identified as not being at-risk in 1990 grew to be relatively
more at-risk by 1992. Group 1 Career Ladder districts which were considered to be at-risk in 1990 did
not become significantly more at-risk by 1992.
At the request of the Arizona Department of Education (ADE) Career Ladder Office, staff of the ADE Research and
Development Division were asked to investigate student outcome measures for Arizona school districts participating
in the state's Career Ladder (CL) program. The investigation focused on identifying variations in selected outcome
measures between participating and non-participating districts.
This report summarizes the empirical information and analytical findings of the project. Part 1, Methodology and
Data Issues, discusses methodological assumptions and decisions made at the start of the project, including issues
concerning achievement scores, presentation of comparative data and primary sources of information. Part 2, Student
Performance Measures, presents tabulations and charts of comparative outcome measures organized by type of
Part 1
Methodology and Data Issues
Methodology. At the beginning of the project, staff fiom the ADE Research and Development Division and the
Camr Ladder Office met to identify the type and scope of the analysis and the availability of relevant data sets. The
following parameters were defined to guide the study:
First, it was initially agreed that an historical perspective would be important, tracking various outcome
measures over time in an effort to delineate trend differences between CL and non-CL districts.
Second, it was felt that while multiple outcome measures should be investigated, the emphasis would be
placed on student achievement.
Third, discussions among ADE staff and representatives fhm CL districts suggested that outcome measures
should be looked at in a variety of ways, including within and between comparative CL districts as well as
contrasted against non-CL districts.
Fourth, because the primary concentration of teacher participation is at the elementary grade levels, the
analysis of student achievement is restricted to grades K - 6. The exception to this would be Arizona Student
Assessment Program (ASAP) assessment results which include grades 3 and 8.
Fifth, it was decided not to focus on individual district outcomes. Therefore, most of the data presented in
this report compare averages aggregated across all CL and non-CL districts.
Finally, since participation in the CL program began in 1987, it was decided to limit the analysis to districts
which have been in the program the longest. Thus, the study group was restricted to the following original
14 Group 1 CL districts.
Group 1 Career Ladder Districts
Apache Junction
Catalina Foothills
Cave Creek
m a r t
Flowing Wells
Window Rock
Due to limitations in staff resources and available data, the type of student outcome measures investigated were
restricted to readily available indicators, including student performance on ITBSrrAP tests, the Arizona Student
Assessment Program (ASAP) assessment scores and high school (grades 9- 12) dropout and graduation rates.l
Analysis of student outcomes incorporated the following investigations using CL and non-CL district data:
Aggregate student ITBS achievement data by grade,
Student achievement on the ITBS by classroom,
1993 ASAP Form Dl student assessment results by subject and grade level,
Mpost ITBS achievement by grade level,
Expected versus actual ITBS student achievement, and
Trends in dropout and graduation rates.
District-level analyses of both ITBS and ASAP test scores were based on weighted average aggregations of student-level
data2 A final decision was made to restrict the analysis of ITBS results to the elementary grades in order to
construct comparable district- and classroom-level aggregation^.^
Issues of Experimental Design. The focus of this report is necessarily limited to the observation of various student
outcome indicators associated with Group 1 CL and non-CL diicts. Since the Group 1 CL districts were
determined prior to the start of this evaluation, it was not possible to utilize strict experimental methodologies which
would allow for a complete understanding of the causal relationship between implementation of the CL program and
varialions in student performance measures.
Participation in the CL program by Arizona school districts, school sites and classroom teachers was not a random
event. Application and awards of limited program funding restricted participation to those districts, schools and
teachers who requested, and were allowed, to participate. Throughout the history of the program, additional districts
and school sites have been incorporated. Thus, statistically motivated inferences based on pre-selected experimental
and control group evaluations are not possible. For this analysis, too little is known about the characteristics of the
Group 1 CL districts as they relate to non-CL districts to assume that differences in empirical measurements are due
solely to the effects of the CL program. Factors such as the lack of available data on competing at-risk programs,
student involvement in multiple education support programs, teachertschooLldistrict characteristics which initiated
application to the CL program, and student outcome measures attributable to each of these factors, make parsing of
performance and outcome indicators to the CL or any other education program problematic.
The difficulty of attributing quantifiable variations in student outcome measures to broad-based education programs
is not unique to the CL program. Evaluations of programs such as Chapter 1, Chapter 2, School Lunch, At-Risk,
Dropout Prevention, etc., are all characterized by an inability to strictly measure their impacts on student
achievement. Indeed, most public policy and programmatic evaluations are conducted with the understanding that the
complexity of competing factors (human, policy or program) precludes any evaluation of effectiveness based purely
on empirical findings. Rather, observations of measurable events are made to supply the evaluator with additional
information which facilitates an understanding of a particular belief or hypothesis. When such empirical data are
combined with other qualitative information, observations and understandings, it becomes possible to reach more
informed conclusions about the causal impact of a particular program or activity.
1 (ITBSITAP) Iowa Tests of Basic Skills and Tests of Achievement and Proficiency, Riverside Publishing
Company, Chicago, Illinois.
2 Calculations of weighted average achievement levels are used throughout this report. The number of students
within an analysis group (such as a classroom, district or group of districts) serves as the weight. This weight (or
student count) is applied to the average test score of the analysis group in order to reflect its relative importance
compared to other group averages.
3 Students in grades 7 - 12 traditionally do not reside in self-contained classrooms, thus preventing a one-to-one
link between tests scores and the teacher identifier available from the computer record.
This report is intended to provide a variety of empirical observations on the variation and relationship of student
outcome indicators for Group 1 CL and non-CL districts. It is by no means comprehensive. Much of the analysis has
been restricted due to the lack of available data and resources. Hopefully, the comparative evaluations presented will
lead to additional questions and areas of interest and, ultimately, to the implementation of a more exacting
experimental design.
Use of NCE Scores. For the purpose of this report, all ITBS student performance figures are based on normal c w e
equivalent (NCE) scores. NCE scores were utilized for their mathematical and computational properties which allow
for within- and across-grade comparisons of student performance. Unlike percentile ranks and grade-equivalents,
NCE scores may be averaged across subpopulations of students within specific grades, schools or districts or across
multiple grade levels.
An NCE score indicates the relative performance of an individual compared to the distribution of test scores
achieved by a national sample of students - commonly called a norm group. NCE scores range between 0 and 100
points. For example, if an Arizona student in a specific grade achieves a score which is equal to the average score of
students at the same grade level represented in the national norm group, the Arizona student would receive an NCE
score of 50. If the Arizona student achieved an NCE score greater than the average score of the norm group, the
Arizona student's NCE score would be above 50. Finally, if the Arizona student earned a score lower than the
average of the norm group, the resulting NCE score would be less than 50. This interpretive quality of NCE scores
holds for an individual student or for groupings of students, schools or districts.
Use of Complete Composite and Subject-Specific Test Scorn. The focus of this study was to investigate the
relative performance levels of students in CL and non-CL di~trictsN.~o a priori hypothesis was stated on the effect of
the CL program on student performance within a particular subject area Thus, emphasis was placed on analyzing the
composite scores of students because they represent an overall relative performance level incorporating the subject
areas of Reading, Mathematics, Language and a variety of smaller subdomains of knowledge and skills. In fact, it is
assumed that if the CL program is effective, the effect will be shown across all subject areas.
In one instance, the use of Complete Composite scores was not possible. In compiling test-score information for the
1986 school year, it was found that computer-based files were no longer available. As a result, data for that year had
to be extracted fiom published reports. Unfortunately, the Riverside Publishing Company, which publishes the
Arizona ITBSrrAP test scores, did not provide accessible hard-copy reports of Complete Composite scores on a
district-by-grade level for the 1986 school year.5 The only information readily available was for the primary subject
areas of Reading, Language and Mathematics. As a result, the section comparing student performance in 1986 to
1992 reports weighted average NCE scores by subject area
Calculation of Score Differentials. Throughout this report, two methods of presenting weighted average NCE
scores are used to compare CL and non-CL districts. In many instances, the actual NCE scores of these groups are
reported. This tells the reader about each group's overall average achievement level. In addition, comparing average
NCE scores gives some indication of the relative position of one group to the other. However, it does not clearly
demonstrate the degree to which the scores differ. This becomes even more problematic when comparing actual NCE
scores over time.
To view the relative performance levels of CL and non-CL districts, calculations of score differentials are used.
Score differentials simply report the percentage difference in absolute NCE scores between the two groups. In all
cases, the weighted average scores for CL districts are compared against non-CL districts. Thus, positive differentials
indicate that CL average scores exceed those of non-CL districts, while negative differentials indicate that CL
d i c t s performed at a level below non-CL districts. For example, a score differential of +3.20 percent indicates that
the actual NCE score for CL districts was 3.20 percent above that for non-CL districts. Similarly, a differential of
-3.20 percent indicates that the score for CL districts was 3.20 percent below that for non-CL districts.
4 In essence, the empirical hypothesis being testing is that there is no difference in overall student performance
between the two groups. Conventions and properties of classical statistical inference hold that a test of
hypothesis be stated in terms of a "no difference" condition. This is commonly denoted as the "null" hypothesis.
5 Individual district reports retained in archives which contained additional subtest information were not retrieved
due to an inability to manually compile and compute the Complete Composite scores across grades and subjects.
In the following illustration, Figure 2 reports the actual weighted average NCE scores of two hypothetical groups in
1987 and 1992.
Figure 2
As shown above, the scores for Group 1 exceeded those of Group 2 in both years. I . addition, the scores for both
groups declined between the two time periods. However, h m the information presented in Figure 2, it is difficult to
ascertain both the relative achievement levels of the two groups for each year and how these achievement levels have
changed ova time.
In contrast, Figure 3 expresses the NCE scores for both groups as differentials. The positive differentials are
interpreted as follows: (1) Group 1 scores exceeded Group 2 in both reference years; (2) in 1987, Group 1 scores
were 10.29 percent higher than those for Group 2; (3) in 1992, Group 1 scores were 1 1.17 percent higher than Group
2 scores; and (4) the difference in Group 1 scores increased by .88 percent points between 1987 and 1992. Thus,
while the level of achievement for Group 1 exceeded that for Group 2 in both years, the degree of this difference also
NCE SCORE DIFflERENTIALS
Data h u m s . To investigate ITBS achievement, historical information sets were constructed from computerized
data files maintained by the ADE for the 1988, 1990 and 1991 school years. Changes in the ITBS testing program
prevented the use of 1992 and 1993 data .6 Each yearly data file contained student-specific information, including
teacher's name, grade level, school designation, demographic data and standardized test scores.
Selection criteria were developed to extract ITBS 'scores only for grades K - 6, because it was not possible to link
teacher identifiers with student test results for grades 7 - 12. District identifiers were then constructed which
identified CL and non-CL districts for use in aggregate calculations. At the classroom level, teacher lists were
obtained for each CL district. From these lists, the names of teachers participating in the CL program were matched
to teacher names maintained on the individual student records.
To compare student achievement levels observed under the Career Ladder program with levels existing prior to its
inception in 1987, data firom the 1986 school year was used. Since no computer data files existed for this school year,
staff extracted ITBS grade-equivalent scores for grades 3 and 6 by subject area Erom the Appendh. to the Statewide
Reportf or Arizona Pupil Achievement Testing, June 1986.R~e source limitations and computational difficulties
prevented extraction of additional grade and subject information.
AII of the ITBS analyses utilized 1988-normed NCE scores.8 As mentioned above, it was preferable to use NCE
scores due to their mathematical properties and ease of interpretation. All of the 1988 - 91 data were based on 1988
norms. However, the 1986 data were available originally only for 1982 norms. Thus, it was necessary to convert
these data to the equivalent 1988 benchmark year. This was accomplished as follows:
1. Tabulate 1986 grade-equivalent scores by subject for grades 3 and 6 for each Group 1 CL district, and
2. Use conversion tables provided by the Riverside Publishing Company to map 1986 grade-equivalent
scores to 1986 percentile ranks, map 1986 percentile ranks to 1988-norm percentile ranks, and map
1988-norm percentile ranks to NCE scores.
Student performance data on the Arizona Student Assessment Program (ASAP) March 1993 assessments were
compiled for grades 3 and 8 h m information sets maintained by the ADE Research and Development Division.
Grade 12 assessment scores were not available for two of the Group 1 CL districts and three more districts did not
have active 9-12 grade levels. In addition, high school teacher participation rates in the CL program for some of the
districts were substantially lower than those found in the elementary grades. Finally, as with ITBS results, it is not
possible to obtain comparative teacher participation and student assessment scores for grade 12. For these reasons,
grade 12 ASAP assessment results were not included in the analysis.
In addition to looking at trends in actual student test scores, a predictive model of student performance was utilized.
This model was developed by the ADE Research and Development Division to estimate the effects of numerous
community, economic and population factors on variations in district-level ITBS test scores. The model incorporated
information obtained firom the U.S. Bureau of the Census and the ADE's report on the At-Risk Status of Arizona
School ~istricts?
ti In 1992, Arizona law altered the structure of the Arizona Pupil Achievement Testing Program by moving the
administration of standardized testing from the spring to the fall, reducing the number of grade levels tested and
restricting the subject areas to selected subtests within Reading, Language and Mathematics. Due to these
changes, no comparable Complete Composite ITBS scores for grades K - 6 could be constructed.
Appendir to the Statewide Reportfor Arizona Pupil Achievement Testing, Arizona Department of Education,
Phoenix, Arizona, June 1986.
8 Refer to Part 1, Use of NCE Scores.
9 The Arizona Depamnent of Education participated in a joint project with the U.S. Bureau of the Census and the
U.S. Department of Education that electronically mapped school district boundaries throughout the state. The
electronic boundary files were then merged with 1990 Census information to provide a wide variety of
demographic and economic tabulations by school district. The Census data used in this report were extracted
from the School District Data Book CD-ROM, U.S. Bureau of the Census, October 1993. Information on the at-risk
status of school districts was obtained from USTAT: The At-Risk Status ofArizona's School Districts,
Arizona Department of Education Research and Development Division, March 1992.
The predictor variables used in estimating aggregate test scores included the following:
Median Family Income
Median Value of Owner-Occupied Housing Units
Percent of Students Eligible for Participation in the Freel'educed Price Lunch Program
Percent of Students Identified as Being Limited English Proficient
District Absentee Rate
District Index of Mobility
Percent of Minority Students in the District
Percent of Students Who Have a Computer at Home
Part 2
Student Performance Measures
Historical Dropout and Graduation Rates. Figure 4 displays weighted average annual high school (grades 9 - 12)
dropout rates for CL and non-CL districts for 1986 through 1992.1° The figures reported are calculated annually,
based on a nine-month, fall-to-spring school year.
Figure 4
CA- UDDm Vb N O W = LADOW DISTRICTS
As shown above, with the exception of the 1986 school year, CL districts reported lower average nine-month high
school dropout rates than non-CL districts. Beginning in 1987, CL district dropout rates steadily declined from a high
of 9.65 percent to a low of 7.56 in 1992. The largest difference in dropout rates occurred in 1989 when the rate for
CL districts was 1.86 percent points below that of non-CL districts. The detailed dropout figures are provided in
Figure 5 below.
10 Historical dropout rate information was provided by the ADE School Finance Unit. Detailed data for 1992 may
be found in Caryn R. Shoemaker's Dropout Rate Study, 1991-92, A Study ofAnnua1 Dropout Rates in Arizona
Public Schools, G r a h Seven Through Twelve, Arizona Department of Education School Finance Unit,
Phoenix, Arizona, February 1993.
Figure 5
Nine-Month High School Dropout Rate
Group 1 Career
Non-Career Ladder
Figure 6 reports 1992 nine-month high school dropout rates by racelethnicity for CL and non-CL districts. As shown,
both CL and non-CL districts displayed the same pattern of midethnic dropout rates. For both groups, White and
Asian student populations reported lower annual proportions of dropouts than Black, Hispanic or Native American
populations. However, the data also indicated that CL districts displayed lower dropout rates within each
racidethnic category than non-CL districts.
Figure 6
mite Blrk m c AUAN ArnnlPI
Figure 7 presents weighted average 199 1 and 1992 graduation rates aggregated for CL and non-CL districts. l1 As
indicated, high school graduation rates for CL districts exceeded those of non-CL districts in both years. In addition,
CL district graduation rates exceeded the state average rate by 5 percent points in 1991 and by 8 percent points in
1992. Comparatively, non-CL districts declined from a 1 percent point advantage over the state average in 1991 to 2
percent points below the state average in 1992.
Figure 7
Weighted Average Graduation IZntesl2
-1991 -
Percent JmILsMe
Group 1 Career
Ladder Districts 70% +5% Pts.
Ladder Districts fwl -1% Pt.
State Total 65%
- 1992 -
Percent l?JmnB&
Wl -2% Pts.
Student Achievement in CL and Non-CL Classrooms. As part of the investigation into the impact of the CL
program on student achievement, ADE R&D staff mapped within-district teacher participation to individual student
performance records. This analysis was performed using 1990 ITBS computer data files for each of the 14 Group 1
CL districts. The data represents Complete Composite NCE scores aggregated across grades K - 6.
Figure 8, on the following page, reports the within-district difference betwttn classrooms with and without
participating CL teachers. As shown, 11 of 13 Group 1 CL districts reported that the classrooms with participating
CL teachers have higher student achievement levels than those with non-participating teachers.13
1 Information on district graduation rates was provided by the ADE School Finance Unit. Detailed district data are
available in Caryn R. Shoemaker's Class of 1992 Graduation Rate Study. A Study ofGraduation Rates for
Arizona Public High Schools, Arizona Department of Education School Finance Unit, Phoenix, Arizona, March
l2 Changes in data definitions over the two study years suggest comparison of the graduation rate figures over time
should be done with caution.
13 No classroom data were available for one CL district. No adjustments were made for the level on which CL
teachers participated in the program. Generally, teachers in lower levels of the program are less experienced. It
is possible that student performance in CL districts with larger proportions of lower level CL teachers may not
be impacted to the same degree as it is in districts with more higher level CL teachers.
Figure 8
rsmo rres c o m m COMPOSITE NCE SCMIES
GRADES K - 6 BY DlSTRlCT
In 1990, Group 1 CL districts were composed of approximately 86,369 K - 6 students, 29 percent (24,699) of whom
were contained in classrooms with participating teachers (see Figure 9). The weighted average NCE score of students
within CL classrooms was 51.775, while non-CL classroom students reported a weighted average score of 50.898.
Thus, across all Group 1 CL districts, the NCE score for students receiving instruction fiom CL teachers was 1.7
percent higher than the NCE score for students in non-CL classrooms.
Figure 9
1990 ITBS Scores for Students in CL and Non-CL Classrooms
Group 1 Carnr Ladder Districts
Number of Weighted Average
Students Percent N C E 1 4
K-6 Students Receiving Instruction from Teachers
Participating in Group 1 CL Program: 24,699 28.6% 52.470
K-6 Students Receiving Instruction from Teachers
Not Participating in Group 1 CL Program: 61.662 7r.4./0 51.224
Total: 86361 100.0%
l4 Figures reflect 1990 ITBS Complete Composite NCE scores.
Aggregate Student Performance on the ITBS for Career Ladder and Non-Career Ladder Districts. Figure 10
reports the weighted average NCE score for Group 1 Career Ladder and Non-Career Ladder districts for grades 2
through 6. Grade 1 scores were not reported due to changes in the ITBS program during the 1990 and 1991 school
years which made aggregations at the substate level inappropriate.15 All scores reflect ITBS Complete Composite
achievement levels which combine subject area scores for Reading, Language and Mathematics.
Figure 10
Weighted Average NCE Scores For Career Ladder and Non-Career Ladder Districts
Wed on Grades 2 - 6 ITBS Complete Composite Scores, Using 1988 Norms
Percent Difference
in .
School Gmk IYcEhSa
Figure 10 above shows that for all grades in each reference year, CL Met scores exceeded those of non-CL
districts. The "Percent Difference in NCE Scores" column reports the score differentials which were calculated to
reflect the relative achievement levels of students within CL and non-CL districts. The positive values indicate that
the average CL district scores are above the average non-CL district scores in all cases. Conversely, negative values
would have indicated that CL districts performed at a level below non-CL districts. A grade-by-grade representation
of this data is reported in Figure 1 1 for the 1988, 1990 and 199 1 school years.
'5 In 1990, student achievement scores for grades 1 and 12 were estimated using a statewide sampling of students
and schools; therefore, inferences are not valid at the substate level or when data are aggregated into district
Figure 11
As shown above, the relative difference in NCE scores between CL and non-CL districts grew between 1988 and
1991 for each grade except grade 4. The largest score diffmntial, a 10.25 percent difference for CL over non-CL
scores, occurred in grade 2 during 1991. Note that both the 1990 and 1991 score differentials tend to decline as the
grade level increases.
By using NCE scores, it is possible to combine grade-specific achievement data into a single aggregate
performance level representative of all students in grades 2 - 6 within a district. Figure 12 reports the aggregate
weighted average NCE scores for CL and non-CL districts by school year.
Aggregate Weighted Average NCE Scores
CL and Non-CL Districts
Grades 2 - 6, ITBS Complete Composite
Career NOD-Career
Ladder Ladder Percent
Districts Districts
Figure 13 on the next page reports the above information in terms of score differentials; it shows, on average, that:
1. Student ITBS performance in the elementary grades for CL districts exceeded that of non-CL districts
for each referenced year, and
2. The degree to which CL districts outperformed non-CL districts has iricreased over time.
Figure 13
PMeent Diffemnce in Complete Compodte NCE Sconw
Clmr Ladder vs. NorrCPrear Ladder Districts
1988,1990 and 1991 ITBS, Glpder 2 - 6
In summary, weighted average NCE scores in CL districts exceeded those of non-CL districts for grades 2 through 6.
Further analysis shows that the differential in these scores has been increasing over time. Finally, aggregate student
scores in the elementary grades in CL districts also have exceeded those of non-CL districts, with the differential
growing fiom 7.95 percent in 1988 to 9.10 percent in 1991, as shown in Figure 13 above.
PrJPost Career Ladder Student Performance Indicators. Program participation of the Group 1 Career Ladder
districts began in 1987. In order to evaluate student performance in a prelpost CL participation framework, ADE
F@D staff compiled ITBS Complete Composite test score information for grades 3 and 6 by primary subject areas
(Reading, Language and Mathematics) for the 1986 and 1991 school years. Figure 14, on the following page, reports
the comparative NCE scores for these two years.
Figure 14
Grade 3
Grade 6
Student Performance by Subject for 1986 and 1991
ITBS Complete Composite Weighted Average NCE Scores
CL Non-CL Percent
CL Non-CL Percent
Districts Districts
As shown above, for each subject area CL district scores were higher than non-CL district scores in both 1986 and
1991. Figure 15 below displays the score differentials between the CL and non-CL districts. As stated before, the
positive differentials indicate that CL district scores exceeded those of non-CL districts; negative differentials would
have indicated the reverse.
Fire 15
PWCEFIT Dl-CE IN WEGHTB) AVeUGE NCE SC-
In three of the six subject areas (grade 3 Reading and Math, and Gradt 6 Reading) the degree to which CL district
test scores exceeded non-CL district scores increased between 1986 and 199 1. Relative performance levels for Group
1 CL districts appear to be higher for grade 3 than for grade 6. That is, score differentials for the CL districts were
higher in 1991 in two of the three subject areas for grade 3. Comparatively, this trend was observed in only one of
the three subject areas for grade 6.
Lower relative performance levels for the grade 6 subject areas compared to the grade 3 subject areas within Group 1
CL districts may be due to a difference in the instructional environments. In all districts, grade 3 students remain in a
single classroom. However, in grade 6, some elementary schools allow students to move between classrooms
throughout the day. This may mean that these students are instructed by several teachers, some of whom are not CL
teachers. If this situation occurs more fkquently in Group 1 CL districts, it may tend to mitigate the effect of CL-related
instruction on the overall grade 6 student population. However, no explicit information on this situation or its
potential effect is available.
Another possible explanation for lower relative performance in grade 6 subject areas may be that the impact of CL-related
instruction declines as the age and grade of the students increase. That is, student performance may be less
directly affected and influenced by CL-related strategies at higher agelgrade levels in comparison to peer-, home-,
community- and school-based factors.
Measures of Achievement on the Arizona Student Assessment Program (ASAP) Assessments. Using an
analysis similar to the one used to investigate performance differences on the ITBS, R&D staff compiled student
achievement scores on the 1993 ASAP Form Dl assessments for both CL and non-CL districts. Figure 16 reports the
average student scores for CL and non-CL districts for each ASAP subject area. As shown, CL districts performed
better than non-CL districts in both grades 3 and 8.
Figure 16
1993 ASAP Form Dl Assessments
Grades 3 and 8 Average Score by Subject Area
CL and Non-CL Districts
Reading Mathematics Writing
Camr Ladder 9.3 1 11.75
Non-Career Ladder 8.89 1 1.59
Percent Difference 4.72% 1.38%
Reading Mathematics Writing
G m u f20 -. ~~ L16 -- P Q S i w
Career Ladder 1 1.20 5.3 1
Non-Career Ladder 10.70 4.97
Percent Difference 4.67% 6.84%
Figure 17 below reports the difference in mean ASAP Form Dl assessment scores by subject area for CL and non-
CL districts. Positive values indicate higher mean scores for CL districts, while negative values indicate poorer
performance compared to non-CL districts.
F i r e 17
Percent Difference in March 1993 ASAP Mean Assessment Scores
Career Ladder Versus NOD-Career Ladder Districts
As shown above, CL districts outpe!rformed non-CL districts in grades 3 and 8 for all subject areas. Additional
analysis on the distribution of scores indicated that CL districts reported higher proportions of students scoring in the
upper 50 percent of possible assessment points.
1991 Expected Versus Actual Test Scores for CL Districts. As part of the analysis, M D staff utilized a statistical
modeling h e w o r k which incorporated empirical information used in measuring at-risk student populations, non-test
indicator information fiom the Arizona Student Assessment Program and data recently released from the U.S.
Bureau of the Census. In this framework, variations in district ITBS test scores were associated with a variety of
community wealth and district economic indicators such as Median Family Income, Median Value of Owner-
Occupied Housing Units and Percent of Students Who Have a Computer in the Home as well as selected district and
student population characteristics, including the Percent of Students Eligible to Participate in the FredReduced
Price Lunch Program, Percent of Students Identified as Being Limited English Proficient, Percent of Minority
Students, the district Absentee Rate, and district I& of Mobility. l6
Using this information, predicted ITBS scores were generated and compartd with actual observed student
performance measures. A selected summary of this information generated for the Group 1 CL districts is provided in
Figure 18, which follows. l7
l6 Data sources included preliminary information from the School District Data Book, U.S. Bureau of the Census
School District Census Mapping Project; Ed-STAT: The At-Risk Stam of Arizona's School Districts, Arizona
Department of Education Research and Development Division, March 1992; and March 1993 Assessment
Results, State ofArizona, Arizona Student Assessment Program, Arizona Department of Education, September
28, 1993.
l7 The table presented makes a distinction between at-risk and not-at-risk school districts. An at-risk district has a
composite risk index greater than or equal to 0.00. A not-at-risk district has a composite risk index of less than
Figure 18
P U C m W Y y * . Y Yo.ummmlAm
. * p . o N m 1 ~ 1 I ( C L ~ C W I 1 K - L
(ALL naRLI -EL. AS A-The
table above presents an ordered listing of districts according to their relative at-risk index (as indicated by the
figures at far right). Districts with at-risk indexes of less than 0.00 are identified as being relatively not-at-risk. The
opposite is true for districts with indexes greater than zero. The mathematical properties of the at-risk calculations
position the state average at zero.
Among the individual Group 1 CL districts, 8 of 14 (57 percent) report actual performance levels exceeding
predicted scores. That is, the predicted score is less than the actual score. This indicates that pupils in these districts
performed better than expected given the characteristics of the community and student population. The CL districts
that did not perform above expectations are distributed across the range of at-risk values.
The table above also segments the model information into two discrete categories: one for relatively not-at-risk
districts (indexes less than 0.00), the other for comparatively at-risk districts (indexes greater than 0.00). Review of
the model estimates suggests that CL districts which are relatively not-at-risk tend to perform at higher than expected
performance levels. The reverse is true for comparatively at-risk districts.
Comparisons of 1991 Expected Venus Actual Test Scores for CL and Non-CL Districts. Results fkom the
modeling process were also generated for non-CL districts. Comparisons of actual and predicted test scores as well
as selected model variables are presented in Figure 19, which reveals that students in CL districts performed better
on the ITBS than students in non-CL districts, receiving higher actual student achievement scores than those
predicted by the model. In this case, actual 199 1 ITBS performance for CL districts on the Complete Composite for
grades K - 6 was 1.45 NCE points above model expectations. This is compared to .417 points for non-CL districts
and .479 points for all districts combined. l8
18 Predicted NCE scores for non-CL districts are not significantly different at the 95 percent confidence level
@ = .05) fiom actual scores. Differences in predicted and actual scores for CL districts are significant at the 95
percent level.
Figure 19
Scfccted Summary Indiuton for Camr Ladder vr Non-Camr Ladder Districts l9
(1990 lTBS Model Eatimata ~ n f o r m a t i o n ~ ~
1991 Expected Venus Actual T a t Scorn
Predicted Actual Diflerenee
d l Iyslsu m
No& Districts Man 45.824 4624 1 .417
~ o u n p 188,653 192,357
Std. Dcv. 6.%2 7.530
CL Districts Man 49.727 51.177 1.450
Count 86,357 86,357
Std. Dcv. 5.789 6.898
All Districts Man 46.728 47208 .479
Count 254,313 258,017
Std. Dcv. 7.035 7.728
Scicctcd At-Risk Indiuton
At-Risk FIR ~ n n c h ~ ~ LEP Students
IPPu IPPu lPPu - No.CL Diitricts Mmn -0.64 -0.35 -0.12 41%
Cmnt 196,950 189,078 192,184 195357
SM. Dcv. 2.61 0.88 0.71 27
CL Districts Man -2.13 -0.86 -0.36 27%
Count 86,357 86,357 86,357 86,357
Std. Dcv. 2.5 1 0.71 0.32 2 1
Selected Walth and Income Indicators
Median Mediin M&O
Family Housing Per Pupil
Income Valua Expenditures
No& Districts Man S30,%7 572,678 S2.893.86
Count 192,357 191.749 1%,950
Std. Dcv. $8,900 S23,568 S2M.83
CL Districts Man S35,260 S84.717 $2,918.33
Count 86,357 86,357 86,357
Std. Dcv. $8,575 522,020 S228.12
19 All values represent weighted averages based on K - 6 student counts.
20 Observations of Census estimates on family income and on housing values were restricted to districts having
household sample sizes greater than 60 and a household sampling rate of greater than or equal to 10 percent.
21 199 1 ITBS Complete Composite NCE Scores for grades K - 6.
22 Lack of complete information excluded some district records from the regression model, resulting in lower
student counts than those reported for the actual NCE score.
23 F/R Lunch: an index for percentage of students eligible for federal Free and Reduced Price Lunch program.
It should be noted that the predicted score for non-CL districts is not statistically different from the actual score.
However, the predicted and actual scores for the CL districts were significantly different from each other, supporting
the conclusion that students in CL districts performed at higher than expected levels.
Reviewing some of the selected descriptive data used in the modeling process revealed that, as a group, CL districts:
1. May be considered to be relatively less at-risk than non-CL districts, reporting an average at-risk index of
-2.13, compared to -.64 for the non-CL districts;
2. Contain lower proportions of students eligible for the Free or Reduced Price Lunch program than non-CL
3. Contain lower proportions of limited English proficient (LEP) students;
4. May be characterized as having higher median family incomes and higher median housing values;
5. Contain lower proportions of minority students; and
6. Report about the same level of expenditures per pupil for maintenance and operations.
Changing At-Risk Status. In 1987, the ADE Research and Development Division constructed an empirical
measure of relative at-risk conditions of student populations in Arizona school districts.24 This measure is in the form
of an index in which 0.00 indicates the state average, positive values reflect relatively higher (more) at-risk
conditions and negative values indicate relatively lower (less) at-risk conditions. For this report, districts with at-risk
indexes below 0.00 are considered not-at-risk while districts with indexes above 0.00 are considered at-risk. .
Within a given year, comparisons of at-risk indexes provide a general understanding of the characteristics within
diffmnt district student populations. Examined over time, these indexes reveal how these characteridcs have
changed. Figure 20 examines the change in the relative at-risk rauking for each of the Group 1 CL districts between
1990 and 1992.
Figure 20
At-Risk Status of Group 1 CL Districts in 1990 and 1992
1992 Change in
At-Risk At-Risk
Ranking Ranking
24 EdSTAT: The At-Risk Status of Arizona School Districts, Arizona Department of Education Research and
Development Division, August 1991. Rankings based on 1987 data were not used in this analysis due to
definitional changes in the at-risk variables.
During this time, 71 percent (10 of 14) of the Group 1 CL districts experienced an increase in their at-risk ranking,
indicating that these districts became relatively more at-risk in 1992 than they were in 1990. Eight of these districts
wm initially considered to be relatively not-at-risk by virtue of their negative 1990 index. Only two of the 10
Group 1 CL districts which became relatively more at-risk began with an at-risk index in the positive range. Looked
at in a slightly different way, there were nine CL districts that were considered to be not-at-risk in 1990. Eight of
these districts grew more at-risk by 1992. In contrast, there were five CL districts considered to be at-risk in 1990.
Two of these districts were more at-risk two years later.
These figures suggest that CL districts which were not considered at-risk initially, grew relatively more at-risk
between 1990 and 1992, while CL districts which were considered at-risk grew less so over the same period. These
results are not in and of themselves surprising. Ongoing research performed by the ADE R&D staff on factors
affecting student achievement suggest that it may be easier to improve the overall achievement levels of student
populations which are considered to be relatively more disadvantaged compared to those that are not.25 That is, it
may be more difficult to raise test scores in districts where student achievement levels are already high than to
improve the scores in districts where students perform substantially below average.
25 These remarks are based on preliminary results obtained fiom statistically modeling district aggregate
achievement levels using U.S. Bureau of the Census, at-risk and other related student and district characteristics.
Based on incremental changes in the explanatory variables, model elasticities indicate that larger marginal
increases in aggregate test scores are observed for districts displaying higher at-risk and lower socioeconomic
status. Model documentation is available upon request fiom the Research and Development Division, Arizona
Department of Education, 1535 W. Jefferson, Phoenix, Arizona 85007, or call (602) 542-503 1.
Supplemental Tables
Weighted Student Counts for Group 1 Career Ladder Districts
1990 ITBS Complete Composite Record Information File
Research and Development, Arizona Department of Education
Apache Junction
Catalina Foothills
Cave Creek
Flowing Wells
Ky rene
Window Rock
Total K-6
Group 1 K-6 Non-Group 1
Students Percentlszutmm
1,162 24.07% 3,665
1,198 63.59% 686
772 58.13% 556
516 91.81 % 46
563 16.22% 2,909
279 18.39% 1,238
418 22.98% 1,401
Classroom data not available
3,527 46.62% 4,039
286 26.70% 785
1 1,005 23.84% 35,153
2,371 24.88% 7,158
2,287 42.41 % 3,106
36.41 %
81.61 %
Total 86,395 24,699 28.59% 61,696 71.41 %
Note: The information presented above represents weighted average student counts compiled fiom 1990 Iowa Tests
of Basic Skills (ITBS) computer data files maintained by the Arizona Department of Education (ADE) Research and
Development Division. The figures presented were used to generate weighted average normal curve equivalent
(NCE) scores for Group 1 Career Ladder Districts. Missing student identifier and/or achievement scores may result
in inconsistent comparisons with enrollment, average daily membership and/or average daily attendance data
reported on the ADE School Year 1990 Year End Enrollment Report. In addition, missing data points which result in
the exclusion of student records fiom statistical operations may also be cause for inconsistent comparisons.
Group 1 Career Ladder Districts
Teacher Participation Rates
Percent of Total Teachers - All Grades
CTD Code District Name
CTD Code District Name
Percent of Teachers Eligible for Caner Ladder Program
Descriptive Statistics and Estimated Parameters
Career Ladder Test Score Model
-Model Variables COIBLETB COXPOSITB - WgI- AVERME NCE SCORES, 1990 ITBS
(expressed as NCE points)
ABSK#TPP RATE (expressed in standardized units)
-IAN FAllILY INCOME, 1990 CENSUS (expressed in dollars)
LWTIO P#OLISH PROFICIENT (expressed in standardized units)
Percent of students in AND ILKDUCED PRICE LUWCH program
(expressed in standardized units)
CENSUS (expressed in dollars)
Dl, expressed as a percent)
PXRCENT NON-WRITE XNROLLl6lWT, K-12, 1991 (expressed as a
Total number of Ca.08 in model r 140
Correlation Matrix of Model Variables with 1-tailed Significance Levels
Estimated Regression Parameters
Iotimation Mothod: O r d i n a r y L e a s t S q u a r e s
Dopondont Variable: CNCE-1 (COMPLETE COMPOSITE NCE SCORE, GRADES K - 6)
Nultiplm R .90489
R Squaro .a1882
Mjwtod R Squaro .a0921
Sturdard Error 38.49167
Analysis of Variance
_PL - lhLm4ua
Rogromsion 7 883856.02398 126265.14628
Rosidual 13 2 195572.39100 1481.60902
......................... Variables in the E q u a t i o n ..........................
V.ri.bl. -h
PmNwHT -87.765355
(Constant) 391.603558
Cond .
Collinearity Diagnostics
, - - - - Variurco Proportions -
mmr6 LJIl! LSmz
.00108 .00006 .00036
.00006 .05548 .04174
.00001 .04793 .00305
.00003 .54220 .30636
.00154 .21529 .51774
.02288 .03382 .00209
.07431 .04278 .lo626
.90008 .06244 .02242
Select Bibliography
Arizona Department of Education. Appendix to the Statewide Report for Arizona Pupil Achievement Testing.
Phoenix: Arizona Department of Education, June 1984.
Arizona Department of Education. Appendix to the Statewide Report for Arizona Pupil Achievement Testing.
Phoenix: Arizona Department of Education, June 1986.
Arizona Department of Education. Arizona Career Ladder Directory 1992-93. Phoenix: Arizona Department of
Education, 1993.
Arizona Department of Education. March 1993 Assessment Results, State of Arizona, Arizona Student Assessment
Program. Phoenix: Arizona Department of Education, September 1993.
Arizona Department of Education Research & Development Division. EdSTAE The At-Risk Status of Arizona
School Districts. Phoenix: Arizona Department of Education, March 1992.
Arizona Department of Education School Finance Unit. Class of 1992 Graduation Rate Study: A SIudy of
Graduation Rates for Arizona Public High Schoob by Caryn R Shoemaker. Phoenix: Arizona Department of
Education, March 1993.
Arizona Department of Education School Finance Unit. Dropout Rate Study 1991-92: A Study of Annual Dropout
Rates in Arizona Public Schools, Grodes Seven Through Twelve, by Caryn R Shoemaker. Phoenix: Arizona
Department of Education, February 1993.
Braver, Mary Walton, and Gerald C. Helmstadter. "Final Report on the Impact of the Arizona Career Ladder Pilot
on Student Achievement: Focus on Aggregated Analysis." Paper presented at the Joint Conference of the Arizona
Educational Research Organization and the Rocky Mountain Educational Research Association at Arizona State
University College of Education, Tempe, November 1990.
Braver, Mary Walton, and Gerald C. Helmstadter. "Executive Summary: Impact of the Arizona Career Ladder
Pilot on Student Achievement." Paper presented at the Arizona Legislature, Senate Education Committee,
Phoenix, February 1990.
Datasphere, Inc. Arizona Career Luabkr Program Evaluation: Macro Analysis. Phoenix: Datasphere, Inc., 1993.
Fuller, Linda L. "Arizona Career Ladder Program Evaluation Executive Summary." Paper presented at Career
Ladder Advisory Committee to State Board of Education, Phoenix, October 1993.
Fuller, Linda L. "Restructuring Education Systems: Key Organizational Factors Affecting Teacher Development
and Motivation." Ed.D diis., Northern Arizona University, Flagstaff, 1991.
Packard, Richard D., and Mary I. Dereshiwsky. Final Quantitative Assessment of the Arirona Career Ladder
Pilot-Test Project, Results of the Perceptual Assessment Scale, District Responses Reported by Survey Items, Sub-
Sections and Demographics. Flagstaff: Northern Arizona University Center for Excellence in Education, January
Packard, Richard D., and Mary I. Dereshiwsky. Summative Report VIII, Final Accumulative Results & Transfer of
Knowledge of the Arizona Career Ladder Research & Evaluation Project, Impact on Student Achievement,
Formulated Models, Network Anecdotes, & Recommendations to the Legislature for Policy Development,
Program Continuation & State- Wide Expansion. Flagstaff: Northern Arizona University Center for Excellence in
Education, January 1990.
Riverside Publishing Company. Iowa Tests of Basic Skills, Primary Battery, 1984-85 vs. 1987-88 National Norms
Comparison, Dtperences in Pupil PR, (conversion tables by grade) Chicago: Riverside Publishing Company, n.d.
Riverside Publishing Company. Iowa Tests of Basic Skills, Teacher's Guide, Multilevel Battery, Levels 7-8, Forms
G/H. Chicago: Riverside Publishing Company, 1986.
Riverside Publishing Company. Iowa Tests of Basic Skills, Teacher's Guide, Multilevel Batteiy, Levels 9-14,
Forms G/H. Chicago: Riverside Publishing Company, 1986.
Riverside Publishing Company. Iowa Tests of Basic Skilk, Teacher's Guide with I988 Norms, Levels 7-8, Form J.
Chicago: Riverside Publishing Company, 1990.
Riverside Publishing Company. Iowa Tests of Basic Skills, Teacher's Guide with 1988 Norms, Levels 9-14, Form
J Chicago: Riverside Publishing Company, 1990.
Riverside Publishing Company. Tests of Achievement and Proficiency, Teacher's Guide, Multilevel Battery, Levels
15-18, Fonn G/H. Chicago: Riverside Publishing Company, 1990.
Riverside Publishing Company. Tests of Achievement and Proficiency, Teacher's Guide with 1988 Norms, Levels
15-18, Form J Chicago: Riverside Publishing Company, 1990.
Select Statistical References
I Allen, Mary J., and Wendy M. Yen. Introduction to Measurement Theory. Monterey: Brooks/Cole Publishing
Company, 1979.
Johnston, J. fionometric Methods. 3d ed. New YO*: McOraw-Hill Book Company, 1984.
Klugh, Henry E. Statistics: The Essentials for Research. 3d ed. Hillsdale, New Jersey: Lawrence Erlbaum
Associates, 1986.
Rossi, Peter H., James D. Wright, and Andy B. Anderson. Handbook of Survey Research San Diego: Academic
Press, Inc., 1983.
Click tabs to swap between content that is broken into logical sections.


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Since graduating from the University of Georgia, Fletcher Proctor has been covering sports for various media outlets all over the state of Georgia. He has called high school play-by-play for four different radio stations and GPB webcasts and has broken down everything else on Sports Radio 790 The Zone, Score Atlanta and Georgia Public Broadcasting.
All volunteers receive training, free parking and a catered meal provided by Carole Parks Catering.Get More Info »

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Basic is beautiful. Just take a look at our Race Your Heart Out Jacket, a sophisticated run jacket with flattering design lines. Looking good is easy when there are mesh insets for ventilation, thumbholes for coverage, and pockets for little things. Our moisture-wicking jacket has reflectivity to keep you seen, UPF30 to keep you sunblocked, and flatlocked seams to keep chafing at bay.


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Ladies, step up your 'Canes spirit with these mid-calf all-over logo socks! Featuring all-over woven logos and a woven school name at the top cuff, these socks will keep you in comfort while making a team pride statement!
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June 10, 2009
Dear CODEPINKer,
Global weapons sales topped 1 trillion dollars last year, with the U.S. accounting for a whopping $603 billion in military spending in 2008. Can you imagine what $603 billion dollars could do towards eradicating hunger, immunizing children, fixing broken infrastructure, creating sustainable jobs and providing quality education and housing?
Call the Congressional Switchboard at 202-224-3121 and tell your representative (Congressmembers and Senators) to vote NO on this supplemental.
And here we are again in 2009 about to pour billions of dollars into further death and destruction. Congress will soon vote on the 2009 Supplemental budget bill with $100 billion in continued funding for the military quagmires in Iraq and Afghanistan. The bill is also loaded with unrelated junk and pet projects, such as money for a plan to spur domestic car sales, money for military aircraft the Pentagon doesn't want, and $5 billion to back credit lines to the International Monetary Fund.
We are writing to you specifically because you've been active in opposing war funding in the past. Thank you for your commitment--now more than ever we need to speak up. Once this money is gone, the war machine can continue on its deadly path. Our country can't afford this Supplemental, and we need to let our representatives know TODAY.
Stop Throwing Our $$$ Away!
Call your representatives at 202-224-3121 today. If your Congressmembers or Senators voted NO on the Supplemental bill the first time it appeared, be sure to thank them and urge her or him to hold strong and continue to vote NO. If they voted YES, please express your disappointment, and tell them to stop buying war and waste and vote NO.
You can find out how your Congressmember voted by clicking here.
You can find out how your Senator voted by clicking here.
You can view your representatives past votes on war funding here.
Thank you for continuing to speak out. We need to let our elected representatives know that we want our tax dollars to support peace and human needs, not more war.
In solidarity, Allison, Audrey, Blaine, Dana, Desiree, Farida, Gael, Gayle, Janna, Janet, Jean, Jodie, Liz, Lori, Lydia, Medea, Nancy, Pam, Paris, and Rae
P.S. As Congress prepares to fund an escalation in Afghanistan, we are educating ourselves by listening to the voices of Afghan women. Read the fourth interview in our series "Afghan Women Speak Out"
Call your representatives at 202-224-3121 today to tell them to stop buying war and waste and vote NO.
Find out how your Congressmember voted here
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View your representatives past votes on war funding here
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RESEARCH: UK consumers top of snack culture
British consumers are not only Europe's biggest snackers, but their snacking habits also bear most resemblance to their US counterparts, according to research out today.
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When a person takes a fat pull of liquor, then takes a shot of that liquor, then chases with a mixed drink.
Dude he almost died, he did a Triple Threat and couldn't even go out for the night
Beküldő: dgro77 2013. február 5.
Beautiful Face, Body and Personality.
"Wow, Julie is a triple threat, that's why all of the guys fall for her."
Beküldő: LSU Tigers 2011. november 4.
A person who excels in singing, acting AND dancing.
Jennifer Lopez, though obnoxious, is a triple threat.
Beküldő: gab 2005. március 29.
Having oral, anal, and vaginal sex with a girl in the same session. Often she may prefer a particular order.
"I gave her the triple threat last night."
Beküldő: zetapi314 2007. október 19.
Los Angeles term refering to a person who can act, sing, and dance well. Probably the least threating person you will ever meet.
Victor was a Triple Threat. He could sing, dance, and act; but he could not watch go to a bar.
Beküldő: Zombie of Belushi 2010. január 2.
Porking the juicebox. Flicking the Bean. Spitting on the slit.
Andy put the triple threat on this turkey head last night. His neighbors could hear her yelling and him responding with a GEET.
Beküldő: Ram Horn the Big Nig 2010. június 24.
1. a person adept in three different, but like fields of activity.
2. the myriad combination of balls, taint, and ass. Being so close to the perineal area to see or smell or taste balls, taint and ass.
2. the myriad combination of balls, taint, and ass. Being so close to the perineal area to see or smell or taste balls, taint and ass.
My girlfriend stopped by to see my father in the hospital, and she walked into his room -- he was in a gown, kneeling up on the bed -- she got the triple threat. She said it was nice.
Beküldő: poo-nonymous 2006. október 22.
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Return to Pedigree Index
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Most of the information on this site has come from my personal research. It is a work in progress. Corrections and additions are welcome. The data and pictures on this site are
to be used for commercial purposes including submitting it to a commercial or any other website without my express permission.
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Singer-guitarist John Lee Hooker (1917-2001) was one of the most successful blues artists of the second half of the 20th century, yet his hypnotic brand of blues was in many ways a throwback to earlier times, before rules of rhyme, meter, and chord structure became standardized. The Clarksdale, Mississippi-born musician burst on the national scene with his first record, "Boogie ... Read more in Amazon's John Lee Hooker Store
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Saxophonist Lenny Pickett: "The Prescription"
July 22, 2014. Posted by Tim Wilkins.Add new comment | Filed under: gary walker, Interviews
Saxophonist Lenny Pickett talks with WBGO's Gary Walker about The Prescription, his album with Finland's UMO Jazz Orchestra, and experiences playing with Tower Of Power and the Saturday Night Live band. Pickett performs June 22 at New York's Jazz Standard. Enjoy!
Bourne's Montreal: Pink Martini Dreams
July 22, 2014. Posted by Tim Wilkins.Add new comment | Filed under: FIJM, FIJM 2014, Jazz Alive, Live Music, Live Music Blogging, michael bourne, Montreal 2014
Pink Martini is a frequent pleasure for me at the Montreal jazzfest. What they play is an elegant confection of pop songs and what used to be called "light classics," chosen from across time and from around the world.
I caught up with Pink Martini after their Sunday matinee performance at FIJM this year. Listen to our conversation here:
Dressed in a scarlet gown for the concert with (what looked like, or sparkled like) a tiara, Forbes sang with her usual bounty of charms and chops. And in umpteen languages, including Farsi.
"Amado Mio," sung by Rita Hayworth in the movie Gilda, is almost always the opener. "Aquarela do Brasil," with the audience dancing, is almost always the finale. And in betwixt, they played a … "variety" does not fully encompass it. More like a variegated cornucopia.
Like one very obscure song they discovered from a very obscure movie, a torch song originally sung by sex kitten Mamie van Doren in a - not kidding - German western. Or a song they adapted from a theme by French modern classical composer Francis Poulenc.
These days, Pink Martini are joined by the Von Trapps, three girls and a boy, all 20-something, all cute, and all grandchildren – not kidding - of the youngest of the singing Von Trapp siblings who inspired Rodgers & Hammerstein's The Sound of Music.
This generation of Von Trapps sing "Edelweiss" and "The Lonely Goatherd," both from the musical inspired by their great-grandparents - the captain and the nun who fell in love and escaped the Nazis with their passel of kids - on Pink Martini's newest album, Dream a Little Dream.
Thomas Lauderdale played piano deftly and conducted the mini-orchestra, amused the audience in French and invited the audience to come on stage and dance.
Guitarist Dave Stryker: "Eight Track"
July 21, 2014. Posted by Tim Wilkins.Add new comment | Filed under: gary walker, Interviews
Guitarist Dave Stryker talks with WBGO's Gary Walker about Eight Track, his album of soul and pop hits from the 1970s recorded with an organ trio. Enjoy!


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Product Features:
Holds four spirit bottles up to 1ltr
Screw mount to wall
Easy to assemble
Ideal for home bars
Packs Available:
Wall Mounted Measure Bracket
Wall Mounted Measure Bracket with 4 x 25ml Spirit Measures
Manufacturer Part Number:
Bracket Only: D003198
Bracket with Spirit Measures: WB4S / D003198+ 3103
Bracket Only: 5055736911262
Bracket with Spirit Measures: 5055736907500
Packaging Dimensions:
Bracket: H (min.)330mm (max.)400mm W 330mm D 60mm
Optional Measure: H 165mm W 60mm D 88mm


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An electronic treatment applied to a sound to 'expand' its dynamic range. Expansion is normally used to reverse the effects of compression in the recording process (e.g. as part of a noise reduction system), but it can also be used on its own to reduce the noise content of a signal by progressively attenuating signals at a low level where noise is most apparent. The action of an expander is similar to that of a noise gate, the two effects often being combined in a single unit. The combination of compression and expansion in a single unit is usually termed a 'compander'. (Source - Richard Dobson (1992). A Dictionary of Electronic and Computer Music Technology. Oxford University Press.)
See also:Compression
English - Español - Français - Deutch - Italiano


text: |Make a swag triple-play in the New Era 59Fifity Tri-Pop Cap. This officially licensed MLB cap offers that classic 59Fifty flat bill look with a blend of color that is sure to rock the ball park. An embroidered team logo on front along with the visor offers a color pop contrast with the grey crown and graphite back to give you a style that will turn some heads. An embroidered MLB logo on back gives your game that authentic stamp, while the embroidered New Era logo on side is mandatory player issue. Color: 100% polyester. Visor: 100% wool. Imported.


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Design Your Own Unknown
1. Choose Your Unknown
2. Choose Center Gemstone
3. View Your Completed Unknown
Round Diamond Horseshoe Charm in 14k Yellow Gold
The horseshoe, believed to be endowed with magical protective powers, has remained one of the most popular lucky charms throughout history. This symbol of luck is comprised of eleven round diamonds, at approximately .10 carat total weight, and is made from fine quality 14 karat yellow gold.
Item Details
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Horse Shoe
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14K Yellow Gold
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Tidy Up Your Tunes: CD Storage
While the world is definitely moving in a digital direction, there are die hard music lovers who are clinging to their compact discs. If you're one of those folks who refuses to part with their discs, now's the time to get them organized. Whether you want them on display of stowed in a box, here are 10 options for storing your tunes.
Storage Furniture:
• Multimedia Library File Cabinet from Plow & Hearth — Available as either a 12- or 24-drawer unit, this cabinet is reminiscent of an old card catalog. The 12-drawer unit holds 228 CDs while the 24-drawer unit holds 456 discs. $229.95 - $299.95
• Apothecary Media Cabinet from The Jungles — Also similar to a card catalog, this unit features 12 drawers and 2 doors, to hold a total of 330 CDs.
• BILLY CD Shelves from IKEA — The narrow shelves of the BILLY CD bookcase are perfectly sized for storing discs. If a big bookcase is a little too overwhelming, try the BESTÅ BURS. $199.95
• 8 Tier Media Rack from HT Market — The adjustable shelves on this unit can hold 440 CDs, 228 DVDs and 120 VHS tapes. $89.99
• Multimedia Storage Cabinet from Cymax — This media cabinet, with four adjustable shelves and swing open doors with shelves, can hold up to 529 CDs. $153.96
Storage Boxes:
• One Touch Box from The Container Store — This little box has the capacity for 160 CDs in the drawers that slide open with the push of a button. $39.99
• Auto CD Storage Box from Sharper Image — It'll require removing the discs from their jewel boxes, but this handy little unit can hold up to 120 CDs. $59.99
• Vaultz Snap-N-Store Storage Box from Staples — This box gives you the option of storing CDs in their jewel boxes or without. It holds 60 discs in boxes and 330 discs in folders. $10.99
• Vertical CD Cabinet from Target — This little box would look great with an industrial decor style. Each lockable drawer holds up to 30 CDs in cases or 165 CDs in sleeves. $45.99
• KASSETT Box with Lid from IKEA — While not specifically designed for CDs, these colorful little boxes are perfectly sized for discs. $3.99/2 pack
(Images: As credited above.)
3 Comments
After decades of dealing with these damn things - and having ripped every disc to the computer already - I finally gave up trying to store hundreds of discs and their jewel cases. I bought binders, ripped them out of their jewel cases and filed them all. I kept all the inserts in little file drawers but ditched all the plastic (apart from a few unique cases).
One of the best decluttering moves I've ever made, and it made it so much easier for me to move back into a studio apartment a few years ago. I thought I'd regret ditching all those jewel cases. Nothing could be further from the truth. My whole vast CD collection moved in a couple of smallish boxes and took seconds to pack and unpack.
I've been terrified to do this. My wife keeps pointing out to people how much of the things we own are my things, in particular my books, dvds, and cds. I just can't convince myself to move from the cases to binders, even though I have friends who have been happy making the change.
My issue isn't so much CDs, but DVDs. For CDs, we dumped most of the jewel cases a few years ago and shifted to plastic sleeves in boxes--all the music is stored electronically anyway so the discs are just backups. But DVDs and now BlueRays are still kept in their plastic cases and take up way too much room. My husband is quite the collector, but not a very good organizer. We've found some drawers that work, but really could use a nice looking creative solution. Many of them end up stacked in piles in the basement. Anyone have any good ideas?


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The AG1 Air Regulator is light and compact, it can be connected to all paintball markers for greater distant and accuracy
The AG1 Air Regulator connects on markers with a remote line to boost markers performance.
AG1 can also be installed in the butt stock of RAP4 and T68
The AG1 can reduce RAP4 velocity under 300 fps so that it can be used at public paintball fields.
Key features of the AG1 Air Regulator:
- High performance regulator
- Works with all paintball markers
- Fully adjustable air pressure
- Can be used with remote line system
- Adaptable with all standard air system
- Easy and simple to use
- Plug-and-play installation
- Double your air efficiency with another air regulator
The AG1 Air Regulator is a high performance regulator system.
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- Musician's Friend Best Selection, Price & Service. Guaranteed.
Need Help? Call our Gear Heads at 800-449-9128Private Reserve Guitars 866-926-1923
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Features a chambered body of maple and select spruce top with a vintage sunburst finish. The slim, 40-3/4"...
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Global Headquarters: San Francisco, California
Number of Employees: 7,500
Fun Fact: There are over 2 billion Visa cards issued around the world.
Corporate Culture: Visa values employees that are entrepreneurial in nature in order to contribute to the culture of innovation. The company has customized development plans that are designed to help employees further their individual success.
Whether you're interested in top management or entry level jobs, you can count on TweetMyJobs to bring you most recent jobs at Visa. We will send you alerts as soon as relevant jobs become available so you can advance your career today.


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Audrey Velveteen Slim Leg Pants by JG Hook®: The perfect pant for the season, the always-flattering Audrey in plush velveteen with a hint of stretch for a comfortable fit. The Audrey Fit features a straight fit through the hips and our modern rise.
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I bought these pants 1 size up, thought they'd be to snug for an office holiday party. Not needed they were loose, so I got my reg size on sale. Very nice,rich looking great with matching blazer. Both well made. Blazer is also awesome. Got many compliments !!!
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JOEL ROSARIO, OBRIGADO, Winner: "They were going a little fast for a mile and three quarters — :24 and :48. My horse comes from off the pace and it was perfect for him. I was following Porfido because he was the horse to beat. I just didn't want him to get too far in front of me. This horse has been running against some nice horses. This was a lot easier company for him."
NEIL DRYSDALE, OBRIGADO, Winner: "He seems to prefer running over training. He likes this course. I liked the fact that he was way out the back. The plan was to let him settle because there was a lot of speed in the race for this type of race."
Copyright © 2009-2014, Hollywood Park. All rights reserved.


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RAFAEL BEJARANO, SOUL CANDY, Winner: "He ran so well, he really surprised me. I was last but I was in good position trying to save some ground. When I got to the half-mile pole I let him run and made sure he was picking up his stride. I knew they were going slow, so I tried to get him closer going into the far turn. This was the first time I've ever been on him. I just followed the instructions. He (Paddy Gallagher) told me to let him come from behind and make one big run and that's just what he did."
PAT VALENZUELA, UNUSUAL SUSPECT, Second: "He ran a good race, I can't complain. I was following the favorite (Enriched) the whole way. When he went in, I went out. We just couldn't outkick the winner."
JOEL ROSARIO, ENRICHED, Third: "I thought I was going to make an easy lead, but they sent that other horse (Lodi Red), so I took back. He was very comfortable going into the turn. My horse fired, but the winner really ran well today. At the five-eighths he really wanted to go, so I let him run a little bit. I didn't want to fight him too much. He ran well, but he may be a little better on turf."
PATRICK GALLAGHER, SOUL CANDY, Winner: "It's nice to run in these Cal bred stakes. He'll be more of a distance horse. He keeps going steady. He doesn't have a big turn of foot he just stays steady and that helped today. It was a nice pace and that helped him.''
BARRY ABRAMS, UNUSUAL SUSPECT, Second: "He had a good trip. He just got beat. I was hoping he would win. Today was one of those days where the horse made the big run on the outside. He ran well. He never really had a clear path to go. I have no complaints. I'm happy."
LEANDRO MORA, ASSISTANT TRAINER DOUG O'NEILL, ENRICHED, Third: "We told the rider, 'Just go to the lead, and nobody's going to bother you.' So the idea was good, but somehow that other horse went to the lead. So we were in a different position (than we expected to be). After that, the race was all over, because when he's in front, he's comfortable. It changed the strategy, and our rider was a little upset. He said he had no choice but to follow."
Notes: Soul Candy had made the first nine starts of his career on turf…The win was the second in the Classic for Gallagher. The trainer scored with McCann's Mojave in 2005.
Copyright © 2009-2014, Hollywood Park. All rights reserved.


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Complement Your Interior
Keep drapery simple, but use wonderful fabrics that look and feel luxurious. Make sure your drapes are made from enough fabric to cover the windows when closed. I never use swags or heavy cornices unless the ceilings are exceptionally tall and the style of the house calls for them.
Photograph: Courtesy of Jan Showers


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Digestive Disorders Health Center
What Is Gastroparesis?
What Is the Treatment for Gastroparesis?
Gastroparesis is a chronic (long-lasting) condition. This means that treatment usually doesn't cure the disease. But there are steps you can take to manage and control the condition.
Some patients may benefit from medications, including:
- Reglan (metoclopramide): You take this drug before eating and it causes the stomach muscles to contract and move food along. Reglan also decreases the incidence of vomiting and nausea. Side effects include diarrhea, drowsiness, anxiety, and, rarely, a serious neurological disorder.
- Erythromycin: This is an antibiotic that also causes stomach contractions and helps move food out. Side effects include diarrhea and development of resistant bacteria from prolonged exposure to the antibiotic.
- Antiemetics: These are drugs that help control nausea.
People who have diabetes should try to control their blood sugar levels to minimize the problems of gastroparesis.
Dietary Modifications for Gastroparesis
One of the best ways to help control the symptoms of gastroparesis is to modify your daily eating habits. For instance, instead of three meals a day, eat six small meals. In this way, there is less food in the stomach; you won't feel as full, and it will be easier for the food to leave your stomach. Another important factor is the consistency of food; liquids and low residue foods are encouraged (for example, applesauce should replace whole apples with intact skins).
You should also avoid foods that are high in fat (which can slow down digestion) and fiber (which is difficult to digest).
Other Treatment Options for Gastroparesis
In a severe case of gastroparesis, a feeding tube, or jejunostomy tube, may be used. The tube is inserted through the abdomen and into the small intestine during surgery. To feed yourself, put nutrients into the tube, which go directly into the small intestine; this way, they bypass the stomach and get into the bloodstream more quickly.
Using an instrument through a small incision, botulinum toxin (such as Botox) can be injected into the pylorus, the valve that leads from the stomach to the small intestine. This can relax the valve, keeping it open for a longer period of time to allow the stomach to empty.
Another treatment option is intravenous or parenteral nutrition. This is a feeding method in which nutrients go directly into the bloodstream through a catheter placed into a vein in your chest. Parenteral nutrition is intended to be a temporary measure for a severe case of gastroparesis.
Electrical stimulation for Gastroparesis
Electrical gastric stimulation for gastroparesis uses electrodes that are attached to the stomach wall and, when stimulated, trigger stomach contractions. Further studies are needed to help determine who will benefit most from this procedure. Currently, only a few centers across the country perform electrical gastric stimulation.
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Silvere Aluko
Position: C Ht.: 6-11 Wt.: 210
Hometown: Manchester, NH
Previous School: Trinity HS
Eligibility: So. Major:
Silvere Aluko is a sophomore for the Falcons.
As a freshman, Silvere led the team in blocks with 21. Aluko added 1.8 rebounds per game and 1.6 points per game. Silvere started 4 games as a freshman. Silvere played his high school basketball at Trinity High School (NH) under head coach David Keefe. During his junior and senior seasons at Trinity, his team reached the New Hampshire Class L Final Four. Against Winnacunnet High School, Aluko recorded a 20 point, 16 rebound performance.
He is the son of Maliki and Eugene Aluko.


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Beautiful Dreamers:
One of a Kind Treasures
Store Profile
- Location: Brooklyn, NY & Online
- Specialty: Collection of local and global treasures.
- Price range: ($$) Mid-Range - ($$$) High-End
- Website: beautifuldreamers.com
Store History
- Founded: 2011
- Founded by: April Hughes and Marina Burini
Founded by April Hughes and Marina Burini, both fashion stylists, Beautiful Dreamers is a collection of local and global pieces found while they travel the world on fashion shoots. Among the apparel and personal accessories, you'll find beautiful, handcrafted ceramics, textiles and artwork for your home.
From the company's website:
Bridging local and global, Beautiful Dreamers is dedicated to supporting authentic creative expression, sustainability and individual integrity. Using the space as a continual living exhibition of fashion, artifacts and functional objects, where vintage and modern intermingle effortlessly.
The store space is as interesting as the merchandise they sell, from the furniture and fixtures to the tent–like dressing room in the back.
(Images: Kate Legere)
3 Comments
i love finding "treasures"... things that i see magic in- truly one of a kind things that no one else has. this store is beautiful!
whew! kinda pricey! nice stuff though, i might even try some of that L O V E potion in the pretty felted bag :-). If you want a kantha quilt though, get a nice one from west elm or pottery barn for $99 not $375. PB's are on sale regularly for $79. Didn't really see anything that I haven't seen elsewhere. but Brooklyn in the HOUSE anyway!
You've got it, whatever that means in blogging. Anyway, You're definitely someone that has something to say that people should hear. Keep up the wonderful job. Keep on inspiring the people!


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Saturday, November 01, 2014
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ALBANY, N.Y. -- An off duty New York State Trooper was arrested after police say he crashed his own car while driving drunk.
State Police say Gregory Bennett, 39, crashed his personal car on I-90 westbound at the Exit 3 off ramp in Albany. They say it happened around 6:30 p.m. Sunday. Bennett suffered minor facial injuries. He is a 13 year member of the New York State Police.
Bennett was arrested for DWI and suspended without pay.
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Pesto Sweet Corn Salad with Heirloom Cherry Tomatoes & Mozzarella
When sweet corn season first arrives, all I can think of is eating corn naked (with lots of butter, of course!). But, after awhile, I[ ... ]
When sweet corn season first arrives, all I can think of is eating corn naked (with lots of butter, of course!). But, after awhile, I[ ... ]
It's asparagus season up here in northern Michigan and it's a short one, so we usually try to eat it a couple of times a[ ... ]
Wow — Mother's Day is next Sunday! Here are a few interesting gift ideas for your favorite mama!
Yes, I do complain about the cold weather and once in a while, I need a really good attitude adjustment. But, today, it's sunny, windy,[ ... ]
We got our spring and summer shipment of Desigual late last week and it is fabulous! From extraordinary scarves to colorful dresses and skirts, each[ ... ]
We love everything about these solid perfume palettes! We love that the palettes are patterned after an artist's palette — the fragrances can be blended[ ... ]
Yeah, 2 inches of snow last night. I think most of us are hanging on by a thread! This image came from one of my[ ... ]
What a wonderful opening day we had on April 12th! Thanks to everyone who braved the not so nice weather to come out and meet[ ... ]
Love these colors together. The short-sleeved crochet sweater by Press is the perfect layer for the sleeveless Mystree dress underneath. And the scarf? Well, the[ ... ]
Wow — we just can't seem to make spring come to life in northern Michigan this year. We've had a small taste, but every time[ ... ]


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- 1 'Chevy Guy' won't lose his job after World Series blooper
- 2 UA basketball: Opening eyes behind closed doors
- 3 Map: Best trick-or-treating neighborhoods in Tucson
- 4 Endangered Rocky Mountain wolf possibly near Grand Canyon
- 5 Steller: Homebuilders get an F for TUSD mailer
- 6 UA football: Denson capitalizes on opportunity
- 7 Segment brings Tucson's southern edge into The Loop
- 8 A gray wolf or a hybrid near the Grand Canyon? Authorities say they don't know
- 9 Gaona: Desert Christian takes high road after rules violation
- 10 Meet this year's Arizona Wildcats
Bayern, Lewandowski top weekly AP soccer poll - Comments
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It's been 40 years since Tom Shreve joined Roaring Camp Railroads to prepare food for eager steam-train riders in the redwoods.
He took the weekend and summer job to make some money while he earned his zoology degree from San Jose State University. His first day was Sept. 22, 1972.
What he didn't know was that it would become his lifelong passion.
In 1976, he became an engineer, and today he is the senior locomotive engineer and mechanical lead for the esteemed tourist destination that serves about 250,000 riders from around the world each year.
"It's one of those jobs you fall into," said Shreve, who lives in Felton. "You can't plan to become a steam engine operator."
Shreve has learned the whole business — track maintenance, welding, machine work, shop work, railroading history and customer service.
Maintenance is the name of the game for Roaring Camp. Every hour on the tracks requires roughly an hour of maintenance on the four operating steam engines at Roaring Camp, Shreve said.
"Roaring Camp is unique — we're one of the toughest railroads in the United States," Shreve said. "It's a six-mile roundtrip, the grades are among the steepest and the curves are as sharp or sharper than some of the streetcars in San Francisco. Guys who run on narrow gauge could probably operate safely on almost any other railroad."
Shreve and his crew have developed a connection with the rails. Engineers must listen to the squeal, feel the way the cars are breaking and taste the water to tell how soft it is.
Using hard water causes mineral deposits to build up, hampering the operation of the boiler in the steam engine.
It's a team effort to run the machines, which are in some cases a century old. The fireman makes the power by burning used motor oil, which heats water, causing pressure to fire the pistons inside the engine. The engineer uses the available power as the train climbs the tracks.
"A steam locomotive in a museum is like a stuffed animal in a museum," he said. "You don't see the animal in its environment, how it moves. You don't hear it growl, you don't see how fast and slow it moves. It's the same way with a steam locomotive. Those things have a life. They can feel alive. They're not alive, but they're the next best thing to it."
In 40 years, little has changed at Roaring Camp.
"It's keeping the status quo, keeping the cars and engines in working conditions," he said. "We keep an eye on what we have and keep it up. It's an expensive proposition."
Parts are hard to come by, because few steam engines are still running, so many times they are repaired by Shreve and other employees, rather than replaced. Machine work was a trade passed down from former employees, Shreve said.
Shreve also acts as the resident blacksmith, having assembled a replica blacksmith's shop, including a 100-pound anvil, on the grounds to show visitors what that business was like in the 1800s.
"It gives people an idea, a sense of what a blacksmith did," Shreve said.
The engineer has been injured on the rails — a severed quadriceps tendon damaged by a wrench in 2001 put him out for nine months — and has seen his share of mishaps, including trains going slightly off the tracks. He also remembers the storms of 1982, when trees and mud fell across the tracks, and a fire in 1976 that shut down the corkscrew loop trestle that used to be the route the trains took up Bear Mountain.
But his favorite part of the job, interacting with visitors to Roaring Camp, is what keeps him excited.
"To see the little kids and talking to adults — to show people what something was like during the old days," Shreve said. "I do exactly the same thing in my work a guy 50 or 100 years ago did operating steam locomotives."
When will Shreve, 61, step down from his post as senior engineer?
"When they pry my cold, dead hand off the throttle," he said. "I intend to stay with Roaring Camp one way or another until I no longer can."
To comment, email editor Peter Burke at firstname.lastname@example.com, call 438-2500 or post a comment at www.pressbanner.com.


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August 10, 2013 - August 10, 2013
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Bring your family and enjoy some FREE family fun at the Kidtopia Kidzfest themed fairs! Come experience a village train ride, WOW Human bubbles, Zorbing Balls, caricatures, face painters, balloon artists, photo booth, crafts, mascots, spin art, bounce houses, DJ and street entertainers for a day you won't want to miss! For the themed days, come dressed and enter the contest for best dressed pirate, beach party, western cowgirl/cowboy, and safari, and enjoy our creation station to enhance your costume.
Saturday, July 20th Pirate Day – Decorate your pirate hat and eye patch.
Saturday, July 27th Beach Party - Decorate your tropical visor, and get a neon lei and Mini beach ball
Saturday, August 10th Western Theme - Create your cowboy hat & get a western bandana.
Saturday, August 17th Safari Theme - Create your safari visor & make your zoo animal necklace.
Location: River Run Village
Hours of Operations: 11:00am – 3:00pm
Cost: FREE entertainment!
Parking: Free parking will be available in the River Run Parking Lot.
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