STAR I (Summer Training Achieves Results). Final Evaluation Report.

Autor/inn/en	Harris, J. John, III; und weitere
Institution	Indiana Univ., Indianapolis. Center for Urban and Multicultural Education.; Indiana Univ., Bloomington. Office of School Programs.
Titel	STAR I (Summer Training Achieves Results). Final Evaluation Report.
Quelle	(1983), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Counseling; Career Development; Community Leaders; Economically Disadvantaged; Employment Programs; High School Students; High Schools; Mentors; Out of School Youth; Program Effectiveness; Program Evaluation; School Business Relationship; Summer Programs; Tutoring; Work Experience Programs; Youth Employment + Suchen Sie Ihr Suchwort? Berufsentwicklung; Community leadership; Gemeindeleitung; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programme evaluation; Programmevaluation; Sommerkurs; Förderkonzept; Nachhilfeunterricht; Youth work; Jugendarbeit
Abstract	Project STAR I, a summer program administered by the Indianapolis Public Schools, provided over 400 economically disadvantaged young people (16 to 21 years old) with supervised work/intern experiences and career education activities designed to promote career development and continued academic pursuit. The project had three basic components: STAR I, the Gold Star Mentor Program, and a Tutorial component. In STAR I, participants worked six hours per day, five days a week. Biweekly, they attended training workshops which focused on the exploration of career options, educational/attitudinal motivation, and the sharing of worksite experiences. The Gold Star Mentor Program sought to create summer "partnerships" between business/community leaders and 60 high school participants in STAR I in an effort to provide the students with role models and increased career exposure. The tutorial component provided experiences for high school students as teacher aides and/or tutors. Through analysis of records, observations, interviews, and questionnaires, the evaluatators concluded that, overall, the three components achieved their goals. Evaluation materials are provided in appendices to this report. (CMG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC