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AutorenAlkin, Marvin; und weitere
InstitutionLos Angeles Unified School District, CA. Research and Evaluation Branch.
TitelEvaluation of the Permits with Transportation Program.
Quelle(1983), (87 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterAcademic Achievement; Busing; Desegregation Effects; Desegregation Plans; Elementary Secondary Education; Minority Groups; Parent Attitudes; Program Effectiveness; Program Evaluation; Racial Relations; Student Attitudes; Student Transportation; Teacher Attitudes; Transfer Students; Urban Schools; Voluntary Desegregation
AbstractThis report presents the 1982-83 results of an ongoing evaluation of two voluntary integration programs, Permits With Transportation (PWT) and Continued Voluntary Permits (CVP), which operate within the Los Angeles Unified School District. Information on implementation methods is presented for the use of district policymakers and for gauging progress in reducing the harms of racial isolation. A prologue considers the social, economic, and governmental context affecting the analysis and interpretation of findings. Chapter I provides a general introduction and a short history of the PWT and CVP programs. The purpose of PWT is stated to be the provision of opportunities for students to share multicultural and educational experiences in an integrated setting; nearly all of 21,000 participating students represent non-Anglo minority groups. CVP programs, it is said, exist to allow students who attended a paired or clustered school in 1980-81 under a mandatory plan to continue to participate in an integrated experience on a voluntary basis. Chapter II describes study methodology. A review of the purposes and issues underlying the investigation is followed by a description of the sampling, instrumentation, and data collection strategies. Chapter III contains findings and recommendations. It is organized according to questions related to (1) changes and effects of program mechanisms; (2) effects of school policies and practices on student interactions as well as efforts to incorporate participants into the regular school program; and (3) progress made in reducing the harms of racial isolation. A final section summarizes major findings, which were generally positive, and makes recommendations which mainly focus on improving the information distributed to parents and students, and on training teachers and involving them in the program's implementation. (KH)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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