Asian Remedial Plan: A Study of Asian Students Who Exited from ESOL at the Seven "Original" New Instructional Model Schools. Report No. 9209.

Autor/inn/en	Goodwin, Judy; und weitere
Institution	Philadelphia School District, PA. Office of Assessment.
Titel	Asian Remedial Plan: A Study of Asian Students Who Exited from ESOL at the Seven "Original" New Instructional Model Schools. Report No. 9209.
Quelle	(1991), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Asian Americans; Elementary School Students; Elementary Secondary Education; English (Second Language); Grades (Scholastic); High School Students; Instructional Effectiveness; Instructional Innovation; Junior High School Students; Limited English Speaking; Middle School Students; Middle Schools; Remedial Programs; School Districts; Student Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; United States; Asiatischer Einwanderer; USA; English as second language; English; Second Language; Englisch als Zweitsprache; Notenspiegel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Junior High Schools; Sekundarstufe I; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Förderprogramm; School district; Schulbezirk; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This document describes how Philadelphia's (Pennsylvania) Asian students who exited from the English-as-a-Second-Language (ESOL) program in June 1990 at seven New Instructional Model schools functioned in mainstream classes. The study population included 42 high school students, 6 middle school students, and 13 elementary school students. The data were collected through student focus groups, interviews with each student's English and science teachers, and an analysis of end-of-year marks. The results indicate that 88 percent of the high school students felt that the ESOL program adequately prepared them to compete with native English speakers, although they would have liked more intensive practice in their English language skills. Ninety percent of the high school students reported passing all subjects in mainstream classes. Teachers reported that 56 percent of the high school students still had problems with their English skills. The six middle school students all felt that the ESOL program adequately prepared them to compete with native English speakers. Five of the six middle school students reported that they were passing all subjects in mainstream classes, but two students felt that they still had problems with English. Teacher interviews confirmed this finding. Of the 13 elementary school students, teachers reported that 8 students had no problems with their classroom work. Analyses of student grades showed a majority receiving As and Bs in all subjects. Statistical data are provided in four tables. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC