South Shore High School. Project VIBES. O.E.E. Evaluation Report, 1981-1982.

Autor/inn/en	Shore, Rima; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	South Shore High School. Project VIBES. O.E.E. Evaluation Report, 1981-1982.
Quelle	(1983), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Bilingual Education Programs; English (Second Language); French; Haitian Creole; Haitians; Hebrew; High Schools; Hispanic Americans; Limited English Speaking; Mathematics Instruction; Native Language Instruction; Program Effectiveness; Program Implementation; Science Instruction; Social Studies; Spanish Speaking + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; High school; Oberschule; Hispanic; Hispanoamerikaner; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde
Abstract	In 1981-82, Project VIBES at South Shore High School in Brooklyn, New York, provided instruction in English as a second language (ESL) and French language arts, and bilingual mathematics, social studies, and science for Haitian high school students of limited English proficiency. The project also conducted classes in ESL, Hebrew, and Spanish language arts; and environmental science (taught in English, but geared to the needs of students with limited English proficiency) for Israeli and Hispanic participants. The report describes the project content, participants, instructional component, noninstructional activities (support services, curriculum development, and staff development), and evaluation. Evaluation findings indicate that: (1) achievement gains in English syntax were below the criterion objective; (2) passing rates in mathematics, science, and social studies were above 70 percent; (3) passing rates in native language arts were 80 percent or better (except for a 60 percent passing rate for ninth graders in the fall); and (4) participants' attendance rates exceeded the school-wide attendance rates at all levels. Recommendations for program improvement are presented. (MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC