Eastern District High School Integrated Bilingual Demonstration Project, ESEA Title VII, 1979-1980. Final Evaluation Report.

Autor/inn/en	Irizarry, Ruddie A.; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Eastern District High School Integrated Bilingual Demonstration Project, ESEA Title VII, 1979-1980. Final Evaluation Report.
Quelle	(1980), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Biculturalism; Bilingual Education; Class Organization; Community Involvement; Curriculum Development; Curriculum Evaluation; Dropout Rate; English (Second Language); High Schools; Latin Americans; Native Language Instruction; Non English Speaking; Parent Participation; Program Effectiveness; Program Evaluation; Reading Instruction; Reading Tests; Spanish Speaking; Staff Development; New York (New York) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Latin America; People; Lateinamerika; Bevölkerung; Volk; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseunterricht; Lesetest; Personnel development; Personalentwicklung
Abstract	This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) student placement, programming, and mainstreaming; (2) instructional offerings; and (3) funding of the instructional component. Non- instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring native language reading achievement, native language mathematics achievement, mathematics performance, science performance, social studies performance, and native language arts performance. Attendance figures for students are presented along with a comparison of dropout rates between program students and the total school. Conclusions and recommendations are offered. (APM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC