The 1979-80 Evaluation of the Title VII Bilingual Program, Project Cumbre, at the Ann Street Bilingual School of Hartford, Connecticut.

Autor/in	Roby, Wallace R.
Institution	Hartford Public Schools, CT.
Titel	The 1979-80 Evaluation of the Title VII Bilingual Program, Project Cumbre, at the Ann Street Bilingual School of Hartford, Connecticut.
Quelle	(1980), (43 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Bilingual Education; Bilingual Schools; Bilingual Teachers; Elementary Education; English (Second Language); Language Proficiency; Language Skills; Parent Participation; Program Evaluation; Spanish + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Bilingual scholl; Bilinguale Schule; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Elternmitwirkung; Programme evaluation; Programmevaluation; Spanisch
Abstract	An evaluation report of second year accomplishments at the Ann Street Bilingual School is presented. Objectives are established for students, instructional personnel, and parents at the school, the testing programs, standards set, and results for each are explained. Kindergarten students were expected to meet established standards in Spanish and English language skills and demonstrate high self concepts. Students in grades one through seven were expected to improve English and Spanish language skills and proficiency. They should have improved their levels of math, science, English reading, and social studies skills. These improvements are compared to the level of students in other Hartford bilingual programs. The instructional personnel were to strive for improved classroom teaching, student learning, and to improve professionally. They were expected to contribute their services for the success of the school program. The parents of students were to visit the school, participate in school activities and parent education programs. The most important result is the general superiority of Ann Street students' skills in Spanish reading, oral English, and oral Spanish over their counterparts in other Hartford bilingual schools. The expectations for improvement in English reading were not met. Establishment of a reading resource room is recommended. (DWH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC