Morris High School Betterment through Bilingualism. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.

Autor/in	und weitere
Sonst. Personen	Shore, Rima (Hrsg.)
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Morris High School Betterment through Bilingualism. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.
Quelle	(1981), (103 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrator Role; Attendance; Bilingual Education; Bilingual Education Programs; Counseling Services; English (Second Language); Federal Programs; High Schools; Hispanic Americans; Limited English Speaking; Mathematics; Native Language Instruction; Parent Participation; Program Effectiveness; Program Implementation; School Policy; Science Instruction; Social Studies; Spanish Speaking; Student Characteristics; Transitional Programs + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Hispanic; Hispanoamerikaner; Mathematik; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Schulpolitik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde
Abstract	A program that provided instructional and non-instructional services to Spanish speaking students of limited English proficiency at Morris High School in New York City during 1980-81 is described in the report. The instructional component included English as a Second Language, native language arts, mathematics, science, and social studies. The non-instructional component consisted of supportive services, home visits, curriculum development, staff development, and parent/community participation. Evaluation indicated that: 1) significant gains were achieved in English as a Second Language and Spanish readings; 2) while mathematics passing rates among program students fell below the 70 percent criterion level, the bilingual students achieved passing rates that were similar to or better than that of the total school population; 3) science achievement among program participants was higher in the fall than in the spring; 4) achievement in both social studies and native language courses tended to increase with grade level; and 5) the average attendance of program students exceeded school-wide attendance rates. The school principal and the bilingual program staff were identified as influential in bringing about the program success. (Author/MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC