Project ECC: Equal Career Opportunities for Bilingual High School Students. 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	Project ECC: Equal Career Opportunities for Bilingual High School Students. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.
Quelle	(1981), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance; Bilingual Education Programs; Career Planning; Cultural Education; English (Second Language); Haitians; High Schools; Hispanic Americans; Limited English Speaking; Mathematics; Native Language Instruction; Program Effectiveness; Program Implementation; Science Instruction; Social Studies; Spanish; Spanish Speaking; Transitional Programs + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Karriereplanung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Hispanic; Hispanoamerikaner; Mathematik; Native language education; Muttersprachlicher Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Spanisch
Abstract	Equal Career Opportunities is a program that aims to provide instruction in English language skills while offering bilingual instruction in basic skills and pre-occupational training to limited-English-proficient Spanish-speaking and Haitian high school students at three schools in New York City. This report describes the program as it was implemented in 1980-81. The report discusses the program settings, participant characteristics, philosophy and organization, student placement, instructional offerings, career orientation and supportive services, curriculum development, staff development, program implementation, and program evaluation in each of the three sites. Evaluation results indicate that: (1) variable gains were achieved in mastery of English syntax objectives; (2) in most cases, the passing rate in mathematics, social studies, and native language arts met the program's criterion objective; (3) improvement in attitudes toward school surpassed the criterion objective in all three schools; and (4) program attendance was significantly higher than school-wide attendance. It is suggested that the program has had positive outcomes but that the curriculum development aspect needs to be strengthened. (Author/MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC