Project KANPE. 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 KANPE. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.
Quelle	(1981), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academically Gifted; Attendance; Bilingual Education Programs; Career Planning; Cultural Education; Dropout Prevention; English (Second Language); French; Haitians; High Schools; Limited English Speaking; Mathematics Achievement; Native Language Instruction; Science Instruction; Social Studies; 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; Französisch; High school; Oberschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Native language education; Muttersprachlicher Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde
Abstract	Project KANPE is a bilingual education program designed to help talented/gifted Haitian high school students of limited English proficiency to acquire second language proficiency while developing their academic skills to the fullest and to prepare them for early entry into mainstream honor classes. The program seeks to accomplish this goal by supplementing basic bilingual services with individualized instruction in intensive English as a second language, native language, and career orientation; mathematics, science, and social studies instruction in French and Creole; and instruction in Haitian and American cultures. This report describes the program as implemented in 1980-81. The report discusses the program background, organization, and participants; implementation of instructional and non-instructional program components; and program evaluation. It is pointed out that because the project operated at sites where bilingual services were not available for Haitians, the staff served all Haitian students who required assistance instead of focusing exclusively on talented Haitian students. Evaluation indicates that (1) the program improved participants' attendance and attitudes toward school; (2) participants mastered English syntax objectives at rates that exceeded program goals; and (3) program attendance generally exceeded school-wide attendance. It is recommended that program goals, instructional objectives, and eligibility criteria be modified, and that record-keeping be more systematic. (Author/MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC