Integration Evaluation Reports: Magnet, Permits with Transportation, and Year-Round Schools Programs, 1982-83. Publication No. 436, Part II.

Autor/inn/en	Alkin, Marvin; und weitere
Institution	Los Angeles Unified School District, CA. Research and Evaluation Branch.
Titel	Integration Evaluation Reports: Magnet, Permits with Transportation, and Year-Round Schools Programs, 1982-83. Publication No. 436, Part II.
Quelle	(1983), (246 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Access to Education; Busing; Desegregation Effects; Desegregation Plans; Elementary Secondary Education; Equal Education; Magnet Schools; Minority Groups; Postsecondary Education; Program Effectiveness; Program Evaluation; Racial Relations; School Desegregation; Student Attitudes; Student Transportation; Year Round Schools + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Ethnische Minderheit; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Integrative Schule; Schülerverhalten; Schulbus; Year round school; Year-round school; Year-round schools; Ganzjahresschule
Abstract	This is one part of an evaluation of the Los Angeles Unified School District's Predominantly Hispanic, Black, Asian, and Other Non-Anglo (PHBAO) student integration programs. The evaluation is based on data collected from staff, students, and parents during 1982-83 at schools that are at least 70% non-Anglo. This volume contains the last three of six sections in the report's technical portion. Each section focuses on a different program or set of related programs: Section D, Magnet Programs (with primary attention to implementation); Section E, Permits With Transportation and Continued Voluntary Permits, two voluntary transportation/integregation programs; and Section F, the Year-Round School Program, an effort to relieve student over-crowding. For each program the Prologue describes the geographic area it serves and its political context at district, State, and Federal levels. Program history, an overview of its offerings, the methodology used to conduct the study, and findings are also provided for each program. Outcomes are discussed in terms of four areas (related to the four "harms of racial isolation" identified in the Crawford decision): achievement, attitudes toward school, post-secondary opportunities, and social interaction among students of different ethnic backgrounds. (Author/KH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC