Seward Park High School Project Superemos, 1982-1983. O.E.E. Evaluation Report.

Autor/inn/en	Velazquez, Clara; Schulman, Robert
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Seward Park High School Project Superemos, 1982-1983. O.E.E. Evaluation Report.
Quelle	(1984), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Bilingual Education Programs; Curriculum Development; English (Second Language); High Schools; Hispanic Americans; Native Language Instruction; Program Effectiveness; Program Evaluation; Spanish Speaking; Staff Development; Transitional Programs; New York (New York) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Hispanic; Hispanoamerikaner; Native language education; Muttersprachlicher Unterricht; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung
Abstract	Project Superemos, in its final year of a two-year funding cycle, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in mathematics, science, and social studies, to approximately 125 Spanish speaking students of limited English proficiency (LEP) in grades 9 and 10. The project's overall goal was to enable LEP students to progress in both academic subjects and in English proficiency through specialized academic training and special attention to the affective domain. Based on this goal, students studied their native language while learning English; they were mainstreamed gradually by increasing their exposure to English and decreasing the use of Spanish. Program activities also included the development of curriculum materials for mathematics and for the employability skills course; development of a new bilingual social studies course; staff development; academic, personal, and group guidance and tutorial services; and parent involvement activities. Quantitative analysis of student achievement indicated (1) varying degrees of success in meeting program objectives in English and Spanish, (2) overall achievement of objectives by ninth graders in science (fall and spring) and social studies (fall) and by tenth graders in social studies (spring); and (3) significantly higher attendance rates among program students as compared to mainstream students. Recommendations focus on strengthening curricula and the tutorial program, disseminating the program's holding power activities, disseminating curricula to other bilingual resource centers, ensuring that evaluation data are collected and reported as proposed, and utilizing student performance data in planning evaluation objectives for future services to LEP students. (GC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC