Erasmus Hall High School Bilingual Program, 1985-1986. OEA Evaluation Report.

Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	Erasmus Hall High School Bilingual Program, 1985-1986. OEA Evaluation Report.
Quelle	(1986), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Acculturation; Bilingual Education Programs; English (Second Language); Haitians; High School Students; High Schools; Immigrants; Limited English Speaking; Minority Groups; Native Language Instruction; Program Effectiveness; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Ethnische Minderheit; Native language education; Muttersprachlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In 1985-86, the Bilingual Program at Erasmus High School in Brooklyn, New York, was in the final year of a three-year funding cycle. It served 212 students of limited English proficiency (LEP), including 191 Haitian students, in addition to 14 Hispanic, 6 Asian, and 1 Middle Eastern student. All participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students, and bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included meetings, in-house workshops, and attendance at university courses. Supportive services to participants included counseling and tutoring sessions. In 1985-86, students failed to meet the project's ESL achievement goals, but Haitian students made significant gains in native language development. To improve the program's overall effectiveness, additional grade advisors should be identified to satisfy the needs of Hispanic students and to alleviate the current Haitian grade advisor's caseload, and formal collaborations with the parents of project students should be created. (KH)
Anmerkungen	Office of Educational Assessment, New York City Board of Education, 110 Livingston St., Brooklyn, NY 11201.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC