LEP Students in Special High School Programs, 1987-88. Evaluation Section Report. OREA Report.

Autor/inn/en	Berney, Tomi D.; Asselle, Maria Grazia
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	LEP Students in Special High School Programs, 1987-88. Evaluation Section Report. OREA Report.
Quelle	(1989), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Bilingual Education Programs; Chinese; Educational Opportunities; English (Second Language); Federal Programs; French; Haitian Creole; High Schools; Limited English Speaking; Native Language Instruction; Program Effectiveness; Program Evaluation; Second Language Instruction; Spanish; Uncommonly Taught Languages; Vocational Education + Suchen Sie Ihr Suchwort? Anwesenheit; China; Chinesen; Bildungsangebot; Bildungschance; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; High school; Oberschule; Native language education; Muttersprachlicher Unterricht; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Spanisch; Minderheitensprache; Ausbildung; Berufsbildung
Abstract	The LEP (limited-English-proficient) Students in Special High Schools Program, funded from a variety of sources, was partially implemented in 1987-88. The program's aim was to provide 277 LEP students, whose native languages were Chinese, Haitian Creole/French, and Spanish, with equal access to 8 educational-option and 5 vocational/technical high schools that no LEP students had previously attended. Students received instruction in English as a Second Language (ESL), content area subjects, vocational subjects, and native language arts at some sites. Those schools for which data were available met their instructional objective for the number of passing grades in courses that the program subsidized. However, program students' attendance rates were higher than those of mainstream students in only 6 of the 9 schools that provided data. Major program weaknesses included lower participation than anticipated, shortage of qualified bilingual teachers and counselors, and initial lack of support from school administrators and teachers. Major strengths included implementation of the ESL component, increased support for teachers and administrators at all sites, training and curriculum development activities, special activities for program students, and the eagerness of schools to expand their services to program participants. Specific recommendations for program improvement are made. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC