Park West High School Vocational and High School Equivalency Bilingual Program, 1987-88. OREA Evaluation Report.

Autor/inn/en	Berney, Tomi D.; Alvarez, Rosalyn
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Park West High School Vocational and High School Equivalency Bilingual Program, 1987-88. OREA Evaluation Report.
Quelle	(1989), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Bilingual Education Programs; English (Second Language); Federal Programs; High School Equivalency Programs; High Schools; Job Training; Limited English Speaking; Mainstreaming; Mathematics Instruction; Native Language Instruction; Parent Participation; Program Effectiveness; Program Evaluation; Science Instruction; Social Studies; Staff Development; Transitional Programs; Vocational Education + Suchen Sie Ihr Suchwort? Anwesenheit; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Berufsqualifizierender Bildungsgang; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Personnel development; Personalentwicklung; Ausbildung; Berufsbildung
Abstract	In its fifth and final year of federal funding, the Vocational and High School Equivalency Program at New York's Park West High School served 254 students in grades 9-12. The program's purpose was to help students of limited English proficiency develop English language skills while receiving occupational training after school. The transitional program functioned as a minischool within the high school, providing the same overall job and career orientation offered to mainstream students. Students received instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual instruction in mathematics, science, and social studies. The program also provided activities for parent involvement and staff development. It met its objectives in ESL and attendance. Data were insufficient to determine whether it met its NLA objective. The mainstreaming objective was not met. Recommendations for improvement include efforts toward increased communciation between bilingual and mainstream program staff, creation of an ESL/foreign language department, hiring of a full-time guidance counselor and full-time family assistant, and acquisition of equipment for program staff. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC