Technological Enrichment and Achievement for Cambodians and Hispanics: Project TEACH, 1987-88. Evaluation Section 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	Technological Enrichment and Achievement for Cambodians and Hispanics: Project TEACH, 1987-88. Evaluation Section Report.
Quelle	(1989), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Business Education; Cambodians; Computer Science; English (Second Language); Federal Programs; High Schools; Hispanic Americans; Limited English Speaking; Low Income Groups; Native Language Instruction; Parent Participation; Program Effectiveness; Program Evaluation; Spanish + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Kambodschanisch; Informatik; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Hispanic; Hispanoamerikaner; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Spanisch
Abstract	Project TEACH (Technological Enrichment and Achievement for Cambodians and Hispanics) completed the first year of a 2-year extension of federal funding. Administered by Theodore Roosevelt High School's foreign languages and bilingual education department, the project's major goal was to provide students with bilingual instruction in computer technology and business. It served 247 new students of limited English proficiency in grades 9-12. These students were all from low-income families and had little formal education before immigration. The project offered courses, including English as a Second Language (ESL), Spanish, bilingual content areas, computer technology, and business. Project TEACH provided personal counseling, staff development, and parent involvement activities. Students achieved program objectives for ESL, native language arts, and attendance. Objectives were partially met for content area courses, staff development, and parent participation. Major program strengths continue to be academic, career, personal counseling, and a high attendance rate. Major weaknesses include a low level of parent participation and an inability to offer native language arts to Cambodian students. Recommendations for improvement include increasing parent attendance at ESL and computer classes by holding these classes on weekends, and increasing activities for helping Khmer and Hispanic students understand each other's cultures and values. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC