Auxiliary Services for High Schools' Bilingual Program Resource and Training Center: Project ASHS, 1988-89. Evaluation Section Report. OREA Report.

Autor/inn/en	Berney, Tomi D.; Hriskos, Constantine
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Auxiliary Services for High Schools' Bilingual Program Resource and Training Center: Project ASHS, 1988-89. Evaluation Section Report. OREA Report.
Quelle	(1990), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Career Development; Counseling Services; Curriculum Development; English (Second Language); Federal Programs; High School Equivalency Programs; Job Placement; Limited English Speaking; Literacy Education; Native Language Instruction; Program Evaluation; Staff Development + Suchen Sie Ihr Suchwort? Berufsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Employment service; Employment services; Arbeitsvermittlung; Native language education; Muttersprachlicher Unterricht; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung
Abstract	Project ASHS' Bilingual Resource and Training Center served 2,075 limited-English-proficient students, some of whom had limited ability to read and write in their native languages, at 15 sites. Most participants were older students returning to school to complete high school diploma requirements and prepare for the General Equivalency Diploma. The project provided supplemental instruction in English as a Second Language (ESL), native language arts (NLA), and high school equivalency content area courses taught bilingually. The project also offered counseling, placement, career workshops, and staff and curriculum development. Participating students were native speakers of Spanish, Haitian Creole, Chinese, Italian, and Greek. The project met one of two ESL objectives and its referral objective, but could not assess achievement of the NLA or career education workshop objective. The project met one high school equivalency instructional objective. While a majority of project students at the lowest level were promoted, less than the proposed percentage were promoted or obtained equivalency diplomas at other levels. The staff development objective and four of five curriculum development objectives were met. Program strengths were in individual programming and counseling, and in the use of checklists to track students' interests and progress. Greater efforts to recruit Greek-speaking students are recommended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01