Choosing Optional Career Education. Project Choice 1988-89. OREA Report. Evaluation Section Report.

Autor/inn/en	Berney, Tomi D.; Plotkin, Donna
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Choosing Optional Career Education. Project Choice 1988-89. OREA Report. Evaluation Section Report.
Quelle	(1990), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Dropout Prevention; Educational Objectives; Educationally Disadvantaged; English (Second Language); Enrichment; Evaluation Methods; Haitian Creole; High School Students; Job Skills; Language Skills; Minority Group Children; Native Language Instruction; Program Content; Secondary Education; Spanish Speaking; New York (New York) + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Bereicherung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Produktive Fertigkeit; Language skill; Sprachkompetenz; Native language education; Muttersprachlicher Unterricht; Programmgestaltung; Sekundarbereich
Abstract	This report evaluates the implementation and outcome of the Elementary and Secondary Education Act Title VII program, Choosing Optional Infused Career Education (Project CHOICE) in Springfield Gardens High School in Queens (New York) and Fort Hamilton High School in Brooklyn (New York) for the 1988-89 school year. The project was created to combat the high dropout rate in language minority student populations. Its main objective was for Spanish- and Haitian Creole-speaking special education students of limited English proficiency (LEP) to acquire optimal language proficiency in English while developing reading and writing skills in their native language (Native Language Arts, NLA). The project also provided students with career orientation and information. The following findings are discussed: (1) students made significant gains on the Language Assessment Battery; (2) course grades suggested that both Spanish and Haitian Creole-speaking students acquired NLA skills; (3) the program met its content area objective in science and social studies but not in mathematics; (4) the project met its objective in career education; (5) the dropout rate of program students at both schools was more than 10 percent lower than that of mainstream students; and (6) data were unavailable to assess the objectives for parent involvement and staff awareness of student needs. Recommendations are made on how to improve the program. Three tables are included. (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC