Career Awareness and Resource Education: Project CARE 1988-1989. OREA Report.

Autor/inn/en	Berney, Tomi D.; Keyes, Jose L.
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Career Awareness and Resource Education: Project CARE 1988-1989. OREA Report.
Quelle	(1990), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Cultural Education; Dropout Rate; English (Second Language); Extracurricular Activities; Federal Programs; Guidance Programs; High Schools; Hispanic Americans; Limited English Speaking; Native Language Instruction; Parent Participation; Program Descriptions; Program Evaluation; Second Language Learning; Tutoring + Suchen Sie Ihr Suchwort? Anwesenheit; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Außerunterrichtliche Aktivität; High school; Oberschule; Hispanic; Hispanoamerikaner; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Förderkonzept; Nachhilfeunterricht
Abstract	The Career Awareness and Resource Education Program (Project CARE) served 425 limited English proficient students at two New York City high schools. The students, all Hispanic, were enrolled in English as a Second Language (ESL) classes, Native Language Arts Classes (NLA), and content area subjects. The program provided guidance, tutoring, and extracurricular activities designed to acquaint students with American culture while preserving their native culture. The program also encouraged parental involvement. Project CARE met its native language objectives in that 75 percent of participating students improved their native language skills, but did not have equivalent success with the ESL objective since less than 75 percent of the students showed significant improvement in English language skills as measured on the Language Assessment Battery. Students did, however, show a mean increase in English language skills. The project did not meet its content area objective calling for at least 70 percent of the students to pass their courses in mathematics, science, and social studies, and only partially met the goal of improving attendance rates. The dropout rate for project CARE students was less than for mainstreamed students. (Author/JL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC