Integration Evaluation Report. Executive Summary, Introduction, Summaries and Recommendations, Conclusions, 1988-89. Publication No. 548, Part I.

Autor/inn/en	Alkin, Marvin; und weitere
Institution	Los Angeles Unified School District, CA. Program Evaluation and Assessment Branch.
Titel	Integration Evaluation Report. Executive Summary, Introduction, Summaries and Recommendations, Conclusions, 1988-89. Publication No. 548, Part I.
Quelle	(1990), (201 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Access to Education; Classroom Research; Desegregation Effects; Elementary Secondary Education; Interviews; Minority Groups; Postsecondary Education; Program Evaluation; Racial Integration; School Desegregation; School Districts; School Surveys; Self Esteem + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Interviewing; Interviewtechnik; Ethnische Minderheit; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Rassenintegration; Integrative Schule; School district; Schulbezirk; Self-esteem; Selbstaufmerksamkeit
Abstract	In 1988-89, an evaluation was conducted to determine the impact of various integration programs designed to ameliorate the harms of racial isolation in the Los Angeles (California) Unified School District. The underlying intent was to specify ways in which levels of achievement, self-esteem, access to postsecondary education, and racial tolerance could be improved. The programs developed include: the Magnet School Program; Predominantly Hispanic, Black, Asian, and Other Non-Anglo Programs; Permits with Transportation; Continued Voluntary Permits; and Overcrowded Schools programs. The 1988-89 evaluation sought to determine whether: academic achievement and self-esteem had improved; access to postsecondary opportunities had increased; interracial hostility and racial intolerance were reduced; and overcrowding was reduced. It also examined issues that influence academic achievement and provided specific information about individual integration. Subjects were students in grades 4, 5, 7, 8, 10, and 11 from 229 schools participating in such programs. Data were collected as appropriate for specific integration programs through surveys, interviews, and classroom observation. Findings are grouped by program or study into the following divisions: (1) programs for Hispanic, Black, Asian, or other minorities; (2) overcrowded schools programs; (3) analyses of harm from racial isolation across programs; (4) special studies of achievement issues; and (5) studies of process issues. Findings indicate that many students are still being harmed by racial isolation resulting in low academic achievement and limited postsecondary opportunities, particularly for Black and Hispanic students. Recommendations are made to improve the individual programs and the school system as a whole. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC