Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness (Project AMERICA). 1990-91 Final Evaluation Profile. OREA Report.

Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness (Project AMERICA). 1990-91 Final Evaluation Profile. OREA Report.
Quelle	(1991), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Asian Americans; Bilingual Education Programs; Career Education; Chinese Americans; Compensatory Education; Disadvantaged Youth; English (Second Language); High School Students; High Schools; Immigrants; Limited English Speaking; Native Language Instruction; Profiles; Program Evaluation; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Arbeitslehre; Chinese; Chinesen; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Native language education; Muttersprachlicher Unterricht; Charakterisierung; Profilanalyse; Programme evaluation; Programmevaluation; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	An evaluation was done of the New York City Public Schools' Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness Program (Project AMERICA). During the 1990-91 school year, Project AMERICA operated at 2 high schools (Lafayette High School and Fort Hamilton High School) and served 408 Chinese-speaking Asian immigrant students, an estimated 60 percent of whom lacked all but the most basic literacy skills. The project phased out its Arabic-speaking component in 1989. Project AMERICA students received academic and career counseling as well as instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects taught bilingually or with an ESL methodology. The project also provided support services and activities for staff development, curriculum development, and parental involvement. The evaluation was conducted using student and director questionnaires, test scores, and interviews. Analysis found that the project was fully implemented and met its objectives for NLA, attendance, counseling and career advisement, career education, cultural field trips, parental involvement, and staff development. It met its objective for content area subjects in the spring for all subjects, an improvement over the fall when it did not meet the objective in science and mathematics. It met the dropout prevention objective at only one site. The project failed to meet objectives for ESL, attitude toward school, and attitude toward cultural heritage. (JB)
Anmerkungen	Office of Research, Evaluation, and Assessment, New York City Public Schools, 110 Livingston Street, Room 732, Brooklyn, NY 11201.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC