Rima Shore - Academia.edu (original) (raw)

Papers by Rima Shore

Offers a detailed plan for providing preschool for all three- and four-year-olds in Illinois. Bas... more Offers a detailed plan for providing preschool for all three- and four-year-olds in Illinois. Based on input from more than two hundred stakeholders, including schools, agencies, foundations, and parents

Preschool policy matters, 2004

But how can these goals best be reached? And what is the role of government in pursuing them? On ... more But how can these goals best be reached? And what is the role of government in pursuing them? On these questions there is far less agreement. One key debate pits the notion of voluntary universal early learning programs, available to all preschoolers, against targeted ...

Annie E Casey Foundation, Jul 1, 2009

The Foundation for Child Development (FCD) is the oldest philanthropy in the nation focused on im... more The Foundation for Child Development (FCD) is the oldest philanthropy in the nation focused on improving the life prospects of children. This booklet, produced for FCD's centennial, describes the organization's origins and changes during the past 100 years. The booklet's sections, which include photographs, quotes, and a timeline, are: (1) "The First Decade: Affirming Public Responsibility for the Well-Being of All Children"; (2) "The Second Decade: Moving into Public Health Practice and-\ Research"; (3) "Between the World Wars:. Strength.anin9-the Association and Its Nursing Service"; (4) "The Forties: Creating a GrantMaking Institution".; .(5) "The Fifties: Shifting the Focus from Polio to Birth Defects"; (6) "The Sixties: Addressing a Wider Range of Issues"; (7) "Beyond the Sixties: Linking Research and Policy"; (8) "The Seventies: Exploring the 'Ecology' of Human Development"; (9) "Late 70s and Early 80s: Documenting the Status of Children"; (10) "80s and Early 90s: Spotlighting Two-Generation Strategies"; and (11) "The Late Nineties: Balancing Change and Continuity." (EV) PREFACE Celebrating its Centennial is a remarkable milestone for any organization. After all, organizations typically have shorter lives than people. Many lose their way, their inspiration, or their economic viability. Few last as long as a century. The Foundation for Child Development (FCD) began as a modest volunteer effort by a handful of energetic New Yorkers. It has evolved with the times, holding on to its basic commitment to children but embracing new strategies as children's needs, American society, and the Foundation's resources have changed. In this way, it has endured for one hundred years. The pages that follow tell the story of that remarkable century. And as the timeline at the bottom of each page suggests, the Foundation's work did not develop in isolation. It has beenand continues to beclosely linked to the history of nationwide efforts to improve the well-being of children. This is a story with many players: not only the children themselves, but also parents, philanthropists, policy makers, health professionals, children's advocates, and researchers from diverse disciplines. Some of them are named in the pages of this history. Others who led the Foundation over the century are identified on the back page of this publication. Many people who made important contributions to FCD's work could not be mentioned here. We, therefore, wish to acknowledge the generosity and efforts of many donors, board members, grantees, advisers, and friends who have helped to sustain, invigorate, and inspire FCD's work. In large measure, this is their story.

participants. The report describes the project background and organization; participant character... more participants. The report describes the project background and organization; participant characteristics; instructional services; non-instructional activities; program implementation; and program evaluation. Evaluation results indicate (1) generally favorable student performance on tests of English syntax, with HSE and DPC students performing extremely well; (2) significant improvement.; in native language reading achievement among Spanish speaking students; (3) generally high success rates in different subject areas; (4) a program attendance rate that was better than the school-wide attendance rate; and (5) positive student attitudes toward the program. The report recommends program expansion to serve more students and provide more services.

provides instruction in English as a second language, native language arts, and bilingual courses... more provides instruction in English as a second language, native language arts, and bilingual courses (mathematics, science, social studies, and vocational courses) for Spanish-speaking high school students of limited English proficiency. The aim of the program is to assist students in making the transition to all-English instruction and in completing graduation requirements. This report on the program as it was implemented in 1980-81 describes the program setting; student characteristics; program organization; student placement; instructional services; non-instructional activities (curriculum development, staff development, supportive services, and community involvement); program implementation; and program evaluation. Evaluation indicates that. (1) participants mastered English syntax objectives in accordance with program goals; (2) achievement in mathematics, science, and social studies courses varied; (3) achievement levels in native language and vocational courses were generally above the criterion level; (4) program attendance was significantly better than school-wide attendance; and (5) several program participants received academic honors and scholarships. Recommendations for program improvement are presented.

This report describes and evaluates a project that provided instructional and supportive serliice... more This report describes and evaluates a project that provided instructional and supportive serliicete-Hispanic and Haitian high school students in 1980-81. Project Become at Sarah J. Dale High School in New York CitToffeied social studies, mathematics, and science subjects in;Spanish and French Creole, vq,pational and career courses,and a work study program as well as counseling services And eppottunities fo'.! parent/community involvement. The report describes th § program participants, program structure and-ftganization, implemCitation of instructional and non-instructional components, and ,program, assessment. Evaluation results indicate that: 1) both Hispanic and'Jiaitian students achieved good mtes of mastory of the objectives in a test of 'English syntaxp 2) some yaind were made in English. reading; 3) bilingual students generally achieves passing rates in the dontent areas that exceeded the passing rates of mainstream students in comparable :lasses; 4). passing rates in native langliagz courses and business/vocational courses were generally high; 5) students who took city-wide'social studies and reading tests achieved overall passing rates of over 8Spercent; and 6) participants' attendance rates were higher Than the overall rate for mainstream students. The report concludes with recommendations for program improvement.

This report describes, provides demographic data for, and evaluates a bilingual program for Spani... more This report describes, provides demographic data for, and evaluates a bilingual program for Spanish speaking students at Walton High School, the Bronx, New York. The program, serving 204 Hispanic students in 1980-81, emphasizes English preparation in order *

Annie E Casey Foundation, Jul 1, 2009

Annie E Casey Foundation, Jul 1, 2009

Offers a detailed plan for providing preschool for all three- and four-year-olds in Illinois. Bas... more Offers a detailed plan for providing preschool for all three- and four-year-olds in Illinois. Based on input from more than two hundred stakeholders, including schools, agencies, foundations, and parents

Preschool policy matters, 2004

But how can these goals best be reached? And what is the role of government in pursuing them? On ... more But how can these goals best be reached? And what is the role of government in pursuing them? On these questions there is far less agreement. One key debate pits the notion of voluntary universal early learning programs, available to all preschoolers, against targeted ...

Annie E Casey Foundation, Jul 1, 2009

The Foundation for Child Development (FCD) is the oldest philanthropy in the nation focused on im... more The Foundation for Child Development (FCD) is the oldest philanthropy in the nation focused on improving the life prospects of children. This booklet, produced for FCD's centennial, describes the organization's origins and changes during the past 100 years. The booklet's sections, which include photographs, quotes, and a timeline, are: (1) "The First Decade: Affirming Public Responsibility for the Well-Being of All Children"; (2) "The Second Decade: Moving into Public Health Practice and-\ Research"; (3) "Between the World Wars:. Strength.anin9-the Association and Its Nursing Service"; (4) "The Forties: Creating a GrantMaking Institution".; .(5) "The Fifties: Shifting the Focus from Polio to Birth Defects"; (6) "The Sixties: Addressing a Wider Range of Issues"; (7) "Beyond the Sixties: Linking Research and Policy"; (8) "The Seventies: Exploring the 'Ecology' of Human Development"; (9) "Late 70s and Early 80s: Documenting the Status of Children"; (10) "80s and Early 90s: Spotlighting Two-Generation Strategies"; and (11) "The Late Nineties: Balancing Change and Continuity." (EV) PREFACE Celebrating its Centennial is a remarkable milestone for any organization. After all, organizations typically have shorter lives than people. Many lose their way, their inspiration, or their economic viability. Few last as long as a century. The Foundation for Child Development (FCD) began as a modest volunteer effort by a handful of energetic New Yorkers. It has evolved with the times, holding on to its basic commitment to children but embracing new strategies as children's needs, American society, and the Foundation's resources have changed. In this way, it has endured for one hundred years. The pages that follow tell the story of that remarkable century. And as the timeline at the bottom of each page suggests, the Foundation's work did not develop in isolation. It has beenand continues to beclosely linked to the history of nationwide efforts to improve the well-being of children. This is a story with many players: not only the children themselves, but also parents, philanthropists, policy makers, health professionals, children's advocates, and researchers from diverse disciplines. Some of them are named in the pages of this history. Others who led the Foundation over the century are identified on the back page of this publication. Many people who made important contributions to FCD's work could not be mentioned here. We, therefore, wish to acknowledge the generosity and efforts of many donors, board members, grantees, advisers, and friends who have helped to sustain, invigorate, and inspire FCD's work. In large measure, this is their story.

participants. The report describes the project background and organization; participant character... more participants. The report describes the project background and organization; participant characteristics; instructional services; non-instructional activities; program implementation; and program evaluation. Evaluation results indicate (1) generally favorable student performance on tests of English syntax, with HSE and DPC students performing extremely well; (2) significant improvement.; in native language reading achievement among Spanish speaking students; (3) generally high success rates in different subject areas; (4) a program attendance rate that was better than the school-wide attendance rate; and (5) positive student attitudes toward the program. The report recommends program expansion to serve more students and provide more services.

provides instruction in English as a second language, native language arts, and bilingual courses... more provides instruction in English as a second language, native language arts, and bilingual courses (mathematics, science, social studies, and vocational courses) for Spanish-speaking high school students of limited English proficiency. The aim of the program is to assist students in making the transition to all-English instruction and in completing graduation requirements. This report on the program as it was implemented in 1980-81 describes the program setting; student characteristics; program organization; student placement; instructional services; non-instructional activities (curriculum development, staff development, supportive services, and community involvement); program implementation; and program evaluation. Evaluation indicates that. (1) participants mastered English syntax objectives in accordance with program goals; (2) achievement in mathematics, science, and social studies courses varied; (3) achievement levels in native language and vocational courses were generally above the criterion level; (4) program attendance was significantly better than school-wide attendance; and (5) several program participants received academic honors and scholarships. Recommendations for program improvement are presented.

This report describes and evaluates a project that provided instructional and supportive serliice... more This report describes and evaluates a project that provided instructional and supportive serliicete-Hispanic and Haitian high school students in 1980-81. Project Become at Sarah J. Dale High School in New York CitToffeied social studies, mathematics, and science subjects in;Spanish and French Creole, vq,pational and career courses,and a work study program as well as counseling services And eppottunities fo'.! parent/community involvement. The report describes th § program participants, program structure and-ftganization, implemCitation of instructional and non-instructional components, and ,program, assessment. Evaluation results indicate that: 1) both Hispanic and'Jiaitian students achieved good mtes of mastory of the objectives in a test of 'English syntaxp 2) some yaind were made in English. reading; 3) bilingual students generally achieves passing rates in the dontent areas that exceeded the passing rates of mainstream students in comparable :lasses; 4). passing rates in native langliagz courses and business/vocational courses were generally high; 5) students who took city-wide'social studies and reading tests achieved overall passing rates of over 8Spercent; and 6) participants' attendance rates were higher Than the overall rate for mainstream students. The report concludes with recommendations for program improvement.

This report describes, provides demographic data for, and evaluates a bilingual program for Spani... more This report describes, provides demographic data for, and evaluates a bilingual program for Spanish speaking students at Walton High School, the Bronx, New York. The program, serving 204 Hispanic students in 1980-81, emphasizes English preparation in order *

Annie E Casey Foundation, Jul 1, 2009

Annie E Casey Foundation, Jul 1, 2009