DeWitt Clinton High School Bilingual-Bicultural Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981 (original) (raw)
Related papers
1981
This report describes, presents demographic ata for, and evaluates the_effectiveness of a bilingual education pr ram for 344 Hispanic students in South Bronx High School; New York. The program's goals include impro4ement of students' English and Spanish language skills, reinforcement of Hispanic cultural values' and knowledge, enhancement of self esteem, and orientation t the culture and values that students confront:in the United States. he instructional component of the program stresses early a.d gradual transition to a mainstream" English language program. is objective is pursued through intensive English as a second lang 9 instruction, as well as bilingual classes in science, mathematics, and social studies. The noninstructional component o the program includes emphases on curriculum and materials deifel pment, supportive e services, staff. development, parental and communit involvement, and students' affective domain. Evaluations of.student ' academic performance indicate that iff 1980-81, program par icipants who received instruction in English had higher pass rates than did those who received instruction in Spanish. This report provides several recommendations for more effective implementati n of the bilingual program. ('GC)' .AD
1981
A program that provided instructional and non-instructional services to Spanish speaking students of limited English proficiency at Morris High School in New York City during 1980-81 is described in the report. The instructional componentincluded English as a Second Language, native language arts, mathematics, science, and social studies. The non-instructional component consisted of supportive serviceschome visits, curriculum development, staff development, and parent/community participation. Evaluation indicated that: 1) significant gains were achieved in English as a Second Language and Spanish readings; 2) while mathematics passing rates among program students fell below the 70 percent criterion level, the bilingual students achieved passing rates that were similar to or better than that of the total school population; 3) science achievement among program participants was higher in the fall than in the spring; 4) achievement in both social studies and native language courses tended to increase with grade level; and 5) the average attendance of program students exceeded school-wide attendance rates. The school principal and the bilingual program staff were identified as influential in bringing about the program success. (Author/MJL)
1981
Speaking IDENTIFIERS New York City Board of Education ABSTRACT1' T is,report describes, 'provides demographiCCIata for, and evaluates th success of a Spanish bilinguil/bicultural education, program carried out at Bushwick High School, Brooklyn, New York. The program, which served 254 studests,in grades 9 through 11 in 1980-81, emphasizes the attainment of minimum competency in basic skills.. Participants receive instruction in Spanish language and culture; bilingual instruction in science, social studies, and math; dnd English as a second language and English reading classes. The bilingual program participants also take mainstream classes in art, music, physical education, and, as their proficiency allows, industrial arts and business. The noninstructional aspect of the program includes components on curriculum development, supportive services, staff development, parental and community involvement, and administration and supervision. For the 1980-81 school year, program participants' attendance, performance, and achievement either equalled or surpassed those of the general school population, a finding which is said relate to high staff competence and morale and good program de A number of recommendations for program impFovement are of er in the report.
1981
This report describes, provides, demographic data for, and evaluates the effectiveness of a bilingual program for Spanish and Italian speaking students in Grover Cleveland High School, Queens,.New York. The program relies upon individualized instruction and aims to mainstream students into the'regular pre-college curriculum within 2 years, if possible. Bilingual instruction is given in language skills, mathematics, and some social studies courses, while participating students attend regular courses in other subject areas. Also'part of the program is a noninstructional component, including curriculum and staff developient, provision of supportive services, parent participation, and a focus on students'' affective domain. The data provided in this report demonstrate .signifidant achievement gains among participating students, as well as the successful development of academic and extracurricular activities. (GC) * * from the original document. *
1981
The Louis D. Brandeis High School Bilingual Program provides English and Spanish language instruction, academic courses, and supportive services for Spanish speaking students of limited English proficiency. This report describes the program as it was implemented in 1980-81. The program description includes background and context; student characteristics; organization and fundin §; faculty relations; the instruCtional component, consisting of English as a Second Language, native language instruction, mathematics, science, and social studies; ctirri-culum-development activities; counseling services; staff-development; parent invplvement; and evóaluation. Evaluation results indicate that: (1) students had positive attitudes toward the program; (2) program attendance rates were higher than the school's attendance rates; (3) several program participants received academic honors; and (4) in general, moderate to highly significant gains were made in English syntax and language fluency, native language arts, mathematics, science, and social studies, although some students failed to reach the program achievement criteria. Recommendations for program improyement are presented. (MJL)
Comprehensive High School Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981
1981
The program's goal was to help students to acquire basic English language skills and enter mainstream classes. Its most distinctive feature was a mini-school arrangement at each program site. In addition to instructional services, C.H.S.B.P. included a non-instructional component, focusing on curriculum and materials development, supportive services, staff development, parent and community involvement, and affecitve domain. Data presented in this report reveal that program implementation and thus student achievement varied considerably among the five participating schools. Nonetheless, it is concluded that overall goals of the program have been achieved, and that in areas such as curriculum development, C.H.S.B.P. has functioned as an exemplary program in bilingual secondary education. kGC)
1981
Project E.T.B.B.S., a bilingual education program designed to accelerate the transition to English usage among Spanish-speaking high school students of limited English proficiency, is described in this report. As implemented in 1980-81, the project provided instruction in English as a second language, native language instruction, bilingual education in academic subject areas, and guidance to 197 Hispanic students in grades nine through twelve. The report. describes program goals and organization; participant characteristics; student placement; instructional services; non-instructional program components such as curriculum and staff development, guidance/supportive services and community involvement; program implementation; and program evaluation. Evaluation results indicate that: (1) students mastered English syntax objectives in accordance with program goals; (2) on the average, students demonstrated native language reading achievement gains; (3) the criterion objective of a 65 percent passing rate was generally met in science and social studies but not in mathematics, native language arts, business education, practical arts, and music; and (4) program participants had higher attendance rates than the school as a whole. The report suggests that the program migh` be improved through integration of the project within the total school progrem,and through increased staff development efforts. (Author/MJL)
1982
This report evaluates a program designed to supplement the basic educational services, provided by New York City's Division of Special Education, for Hispanic handicapped students with limited English proficiency. In 1980-81, the program served 129 students in nine public schools (seven elementary and two intermediate) and one private school in the Bronx, New York. Services provided included direct individualized instruction, resource assistance, staff development, and parent training for greater involvement. The program was evaluated using data from pupil achievement measures, teacher attitude and observation scales, and staff interviews anc classroom observations. Based on the findings, it is concluded that (1) the program provided an effective and comprehensive system of educational services that developed the instructional skills of Cle staff and the academic skills of the students; (2) the proposed criteria for mathematics, oral-English proficiency, social studies, science, and English reading were met; (3) all classroom teachers manifested a positive attitude toward program services; (4) program-parent communication was maintained through parent workshops and home visits; and (5) a program guide curriculum in reading, mathematics, social studies, and science was developed for handicapped students. Recommendations include continued emphasis on individualization of instruction, the development of additional curricula and instructional materials for bilingual special education, systematization of parent-involvement activities, and more emphasis on the transition from Spanish to English in language instruction. (AOS)
Clara Barton High School. Bilingual Project. O.E.E. Evaluation Report, 1981-1982
1983
The report evaluates theapilingUal-Bicultural Project conducted in 1981-82 at Clara Barton HigE School, in Brooklyn, New York, for 50 Spanish speaking students with limited English proficiency (LEP). The project was debigned to provide tutorial support to LEP students and to enable them,to be placed in one of the Amore challenging health profession majors offered at the school. Additional help was provided to students in both English and Spanish language achievement, and in content area courses. The'project also sought to help students to organize their studies, develop learning skills, and bolster their motivation to remain in schOol despite financial, cultural, and academic predgures. Quantitative analysis of student achievement among partitipahts indicates that: (1) Spanish speaking students mastered 1.7 objectilies per month of instruction; (2) program students demonstrated gains in pre-and posttest reading scores; (3) students in grades 10 and 12 demonstrated gains in ,mathematics performance; and (4) program students had better attendance 'rates than the school aVerage. The report-offers several recommendations regarding data collection and recordkeeping, scheduling of tutorial sessions, assessment of program impact, additional second language assistance, more challenging native language classes, formation of a bilingual club, and modification of the wogram objective concerning tha Criterion Referenced English Syntax Tebst (CREST). (A05)