Walton High School Project BLAST, 1986-1987. OEA Evaluation Report.

Autor/inn/en	Asselle, Maria Grazia; und weitere
Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	Walton High School Project BLAST, 1986-1987. OEA Evaluation Report.
Quelle	(1988), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance Patterns; Bilingual Education Programs; Career Exploration; Citizenship Education; Computer Assisted Instruction; Counseling Services; Cultural Enrichment; Curriculum Development; English (Second Language); Faculty Development; Federal Programs; High Schools; Limited English Speaking; Mathematics Instruction; Native Language Instruction; Parent Participation; Program Effectiveness; Program Evaluation; Remedial Programs; Science Instruction; Social Studies + Suchen Sie Ihr Suchwort? Berufserkundung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Computer based training; Computerunterstützter Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Förderprogramm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde
Abstract	In 1986-87, its fourth year of funding under Title VII, Project BLAST (Bilingual Language Arts Survival Training) served 185 Spanish-speaking ninth- through twelfth-grade students with limited English proficiency at Walton High School in the Bronx. The program provided supplementary services to the school's bilingual education program by developing students' skills in English as a second language (ESL), Spanish, and content areas (mathematics, science, and social studies) through computer-assisted instruction, providing career orientation/exploration training units integrated into ESL classes, providing citizenship training units integrated into social studies classes, and promoting high attendance by extensive monitoring and follow-up. Additional components included college counseling, extracurricular cultural enrichment activities, parent involvement activities, staff development, and curriculum development. Analysis of student achievement data indicates that the program met its objectives in one of two English language development areas, ESL course passing rates, or native language arts, as well as in attendance rate, and dropout rate. Mixed results were found in Spanish II through V and in content area courses, and the graduation rate objective was not achieved. Most parent involvement, staff development, and curriculum development objectives were met. Recommendations for improvement are given. (Author/MSE)
Anmerkungen	New York City Board of Education, Office of Educational Assessment, 110 Livingston Street, Brooklyn, NY 11201.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC