Evaluation of Project Survival, a Special Innovative Project of the Job Training Partnership Act, 1991. Report No. 4, Vol. 26.

Autor/in	Turlington, Elizabeth B.
Institution	Atlanta Public Schools, GA. Dept. of Research and Evaluation.
Titel	Evaluation of Project Survival, a Special Innovative Project of the Job Training Partnership Act, 1991. Report No. 4, Vol. 26.
Quelle	(1991), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Compensatory Education; Conflict Resolution; Disadvantaged Youth; Economically Disadvantaged; Elementary School Students; Employment Potential; Federal Programs; High Risk Students; Intermediate Grades; Junior High School Students; Junior High Schools; Middle School Students; Middle Schools; Program Evaluation; Urban Schools; Urban Youth; Work Experience Programs; Youth Employment + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Kompensatorischer Unterricht; Conflict solving; Konfliktlösung; Konfliktregelung; Benachteiligter Jugendlicher; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Problemschüler; Mittelstufe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Programme evaluation; Programmevaluation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Youth work; Jugendarbeit
Abstract	Project Survival was a special innovative project conducted by the Atlanta (Georgia) Public Schools in the summer of 1991. By combining instruction in basic skills, opportunities to learn and practice conflict resolution strategies, and work experience, Project Survival addressed some of the major problems associated with high dropout and unemployment rates among economically disadvantaged youth. Funded under the Job Training Partnership Act, Project Survival was intended to increase the employment potential of 50 overaged and at-risk elementary school and middle school students from grades 5 through 7. All but one of the students completed the program, and the attendance rate was exceptionally high. Because of ambiguities and student termination, one performance standard initially set could not be met and another could not be adequately assessed, but the full or in part. Students learned to practice conflict resolution techniques, improve reading and mathematics skills, and develop good working habits. The parental involvement component was not as successful as anticipated, due to poor parent attendance. Early recruitment is recommended as a remedy for this problem. Project Survival partially met its goals, with the participant component being more successful than the parent component. There is one chart of student responses. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC