Summer Bilingual Program, 1989. OREA Report.

Autor/inn/en	Berney, Tomi D.; Simon, Monique S.
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Summer Bilingual Program, 1989. OREA Report.
Quelle	(1990), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; English (Second Language); Graduation Requirements; High School Students; High Schools; Limited English Speaking; Mathematics Instruction; Program Evaluation; Science Instruction; Second Language Instruction; Social Studies; Summer Programs; New York (New York) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Abschlussordnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Programme evaluation; Programmevaluation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fremdsprachenunterricht; Gemeinschaftskunde; Sommerkurs
Abstract	The 1989 Summer Bilingual Program, funded for its third year by tax levy, served 2,365 limited-English-proficient high school students at 14 sites in Manhattan, the Bronx, Brooklyn, and Queens. Designed for the substantial number of students who are over-age for their grade, the program offered the English-as-a-Second-Language (ESL) and bilingual content courses needed for graduation. In response to recommendations from previous years, staff development was also offered. The program operated in conjunction with regular summer schools at each site. Program objectives were met in ESL and science instruction and came close in mathematics. Evaluation data on social studies were not available. The staff were supportive of program objectives but felt its weakness was in implementation. The most common criticisms were inadequate preparation time, lack of materials, incomplete transcript information from home schools, insufficient bilingual staff, a compressed learning schedule, and need for central coordination. Recommendations for program improvement include recruitment of more licensed and experienced bilingual staff, pre-session and continuing staff development, enlisting the cooperation of home school guidance counselors for improved placement, more central coordination to insure timely materials dissemination, rescheduled course and lunch hours, and collection of data for program evaluation. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC