1970-71 Evaluation Report of ESEA (Title III) Inner City Education Project. [Report No.: SDUSD-R-110

Autor/inn/en	Vogler, William H.; und weitere
Institution	San Diego Unified School District, CA.
Titel	1970-71 Evaluation Report of ESEA (Title III) Inner City Education Project. [Report No.: SDUSD-R-110
Quelle	(1971), (354 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Career Planning; Community Involvement; Community Role; Community Support; Disadvantaged Youth; Federal Programs; Inner City; Junior High School Students; Low Income Groups; Minority Groups; Parent Participation; Parent School Relationship; Preschool Education; School Community Relationship; Urban Education; Welfare Recipients + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Karriereplanung; Benachteiligter Jugendlicher; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ethnische Minderheit; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Stadtteilbezogenes Lernen; Sozialhilfeempfänger; Sozialhilfeempfängerin
Abstract	In this evaluation report, considerable analysis is devoted to the definition of program development in each of the three years of funding, as well as an evaluation of third year objectives attainment. Emphases include project history prior to 1970-71 and context definition, project inputs, fiscal and staff resources, and terminal product evaluation of the 1970-71 (final) funding year. Results of terminal evaluation indicate that: (1) the Inner City Project Staff, by the end of the second year, had increased parent-school-community interaction and had supplemented district services in educational areas found deficient for adequate Inner City pupil instruction and guidance; (2) the three-year Inner City Project was instrumental in sustaining high pupil-school-community cooperation during the 1970-71 year; (3) project efforts made positive changes in parent involvement, English acquisition by pupils whose native language was Spanish, unexcused absences, health absences, and teacher empathy toward their pupils; and, (4) project criterion levels fell short of expectations in the areas of secondary unexcused absences, health absences, and reading and mathematics achievement. Conclusions and recommendations for the San Diego City Schools and other School Districts are provided, as well as appendices. (Author/SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01