A Comparison of Scholastic Achievement of Mexican-American Pupils in Regular and Bilingual Groups in a Chicago Public Elementary School, [1974-75 School Year].

Autor/in	Reich, Michael S.
Titel	A Comparison of Scholastic Achievement of Mexican-American Pupils in Regular and Bilingual Groups in a Chicago Public Elementary School, [1974-75 School Year].
Quelle	(1975), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Bilingual Students; Charts; Comparative Analysis; Elementary School Students; Grade Equivalent Scores; Language Arts; Mexican Americans; Public Schools; Reading Achievement; Social Studies; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Sprachkultur; Hispanoamerikaner; Public school; Öffentliche Schule; Leseleistung; Gemeinschaftskunde
Abstract	Of the 47,000 bilingual pupils enrolled in the Chicago public schools, 39,000 were Spanish speaking. Many of these Spanish speaking students were in special bilingual programs. The success of one of these bilingual programs was evaluated by comparing two groups of Mexican American elementary pupils in the same school. One group was comprised of 14 pupils who attended regular classes. The bilingual group was comprised of 15 pupils whose knowledge of English was extremely weak. The same teachers worked with both groups, each teaching one or more subject areas. The students' grades in eight subjects (reading, math, speaking, listening, writing, spelling, science, and social studies) were analyzed at the beginning and end of one school term. In four areas (speaking, listening, spelling, and science), the mean grade of the regular group was higher at the beginning of the term. However, by the end of the term, the mean grade of the bilingual group exceeded that of the regular group in these same subjects. Data showed that the grades of the bilingual group improved to a greater degree than the grades of the regular group in every subject area. In the regular group, slight or moderate over-all grade increases occurred in three subjects, no change occurred in two subjects, and slight decreases resulted in three subjects. In the bilingual group, grades improved moderately to substantially in all eight subjects. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC