Bilingual Mini Schools Tutoring Project. A Bilingual Program (Urban, Rural, Racial Disadvantaged Program Funds). Final Evaluation 1976-77 Program Year. Sixth in a Series of Reports on this Program.

Autor/in	McConnell, Beverly
Institution	Washington State Intermediate School District 104, Ephrata.; Washington Intermediate School District 171, Wenatchee.
Titel	Bilingual Mini Schools Tutoring Project. A Bilingual Program (Urban, Rural, Racial Disadvantaged Program Funds). Final Evaluation 1976-77 Program Year. Sixth in a Series of Reports on this Program.
Quelle	(1977), (25 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Cultural Awareness; Early Childhood Education; English (Second Language); Interstate Programs; Mexican Americans; Migrant Education; Mobile Educational Services; Parent Participation; Profiles; Program Development; Program Effectiveness; Program Evaluation; Reading Achievement; Tutorial Programs; Washington + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Cultural identity; Kulturelle Identität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanoamerikaner; Mobile Erziehungshilfe; Elternmitwirkung; Charakterisierung; Profilanalyse; Programmplanung; Programme evaluation; Programmevaluation; Leseleistung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	Project objectives included: the children would increase their grade equivalent (GE) score in reading and math by one or more months GE for each 20 days of attendance; children dominant in Spanish would have a higher mean score in Spanish than norm group children of comparable age after 100 or more days of attendance; the children's bilingual capability would increase by advancing one or more steps on the project bilingual classification scale after 100 or more days of attendance; children who had attended the program for 100 or more days since February 1975 would show superiority over those of comparable age in the norm group; parents and advisory board members would be active in program management decisions; family members would participate in their children's educational program by acting as teacher or assistant, assisting with cultural heritage activities, or providing support services. During the year, 203 children were served; of these, 199 were Mexican Americans. The reading and math subtests of the Wide Range Achievement Test, the Peabody Picture Vocabulary Test Form B, and the BMHS Test of Cultural Concepts were used to measure student achievement. The project met or exceeded all its objectives except one. Although the children did not gain a greater proficiency in Spanish, they did maintain their Spanish while making gains in their English proficiency. This report discusses the measurement used and the basis for indicating that the objective was exceeded, met, or not met. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC