The Evaluation of the ESEA Title VII Spanish/English Bilingual Education Program: Overview of Findings.

Autor/in	Danoff, Malcolm N.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	The Evaluation of the ESEA Title VII Spanish/English Bilingual Education Program: Overview of Findings.
Quelle	(1978), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Educational Assessment; Educational Policy; Elementary Secondary Education; English (Second Language); Federal Programs; Language Maintenance; Language Proficiency; Language Programs; Minority Groups; National Programs; Program Effectiveness; Program Evaluation; Second Language Learning; Spanish; Spanish Speaking; Student Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachpflege; Language skill; Language skills; Sprachkompetenz; Ethnische Minderheit; nicht übertragen; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Spanisch; Schülerverhalten
Abstract	This paper presents an overview of the impact of the Elementary Secondary Education Act (ESEA) Title VII Spanish/English bilingual program. Student, teacher, and project data were collected in 38 projects in their fourth or fifth year of funding, along with data from non-Title VII comparison schools. The research design of this national study is discussed, as are major findings related to project and student characteristics. Less than a third of the Title VII students were classified as of limited English-speaking ability. Almost all of the projects were maintenance bilingual programs rather than transitional ones, as mandated by Title VII legislation. The evaluation is divided into six sections: (1) types of students served by Title VII projects in the study; (2) educational goals of Title VII projects in the study; (3) costs associated with the Title VII bilingual project schools and non-Title VII schools for 1975-76; (4) characteristics of teachers and teacher aides in Title VII projects; (5) impact of Title VII program on student achievement and attitudes; and (6) relationship between (a) gains in student achievement and attitudes and (b) classroom procedures, classroom environment, and teaching staff characteristics. (Author/NCR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC