A School and Home-Based Bilingual Education Model (Grades 3-6): End-of-Year Evaluation Report, 1979-80 (Fifth-Year Evaluation Study).

Institution	Askins (B.E.) and Associates, Lubbock, TX.
Titel	A School and Home-Based Bilingual Education Model (Grades 3-6): End-of-Year Evaluation Report, 1979-80 (Fifth-Year Evaluation Study).
Quelle	(1980), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Demonstration Programs; Elementary Education; English (Second Language); Intervention; Language Proficiency; Low Income; Mathematics; Mexican Americans; Models; Personality Development; Program Evaluation; Reading Achievement; Spanish + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Niedriglohn; Mathematik; Hispanoamerikaner; Analogiemodell; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Programme evaluation; Programmevaluation; Leseleistung; Spanisch
Abstract	A Clovis, New Mexico, project designed to develop over five years a model English-Spanish bilingual program for limited English proficiency students from nursery school through grade 6 did not fully meet its objectives during the 1979-80 school year, the project's fifth and final year. One hundred forty students enrolled in grades 3-6 in two Clovis schools were involved in the 1979-80 project. The evaluation used pretest and posttest scores on three subsets of the Comprehensive Test of Basic Skills and three sets of scores on the Developmental Profile to measure student achievement in the areas of language arts, mathematics, reading, self-concept, and favorable emotional development. Language arts objectives were achieved by grades 3 and 4 and mathematics objectives by grades 3, 4, and 5, but reading objectives were not met by any grade level. Despite some growth in self-concept at the third grade level, projected growth in self-concept did not occur at any level. Grade 6 students showed no significant growth in any measured area. For all grade levels it was recommended that additional remedial reading assistance be provided and that the curriculum be modified to include a program to aid in the improvement of student self-concept. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC