Academic Achievement of Mexican American Students: The Edgewood School Plan.

Autor/in	Welch, Richard O.
Institution	D.C. Development Associates, San Antonio, TX.
Titel	Academic Achievement of Mexican American Students: The Edgewood School Plan.
Quelle	(1977), (83 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Affective Behavior; Bilingual Education; Comparative Analysis; Elementary Secondary Education; Federal Programs; Improvement Programs; Individualized Instruction; Mexican American Education; Mexican Americans; Multicultural Education; Relevance (Education); Sociocultural Patterns; Socioeconomic Influences; Teacher Attitudes; Texas (San Antonio) + Suchen Sie Ihr Suchwort? Schulleistung; Affective disturbance; Active behaviour; Affektive Störung; Bilingual teaching; Bilingualer Unterricht; Effizienzsteigerung; Individualisierender Unterricht; Hispanoamerikaner; Multikulturelle Erziehung; Relevance; Relevanz; Soziokulturelle Theorie; Sozioökonomischer Faktor; Lehrerverhalten
Abstract	A five-year bilingual, bicultural program, part of the Experimental Schools Program, employed by the Edgewood Independent School District, San Antonio, Texas, was designed to enhance the affective characteristics of the predominantly Mexican American student population, to train teachers to avoid socioeconomic and cultural biases, and to improve the academic achievement of the students. Measurement of the program impact was conducted yearly in language, mathematics, science, social studies, reading, and study skills through a quasi-experimental research design, wherein the treatment schools were matched with comparison schools where students had similar socioeconomic status, affective characteristics, and standardized test achievement scores. Annual comparison scores were collected from both groups over a four-year period, with some significantly higher scores in the treatment groups attributed to particular subjects and grades where treatments were employed. However, the general conclusion was drawn that the experimental program had not substantially improved achievement scores when viewed by school, grade, or subject matter in relation to the Edgewood comparison students that did not participate in the program. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC