South Shore High School, Project VIBES. O.E.E. Evalaution Report, 1982-1983.

Autor/inn/en	Puccio, Ignazio; Sica, Michael
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	South Shore High School, Project VIBES. O.E.E. Evalaution Report, 1982-1983.
Quelle	(1984), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Attendance; Bilingual Education Programs; Curriculum Development; English (Second Language); French; Haitians; High Schools; Native Language Instruction; Parent Participation; Program Effectiveness; Program Evaluation; Staff Development; Transitional Programs; New York (New York) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Anwesenheit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; High school; Oberschule; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung
Abstract	In 1982-83, Project VIBES provided instruction in English as a Second Language (ESL) and French language skills, as well as bilingual instruction in science, math, social studies, and hygiene, to approximately 100 limited-English-speaking students in grades 9-12 of South Shore High School in Brooklyn, New York. Seventy percent of the students were recent Haitian immigrants whose language is Haitian-Creole and who were educated in French in Haiti. The rest were Israelis, Asians, and Spanish-dominant Hispanics. The program was transitional and emphasized the acquisition of enough English for mainstreaming. Quantitative analysis of student achievement indicates that (1) the criterion level for English language development was not met; (2) overall passing rates for 75% were reached in native language studies, math, social studies, and business and vocational courses; and (3) the program attendance rate was significantly higher than that of the overall school population. In addition, all curriculum development objectives except one were met, successful counseling and tutorial programs were in place (although the level of needs was greater than the provision made), and staff development activities took place throughout the year. Finally, parental participation was limited. (CMG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC