Title IV-A Indian Education Program Evaluation, 1984-85.

Autor/in	Johns, Jennifer S.
Institution	Albuquerque Public Schools, NM.
Titel	Title IV-A Indian Education Program Evaluation, 1984-85.
Quelle	(1985), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; American Indian Education; American Indians; Cognitive Processes; Elementary Secondary Education; Extracurricular Activities; Program Descriptions; Program Effectiveness; Program Evaluation; Remedial Instruction; Self Esteem; Student Attitudes; Tribes; Tutorial Programs; Urban American Indians; New Mexico (Albuquerque); Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Schulleistung; American Indian; Indianer; Cognitive process; Kognitiver Prozess; Außerunterrichtliche Aktivität; Programme evaluation; Programmevaluation; Förderkurs; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Tribal society; Stammesgesellschaft; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	The Title IV-A Indian Education Program in Albuquerque, New Mexico, public schools met program objectives despite funding decreases, personnel cuts, and increased requests for remedial tutoring. Two tutors, a volunteer, and a counselor tutored 35 middle and high school students from the Navajo community of Canoncito to improve/maintain academic performance as measured by subject grades and teacher ratings of student progress. Although only 36% of grades remained the same/improved, teachers reported that 58% to 89% of the students improved in school-related skills. Four tutors and a counselor tutored 78 middle and high school students from Isleta Pueblo to improve academic performance. Fifty-five percent of tutored students' grades remained at passing level/improved. Teachers indicated 79% to 96% of the students made progress in school-related skills, attitudes, and behaviors. In the urban component, 49 tutors and support staff provided services to 735 grade K-12 students. Program objectives included improved academic performance and school-related skills as measured by Comprehensive Tests of Basic Skills subtests, grades, and teacher ratings of student progress. Elementary students met objectives in eight of the nine areas evaluated; high school students met objectives in six of the nine areas. The report includes recommendations for program improvement. Seven tables further describe program results. (LFL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC