Eligibility and Programming in Chapter I English as a Second Language (E.S.L.) Programs, 1988-89. OREA Report.

Autor/inn/en	Berney, Tomi D.; Stern, Lucia
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Eligibility and Programming in Chapter I English as a Second Language (E.S.L.) Programs, 1988-89. OREA Report.
Quelle	(1990), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Compensatory Education; Eligibility; English (Second Language); Federal Programs; High Schools; Illiteracy; Immigrants; Limited English Speaking; Program Design; Program Evaluation; Second Language Instruction + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Eignung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Analphabetismus; Immigrant; Immigrantin; Immigranten; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht
Abstract	Chapter I/Pupils with Compensatory Educational Needs programs in English as a Second Language (ESL) served students at 78 high schools in New York City, supplementing tax-levy-funded ESL classes in those schools serving limited-English-proficient (LEP) students. Chapter I of the Educational Consolidation and Improvement Act funded ESL and bilingual classes, bilingual guidance counselors, and paraprofessionals. Three program models were provided, each for a different type of high school, with specific formulas for allocation of funds at different instructional levels. Evaluation was conducted through interviews, data collection, and observation. Each participating school had diverse problems requiring different Chapter I programs, including native language illiteracy, increases in the number of immigrant students unprepared for the high school curriculum, social and economic difficulties facing new immigrant students, and large classes. In some cases, the constant influx of new students made functional grouping impossible, placing students at diverse ESL levels in the same class. Recommendations for program improvement include: examining effects of new LEP eligibility rules on demand for Chapter I funds to supplement tax levies, evaluating effects of class size on ESL learning; and exploring the effectiveness of the program model as it relates to student acquisition of English language skills and time needed to mainstream. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01