The Cognitive Academic Learning Approaches through E.S.L. Content Areas with Career Exploration Strategies Program for Bilingual High School Students in New York City. Project CALA, 1988-89. OREA Final Evaluation Report.

Autor/inn/en	Berney, Tomi D.; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	The Cognitive Academic Learning Approaches through E.S.L. Content Areas with Career Exploration Strategies Program for Bilingual High School Students in New York City. Project CALA, 1988-89. OREA Final Evaluation Report.
Quelle	(1990), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Bilingual Education Programs; Career Exploration; College Applicants; Dropout Rate; English (Second Language); Federal Programs; High School Students; High Schools; Limited English Speaking; Native Language Instruction; Program Evaluation; Reading Instruction; Second Language Instruction + Suchen Sie Ihr Suchwort? Anwesenheit; Berufserkundung; College applications; Studienbewerber; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Native language education; Muttersprachlicher Unterricht; Programme evaluation; Programmevaluation; Leseunterricht; Fremdsprachenunterricht
Abstract	Project CALA was a special alternative program at the International High School in Queens (New York City). In its first year, the project provided instructional and support services, emphasizing career education, to 171 high school students of limited English proficiency (LEP) who had lived in the United States for less than 4 years. The project provided instruction in English reading, content area subjects, and career education. Students participated in job internships and, if eligible, took community college courses. Staff development, curriculum development, and parent involvement activities were also provided. The project met its objectives in the content areas, career education internships, staff and curriculum development, attendance rate, dropout rate, and college application rate. Objectives in career education and in parent involvement could not be assessed. The parent involvement component could not be implemented as intended, and the English language acquisition objective was not met. Recommendations for program improvement include strengthening efforts to develop English language skills by offering additional hours of instruction and providing the data needed for full evaluation. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC