Evaluation of the Self-Esteem through Culture Leads to Academic Excellence (SETCLAE) Program 1989-90. Report No. 15, Vol. 25.

Autor/in	Parko, Margie
Institution	Atlanta Public Schools, GA. Div. of Research, Evaluation, and Data Processing.
Titel	Evaluation of the Self-Esteem through Culture Leads to Academic Excellence (SETCLAE) Program 1989-90. Report No. 15, Vol. 25.
Quelle	(1991), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Culture; Black Students; Cultural Awareness; Cultural Education; Elementary Education; Elementary School Students; Excellence in Education; Mathematics Achievement; Program Effectiveness; Program Evaluation; Reading Achievement; Self Esteem; Urban Education; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Elementarunterricht; Lernerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Programme evaluation; Programmevaluation; Leseleistung; Self-esteem; Selbstaufmerksamkeit; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This paper evaluates a program for educators, youth workers, and parents in four Atlanta (Georgia) Public Schools designed to teach African American children the positive aspects of their cultural heritage and to increase their self-esteem and desire to learn. Although the Self-Esteem Through Culture Leads to Academic Excellence (SETCLAE) program has been implemented in four schools, this evaluation covers only the two elementary schools, Woodson and Toomer, which participated for a full year. The evaluation, using an experimental/control design with approximately 600 students, involves the use of two self-esteem instruments, an analysis of Iowa Tests of Basic Skills normal curve equivalent scores in reading and total mathematics, an analysis of the results of a teacher questionnaire, and an analysis of student absences. The evaluation indicates that the instructional program has been only partially implemented. SETCLAE may have a positive effect on student self-esteem, but it has not been found to significantly affect achievement or student absences, with the exception of grade 6. Teachers disagree about whether or not the program accomplishes its goals. The program has no religious aspect and is beneficial for all students regardless of ethnic background. A list of 10 references is included. A teacher questionnaire and the SETCLAE Student Profile and sample lessons are appended. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC