Asian Remedial Plan: Compliance Report. Report No. 9204.

Autor/inn/en	Li, Keh-nan; Patton, David
Institution	Philadelphia School District, PA. Office of Assessment.
Titel	Asian Remedial Plan: Compliance Report. Report No. 9204.
Quelle	(1991), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ancillary School Services; Asian Americans; Communication Problems; Compliance (Legal); Elementary Secondary Education; English (Second Language); Interpreters; Limited English Speaking; Parent Participation; Parent School Relationship; Program Effectiveness; Program Evaluation; Remedial Programs; School Districts; Urban Schools; Vocational Education + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Kommunikationsbarriere; English as second language; English; Second Language; Englisch als Zweitsprache; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Programme evaluation; Programmevaluation; Förderprogramm; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausbildung; Berufsbildung
Abstract	This report describes the following four areas of compliance in the Philadelphia (Pennsylvania) public school Remedial Plan for Services to Asian Limited English Proficiency students: (1) vocational support services; (2) Welcome Centers; (3) communications; and (4) overage youth. Data were obtained through interviews with key program personnel, reviews and analyses of program documents and computerized file data, responses to Compliance Checklists, and data from the Student Information Management and Evaluation System. The following results are highlighted: (1) the Vocational Support Services Program offered three instructional alternative models to 178 limited English speaking students during the 1990-91 school year; (2) all 32 New Instructional Model schools used Welcome Center test data in making English-as-a-Second-Language (ESOL) placement decisions; (3) Welcome Center test data were made available to students' subject content teachers; (4) 26 schools used translations of all form letters and report cards in the students' native languages; (5) 31 schools provided translators for non-English speaking parents at parent-educator meetings and conferences; and (6) six percent of kindergarten through fourth grade students were overage, five percent of kindergarten through eighth grade students were overage, and 42.5 percent of high school students were overage. Statistical data are provided in seven tables. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC