State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report, 1991-92.

Autor/inn/en	Claus, Richard N.; Quimper, Barry E.
Institution	Saginaw Public Schools, MI. Dept. of Evaluation Services.
Titel	State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report, 1991-92.
Quelle	(1992), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Compensatory Education; Educational Improvement; Elementary Secondary Education; Inservice Teacher Education; Mathematics Achievement; Migrants; Parent Participation; Program Evaluation; Reading Achievement; School Districts; Special Needs Students; State Programs; Test Results; Test Score Decline; California Achievement Tests + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Teaching improvement; Unterrichtsentwicklung; Lehrerfortbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Migrantin; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseleistung; School district; Schulbezirk; Sonderpädagogischer Förderbedarf; Regierungsprogramm
Abstract	The State Bilingual Education Program and the Education Consolidation and Improvement Act (ECIA) Chapter 1 Migrant Education Program are used to meet the special education needs of bilingual and migrant students in the Saginaw (Michigan) city school district. These programs operated at 24 elementary schools, 4 junior high schools, and 2 high schools during the 1991-92 school year, the sixth year that students in both programs were assessed in reading and mathematics using the California Achievement Tests (CAT) for program evaluation purposes. Approximately 855 students in kindergarten through grade 12 participated in the 1991-92 program. State bilingual results show a decrease from the previous year in the percent of grade levels meeting performance standards in both reading and mathematics, with a 25 percentage point decline in reading, to 41.7 percent, and a 34.8 percentage point decline in mathematics, to 34.8 percent. Migrant results also show a decrease from the previous year, although much smaller, in the percent of grade levels meeting the standard. When reading data were examined by objective from the CAT, students in both programs show a decline from the previous year. Recommendations for program improvement are grouped into four general areas: (1) reduce program variations between sites; (2) increase parent participation; (3) increase and improve teacher inservice training; and (4) consider establishing a centralized site for program services. Ten tables summarize evaluation findings. Five appendixes, with 25 additional tables, add information about program procedures and student achievement. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC