Fast Track. Summer Academic Skills Enhancement Program, 1992. Final Evaluation Report.

Autor/in	Donaldson, William S.
Institution	Columbus Public Schools, OH. Dept. of Evaluation Services.; Private Industry Council of Franklin County, OH.
Titel	Fast Track. Summer Academic Skills Enhancement Program, 1992. Final Evaluation Report.
Quelle	(1992), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Black Students; Enrichment Activities; Job Skills; Job Training; Language Arts; Low Achievement; Males; Program Evaluation; Reading Achievement; Remedial Instruction; Secondary Education; Skill Development; Summer Schools; Urban Youth; Vocational Education; Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bereicherungsprogramm; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Sprachkultur; Unterdurchschnittliche Leistung; Male; Männliches Geschlecht; Programme evaluation; Programmevaluation; Leseleistung; Förderkurs; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Summer school; Sommerkurs; Urban area; Urban areas; Youth; Stadtregion; Stadt; Ausbildung; Berufsbildung
Abstract	This study evaluated a Columbus (Ohio) Public Schools summer remedial reading and language mechanics skills program for participants in a job training program. The Summer Academic Skills Enhancement Program provided clients with the skills required for employment into entry-level positions in 160 curriculum hours. Seventy-one clients were pretested with the Comprehensive Test of Basic Skills (CTBS) and based on these results, were classified as regular pretest achievers or low pretest achievers. Forty-six black and 3 non-black clients (27 males and 22 females) who attended at least 30 days of summer program instruction and had pretest and posttest CTBS scores were studied. Evaluation at the end of the program found that pupils in the regular group reached skill achievement goals, while pupils in the low group did not. Program retention showed a 2 percent gain from the previous year (1991), and black male retention (82 percent) was up 24 percent from the previous year. Non-minority recruitment, enrollment, and retention showed no improvement. With program completion defined as attending 75 percent of the possible program days and by showing a gain of 1 or more grade equivalents on at least 1 of the 3 subtests, 33 clients (46 percent of the 71 enrolled) achieved program completion status. Analysis of the completion criteria suggests that requirements distort the actual achievement of participants. Fourteen tables display data from the evaluation. An appendix presents the Pupil Census Form and eight additional tables. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC