Adelante con Ganas!: A Title VII Transitional Bilingual Program in Burbank Middle School 1993-96. Research Report on Educational Grants.

Institution	Houston Independent School District, TX. Dept. of Research and Evaluation.
Titel	Adelante con Ganas!: A Title VII Transitional Bilingual Program in Burbank Middle School 1993-96. Research Report on Educational Grants.
Quelle	(1996), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Hispanic Americans; Intermediate Grades; Junior High Schools; Language Minorities; Limited English Speaking; Middle Schools; Parent Participation; Program Evaluation; Social Support Groups; Spanish; Student Attitudes; Surveys; Transitional Programs; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanoamerikaner; Mittelstufe; Sekundarstufe I; Sprachminderheit; Middle school; Mittelschule; Mittelstufenschule; Elternmitwirkung; Programme evaluation; Programmevaluation; Social support; Soziale Unterstützung; Spanisch; Schülerverhalten; Survey; Umfrage; Befragung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	"Adelante...con Ganas!" (Forward...with Enthusiasm) was a 3-year transitional bilingual program implemented at Burbank Middle School in the Houston Independent School District (Texas). The program consisted of three levels of bilingual instruction, from preliterate through intermediate, in which students were placed following state and district guidelines. Instruction in this program was designed for students with little or no English facility, including limited English proficient students with little or no formal schooling. An evaluation involved analysis of 3 years of program data regarding students' standardized test scores, staff surveys, parent surveys, student surveys, and class observations. The findings indicate that 269 students enrolled in the program in the 3 years. Students in the program made significant progress in mathematics and Spanish reading. At the end of the first year of instruction, English oral proficiency of students was still at the "nonspeakers" level, although measurable gains were made. All participants in the program, including students, teachers, and parents, were very satisfied with all program components. Evaluation findings also suggest that contributions to program success came through external support, the learning context, and the social-emotional context. Recommendations are made for program improvement. Four appendixes present the survey forms used in the evaluation. (Contains 18 tables and 4 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC