Analysis of the Final Evaluation Reports Submitted to the Bilingual Unit of the Colorado Department of Education by Bilingual Education Programs Funded under the Colorado Bilingual/Bicultural Education Act during the 1977-1978 School Year.

Autor/inn/en	Goldsmith, Ross P.; Babcock, Marilyn
Institution	Dissemination and Assessment Center for Bilingual Education, Austin, TX.
Titel	Analysis of the Final Evaluation Reports Submitted to the Bilingual Unit of the Colorado Department of Education by Bilingual Education Programs Funded under the Colorado Bilingual/Bicultural Education Act during the 1977-1978 School Year.
Quelle	(1979), (79 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Attendance Patterns; Bilingual Education; Dropout Rate; Educational Objectives; Elementary Education; English (Second Language); Norm Referenced Tests; Parent Participation; Program Evaluation; Self Concept; State Programs; Student Attitudes; Student Evaluation; Student Improvement + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Elternmitwirkung; Programme evaluation; Programmevaluation; Selbstkonzept; Regierungsprogramm; Schülerverhalten; Schulnote; Studentische Bewertung
Abstract	Results of an evaluation of the Colorado Bilingual Education Program are presented. Data contained in the Colorado Bilingual Education Unit's evaluation reports were analyzed to determine the extent to which the programs have been successful in 1977-78 in meeting the objectives of the Colorado Bilingual Bicultural Education Act. Assessment areas concern the following objectives: improvement in performance in comprehension, reading, writing, and speaking the English language; improvement in school attendance and reduction of the dropout rate; development of a positive self concept and attitudes of the student; and increased parental involvement in the school program. The general study design was to compare how well students did in the program with how well they would have been expected to do without it. Using a norm referenced evaluation design, pre-test scores of participating students were used to generate an expected post-test score against which to compare the observed post-test score of participants. Mean pre-test/post-test scores were used for students within each grade level (K-3) and student classification (linguistically different and nonlinguistically different). Findings indicate that the programs have been generally effective in improving the English reading skills of participating students in the 24 programs reporting some useable pre-test/post-test data. (SW)
Anmerkungen	Dissemination and Assessment Center for Bilingual Education, Educational Service Center, Region XII, 7703 North Lamar, Austin, TX 78752 ($5.00; executive summary $2.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01