ERIC Number: ED219495
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Thomas Jefferson High School Effective Transition of the Bilingual and Bicultural Student to Senior High School. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.
Shore, Rima, Ed.; And Others
Project E.T.B.B.S., a bilingual education program designed to accelerate the transition to English usage among Spanish-speaking high school students of limited English proficiency, is described in this report. As implemented in 1980-81, the project provided instruction in English as a second language, native language instruction, bilingual education in academic subject areas, and guidance to 197 Hispanic students in grades nine through twelve. The report. describes program goals and organization; participant characteristics; student placement; instructional services; non-instructional program components such as curriculum and staff development, guidance/supportive services and community involvement; program implementation; and program evaluation. Evaluation results indicate that: (1) students mastered English syntax objectives in accordance with program goals; (2) on the average, students demonstrated native language reading achievement gains; (3) the criterion objective of a 65 percent passing rate was generally met in science and social studies but not in mathematics, native language arts, business education, practical arts, and music; and (4) program participants had higher attendance rates than the school as a whole. The report suggests that the program might be improved through integration of the project within the total school program and through increased staff development efforts. (Author/MJL)
Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Business Education, Cultural Education, English (Second Language), High Schools, Hispanic Americans, Limited English Speaking, Mathematics Achievement, Native Language Instruction, Program Effectiveness, Program Evaluation, Program Implementation, School Counseling, Science Instruction, Social Studies, Student Attitudes, Transitional Programs
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Identifiers: Elementary Secondary Education Act Title VII; New York City Board of Education
Note: For related document see ED 202 956.