ERIC Number: ED219486
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
A Basic Trilingual Program for Flushing High School. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.
Shore, Rima, Ed.; And Others
The Basic Trilingual Program at Flushing High School in New York City is described in this report. As implemented in 1980-1981, the program aimed to help 250 Spanish- and Korean-speaking high school students (grades 9 through twelve) to make the transition to English by adopting a comprehensive instructional approach consisting of intensive instruction in English as a second language; native language instruction and bilingual instruction in content areas for the Spanish speaking; and E.S.L. (English as a Second Language) approaches in content areas for Korean-speaking students. The report describes the program setting, objectives, organization, and participants; implementation of instructional and non-instructional program components; and program evaluation. Evaluation results indicate that: (1) both Hispanic and Korean students achieved gains in mastery of English syntax objectives; (2) among Spanish-speaking students, passing rates in mathematics, science, and social studies were generally higher for those taught in bilingual versus those taught in mainstream classes; (3) Koreans tended to have higher passing rates than Spanish speakers; and (4) program attendance was generally better than school-wide attendance. The report also presents the results of a survey of students' attitudes concerning the kind of assistance they would like from the program; problems; factors influential in getting good grades; and participation in various school activities. Recommendations for program improvement are presented. (Author/MJL)
Descriptors: Academic Achievement, Attendance, English (Second Language), High Schools, Hispanic Americans, Korean Americans, Mathematics Achievement, Native Language Instruction, Program Effectiveness, Program Implementation, Science Instruction, Social Studies, Spanish Speaking, 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 - Laws, Policies, & Programs: Elementary and Secondary Education Act Title VII