ERIC Number: ED238986
Record Type: Non-Journal
Publication Date: 1983-Mar
Reference Count: N/A
New Utrecht High School Project Impact, 1981-1982. O.E.E. Evaluation Report.
Di Martino, Vincent; And Others
Project IMPACT, a magnet bilingual program for Italian-speaking students in New York City, offered in 1981-82 full academic and career programs for 210 students in grades 9-12. The philosophy of bilingual education employed in IMPACT is transitional, and a major goal is to mainstream students within an average of two years. Students receive classroom instruction in four categories: English as a second language, native language, content-area courses, and mainstream classes. All IMPACT students are enrolled in mainstream art, music, and health education classes; entry into other mainstream classes is dependent upon English proficiency and, sometimes, content-area proficiency. IMPACT's noninstructional component includes the development of curriculum materials and new course offerings, supportive services, staff training, encouragement of parental participation, and encouragement of student participation in schoolwide and citywide activities. In the 1981-82 school year, IMPACT students showed meaningful gains in English reading and comprehension. More IMPACT students passed a standarized native language test than did mainstream students. Data for math, science, and social science were mostly unavailable. IMPACT students had a higher attendance rate than did the school as a whole. Overall, the project progressed toward its major goal of expediting acquisition of the English-language skills necessary for full mainstreaming. (CMG)
Descriptors: Achievement Gains, Attendance Patterns, Bilingual Education Programs, Curriculum Development, English (Second Language), High Schools, Intellectual Disciplines, Italian, Italian Americans, Junior High Schools, Limited English Speaking, Magnet Schools, Mainstreaming, Native Language Instruction, Parent Participation, Program Effectiveness, Program Evaluation, Services, Staff Development
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.