ERIC Number: ED346716
Record Type: Non-Journal
Publication Date: 1991-Aug
Reference Count: N/A
Achievement and Enrollment Evaluation of the Original Elementary Foreign Language Elementary Schools: 1990-1991.
Clay, Phyllis L.
The results of the achievement and enrollment study are reported for six elementary foreign language magnet programs that were implemented as part of the desegregation plan in Kansas City, Missouri. In addition to the foundation curriculum, two goals are emphasized: teaching foreign language and exposing students to foreign cultures. Three strands are additional dimensions of the program: total immersion, in which all core subjects are taught in the target language; partial immersion, in which content areas are taught in the target language; and pull-out language programs, in which all courses are taught in English and students are pulled out for target language instruction. Percentile ranks based on mean grade equivalents for the reading, language, and math subtests of the Iowa Tests of Basic Skills are reported for minority and non-minority students at each grade level. It is concluded that: (1) reading and language achievement showed mixed results between foreign language and non-foreign language students; (2) foreign language students out-ranked non-foreign language students in math achievement; (3) enrollment capacity ranged from 78 percent to 99 percent across the six schools; (4) half the grade levels at the six schools reached the minority/non-minority goals for the 1990-1991 school year; and (5) extended day minority/non-minority enrollment closely approximated regular program enrollment. Extensive statistical data are presented in 18 tables and figures. (LB)
Descriptors: Academic Achievement, Comparative Analysis, Elementary Education, Enrollment, French, German, Immersion Programs, Interdisciplinary Approach, Magnet Schools, Participant Satisfaction, Program Evaluation, Program Implementation, Public Schools, School Desegregation, Second Language Programs, Spanish, Student Attitudes, Summative Evaluation, Tables (Data), Teacher Attitudes
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Kansas City School District, MO.