ERIC Number: ED370407
Record Type: Non-Journal
Publication Date: 1993-Sep-13
Reference Count: N/A
Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report.
Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in kindergarten through grade 6. Staff development workshops, individualized staff training, parent ESL instruction, and parent involvement activities were also important program components. The project met all its stated objectives in English language development and the content areas, staff development, and the parent involvement objective for understanding children's education, but not the parent involvement objective for parent participation in activities. It is suggested that in this case, either attendance records were inadequate or the participation level targeted was unrealistic. The major recommendation for program improvement was to modify this objective. Appended materials include lists of instructional materials, class schedule, and staff and parent questionnaires used in program evaluation. (MSE)
Descriptors: Attendance Patterns, Bilingual Education Programs, Elementary Education, English (Second Language), Inservice Teacher Education, Limited English Speaking, Mathematics Instruction, Parent Participation, Program Effectiveness, Public Schools, Questionnaires, Reading Instruction, Science Instruction, Second Language Instruction, Social Studies, Staff Development
Office of Educational Research, Board of Education of the City of New York, 110 Livingston Street, Brooklyn, NY 11201.
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.