ERIC Number: ED390631
Record Type: RIE
Publication Date: 1987-May
Intervention Programs in Mathematics, Science, and Computer Science for Minority and Female Students in Grades Four through Eight.
Clewell, Beatriz Chu; And Others
Efforts to address the problems of access and achievement for minorities and women in mathematics and science have been focused primarily at the secondary level. However, it has become increasingly apparent that intervention needs to begin earlier. This directory identifies and briefly characterizes intervention programs serving young minority and/or female students. The directory is organized into several sections. The "Procedures" section describes the process used to identify, collect, and verify program information. The "Summary of Findings" section includes a discussion of how programs characterize themselves, whom they serve, where the programs are located, and what are the most prevalent service delivery models. In addition, gaps in service delivery are identified and recommendations to address these needs are provided. The last section of the directory provides information on individual programs and contains a listing by state of program names and contact people. This section also includes: (1) a table of Program Features, which shows the subject areas, student activities, program format, and the average contact time per student; and (2) a table of Students Characteristics, which provides information on ethnicity or race, grades, and number of middle school (grades 4-8) students served. Contains 21 references. (MKR)
Descriptors: Computer Science Education, Females, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Intermediate Grades, Intervention, Junior High Schools, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Middle Schools, Minority Groups, Program Descriptions, Science Curriculum, Science Education, Science Instruction
Educational Testing Service, Princeton, NJ 08541.
Publication Type: Reports - Descriptive; Reference Materials - Directories/Catalogs
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Educational Testing Service, Princeton, NJ.