ERIC Number: ED441353
Record Type: RIE
Publication Date: 1999-Oct
Crossroads Cafe Impact Evaluation Study.
Diones, Ruth; Spiegel, Seymour; Flugman, Bert
This study evaluated the effectiveness of the Crossroads Cafe program, an instructional program for adults that promotes a nontraditional learning environment with limited intervention by a professional teacher. It studied 475 limited-English-proficient (LEP) adult learners using Crossroads Cafe videotapes and text materials under field conditions for at least 13 weeks at 10 different sites across New York State. The instructional materials included 26 half hour videos supported by textbooks and other ancillary materials. The learners were pre-tested and then randomly assigned to one of three learning conditions: distance learners, LEP adults who worked at home with videos and text materials and had occasional telephone and mail contact with a teacher; hybrid learners, who worked at home like distance learners but also met weekly or biweekly with a teacher; and controls, LEP adults who did not participate in any formal English language learning program during the experimental period. Of the LEP adults, 57.5% returned for post-testing. The research questions included the following: Did the hybrid and distance groups perform significantly better than the control group? Did either the hybrid or distance group score significantly higher than the other on these tests? Ancillary questions inquired if in general any group felt much more confident or capable in English. General conclusions were that both the hybrid and distance learners achieved significantly more robust gains than the control group, though not significantly different scores from one another. Listening gains were less impressive. This report provides substantial quantitative data backing up its conclusions, including numerous charts, figures, and diagrams. (Contains 22 references.) (KFT)
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Sponsor: New York State Education Dept., Albany.
Authoring Institution: City Univ. of New York, NY. Center for Advanced Study in Education.
Note: Funded by the US Adult Education Act 353.