Samuel Gompers High School Bilingual Mini-School, 1985-1986. OEA Evaluation Report [microform]

The Samuel Gompers High School (Brooklyn, New York) Bilingual Mini-School program was assessed during the 1985-86 school year, its final year of a three-year funding cycle. This evaluation is divided into the following parts: (1) description of program, including organizational personnel; (2) studen...

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Bibliographic Details
Online Access: Request ERIC Document
Corporate Author: New York City Public Schools. Office of Educational Assessment
Format: Microfilm Book
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 1986.
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245 1 0 |a Samuel Gompers High School Bilingual Mini-School, 1985-1986. OEA Evaluation Report  |h [microform] 
260 |a [S.l.] :  |b Distributed by ERIC Clearinghouse,  |c 1986. 
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338 |a microfiche  |2 rdacarrier. 
500 |a Availability: Office of Educational Assessment, New York City Board of Education, 110 Livingston St., Brooklyn, NY, 11201.  |5 ericd. 
500 |a Contract Number: GOO3CH-4376.  |5 ericd. 
500 |a ERIC Note: Prepared by the OEA Bilingual Education Evaluation Unit. For 1983-1985 reports, see ED 262 148 and ED 270 559.  |5 ericd. 
500 |a ERIC Document Number: ED279759. 
520 |a The Samuel Gompers High School (Brooklyn, New York) Bilingual Mini-School program was assessed during the 1985-86 school year, its final year of a three-year funding cycle. This evaluation is divided into the following parts: (1) description of program, including organizational personnel; (2) student characteristics; (3) findings; (4) conclusions and recommendations; and (5) appendix describing the tests used. The program provided instruction in English as a second language (ESL); native language arts; and bilingual instruction in mathematics, science, and social studies to 104 Spanish-speaking students of limited English proficiency. In addition, program students were enrolled in several specialized mainstream vocational courses. The program sought to help students improve their English competence and meet academic requirements for a high school diploma in as short a time as possible. Program objectives were assessed in English language development, mathematics, science, social studies, and Spanish. Analysis of data showed modest success in achieving the instructional and non-instructional objectives. Students' passing rate in the ESL component improved from 62 percent in the fall to 79 percent in the spring. The overall passing rate in mathematics, science and social studies, at 67 percent, surpassed the proposed objective in this area. (PS) 
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650 0 7 |a Language Enrichment.  |2 ericd. 
650 1 7 |a Limited English Speaking.  |2 ericd. 
650 0 7 |a Minority Groups.  |2 ericd. 
650 0 7 |a Outcomes of Education.  |2 ericd. 
650 0 7 |a Second Language Instruction.  |2 ericd. 
650 1 7 |a Spanish Speaking.  |2 ericd. 
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