Sarah J. Hale High School, Project BECOME. O.E.E. Evaluation Report, 1982-1983 [electronic resource] / Elly Bulkin and Michael Sica.
Project BECOME, a mainstreaming program for Hispanic and Haitian students of limited English proficiency, provided instruction in ESL and native language studies, as well as bilingual instruction in social studies, mathematics, science, and typing. The program, which was implemented at Sarah J. Hale...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1984.
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MARC
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| 100 | 1 | |a Bulkin, Elly. | |
| 245 | 1 | 0 | |a Sarah J. Hale High School, Project BECOME. O.E.E. Evaluation Report, 1982-1983 |h [electronic resource] / |c Elly Bulkin and Michael Sica. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1984. | ||
| 300 | |a 53 p. | ||
| 500 | |a ERIC Document Number: ED245041. | ||
| 500 | |a Contract Number: G00-800-6581. |5 ericd. | ||
| 500 | |a ERIC Note: Published by the O.E.E. Bilingual Education Evaluation Unit; For related documents, see ED 218 399 and ED 231 921. |5 ericd. | ||
| 500 | |a Educational level discussed: High Schools. | ||
| 520 | |a Project BECOME, a mainstreaming program for Hispanic and Haitian students of limited English proficiency, provided instruction in ESL and native language studies, as well as bilingual instruction in social studies, mathematics, science, and typing. The program, which was implemented at Sarah J. Hale High School (located in downtown Brooklyn, New York) was primarily vocational in orientation. This evaluation report covers the program's third and final year of operation and focuses on (1) its demographic context; (2) student characteristics; (3) program characteristics, including organization, funding, and staffing; (4) its instructional component (student placement, programming and mainstreaming; ESL and English reading; bilingual content area instruction; and mainstream instruction); (5) its non-instructional component (curriculum and materials development; supportive services; staff development; parental and community involvement; and affective domain); (6) evaluation findings regarding student achievement; and (7) recommendations for ongoing bilingual education efforts at the high school levels. Quantitative data on student achievement indicate that program students made significant gains in both English and native language development and in most content areas. In addition, the attendance rate of program students was significantly higher than the total school attendance rate. (GC) | ||
| 650 | 1 | 7 | |a Achievement Gains. |2 ericd. |
| 650 | 1 | 7 | |a Bilingual Education Programs. |2 ericd. |
| 650 | 0 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a French. |2 ericd. |
| 650 | 0 | 7 | |a Haitian Creole. |2 ericd. |
| 650 | 0 | 7 | |a Haitians. |2 ericd. |
| 650 | 0 | 7 | |a High Schools. |2 ericd. |
| 650 | 0 | 7 | |a Mainstreaming. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Native Language Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Spanish. |2 ericd. |
| 650 | 0 | 7 | |a Spanish Speaking. |2 ericd. |
| 650 | 1 | 7 | |a Transitional Programs. |2 ericd. |
| 650 | 0 | 7 | |a Urban Schools. |2 ericd. |
| 650 | 1 | 7 | |a Vocational Education. |2 ericd. |
| 700 | 1 | |a Sica, Michael. | |
| 710 | 2 | |a New York City Public Schools. |b Office of Educational Evaluation. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED245041.pdf |z Full Text (via ERIC) |
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