Project BABS: Bilingual Academic and Business Skills. O.E.E. Evaluation Report, 1982-1983.

Autor/inn/en	Inman, Deborah; Schulman, Robert
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Project BABS: Bilingual Academic and Business Skills. O.E.E. Evaluation Report, 1982-1983.
Quelle	(1984), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Bilingual Education Programs; Business Skills; Career Counseling; Chinese Americans; English (Second Language); Greek Americans; High Schools; Internship Programs; Limited English Speaking; Native Language Instruction; Program Effectiveness; School Business Relationship; Spanish Speaking; Urban Schools; Vietnamese People; New York (New York) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Berufspraktische Ausbildung; Native language education; Muttersprachlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Project BABS, in the second of a three year funding cycle, provided career counseling and job internships with business enterprises, in addition to a computerized reading program, to approximately 600 limited English proficient (LEP) students. The students--of Chinese/Vietnamese, Greek, Russian, and Hispanic descent--attended four New York City high schools. The major instructional objectives of the program were to provide participating students with instruction leading to the development of basic skills in both English and the native language; to develop students' business and secretarial skills; and to allow students to apply those skills in after-school or summer job internships with local businesses. Title VII funds supported all program staff positions. Due to efforts of the job developer and the curriculum specialists, 12 program students were able to serve as interns with various businesses and agencies during summer 1983. In addition, these staff members met with school personnel and students and gave class presentations dealing with career orientation. Curriculum development efforts also were carried out. Parental involvement, on the other hand, did not reach expected levels. Analysis of student achievement indicated variable levels of attainment of program goals. Data were not available, however, for all students at every high school. Finally, a number of problems were noted in the areas of staffing, use of the computer, program coordination, student scheduling, and inservice teacher training. (GC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC