http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
evaluation of the elementary English-as-a-Second Language program in Klein, Texas Independent School District
The purpose of this study was to evaluate the impact of the elementary English-as-a-Second-Language program in Klein Independent School District, Houston, Texas, to determine the effectiveness of the program. The study consisted of two measures, an attitudinal survey and a comparison of standardized test scores. The attitudinal survey included four separate survey questionnaires: (a) an English-as-a-Second-Language teacher attitudinal survey, (b) a regular classroom teacher attitudinal survey, (c) an English-as-ascend-Language student attitudinal survey, and (d) an English-as-a second-Language parent attitudinal survey. Generally, the consensus of the respondents to the surveys was a positive attitude toward the English-as-a-Second-Language program. A lack of parent/teacher conferences was an area of concern for ESL teachers, regular teachers, and parents surveyed. The reading and language subtest scores for 103 English-as-aSecond-Language students on the Iowa Tests of Basic Skills were reported and indicated growth in language achievement levels. Gains in reading achievement levels were not significant. The gap-reduction design was implemented to compare the Klein Independent School District elementary population Normal Curve Equivalent (NCI) scores for the Iowa Tests of Basic Skills reading and language subtests with the Iowa Tests of Basic Skills reading and language subtests for 103 English-as-a-Second-Language students served and tested in ESL during 1989-90 and 1990-91. The gap-reduction design analysis indicated that the ESL program was effective in improving language achievement scores, but ineffective in improving reading achievement scores.
"Major subject: Educational Administration".