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Manos Program

Manos Program. By: Stephanie Ostrander SOC-402-01 April 29 th , 2014.

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Manos Program

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  1. Manos Program By: Stephanie Ostrander SOC-402-01 April 29th, 2014 Objective: To provide preschool children and their parents a dual-language environment, where the children and parents can learn together and be better prepared for school by having a better understanding of the English language.

  2. Community Need Chart

  3. Community Need Chart Data Link to Website http://nces.ed.gov/ccd/tables/AFGR.asp

  4. Logical Approach

  5. Logical Approach Literature Review • “The ability to speak English presumably has some kind of ramifications on the ability to read and write in English. English language curriculums serving immigrant students who predominantly speak Spanish at home is an interesting and important mechanism which affects students’ ability to perform well in school”. • “Bilingual students are less likely to drop out. Bilingual students are more likely to graduate than students that are just able to speak one language”. • “In terms of education from kindergarten to university, adopting English as the official language of the U.S. will lead to further cutbacks for bilingual education which will lead to an increase in dropout rates”.

  6. Logical Approach Works Cited • Alvarado, S. (2006). Latino Immigrants, Language Assistance Classes, and Dropping Out: A Multi-Level Approach.Conference Papers -- American Sociological Association, 1. • Feliciano, C. (2001). The Benefits of Biculturalism: Exposure to Immigrant Culture and Dropping out of School among Asian and Latino Youths. Social Science Quarterly (Wiley-Blackwell), 82(4), 865. • Hernández-G., M. (1990). Against the tide of linguistic repression: renewed support for bilingual education in the state of Washington. International Journal Of The Sociology Of Language, 1990(84), 125.

  7. Data Analysis • Evaluation Question: Are children in The Manos Program more likely to improve English language proficiency and less likely to dropout of high school than those not in the program? • Evaluation Statistics: • CrossTab/Chi-Square • Logistic Regression—Control for children who do not understand English and children who cannot read to there grade level

  8. Data Analysis: Cross Tab This charts shows that people not in the program and dropped out of high school represented 46.3% while people in the program that dropped out of high school was 42.3%. This shows that students who were enrolled in the program were more likely to graduate high school and less likely to dropout.

  9. Data Analysis: Chi-Square This chart shows that even though my Cross Tabs showed that my program worked, my program is not statistically significant because my value of .265 is not lower then .05.

  10. Data Analysis: Regression After controlling for two variables, children not understanding the English language and children not being able to read to their grade level because of language barrier-my test was not statistically significant at the .05 level, as the significance level was .306. Therefore, I am unable to conclude if my program helps prevent high school dropout rates.

  11. Sustainability

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