03354cam a22004932u 4500001000800000005001700008007001400025008004100039035002000080035001200100037001900112040002700131088001200158091000800170100001900178245012000197260006800317300001000385500004300395500005400438520151900492530007902011533008102090650003002171650002502201650002902226650003302255650003502288650002102323650003702344650003102381650003402412650003102446650002702477650003202504650002502536650003002561650003202591653005602623655003002679710007202709856003702781984004202818529322020181022111204.0he u||024||||080220s1973 xxu ||| bt ||| | eng d 9(ericd)ED113390 a5293220 aED113390bERIC aericdbengcericddMvI aC-72-32 amfm1 aJohnson, Lary.10aMinneapolis Edison High School Employability Skills Programh[microform] :bAn Evaluation. 1972-73 /cLary Johnson. a[Washington, D.C.] :bDistributed by ERIC Clearinghouse,c1973. a35 p. aEducational level discussed: Grade 10. aEducational level discussed: Secondary Education. aThe Employability Skills Program (ESP) at Edison High School was designed to serve 10th grade students who were considered to be potential dropouts because of basic skills deficiencies, poor attitudes toward school, or individual adjustment problems. The major student-related objectives of the project were to improve basic skills, improve attitudes toward school, improve self-concepts, and to clarify educational and vocational goals. About 100 students participated in ESP during the 1972-73 school year. One-third of the students were identified as eligible for instruction through the Special Learning and Behavior Problems (SLBP) Program. Ninth grade school records of the ESP students indicated poor attendance, poor behavior ratings, and mainly grades of D and F in academic subjects. Between September 1972 and May 1973, ESP students made modest gains on the STEP Reading and English Expression Tests and greater gains on the Social Studies test. The majority of the ESP students felt that they benefited academically from participation in ESP, that they improved their self-understanding, and that they learned about careers and jobs. ESP students appeared to have more favorable views of their teachers, the relevance of the curriculum and their own learning progress than did two comparison groups of 1972-73 students. Eighty percent of the students would select ESP over the regular high school program in 1973-74 if they had an option. Recommendations were made to continue the program. (Author/DEP) aMay also be available online. Address as at 14/8/18:uhttps://eric.ed.gov/ aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aAchievement Gains.2ericd17aBasic Skills.2ericd07aCareer Awareness.2ericd07aComparative Analysis.2ericd07aEducational Objectives.2ericd07aGrade 10.2ericd07aParticipant Satisfaction.2ericd17aPotential Dropouts.2ericd07aProgram Effectiveness.2ericd17aProgram Evaluation.2ericd07aQuestionnaires.2ericd07aSecondary Education.2ericd07aSelf Concept.2ericd17aStudent Attitudes.2ericd07aStudent Improvement.2ericd0 aEdison Township Schools NJaMinnesota (Minneapolis) 7aReports, Research.2ericd2 aMinneapolis Public Schools, Minn. Dept. of Research and Evaluation.41uhttps://eric.ed.gov/?id=ED113390 aANLcmc 2253 ED113390d77000000126525