This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include IDRA Newsletter, James Diego Vigil, Michael Sica, Michele R. Hewlett-Gomez, Elly Bulkin, Albany. New York State Education Dept., Susan C. Peterson, Tomi D. Berney, Edmund T. Hamann, and Olympia. Washington Office of the State Superintendent of Public Instruction.
(1997). Guidelines for Services for Culturally and Linguistically Diverse Preschool Students with Disabilities, Ages 3-5 [with Updated Appendices]. This document provides guidance on the appropriate evaluation and placement of culturally and linguistically diverse (CLD) preschool students with disabilities. The document discusses the need for providers to be aware of the individual needs generated by disabilities and their interaction with early development and take specific cultural and linguistic information into account as they assess development and learning. It describes specific considerations that should be reviewed prior to making a non-parental referral to special education, including language factors, cognitive factors, social/emotional factors, and motor development. Steps for providing services are then explained and include: (1) referral made to the Committee on Preschool Special Education (CPSE); (2) consent for evaluation obtained from parent; (3) evaluating agency selected by parent; (4) child evaluated by a multidisciplinary team; (5) CPSE meeting held; and (6) IEP development. Language instruction strategies for preschool children with disabilities are provided for each level of English proficiency. The document closes with requirements for the annual review and for transition to the school-age program. Appendices include sample developmental milestones, a home language questionnaire, a list of detailed steps for data collection, New York teacher certification requirements for bilingual education, and a list of resource network contacts. (Contains 28 references.) [More] Descriptors: Bilingual Education Programs, Bilingual Students, Developmental Stages, Developmentally Appropriate Practices
(1982). Race and Educational Employment. Using quantitative analysis, researchers studied the patterns of employment and assignment for Black, Anglo (White), and Hispanic teachers in California's public schools. After reviewing data on minority teacher and professional employment in the national public and private sectors and in California teaching, the authors discuss alternative explanations of minority employment patterns, based on either supply or demand factors. Using Multinomial Logit Analysis, they construct a mathematical model of the interrelationships among teacher employment and assignment, teacher race, and minority student desegregation. Data on school educational level, racial and ethnic changes in the student population, and teacher race, sex, education, experience, and bilingual certification were gathered from the 1981 survey of all California public school teachers. The authors find that teachers are assigned on the basis of schools' racial composition; that changes in the population of Anglo, Black, and Hispanic students contribute to racially based teacher employment and assignment; and that bilingual education programs help increase the segregation of Hispanic teachers into schools with larger percentages of Hispanic students. Implications for social theory and public policy are briefly discussed. An appendix offers further explanation of the mathematical model. [More] Descriptors: Bilingual Education Programs, Blacks, Elementary Secondary Education, Hispanic Americans
(1984). Sarah J. Hale High School, Project BECOME. O.E.E. Evaluation Report, 1982-1983. 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. [More] Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), French
(1993). New England Multifunctional Resource Center for Language and Culture in Education, Brown University. Annual Performance Report. The activities of the New England Multifunctional Resource Center for Language and Culture in Education (MRC) are reported for October 1, 1992 through July 31, 1993. The MRC is a federally funded program of training and technical assistance for educators of limited-English-proficient (LEP) students in the New England area. A consortium of Brown University (Rhode Island), the University of Hartford (Connecticut), University of Southern Maine, and University of Massachusetts, the MRC conducted 303 workshops, 1,200 consultations with individuals and teams, and 745 other activities such as advisory board participation and symposia. It also co-sponsored numerous conferences, institutes, professional development seminars, and regional workshops in cooperation with local and state education agencies and other public and private agencies. These activities addressed both general and special interests, including the needs of Native Americans, superintendents, principals, and teachers and the integration of educational technology into classroom instruction. A special project gathered information on bilingual education program administration. The annual report details these and other efforts, and includes evaluation data from service recipients, staff, and project personnel. [More] Descriptors: Bilingual Education, Consortia, Educational Technology, Elementary Secondary Education
(1997). Personas Mexicanas: Chicano High Schoolers in a Changing Los Angeles. Case Studies in Cultural Anthropology. This book aims to provide a better understanding of Mexican American high school students and their struggles with ethnicity, Americanization, prejudice, schools, and life's purposes. In most Anglo minds, these students are characterized by exceptionally high dropout rates and poor school performance, without any explanation for this performance other than their Mexican origin. This book explores the real-life situations of young people of Mexican descent in a suburban and an urban high school in 1974 and again in 1988. "Thumbnail" sketches of students demonstrate that there is much more diversity among Mexican Americans than is commonly thought. The students for each time period are categorized culturally as Mexican-oriented, intermediate, and Anglo-oriented, but personal adaptation varies both between and within categories. The profiles examine students' family background; parent aspirations and influence on student achievement and behavior; lifestyles; student aspirations and attitudes toward education, language, and culture; gang involvement; and school and community environments. The final chapters discuss how the new wave of Mexican immigration has strengthened bilingual education and students' ethnic pride and identity in both urban and suburban areas; summarize the multiple and shifting identities of "personas mexicanas"; and review the complex set of structural, cultural, social, and personal factors that influence educational performance. An appendix describes quantitative and qualitative methodology. The book contains over 200 references, an index, and photographs. Descriptors: Academic Achievement, Acculturation, Aspiration, Biculturalism
(1983). Multicultural and Multilingual Education in Immigrant Countries. Proceedings of an International Symposium Held at the Wenner-Gren Center, Stockholm, August 2 and 3, 1982. Wenner-Gren Symposium Series, Volume 38. Papers in this collection were presented at a 1982 symposium convened to address the question, "What is the best way to provide school education for immigrant children?" The papers (and their authors) include (1) "The Social and Ideological Context of Multicultural Education in Immigrant Countries" (Ronald Taft); (2) "Multilingualism and Multiculturalism form the Linguist's Point of View" (Els Oksaar); (3) "The Social Context of Multicultural and Multilingual Education in Immigrant Countries: Some Program and Policy Considerations" (Ray Rist); (4) "Multicultural Education in a Psychological Perspective" (Joti Bhatnagar); (5) "Intercultural Education and Community Perspectives: (Verity Saifullah-Khan); (6) "Deciding on Languages of Instruction: Psychological Social Considerations" (Wallace E. Lambert); (7) "Multicultural Education: Research Problems in the U.K. and Elsewhere" (Gatendra K. Verma); (8) "Problems in the Comparative Analysis of Bilingual Education" (Christina Bratt Paulston); (9) "Research and Its Implications for the Swedish Setting–An Immigrant's Point of View" (Tove Skutnabb-Kangas); and (10) "Maintenance or Transition-or Both? A Review of Swedish Ideologies and Empirical Research" (Lars Henric Ekstrand). Each paper is followed by a transcript of related discussion; a transcript of a panel discussion completes the volume. Descriptors: Acculturation, Adjustment (to Environment), Biculturalism, Bilingual Education
(1997). The Future Is Now: Latino Education in Georgia. Georgia's Latino student population has risen from less than 2,000 in 1976 to more than 28,000 in 1996. In 1995-96, Latinos were less likely than their peers to finish school, more likely to struggle in the classroom, and less likely to have instructors from their ethnic background. The current Georgia Department of Education, characterized by criticism of federal involvement in education, an "English Only" approach, and a culture that does not support multicultural education or diversity, has not supported innovative programs and interventions and has compelled the departures of many of its experts on the educational needs of migrant students, second language learning, and multicultural teacher training. However, at the practitioner level, promising programs are being implemented. In Dalton, the Georgia Project represents a collaboration between the business community, the public schools, and the Universidad de Monterrey in Mexico. Project components include two-way bilingual education, a summer institute for teachers and administrators at the Universidad de Monterrey, a year-long visit of Mexico-certified English teachers who serve as bilingual paraprofessionals, teacher training in phonetics-based basic reading skills, a community needs assessment/Mexican leadership development effort overseen by three Monterrey-based sociologists, and adult literacy classes for the new Latino population. Although some dynamics that have produced inadequate Latino education elsewhere are operating in Georgia, the challenge is how to use initiatives like the Georgia Project to inform practice elsewhere in the state. (Contains 25 references.) [More] Descriptors: Academic Achievement, Administrator Attitudes, Bilingual Education Programs, Dropout Rate
(1988). Texas: Current Practices in Assessing Language and Content Instruction. The rules and regulations governing Texas schools' treatment of the language and academic needs of limited-English-proficient (LEP) public school students are reviewed. First, a historical overview of the state's laws and regulations governing programs for the LEP population is presented. Second, the state's language and academic assessment process of LEP students is explained, including provisions for identification, classification, placement, exit, and reclassification. Through this assessment process, the instructional needs in a special language program can be determined. Third, program descriptions illustrate how Texas public schools have addressed students' different levels of language and academic abilities in disciplines such as language arts, science, social studies, and mathematics. Finally, the state's direction on changes to current and pending legislation that will affect LEP students is highlighted. Appended materials include the texts of the Texas State Board of Education's October 1985 rules on bilingual education and other special language programs, a list of approved tests for special language programs, and the information summary for the Texas Academic Skills Program Test. Descriptors: Academic Achievement, Bilingual Education, Educational Strategies, Elementary Secondary Education
(1993). School Age Demographics: Recent Trends Pose New Educational Challenges. Briefing Report to Congressional Requesters. This report presents results of an investigation of the economic and demographic characteristics of school-age children in families and changes in these characteristics between 1980 and 1990. The information was requested in connection with the reauthorization of Chapter 1 of Title I of the Elementary and Secondary Education Act. A particular focus was on national and state profiles of children in families with incomes below the poverty level. The analysis of decennial census data identified demographic changes that may have important implications for Chapter 1. For example, the school-age population declined by 2.3 million in the 1980s, but the number of poor school-age children increased by about 6 percent to 7.6 million, and became more racially and ethnically diverse. This population has become more concentrated in the West and Southwest, but significant concentrations of school-age poor remain in the South. The poor school-age population has also become more concentrated in cities. With no changes in Chapter 1 allocation formulas, these patterns will substantially affect the distribution of program funds. Other trends have been identified that impact other federal education programs such as the Bilingual Education Act. Five appendixes contain 32 tables and 32 figures presenting demographic information and characteristics of school-age children. [More] Descriptors: Bilingual Education, Census Figures, Children, Compensatory Education
(1982). Evaluating the School for Multicultural Education. A Handbook. Multicultural Education Resource Series. This handbook provides guidelines to help school districts to assess local conditions and needs relating to multicultural education. Part 1 contains an evaluation checklist outlining information to look for and questions to ask in evaluating a school. The checklist considers: 1) school philosophy, objectives, and educational commitments; 2) characteristics and needs of the community; 3) school district and school characteristics, management, and organization; 4) curriculum, educational programs and services, facilities, and personnel; and 5) parent involvement. Possible sources of data are suggested. Part 2 contains a needs assessment instrument consisting of separate survey questionnaires for administrators, community members, school staff, and students, designed to elicit perceptions of school needs in multicultural education. Instructions and tools for data analysis are provided to help the survey administrator in (l) classifying questions and responses under the areas of curriculum, governance, parent/community involvement, personnel, facilities funding, or student service; and (2) using the responses to identify specific need areas and the persons, policies, and procedures involved. Part 2 also contrasts federal guidelines for bilingual education with guidelines for transitional bilingual programs formulated by the State of Washington. [More] Descriptors: Bilingual Education, Check Lists, Community Characteristics, Curriculum Evaluation
(1989). Hispanic Orientation to Life in America. Project HOLA, 1987-88. OREA Report. In its fifth year, the Hispanic Orientation to Life in America Project (Project HOLA) served 472 Spanish-speaking students of limited English proficiency. The aim of the program was to help students develop English language skills, enter mainstream classes, and understand Spanish and American culture. The program provided instruction in English as a Second Language (ESL) and native language arts (NLA), and bilingual content classes in mathematics, science, social studies, economics, and psychology. The program met one of it's stated ESL objectives, and achieved its objectives for orientation to American culture in one semester. It was not possible to assess NLA objectives, although skills did increase. Content area objectives were met in social studies and science in one semester. The attendance objective was met. It was not possible to determine whether the program met its objectives in staff development, study skills, or career studies. The parental involvement goal was not met. Program weaknesses included lack of coordination or centralization, changing student population, and shortage of resources. A program strength was that it benefitted its target population in ESL instruction, bilingual education, and orientation to American life. Inclusion of native history and culture in the curriculum and offering of parent courses are recommended. [More] Descriptors: Acculturation, Bilingual Education Programs, Career Awareness, Cultural Awareness
(1997). Standards and Assessment. IDRA Focus. This newsletter includes three articles, two of which focus on standards for student evaluation and for admission to higher education. "A Measuring Stick for Standards and TEKS: Meeting the Needs of Second Language Learners" (Laura Chris Green, Adela Solis) examines beliefs embodied in the notion of standards; defines content, performance, and opportunity-to-learn standards; discusses development of the Texas Essential Knowledge and Skills (TEKS), new curriculum and instructional guidelines; and calls for modifications to TEKS to meet the needs of students learning English as a second language. "Criteria for Diversity: THECB's Advisory Committee Suggests New Criteria" (Albert Cortez) discusses Hopwood vs. the State of Texas, which challenged use of racial and ethnic factors in college admissions and financial decisions; examines possible criteria promoting student diversity in college admissions; and lists recommendations for legislation and institutional practices from an advisory committee of the Texas Higher Education Coordinating Board (THECB). In an unrelated article, "Equity and Excellence: Current Issues in the 75th Texas Legislative Session" (Albert Cortez, Anna Alicia Romero) examines state educational policy issues: school finance equity, property taxes, public funding for private schools, language policy and bilingual education, access to public education for immigrant students, minority access to higher education, alternative educational placements for disruptive students, and school accountability. Also included is "The Analogy of the Amoeba" (Jose A. Cardenas), commentary on the need to adapt instructional programs to student needs and characteristics. Contains references. [More] Descriptors: Admission Criteria, Advisory Committees, Affirmative Action, Bilingual Education
(1988). An Annotated Bibliography on Refugee Mental Health. Volume II. The second volume of this annotated bibliography contains primarily materials in published scientific literature on refugee mental health. References have been grouped into five major sections. Section 1, Understanding Refugees in Context, provides important background material in five categories: cultural and related information about different refugee or ethnic groups; research on refugee experience and behavior; policy issues; physical health and medical care of refugees; and assimilation, acculturation, and adaptation. Section 2, Specific Mental Health Issues and Refugees, lists resources in the following categories: typical or common mental health problems, disorders, or issues for refugees; assessment and diagnosis; needs assessment; treatment; prevention, promotion, and outreach; mental health service delivery; and training issues and professional development. Section 3, Concerns of Selected Subgroups of Refugees, provides references on the specific issues and needs of children and adolescents, women, and the elderly, along with references describing kinship issues facing refugee families in their country of resettlement. It also contains a category of references on refugees who have been victimized by torture, terror, concentration camps, and/or rape. Section 4, Other Bibliographies on Refugees and Related Topics, includes both published and unpublished bibliographies. Section 5, Language, consists of references in the following areas: issues in education and bilingual education; interpretation; and language and language concerns. Three indices are included, organized by refugee/ethic group, author, and subject. Descriptors: Acculturation, Bilingual Education, Child Welfare, Counselor Training
(1990). The Boston/Chelsea Urban Team after One Year. A conscious strategy for educational reform has guided the 1990 efforts of the Boston/Chelsea (Massachusetts) Urban Team. Elements of the strategy include the following: (1) acknowledging that the individual school, not the state or federal program, is the fundamental unit of education; (2) breaking down the compartmentalization of bilingual, special, remedial, and vocational education; (3) using parent choice of schools as an agent for school reform; (4) raising and meeting expectations for poor children; and (5) modeling behavior in the Massachusetts State Department of Education (MSDE) that should be copied in the schools. The nine objectives established for the Boston schools are reviewed, and progress toward each is discussed. Problems with student assignment to schools have been among the roadblocks to reform in Boston. On the plus side, 18 elementary schools and middle schools designated "Schools that Are Restructuring" (STAR) have benefitted from funding and extensive technical assistance. In Chelsea, reform efforts followed and made progress toward eight specific objectives. Nine new objectives are proposed for both cities, and implications for the MSDE are discussed. The integration of bilingual education into the rest of the school program provides a good example of the cooperative and problem-solving model the Boston/Chelsea team advocates. Appendices comprise the following: (1) recommendations on modifications to the student assignment plan in Boston; and (2) materials for the STAR program. The paper includes four references. Descriptors: Bilingual Education, Educational Change, Educational Objectives, Educational Policy
(1984). Annual Report, Fiscal Year 1983. As mandated by Congress, this annual report from the U.S. Department of Education (ED) describes its activities in the past fiscal year (FY). Secretary of Education, T. H. Bell, summarizes ED accomplishments in FY 1983 in such areas as excellence in education, citing the findings and impact of the report "A Nation at Risk"; the implementation of higher standards for the performance of all personnel; debt collection; prevention and reduction of fraud, waste, and mismanagement; regulation reform; reduction of reporting requirements and paperwork; civil rights; education and work; passage of tuition tax credits; student financial aid; and special student populations. Following a chart showing ED organization, activities of the Under Secretary's office are outlined, as are operations in the ED offices for Management; Planning, Budget and Evaluation; and Intergovernmental and Interagency Affairs. Next the ED Inspector General's office reviews its audit and investigative actions. Also reporting on their programs are the ED offices for Elementary and Secondary Education, Special Education and Rehabilitative Services, Bilingual Education and Minority Languages Affairs, Vocational and Adult Education, Postsecondary Education, Educational Research and Improvement, Civil Rights, General Legal Counsel, and Legislation and Public Affairs. A brief appendix lists the ED advisory councils and committees, and boards and commissions for October 1, 1982-September 30, 1983. [More] Descriptors: Adult Education, Agency Cooperation, Bilingual Education, Civil Rights