This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Brooklyn. Office of Educational Assessment. New York City Board of Education, and Brooklyn New York City Board of Education.
(1986). Project BACIS, 1983-1984: OEA Evaluation Report. Project BACIS provides instructional, resource, and supportive services for recent immigrants from Cambodia, Haiti, and Vietnam at three New York City high schools (Christopher Columbus, Samuel J. Tilden, and Walton). At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native language arts and content-area classes would be taught in the native language, students were placed in classes according to the availability of such instruction at each school. Supportive services to program students included academic, personal, and vocational counseling, contact with families, and referrals to outside services. Development activities for staff members consisted of attendance at parent advisory council meetings and ESL classes taught by project staff. In 1983-84, the second year of funding, students were able to meet project objectives in ESL, but they were able to achieve attendance and content-area objectives only in the spring. In the fall, the objective was met only in science classes. Students at two sites met proposed objectives for improvement in attitude towards school and cultural heritage, althougn overall success rates fell below the program's criterion. Project weaknesses existed in the area of program supervision, training, and coordination. Descriptors: Academic Achievement, Acculturation, Asian Americans, Bilingual Education Programs
(1986). Project MASTER, 1985-1986. OEA Evaluation Report. In 1985-86 Project MASTER an innovative Title VII program emphasizing language development through bilingual instruction in mathematics and science, served 640 students of limited English proficiency (LEP) at six elementary schools in the Bronx, New York. Most of the students were born in Puerto Rico, but many were from the Dominican Republic, Colombia, and several other Central and South American countries. The project, in its first year of a three-year funding cycle, emphasizes the use of both Spanish and English in the classroom in order to provide students with opportunities to transfer to English the communication skills they had acquired in learning their native language. At the same time, this approach enables students to master content-area subjects necessary for graduation. Parent participation and staff development activities formed an important component of the project, although the lack of a parent trainer limited the effectiveness of the parental involvement effort. Student performance on evaluation tests indicates the MASTER students made statistically significant gains in English and science, but students' scores in mathematics decreased from pretest to posttest. In general, the program's effectiveness could be improved if the project were staffed as originally proposed. Figures and statistical tables are included. Descriptors: Bilingual Education Programs, Elementary Education, Hispanic Americans, Limited English Speaking
(1986). George Washington High School Biliteracy Skills Development Program 1984-85. O.E.A. Evaluation Report. During the 1984-85 school year, the Biliteracy Skills Development Program at George Washington High School (New York City) served 283 Hispanic students of limited English proficiency (LEP). The aim of the program, which used a mini-school design, was to enable students to develop oral proficiency in English and literacy skills in both Spanish and English through intensive language instruction. In addition, content areas were taught in the native language until students scored in the 20th percentile on a language assessment battery test. Support services for program students included academic and personal guidance, and the program also contained staff development and parent participation components. In 1984-85, the project was affected by several administrative changes, including the hiring of a new principal and the replacement of the project coordinator by a bilingual mathematics teacher. Student achievement and attendance objectives were mostly attained, but native language arts/English as a second language classes were not found to articulate with content-area classes. The resources and curriculum materials available to teachers and students varied according to department. More efforts at staff development across departments could create a more consistent philosophical and methodological approach for the incorporation of semi-literate students into the academic and social milieu of the high school. In general, however, the evaluation found the program to be vital and necessary, and to have accomplished its basic goals with sensitivity to student needs. Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, English (Second Language)
(1986). Project COPE, 1983-1984: OEA Evaluation Report. Project COPE provides supportive services, basic skills, career development, and occupational training to limited English proficient (LEP) students at three New York City high schools. Many COPE students are also limited in their ability to read and write in their native languages. Program participants in 1983-84 included: 173 Spanish-dominant students at John F. Kennedy High School; 82 Haitians at Prospect Heights High School; and 45 Italian-dominant students at Christopher Columbus High School. At each site, students received instruction in English as a second language, and some native language arts and content-area classes were offered. Title VII funds supported administrative and supportive services, and paraprofessional staff positions. In 1983-84, the first year of a three-year funding cycle, curriculum materials were developed by resource teachers at each site. Counseling services helped students deal with problems at home, in job-seeking, and in coping with an unfamiliar society. Although staff development activities were limited, Project COPE's major strength was its staff. The project functioned best at John F. Kennedy, where a bilingual philosophy and program was already in place. Program objectives relating to students, English language achievement and attitudes toward native heritage and school were met, but the objectives for content-area class achievement and staff development were not. Nine recommendations to enhance program effectiveness are presented. Descriptors: Bilingual Education Programs, Counseling Services, English (Second Language), Haitians
(1986). Project CHAMP, 1983-1984: OEA Evaluation Report. Project CHAMP provides instruction in English as a second language (ESL), native language arts, and content-area instruction in mathematics, science, and social studies to Chinese students of limited English proficiency (LEP) in three New York City high schools: Seward Park, Washington Irving, and Martin Luther King, Jr. In 1983-84, the first year of a three-year funding cycle, approximately 70 percent of the participating students were born in the People's Republic of China, and 72% spoke Cantonese. The remaining participants were from a variety of other Asian countries. Most participants were recent immigrants. Many were functionally illiterate in their native language and lacked basic study skills, and these students participated in the program's intensive literacy component at Seward Park. In 1983-84 Project CHAMP made notable progress in attaining its stated goals and substantially met its instructional objectives. Overall, students achieved the program objectives in ESL and native language arts. Students at all three sites met the objectives in mathematics and global history in the fall, and science and global history in the spring, and the attendance objective. Progress was also made in devloping proposed curriculum, involving parents in school and program-sponsored events, and offering on- and off-site opportunities for staff development. The report concludes with several recommendations. Descriptors: Academic Achievement, Bilingual Education Programs, Chinese Americans, Counseling Services
(1986). Project CAREERS, 1983-1984: OEA Evaluation Report. Project CAREERS is a Title VII bilingual program operating at three Queens, New York high schools (William C. Bryant, John Bourne, and Hillcrest). The program provides intensive instruction in English as a second language (ESL), native language arts, and bilingual instruction in mathematics, science, and social studies to Hispanic, Chinese, and Haitian students. Emphasis is placed on bilingual career awareness and training, as well as the cultural and ethnic heritages of the student participants. An evaluation of academic year 1983-84, the first year of funding, found that most students surpassed program objectives for English language achievement, but objectives were not met in content-area and business/health careers. Student achievement data varied from site to site, and no data were provided to assess the native language arts and drop-out rate objectives. The evaluators found that the non-instructional component of the program was not developed during 1983-84. Proposed staff training sessions and staff development activities were not conducted, and curriculum development did not occur. None of the schools had established the proposed ESL/Americanization classes for the families of participants, although important links with parents were being developed at each site. Recommendations are offered for improving the overall effectiveness of the program, focusing on site selection, role of the central administration, magnet programs, staff development, parental involvement, curriculum development, computer assisted instruction, data collection, evaluation objectives, and the particular needs of each different program site. Descriptors: Acculturation, Bilingual Education Programs, Career Awareness, Chinese Americans
(1986). Jamaica High School Computer-Assisted Bilingual/Bicultural Multi-Skills Project 1984-85. O.E.A. Evaluation Report. The Computer-Assisted Bilingual/Bicultural Multi-Skills Project at Jamaica High School completed the first year of a 3-year funding cycle in June 1984. The Project served 101 students of limited English proficiency (LEP). Most were Hispanic or Haitian, but other ethnic groups were also represented. The students tended to be from rural, poor areas of their native countries. As a result, many had limited educational experiences; over 50 percent of the students were overage for their grade placement. The project's goals were improving students' English language proficiency; developing native language arts curricula to enhance native language skills and the students' self-image; mainstreaming students into all-English classes as soon as possible; developing career awareness programs for students; developing staff skills in using microcomputers to teach LEP students; providing meaningful parent workshops and seminars; and designing electronic and print instructional materials to meet students' needs in specific content areas in native language arts. Participants took three classes focusing on developing skills in the English language: an English as a second language (ESL) class, a language lab, and the resource room class. The remainder of their program included a variety of mainstream and native language classes. In its first year, the program has been generally successful in meeting its instructional and non-instructional objectives. Performance in ESL, native language, and content-area classes met the criteria proposed. The objectives for student attendance, career advisement, and curriculum development were also attained, while those for staff development and parental involvement were generally met. Descriptors: Acculturation, Bilingual Education Programs, Computer Assisted Instruction, Economically Disadvantaged
(1986). Theodore Roosevelt High School Project TEACH, 1985-1986. OEA Evaluation Report. Project TEACH (Technological Enrichment and Achievement for Cambodians and Hispanics) aims to facilitate the students' linguistic and cultural adjustment to American society while preparing them to enter the job market. Carried out at Theodore Roosevelt High School (Bronx, New York) Project TEACH provides students new to America with computer and business training in a bilingual setting. Courses offered include English as a second language, Spanish, bilingual content areas, computer technology, and business. This report evaluates the project as of June 1986, after its second year. Included are a description of the project, student profiles, and conclusions and recommendations. Analysis of the program indicates the following: (1) program students surpassed the proposed English language objective; (2) gains for proposed Hispanic native language objectives were statistically significant; (3) students enrolled in mathematics and computer courses surpassed the program objective of a 70 percent passing rate both semesters; and (4) the attendance rate of program students was significantly higher than that of mainstream students. The report recommends continued efforts to find a Khmer-speaking teacher for the program, since lack of one hampered work with Cambodian students. Also recommended were increasing efforts to make parental involvement a priority. Descriptors: Asian Americans, Attendance, Bilingual Education Programs, Business Education
(1986). William H. Taft High School Project HOLA, 1985-1986. OEA Evaluation Report. Project HOLA at William H. Taft High School (Bronx, New York) assists foreign-born and Puerto Rican-born students to quickly assists foreign- and Puerto Rican-born students to quickly acquire English language skills and an American cultural orientation; to maintain or improve their Spanish language skills and cultural knowledge; and to be mainstreamed as soon as possible. This report evaluates the success of the project during the 1984-85 and 1985-86 school years. Included in the report are a description of the project, the students, and the short-range and long-range objectives; and conclusions and recommendations. Summative examinations were given participants and analysis of those data indicates the following: (1) students met English language achievement objectives in both the fall and spring semesters; (2) native language gains were statisically significant; (3) the program objectives were met in science and social studies, but not in mathematics; (4) the overall passing rate in orientation to life in America courses was lower than the objective; (5) the objectives for the English as a second language study skills and career curricula were achieved; and (6) the attendance rate of program students was significantly higher than that of non-program students. Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Career Awareness
(1986). William H. Taft High School Project HOLA 1984-1985. O.E.A. Evaluation Report. In 1984-85, Project HOLA was in its second year of funding at William H. Taft High School in the Bronx, New York. HOLA serves Spanish-speaking students of limited English proficiency (LEP). Project goals include speedy acquisition of English skills, orientation to life in America, maintenance and improvement of Spanish skills and cultural knowledge, and eventual mainstreaming. Supported by Title VII, tax-levy, and Chapter I funds, Project HOLA includes student support services, staff development, and parent participation activities in addition to its instructional component. An evaluation of 1984-85 focused on progress made since the previous year's report, with special attention paid to policies and programs initiated. The evaluation indicated that Project HOLA is well on its way to meeting both short- and long-term objectives. Instructional and non-instructional services are provided as proposed and are highly valued by the school administration. Analysis of student achievement data showed that the program was highly successful in promoting achievement in English, native language, content areas, and elective courses. Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, English (Second Language)
(1986). Park West High School Vocational and High School Equivalency Bilingual Program 1985-86. OEA Evaluation Section Report. The Vocational and High School Equivalency Bilingual Program helped students with limited English proficiency develop their English language skills enough to enable them to participate effectively in mainstream classes and compete successfully in the United States labor market. During 1985-86 the program provided English as a second language and bilingual content-area instruction to 229 students in grades 9 to 12. The program functioned as a mini-school within Park West High School in New York City. Major emphasis was on mainstreaming students into one of the vocational mini-schools or onto an academic track. Support services included guidance, academic and career counseling, school and outside referrals, and family contacts provided by a guidance counselor, family assistant, resource teacher, grade advisor, and project coordinator. Quantitative analysis of student achievement data indicated that the percentage of students mastering one CREST (Criterion Referenced English Syntax Test) skill per month of instruction was over 70 percent; students made statistically significant gains on La Prueba de Lectura (assessment of mastery of the native language); over 90 percent of the students passed business/vocational courses; over 50 percent of them were enrolled in mainstream vocational courses; and program participants had a higher attendance rate than mainstream students. [More] Descriptors: Academic Achievement, Ancillary School Services, Bilingual Education, English (Second Language)
(1986). Project Beacon 1985-86. OEA Evaluation Report. This report describes and evaluates the first year of Project Beacon, a bilingual program implemented at four high schools in Queens, New York, in 1985-86. Project Beacon provided instruction in English as a second language, in native language arts, in bilingual academic subjects, and in career-oriented subjects. It reached 570 Spanish-, Chinese-, and Korean-speaking students of limited English proficiency (LEP) in Grades 9 through 12. The project's basic goal was to help LEP students achieve proficiency in English, thereby preparing them to enter mainstream classes. Emphasis was placed on developing new curricula and instructional materials that would improve language skills. Overall, the project's instructional and non-instructional objectives were met. The schools' administrations were supportive; staff training was carried out as planned; the level of parental involvement was high; and a variety of instructional materials were created. Students tested well on English, native language, and subject exams, and the dropout rate of program students was lower than the mainstream dropout rate at all sites. This report includes recommendations for improvements, information on staff size and funding, quantitative student achievement data, and samples of letters sent to parents. Descriptors: Asian Americans, Bilingual Education Programs, Career Education, Curriculum Development
(1986). 1986 Summer Prep Program E.S.L. Component. OEA Evaluation Report. The summer 1986 High School Preparation for Raising Educational Performance (PREP) program (in its third year of operation at 25 New York City high schools) included for the second year an English as a second language (ESL) component. Designed to help students who had recently immigrated develop the English language listening, speaking, reading, and writing skills needed for success in the mainstream, it also introduces them to high school requirements and expectations. An innovative aspect of the program was the teaching of ESL and basic skills within the context of specific themes that were also integrated with school-wide activities. This evaluation covers the following: (1) program description; (2) student and staff characteristics; (3) program implementation; (4) results of the student attitude questionnaire; and (5) conclusions and recommendations. The appendix provides a copy of the student questionnaire. According to the evaluation, the ESL component was well-organized, students appeared to enjoy the program and learn a great deal, and staff members appeared to be committed and dynamic. Overall the summer PREP program's policy of integrating ESL students with mainstream students during trips, at lunch and, at times, in content-area classes, seemed to work well. Descriptors: Bilingual Education Programs, English (Second Language), High School Students, High Schools
(1986). Project BETA, 1983-1984: OEA Evaluation Report. Project BETA is a Title VII program serving recent immigrant students in three New York City high schools: Koreans at William C. Bryant, Haitians at Springfield Gardens, and Vietnamese at Theodore Roosevelt. Project students receive instruction in English as a second language (ESL) at each site, and Vietnamese students at Theodore Roosevelt receive content-area subjects in their native language. Although initially designed for gifted and telented students, project BETA is open to all limited English proficient (LEP) students in the targeted language groups. In part, the program's objective is to facilitate the mainstreaming of students by instilling in them a sense of pride in their native culture through exposure to their histories and arts, and through formal study of their native languages. Assessment of achievement data in 1983-84, the first year of a three-year funding cycle, found that: (1) the ESL objective was met in the fall at Bryant, and in the spring at Roosevelt; (2) the 85% passing criterion in content-area classes was met only at Roosevelt in science classes (fall) and social studies classes (both semesters), and at Bryant in mathematics and social studies in both semesters; (3) of the 52 students at Bryant for whom data were reported, 96.2% improved in their attitudes toward school and cultural heritage. The project included staff development and parent participation activities. In its first year of operation, Project BETA showed promise in eventually meeting all of its goals and objectives. The report concludes with recommendations for increasing program effectiveness. Descriptors: Asian Americans, Bilingual Education Programs, English (Second Language), Haitians
(1985). Bilingual Pupil Services, 1984-1985. OEA Evaluation Report. The Bilingual Pupil Services (BPS) Program has been operating for 11 years in 24 New York City schools. During the 1984-85 school year BPS provided bilingual instruction to 1,616 Hispanic students and (for the second year) to Chinese students of limited English proficiency (LEP) in grades one through six. BPS has two functions: providing services to LEP students through instruction in English as a second language (ESL), bilingual reading, and mathematics; and providing inservice training for paraprofessionals working with these students. This report evaluates the project at four sites serving Chinese LEP students. It provides the following information: (1) a description of the project for 1984-85; (2) a follow-up of the project's progress regarding 1983-84 recommendations; (3) an analysis of student achievement data for the Hispanic and Chinese components; and (4) recommendations. In all areas of the curriculum and at most grade levels, students demonstrated statistically significant gains in tests of reading in English, Spanish, and Chinese and in mathematics. Students exhibited excellent attendance rates running from a low of 86 percent to a high of 94 percent. Descriptors: Attendance, Bilingual Education Programs, Chinese Americans, Elementary Education