This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington Congress of the U.S., Austin. Texas Education Agency, Gloria Mattera, Richard O. Welch, Earl Jones, Brooklyn New York City Board of Education, Francis J. Potter, Elaine M. Day, Stan M. Shapson, and Kim O. Yap.
(1988). Hearing to Review Issues Relating to Immigration and Education. Hearing before the Committee on Education and Labor, House of Representatives. One Hundredth Congress, First Session (Los Angeles, California, September 28, 1987). This document comprises the testimony, prepared statements, letters, and supplementary materials presented at a hearing before the House Committee on Education and Labor on the implementation of the Immigration Reform and Control Act of 1986 and its impact on the ability of the states to provide basic services to the newly legalized alien population. Among the issues addressed are the following: (1) what is the ability of the educational system to meet the needs of not only the newly legalized children, but of the adult population as well; and (2) how can regulations for administering grants to reimburse the states for the costs of providing additional resources to legalized aliens be improved to ensure a fair and equitable distribution of the billion dollars of federal funds appropriated for this purpose? Most of the individuals who testified are education professionals working in locations with a high proportion of immigrant and non-English speaking students. [More] Descriptors: Adult Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
(1976). A Comparative Analysis of English and Spanish Reading Performance of Mexican American Students. A South Texas survey conducted in 1975 investigated the reading performance of Mexican American students enrolled in a bilingual program to determine whether or not students achieved significantly different reading scores on parallel Spanish and English versions of an appropriate test (Guidance Testing Associates Inter-American Test of Reading). Designed especially for the control group so that the socio-cultural and dialectical sources of bias in either language version should be negligible, the test was given in April and May to a selection of students in grades three, five, and eight in order to determine whether the fit, or lack thereof, between English and Spanish scores was attenuated across grade levels. Mean scores for all students were found to be significantly higher on the English than the Spanish subtest. These differences were interpreted as casting considerable doubt on the commonly held assumption that Spanish language tests are "ipso facto" superior to English language tests for Mexican American, Spanish-surnamed bilingual pupils. Implications were that a re-examination of bilingual programs with respect to their philosophical premises and pedagogical practices appears warranted, and that additional empirical studies are needed in the area of Spanish-English language dynamics with respect to student achievement outcomes. Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Comparative Testing
(1976). Social Attitudes of South Texas Primary Students. A five-year program, part of the Experimental Schools Program in the Edgewood Independent School District, in San Antonio, Texas, was designed to improve the school performance of its predominantly bilingual Mexican American primary grade students by improving the attitudes of beginning students. Program changes to reverse students' anticipated low self-concept and negative attitudes included increasing the proportion of Mexican American teachers, taking students' learning characteristics into account, utilizing Spanish in instruction and classroom management, and utilizing Mexican American cultural curricula. The Purdue Social Attitude Scales for Primary Children, Experimental Edition II, in English and Spanish, was used for a one-year study of the program in the experimental schools and in comparison schools. The anticipated negative attitudes were not reflected in the students' test scores, and those of the experimental and comparison students were revealed as being usually alike, with both groups showing about equal gains across the test-year period. No discernable effect of the experimental program was found, and the likelihood of a language bias existing was not upheld by the research. Descriptors: Academic Achievement, Bilingual Education, Educational Change, Federal Programs
(1977). Academic Achievement of Mexican American Students: The Edgewood School Plan. A five-year bilingual, bicultural program, part of the Experimental Schools Program, employed by the Edgewood Independent School District, San Antonio, Texas, was designed to enhance the affective characteristics of the predominantly Mexican American student population, to train teachers to avoid socioeconomic and cultural biases, and to improve the academic achievement of the students. Measurement of the program impact was conducted yearly in language, mathematics, science, social studies, reading, and study skills through a quasi-experimental research design, wherein the treatment schools were matched with comparison schools where students had similar socioeconomic status, affective characteristics, and standardized test achievement scores. Annual comparison scores were collected from both groups over a four-year period, with some significantly higher scores in the treatment groups attributed to particular subjects and grades where treatments were employed. However, the general conclusion was drawn that the experimental program had not substantially improved achievement scores when viewed by school, grade, or subject matter in relation to the Edgewood comparison students that did not participate in the program. Descriptors: Academic Achievement, Affective Behavior, Bilingual Education, Comparative Analysis
(1987). Models of Effective Migrant Education Programs. Intended to encourage both migrant and non-migrant educators to explore the possibilities of adopting and/or adapting the cited programs or appropriate components into their own units, this volume updates the 1974 description of some of the many programs that have proven effective in serving migrant students. Chapter I summarizes seven programs approved by the Joint Dissemination Review Panel: California Migrant Teacher Assistant Corps, Project CHILD (Comprehensive Help for Individual Learning Differences), Early Prevention of School Failure Management Program, Individualized Bilingual Instruction, Migrant Student Record Transfer System, and Project NOMAD (Needs and Objectives for Migrant Advancement and Development). Chapter 2 outlines five projects selected by the Chapter 1 National Identification Program: Idaho Falls Migrant Program, Individualized Bilingual Instruction Interstate Training Project, Port Townsend Migrant Education Program, Positive Beginnings Program, and Prosser Portable Assisted Study Sequence Program (PASS). Chapter 3 presents exemplary national programs, interstate programs, statewide programs, local programs, and special services (mobile units, migrant centers, staff development programs, and the Oregon Masters Degree Program). Chapter 4 offers suggestions for citizens to become aware of and active in the struggle to improve the education of migrant students. [More] Descriptors: Access to Education, Bilingual Education Programs, Correspondence Study, Demonstration Programs
(1977). Teacher Classroom Behaviors. Designed and implemented to improve the academic achievement of a predominantly Mexican American student body, this project of the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, attempted to improve the affective and cognitive environment of the students through encouraging the use of Spanish, adding culturally relevant materials to the curriculum, and enhancing pupil/teacher relationships. A study of classroom teacher behaviors initially employed very small samples of experimental and comparison students and was later expanded to larger groups to more fully document possible changes produced by the four-year program. The implementation of the program significantly changed neither the emotional climate scores nor teacher interpersonal style scores (mostly at low, positive levels), nor did it significantly raise scores for the measures above those found in the group of comparison classrooms. Measures of individualization of instruction, increasingly emphasized during the fourth year of the project, led to the tentative conclusion that training of teachers, enhanced by the appropriate materials, can bring about changes in instructional approaches. Descriptors: Bilingual Education, Classroom Environment, Cultural Activities, Cultural Awareness
(1988). SLEP Student Achievement: Some Pertinent Variables and Policy Implications. An evaluation of the Honolulu (Hawaii) School District's program of supplementary instruction to limited English proficient students is presented. The program was designed to aid in the adjustment to the American culture and school life in Hawaii. The evaluation addressed whether the program is meeting its objectives, whether English second language (ESL) instruction, as contrasted with bilingual instruction, should be continued, whether the program's pull-out design should be continued, and how program costs relate to outcomes. Results show that participants are making gains in oral English, reading, language arts, and mathematics beyond expectations of comparable students in the regular classes, as measured by standardized norm-referenced tests. In narrowing the achievement gap caused by their limited English proficiency, the students have in many instances surpassed the national growth norms. In addition, the students are generally doing satisfactory or better work in the regular classroom. It is concluded that the pull-out setting and ESL instruction are cost-effective. [More] Descriptors: Academic Achievement, Acculturation, Achievement Gains, Bilingual Education
(1980). Betterment Through Bilingualism, 1979-1980. Morris High School. ESEA Title VII Final Evaluation Report. This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students in the South Bronx. Characteristics of both the students and the neighborhood are discussed in the report. A program description outlines the general administrative organization that was employed. Information regarding the instructional component of the program includes: (1) funding; (2) bilingual classes; (3) English language instruction; (4) native language instruction; and (5) summer programs. The non-instructional components of the program discussed are: (1) curriculum development; (2) supportive services; (3) staff development; (4) staff characteristics; (5) parental involvement; and (6) affective domain. Tables show students' performance on tests measuring: (1) English reading achievement; (2) native language reading achievement; (3) mathematics; and (4) science and social studies ability. Figures on attendance are also given, and conclusions and recommendations are offered. [More] Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Curriculum Development
(1980). Bilingual Bicultural Project, 1979-1980. Newton High School. ESEA Title VII Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Spanish and Chinese speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. A program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) placement, programming, and mainstreaming; (2) funding sources for the instructional component; (3) bilingual classes; and (4) information on program students in English as a Second Language and mainstream classes. Non-instructional components covered include: (1) funding sources; (2) curriculum and materials development; (3) materials in use; (4) supportive services; (5) staff characteristics; (6) staff development; (7) parental and community involvement; and (8) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring oral language ability, native language reading achievement, mathematics performance, science performance, and social studies performance. Attendance figures for students are also included. Conclusions and recommendations are presented. [More] Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Class Organization
(1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume II: Executive Summary, Final Report. Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures which support those services, particularly in terms of instructional strategies, financial resources and utilization, teacher preparation, and district policies; (2) to relate these implementation factors with measures of program effectiveness through analysis of student achievement and the satisfaction of students, parents, teachers, aides, and administrators with the bilingual instructional services, and thus determine the relationship between program implementation and impact on children and others involved in the program, and (3) to analyze procedures for the state and local language census of LES/NES children and examine the instruments used for placement, including the materials and procedures used to train test administrators and in the reporting of results. Volume I of this final report contains the full narrative and the more important tables. Volume III contains the instruments, some technical explanatory materials and many of the complex tables not included in Volume I. Descriptors: Ability Identification, Academic Achievement, Administrator Attitudes, Ancillary School Services
(1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume III: Technical Materials, Final Report. Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures which support those services, particularly in terms of instructional strategies, financial resources and utilization, teacher preparation, and district policies; (2) to relate these implementation factors with measures of program effectiveness through analysis of student achievement and the satisfaction of students, parents, teachers, aides, and administrators with the bilingual instructional services, and thus determine the relationship between program implementation and impact on children and others involved in the program; and (3) to analyze procedures for the state and local language census of LES/NES children and examine the instruments used for placement, including the materials and procedures used to train test administrators and in the reporting of results. Volume I of this final report contains the full narrative and the more important tables. Volume II is the Executive Summary. This Volume contains the instruments, some technical explanatory materials, and many of the complex tables not included in Volume I. Descriptors: Ability Identification, Academic Achievement, Administrator Attitudes, Bilingual Education
(1980). Bushwick High School Bilingual/Bicultural Program, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in l979-l980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and mainstreaming; (2) bilingual classes; and (3) funding for the instructional component. Non-instructional components discussed include: (1) funding sources; (2) curriculum development; (3) supportive services; (4) staff development; (5) parental and community involvement; and (6) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring mathematics performance, science performance, social studies performance, content area performance, and native language arts performance for both remedial and non-remedial students. Attendance figures are also presented. Conclusions and recommendations are offered. [More] Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Class Organization
(1988). Provincial Assessment of Early and Late French Immersion Programs in British Columbia, Canada. The assessment reported in this paper represents the first attempt by British Columbia to use the Canadian Ministry of Education's assessment program model with special programs; in this case, the French immersion program was chosen. Objectives of the assessment were as follows: (1) examination of the extent to which students are achieving provincial curricular goals in French reading, listening, and speaking; (2) determination of student attitudes toward various aspects of French language and culture and their self-perceptions of their knowledge of French; and (3) comparison of immersion students' achievement in previous provincial assessments of English reading, mathematics, and science with achievement of students enrolled in regular English programs. French reading, speaking, and listening tests and student opinion questionnaires were administered to students in grades 4 and 7. The subjects included 1,508 early immersion fourth graders, 718 early immersion seventh graders, and 616 late immersion seventh graders. Results indicate that both the early and late immersion programs are effective school options for second language learning. Seven tables are presented. Descriptors: Academic Achievement, Bilingual Education Programs, Educational Assessment, Elementary Education
(1988). English Language Arts Framework: Kindergarten-Grade 12. This guide provides general guidelines for local school districts in Texas to follow in designing English language arts programs to meet the needs of their students and the expectations of their communities. Instead of providing specific instructional items, strategies, and materials, the guide reflects Texas State Board of Education rules and legal mandates and presents suggestions for implementing these rules. The first section provides an overview of the content of the English language arts curriculum. Subject and course descriptions are provided together with scope and sequence illustrations of the English language arts essential elements at all levels. In addition, the section details the required and suggested time allocations for the English language arts essential elements as well as the high school graduation requirements. The second section provides sample English language arts lesson plans for Grades 2, 4, 5, 7, 9, and 10. The third section provides general information about students and teachers, focusing on grading and staff development. The final section expands on language arts instruction for special populations, such as handicapped, gifted, and migrant students. Descriptors: Bilingual Education, Curriculum Development, Curriculum Evaluation, Elementary Secondary Education
(1977). Psychosocial Growth and Academic Achievement in Mexican American Students. A bilingual, bicultural program in the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, was designed to reverse "negative self concept, motivation, and attitudes" of its Mexican American students, and by so doing, improve their academic achievement. Efforts were employed to: (1) acquire more Mexican American teachers; (2) use Spanish as a language of instruction and classroom management; (3) develop/adapt Mexican American and local content materials; and (4) increase individualized instruction. Evaluation of the program was conducted during a four-year period, and included both cross sectional analyses within each of the years and longitudinal analyses across the four for experimental and comparison students. No major differences were revealed between the groups at the beginning of the testing period. Mexican American students were found to be at or above the norm in self concept and attitudes, somewhat below the norm in motivation for some years in which they were measured, and below the norm in achievement every year. Few significant effects of the program in improving the students' affect and their had not been efficacious in promoting either the psychosocial had not been efficacious in promoting either the psychosicial or cognitive growth of the students. Descriptors: Academic Achievement, Affective Behavior, Bilingual Education, Cognitive Development