This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sheila Lehman, Hartford. Div. of Vocational-Technical Schools. Connecticut State Dept. of Education, Rick Topolewski, Gerald E. DeMauro, Jeanne Lopez-Valadez, Beverly B. McConnell, Boston. Bureau of Operational Support. Massachusetts State Dept. of Education, Brooklyn New York City Board of Education, Susan Field, and Patricia DeHesus.
(1985). Basic Education for Limited English Proficient Students: The "BELEPS" Program, 1982-1985. Final Evaluation. Begun in 1980 with 358 students, the Yakima (Washington) Public Schools' Basic Education for Limited English Proficient Students (BELEPS) Program served 1,250 grade K-12 students (94% Hispanic) in 1985. Its four programs were based on the degree of the students' English proficiency, and taught (1) reading only in Spanish, (2) reading in Spanish and English, (3) reading primarily in English, and (4) reading only in English. By 1985, the program employed 37 bilingual teachers. A three-year BELEPS program evaluation presented evidence of both short- and long-term gains in language proficiency and academic skills by limited English proficient students. Test instruments used included Language Assessment Skills, Peabody Picture Vocabulary Test, Wide Range Achievement Test, and Prueba de Lectura. Findings showed that Hispanic children with lowest initial proficiency in English made statistically significant gains at every grade level, indicating that children most needing the program are showing the greatest improvement. At every grade level, children showed increase in math skills. Children in dual language programs made larger and more consistent gains in reading, math, and acquisition of English vocabulary than children in programs using a modified English approach. It was recommended that findings be submitted for national validation as an educational program of "proven effectiveness." Twenty-three data tables are included. Descriptors: Academic Achievement, Basic Skills, Bilingual Education Programs, Elementary Secondary Education
(1984). Primary and Secondary Education in Sweden. Fact Sheets on Sweden. In addition to giving pertinent historical background, this document describes the current educational system in Sweden. Specifically described are reform efforts since World War II; responsibilities of the federal, county and municipal governments; features held in common by schools in the municipalities; organization and curriculum of compulsory and upper secondary schools; and structure and training of school staff. School administration and finance, curriculum, school year schedules, marks and examinations, and the organization of the school's work are described for both compulsory and upper secondary schools. Other features of Swedish schools discussed include the following: emphasis on practical working life orientation throughout schooling; bilingual programs for immigrant children; foreign language instruction; remedial teaching for children with academic or socially related school difficulties; free activity periods (sometimes organized within an integrated school day); students' option of delaying enrollment in upper secondary school; the right of employee organizations to influence school decisions; and the youth guarantee (which guarantees educational and vocational training for youth between the ages of 16 and 18 who are neither attending upper secondary school nor permanently employed). [More] Descriptors: Bilingual Education, Compulsory Education, Curriculum, Educational Change
(1985). Issues in the Placement of Limited-English-Proficient Students and in the Evaluation of Their Instructional Programs. The Language Assessment Battery was administered to third to fifth grade limited English speaking students in New York City. Special techniques addressed two common problems in testing these populations: (1) language tests suitable for limited English speakers change their psychometric characteristics over time as the students' language ability improves; and (2) the absence of a comparison population who do not receive the necessary treatment. A cutting score was determined by the intersection of the target and monolingual curves of scores from an earlier test administration. Students scoring above this point more closely resembled monolingual speakers, while students scoring below this point were more like target students in English abilities. The skills typical of the target range of scoring were compared to those which described the monolingual range of scores; Rasch item calibrations and person abilities were examined. Reading skills (as opposed to listening and writing) best differentiated target and monolingual students. This latent trait model was useful in selecting an appropriate norm. The Chapter I Model A1, using test norms as proxy comparison groups, interprets pretest-posttest differences as growth beyond the improvements made by the norms groups. Suggestions for using this model in limited English speaking programs are made. Descriptors: Achievement Gains, Bilingual Education Programs, Cutting Scores, Elementary Education
(1985). Manokotak: A Case Study of Rural School Development in Alaska. A University of Alaska staff member, two local teachers, and two community members used on-site visits, observations, questionnaires, and interviews to assess development of the Manokotak school from its inception in 1947 to 1984 as perceived by community members, school staff, and students. Rural and cross-cultural, the Alaskan school served 117 pre-school through high school students in 1984 and provided basic academic programs and vocational training, a Yup'ik literacy program, and a variety of special and extracurricular programs. A Community School Committee played an active role in the school; the staff was experienced and relatively stable. The majority of community adults, high school students, teachers, and the principal thought the school was successful, although teachers perceived a wide range of unsolved problems involving educational and personal concerns not expressed by others. Written primarily for practicing educators in rural Alaska but with possible application elsewhere, chapters include a history of the village and school, educational histories of village adults, curriculum/activities descriptions, descriptions of students and school staff, and community/student/staff perceptions. The final chapter contains a summary and discussion of the continuity of educational experience between school and community, inadequacy of standardized achievement test scores, and possible future developments. Descriptors: Achievement Tests, Administrator Attitudes, American Indian Education, Bilingual Education Programs
(1982). Vocational Programming for the LEP. Part 1: Common Concerns and Solutions. This guide is directed at vocational programs, especially in Illinois, that are initiating special services for persons with limited English proficiency (LEP). It addresses the following topics: student identification, recruitment and assessment, program planning and funding, services adaptation and coordination, and bilingual vocational training models. Basic information, sample strategies, and relevant resources materials are included. Information is organized around 15 frequently asked questions about serving LEP students. References to other materials also are included. Extensive appendixes to the guide contain samples for identification of students, recruitment, and assessment; descriptions of Federal bilingual vocational training programs; vocational English as a second language (VESL) materials; staff training programs; lists of professional journals and newsletters; ideas for coordination of programs; and lists of resource agencies and services. Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Educational Planning, Educational Resources
(1985). Report No. 5 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume II. Desegregation efforts made by the Boston Public School District between December 1, 1984, and May, 1985, are discussed and evaluated in this collection of reports prepared for the U.S. District Court. Seven monitoring areas are dealt with. These are student assignments and special desegregation measures, vocational and occupational education, school facilities, staff, transportation, and parent and student organizations. Each of the seven reports includes a summary of the specific findings and the documentation in support of specific findings. Additionally, disputes resolved and modifications made during the monitoring period are described. Descriptors: Bilingual Education, Compliance (Legal), Desegregation Effects, Desegregation Methods
(1985). Using and Reading Voltmeters. Fordson Bilingual Demonstration Project. This vocational instructional module on using and reading voltmeters is one of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student enrolled in electronics courses to use and read voltmeters. Each module consists of these parts: title; program goal and performance objectives; a pronunciation key; a language page which offers the pronunciation, definition, and usage of key terms in English and in Arabic; a pretest; bilingual (English and Arabic) language (vocabulary and usage) activities; evaluation; pretest and activity answer sheets; and a list of supplementary materials and their location. For each of the six activities in this module the objective, a list of materials needed, procedure, and evaluation are provided in addition to the necessary activity sheets or pages. [More] Descriptors: Arabic, Behavioral Objectives, Bilingual Education Programs, Bilingual Instructional Materials
(1981). New Utrecht High School Project IMPACT. E.S.E.A. Title VII Final Evaluation Report, 1980-81. This report describes and evaluates Project Impact, a magnet program that provided instruction in English as a Second Language and in Italian language skills, and bilingual instruction in science, mathematics, social studies, industrial arts, and secretarial studies to Italian speaking students of limited English proficiency. The program, as implemented in 1980-81, aimed to develop English language skills to effect a gradual transition into the mainstream within 2 years. Aside from instruction, the program provided for curriculum and materials development, counseling and supportive services, staff development, and parent involvement. Evaluation indicated that some gains were achieved in English reading, English listening comprehension, and Italian reading. However, irregularities in the pattern of gains and in correlations between pretests and posttests suggested that the achievement data in these areas were inconclusive. In mathematics, relatively significant gains were demonstrated. The attendance rate among students in the program was significantly greater than the rate for the entire school. To enhance program effectiveness, it was recommended that evaluation procedures be improved and that communication among schools with Italian bilingual programs be increased. [More] Descriptors: Academic Achievement, Bilingual Education, Business Education, Community Involvement
(1981). Adlai E. Stevenson High School Bilingual Academic and Technical Education for Youth Program (BATEY). E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes and evaluates a program to provide bilingual instruction in mathematics, science, social studies, industrial arts, business education, and career education to Spanish speaking high school students varying in range of need and ability from those in need of basic skills to honor students. The program, as implemented in 1980-81, developed individualized programs based on students' learning needs and graduation requirements. Aside from instruction, the program included curriculum development activities, counseling and guidance services for students, staff training and development, and opportunities for parental and community involvement. The attendance rate for the program was found to be lower than that for the school as a whole. The program's rate of student suspension equaled that of the school but was higher than the rate for the program of the preceding year. A general pattern of low achievement was observed in the content areas (mathematics, science, and social studies), which was explained partly by the fact that the program was designed to attract career oriented rather than college oriented students, and partly by the high incidence of absenteeism in the program. It was recommended that courses of study be revised and that efforts to identify students' needs be continued. [More] Descriptors: Academic Achievement, Bilingual Education, Business Education, Career Education
(1985). Reading a Micrometer. Fordson Bilingual Demonstration Project. This vocational instructional module on reading a micrometer is one of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student to demonstrate ability to measure using a one-inch micrometer. Each module consists of these parts: title; program goal and performance objectives; a pronunciation key; a language page which offers the pronunciation, definition, and usage of key terms in English and in Arabic; a pretest; bilingual (English and Arabic) language (vocabulary and usage) activities; evaluation; pretest and activity answer sheets; and a list of supplementary materials and their location. For each of the four activities in this module the objective, a list of materials needed, procedure, and evaluation are provided in addition to the necessary activity sheets or pages. [More] Descriptors: Arabic, Behavioral Objectives, Bilingual Education Programs, Bilingual Instructional Materials
(1984). The Bilingual Program in Auxiliary Services for High Schools, 1982-1983. O.E.E. Evaluation Report. In 1982-83, this program provided instruction in English as a Second Language and bilingual instruction in four content areas to 1,690 Spanish, Chinese, Haitian, Greek, and Italian students of limited English proficiency (LEP) at eight daytime and eight evening learning centers located at 15 different sites throughout New York City. Created in 1972 as an offshoot of a monolingual alternative high school program, this bilingual program serves a target population which includes students aged 16-21 years or older. This year, 90 percent of these students were from low income families and 82 percent had never previously attended a New York City high school. The program's overall instructional goal was to provide these LEP students with the English language and cognitive skills necessary to allow them to pass a high school equivalency examination. In addition, the program aimed to provide students with employment and job training awareness and opportunities. Based on these goals, each learning center offered a range of educational and support (career and college counseling) services. Another important program goal was to encourage staff participation in training and development activities, including curriculum development. Also, parents of program students and some adult students were targeted for educational and other activities. Quantitative analysis of student achievement indicated that, for the most part, program participants made significant gains in English and some gains in native language skills. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Education, Chinese Americans
(1984). The Pursuit of Excellence: Improving the Quality of Our Urban Schools through Desegregation, Equity and Choice. A Final Report from the Program Committee of The Worcester Conference on Equity and Choice (Worcester, Massachusetts, April 9-10, 1984). In April 1984, more than 350 parents, teachers, principals and administrators from major urban school systems in Massachusetts met to define what an "excellent" desegregated urban public school system should be. This conference report, following excerpts from a keynote address by John E. Durkin, documents seven workshops which focused on the following strategies for excellence: (1) the role of magnet schools; (2) systems of parental and teacher choice; (3) greater parent, student and public involvement; (4) superior staff development and parent involvement programs; (5) outstanding programs for bilingual and special needs students; (6) the development of district-wide systems of evaluation and accountability; and (7) new uses for high technology. A summary list of recommendations that workshop participants drew up for State education officials and State legislators also is included. In addition, the formation of a Superintendent's consortium of urban school students, which grew out of the conference, is outlined, and its activities for the future are described. The conference schedule, as well as a list of all practitioners who made presentations during the workshops, are appended. [More] Descriptors: Accountability, Bilingual Education, Educational Equity (Finance), Educational Improvement
(1982). Britain's Ethnic Minorities. This pamphlet discusses the situation of ethnic minorities–particularly those of Caribbean, Asian, or African origin–in the United Kingdom. Following introductory material, the background to immigration in Britain is described and the numbers and geographic distribution of the different ethnic groups are discussed. Next comes a general discussion of the social disadvantages faced by minorities, the extent of racial and ethnic discrimination, and government efforts to deal with both. Race relations legislation is then described, as are special measures to combat racial and ethnic disadvantage in employment, education, health, and housing. Efforts to improve relations between the police and ethnic minorities are discussed. There is a brief description of the press and broadcasting services for ethnic minorities and of arts activities undertaken by newcomers. The pamphlet ends with a listing of relevant government departments, statutory bodies, and organizations, and a bibliography of both government and nongovernment publications. Descriptors: Acculturation, Bilingual Education, Blacks, Cultural Pluralism
(1982). Bilingual Vocational Training Programs. Manual for Instructors. This manual is designed to provide instructors with basic information concerning Connecticut's bilingual vocational training programs (BVTPs). Discussed in the first section are the goals of BVTPs, characteristics of typical BVTP participants, how and when two languages are used in the programs, and the four instructional areas of a BVTP (the vocational, related skills, job-specific English-as-a-second-language, and life skills areas). Instructional plans for each of these four program areas are provided. Included in the individual instructional plans are a checklist dealing with developing a plan for instruction, utilizing instructional resources, providing instruction, measuring trainee progress, and preparing for the employment of trainees, as well as a section of comments elaborating on the items in the checklist. Appended to the handbook are sample lesson plan, student evaluation, and learning activity sheets. [More] Descriptors: Adult Basic Education, Basic Skills, Behavioral Objectives, Bilingual Education
(1985). The Bilingual Program in Auxiliary Services for High Schools 1983-1984. O. E. A. Evaluation Report. This document evaluates the Bilingual Program in the Auxiliary Services for High Schools program, which provides instruction in English as a second language, native language development, basic education, and job counseling and placement services to approximately 1,900 students at 15 sites in New York City. The program was developed in 1969 to serve students with particular problems such as dropping out, chronic attendance problems, difficulty adjusting to a regular curriculum, armed forces veterans, and/or those who needed an alternative to the regular high school situation. The program objectives were to enable students to develop their level of English proficiency and the content area skills necessary to pass the GED examination, to expose them to job opportunities, and to teach analytical skills. Student achievement data indicates that (1) all participants made significant gains on Levels 1 and 2 of the Stanford Achievement Test; (2) only one site achieved the objective of 60% promotion rate to the next higher English as a Second Language level and Haitians were the only participants among this group to achieve the 60% advancement; (3) each language group achieved significant gains in their native language; (4) students met the native language objective of 30% advancing in native language level; and (5) all language groups made significant gains in mathematics achievement. Recommendations for program improvement are included. Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Career Guidance