This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Keith A. Baker, Albany. Div. of General Education. New York State Education Dept., William Francis Mackey, Washington National Advisory Council on Bilingual Education, Herman Badillo, Kennith York, Robert St. Clair, Alvin Y. So, Eliverio Chavez, and Vinicio H. Reyes.
(2005). States Resist Meeting K-12 Spending Levels Ordered by the Courts, Education Week. Kansas, Montana, and New York are the states currently under orders from their highest courts to fix their school finance systems. In Kansas, House and Senate leaders have agreed to a plan that would increase per-pupil funding for at-risk, bilingual, and special education students. It would also create a $20 million program to help districts improve student achievement in reading and mathematics in kindergarten through 3rd grade. In addition, the bill would guarantee cost-of-living increases for future years and allow districts to supplement state funding by levying additional property taxes–something districts are not allowed to do now. Here, Kansas lawmakers are proposing to spend $145 million on education in response to a state supreme court decision declaring the state's system of school funding unconstitutional. In Texas and Montana, plaintiffs are saying the same thing about legislative responses to their state courts. In New York, advocates of greater school funding are headed back to the courtroom because the legislature has not acted on the highest state court's 2003 order to fix funding for the New York City public schools. [More] Descriptors: Grade 3, Elementary Secondary Education, Court Litigation, State Courts
(1976). Research and Evaluation Design for the Choctaw Bilingual Education Program, 1975-76. Emphasizing the role of evaluation in program development, this publication describes the Mississippi Choctaw Bilingual Education Program (BECOM), its philosophy, goals, objectives, and proposed evaluation plan. Major components of this K-3 program are identified as: (1) Instruction; (2) Curriculum and Materials Development; (3) Management; (4) Staff Development; and (5) Parent-Community Involvement. Areas of research and evaluation are identified as: (1) English as a Second Language; (2) Survey of Existing Educational Conditions; and (3) Overall Program Evaluation. Identifying self-concept, academic achievement, language dominance, and oral English proficiency as variables to be measured, the research/evaluation design is described as one that will: (1) determine the setting in which bilingual education occurs; (2) describe the program participants; (3) determine the progress of each program component; (4) determine the effectiveness of each component in causing bilingual education to occur; (5) determine the accomplishments of the participants and the entire program. Also presented is a timeline chart which describes: (1) the research question; (2) the data source or population; (3) instrument or method; (4) interval and number of measures; (5) time of measure; (6) person responsible; and (7) method of analysis. [More] Descriptors: American Indians, Bilingual Education, Educational Objectives, Educational Philosophy
(1973). Bilingual Education, Race Relations Reporter. [More] Descriptors: Bilingual Education, Bilingual Schools, Compensatory Education, Court Litigation
(1986). New Directions in Late '80s Pursued. National Advisory and Coordinating Council on Bilingual Education. Tenth Annual Report, 1985-86. This report reflects the efforts of the federally mandated National Advisory and Coordinating Council on Bilingual Education (NACCBE) to search for ways by which local school systems can exercise greater choice of teaching methodologies while still meeting their responsibilities of teaching English to all of their non-English speaking students. It contains an account of significant developments in the history of bilingual education, an update on recent research, a plea for common understanding, ten state assessments of bilingual education over the past decade, a synopsis of testimony at eight regional hearings, and recommendations. The Council urges the Federal government to provide greater flexibility to local districts concerning methodologies of second language instruction while still responding promptly to any violation of the constitutional rights of language minority students to quality education. More specifically, it recommends: (1) greater stress on special alternative instructional methods; (2) local level decision making concerning methodology; (3) increased funding for limited English proficiency students; (4) Federally funded research projects on better methods to identify bilingual students with special needs and training for professional staff to work with these students; (5) efforts to reduce the high dropout rate; (6) increased research and evaluation of language learning and language teaching theory; (7) improved teacher training for bilingual, English as a second language, mainstream, and special education teachers; and (8) efforts to prevent inappropriate placement of students in special education programs. Appendixes include the Department of Education budgets for bilingual education for 1985 and 1986; data on language characteristics of the U.S. population by state and age for 1980; data on home speakers of Spanish in the United States for 1980; a copy of the NACCBE Charter, and a paper reporting the personal views of five Council members. [More] Descriptors: Asian Americans, Bilingual Education, Bilingual Teachers, English (Second Language)
(1982). The High School and Beyond Data Set: Its Relevance for Bilingual Education Research. Preliminary data from the High School and Beyond (HSB) research study are described in order to assist bilingual education researchers in understanding what information is available. The HSB project design included a highly stratified national probability sample encompassing 30,000 sophomores and 28,000 seniors enrolled in 1,015 public and private high schools. The study seeks to observe the educational and occupational plans and activities of high school students as they pass through the American educational system. The nature of the various data files is described including files on students, languages, schools, teachers' comments, parents, tests, twins, and friends. For example, the most important file, the student file, contains responses from each student to extensive questionnaires and various cognitive tests. The language file contains information distinguishing childhood language status from present language status, language usage at home versus language usage outside of the home, and information describing experience with bilingual education. The constraints of the sample that limit its generalizability are discussed. It is concluded that, keeping sample constraints in mind, the HSB data provide an extremely valuable resource for bilingual education researchers. [More] Descriptors: Academic Aspiration, Bilingual Education, Data, High School Students
(1981). Effectiveness of Bilingual Education: A Review of the Literature. Final Draft Report. Based on a review of twenty-eight studies, this report examines the success of transitional bilingual education proqrams in leading to better performance in English and in nonlanguage subject areas. The following conclusions are offered: (1) Schools can improve the achievement level of language minority children through proper programs. (2) There is not sufficient evidence for the effectiveness of transitional bilingual education to justify the Federal government's exclusive reliance on this method of instruction. Therefore, each school district should decide what type of special program is most appropriate locally. (3) Evidence does not support the necessity of teaching nonlanguage subjects in the child's native tongue, thouqh it is necessary to structure the curriculum differently from that of English monolingual students if the subject matter is to be taught to non-English speakers. (4) Immersion programs, which involve structured curricula in English, show promising results and should be given more attention in program development. (5) The Title VII program for bilingual education must take steps to improve the quality of its program evaluations. [More] Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Equal Education
(1988). A Study of the Training Needs in Preservice and Inservice Bilingual Education. This study investigated the priorities in preservice and inservice teacher training for bilingual education in West Texas and Eastern New Mexico. In the report, trends in the provision of bilingual teacher training are reviewed, the development of a survey for school districts to identify specific training needs is described, and the study's findings are summarized. The survey development process involved: the development of a pool of subscaled questions; the development of questionnaire forms and a pool of instrument questions; the selection of bilingual education personnel to respond to the scale; administration of the scale; the development of computer programs for scoring and classification; and reliability and validity assessments. In the study, 200 bilingual personnel rated their competence and desire for training in 40 specific areas within 6 general areas. Results indicate priority training needs are in (1) evaluation techniques, (2) language, linguistics and content; (3) curriculum and instruction; and (4) culture, with (5) staff organization and (6) human skills ranked lower. The findings suggest that bilingual personnel need and wish preservice and inservice training in bilingual education. Descriptors: Bilingual Education, Course Content, Curriculum Design, Educational Needs
(1980). Parental Involvement and Participation in Bilingual Education: A Guide. (El Involucramiento y la Participacion de los Padres en la Educacion Bilingue: Una Guia.). This is a bilingual guide to parental involvement and participation in bilingual education programs funded under Title VII and other Federal acts. The guide also outlines activities through which parents and the community may become involved in education. Various levels of participation are discussed along with impediments to participation. The report concludes with a list of ways in which schools can transmit useful information to parents. [More] Descriptors: Bilingual Education, Community Involvement, Elementary Secondary Education, Federal Legislation
(1997). Challenging the Political Mirage of ESL and Bilingual Education: A Study of Public Knowledge. A survey investigating public beliefs about teaching methods of English-as-a-Second-Language (ESL) and bilingual education is reported. An introductory section chronicles the political history of ESL and bilingual education in the United States, describes major program designs, and reviews literature on public opinion concerning these programs. The survey sought to determine what the general public believes to be the most appropriate methods of educating language-minority students and where they obtained information to form those judgments. Respondents were categorized according to their level of expertise in language pedagogy (expert/non-expert) and native language (English/non-English). Subjects were 97 graduate students in various fields, divided into four groups by expertise and native language status. All were administered a Likert-type questionnaire (appended) with 30 statements concerning program models and sources of information. Results indicate that overall, the respondents were not opposed to bilingual education, and almost universally agreed that bilingualism was a professional asset. However, they favored English language learning over native language maintenance, supporting the prediction that transitional programs would be favored. A majority did not get their information from the media, and a slight majority claimed their information came from research. Contains 26 references. [More] Descriptors: Bilingual Education, Bilingual Education Programs, Bilingualism, Educational Strategies
(). Programs Providing Bilingual Education; Title VII–ESEA (Elementary and Secondary Education Act): Questions and Answers, Participating Schools, Contact Persons. This booklet is designed to acquaint the reader with some of the most basic provisions of ESEA, Title VII and to give him some idea how these funds are currently being used in New York State. The first part provides a general survey of ESEA, Title VII; the second is devoted to describing the programs in bilingual education currently being funded by ESEA, Title VII in New York State. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Educational Improvement
(1978). Bicultural-Bilingual Education for Latino Students: A Continuous Progress Model. There are two purposes to this study: (1) to provide a rationale for bilingual education in Chicago based on history and the characteristics of the Spanish-speaking students; and (2) to propose an innovative model for a bilingual-bicultural program. American attempts at bilingual education in the public and non-public elementary schools from 1839-1917 are outlined. The historical backgrounds of Mexicans, Puerto Ricans, Cubans, and other Latin American groups are traced. Particular attention is given to the immigration and migration patterns of these groups and to the reasons for their coming to Chicago. Specific programs implemented to meet their educational needs are discussed. Factors affecting the learning process of ethnic group children, such as socioeconomic status, the identity crisis, low achievement, drop-out rate, and acculturation, are examined. Factors considered basic to a bilingual-bicultural education are used to outline a proposed model program. Suggestions offered deal with teacher training, resource materials, and curriculum development. Appended are descriptions of legislation affecting bilingual-bicultural education and a bibliography. Descriptors: Acculturation, Bilingual Education, Compensatory Education, Cubans
(1974). Education bilingue et education biculturelle: Tour d'horizon sur les politiques contemporaines (Bilingual and Bicultural Education: A General Survey of Current Policy). This paper notes the progress made in many countries towards the use of two or three languages in children's education. It is recommended that bilingual education focus on more than linguistic activities and include the study of the history and culture of all languages involved. This combination of bilingual and bicultural education aids in developing and maintaining the children's self-esteem and their pride in their native and target cultures. A worldwide movement in favor of bilingual and bicultural education is discussed as a result of many countries adopting several cultures. This trend is understandable when noting the necessary overlap of language, culture, and ethnicity. Problems faced in a number of countries dealing with bilingual or multilingual education and programs initiated to address these problems are reviewed. Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Child Language
(1975). Bilingual Education, Integrated Education. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, emphasizes not only that the first problem that the Puerto Rican community has in New York City is that of language but that there is a new migration of Haitians (who speak French), Greeks, and groups of Chinese from different parts of Asia. [More] Descriptors: Bilingual Education, City Government, Civil Rights, Educational Needs
(1976). Interdisciplinary Aspects of Bilingual Education. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 2., No. 1. This paper discusses bilingual education and argues for an interdisciplinary approach to language-related problems. Linguists are becoming aware of the moral and social implications of their efforts in the field of bilingual education within the larger context of social engineering, and they need to explore language-related issues in a broader framework which necessarily transcends the confines of academic training. Bilingual education is not the domain of any particular discipline at the present time; rather it extends into cognitive psychology, educational linguistics, educational foundations, and social history. Some issues in these areas of scholarship are reviewed in general terms by way of introduction to non-linguistic solutions to language-related problems. The melting pot hypothesis, seen as favoring the biological and cultural amalgamation of northern Europeans in America to the exclusion of other groups, is discussed, as well as what is termed the myth of social mobility, whereby the public school system is seen as the basic instrument by which the working class can advance within the social structure of American life. Arguments to refute this myth are presented. A final issue concerns differences in cognitive styles among children, and resulting discrimination against non-mainstream children. [More] Descriptors: Academic Ability, Applied Linguistics, Bilingual Education, Cognitive Processes
(1981). Interim Evaluation of the Bilingual Education and English-as-a-Second-Language Program. This report of the Bilingual Education and English-as-a-Second-Language Program carried out in Dallas, Texas, schools considers the following: (1) procedures and instruments being used to identify and assess limited-English-proficient (LEP) students; (2) number of students of limited English proficiency that have been identified, and the characteristics of these students; (3) number of LEP students receiving program services; (4) the parental advisory committee; (5) notification of parents of LEP students as to their child's placement in bilingual education programs and their right to transfer their children to all English-based instructional programs; and (6) the recruitment of education instructors with acceptable credentials. Appendices include a sample parental survey of home language for grades K-8, a summary of test administration procedures, and a form for parent notification of student enrollment in bilingual education. A crosstabulation of the LEP student population by grade and level of English proficiency and by primary language and grade, and a breakdown of the delivery of services by grade level are also presented. Descriptors: Bilingual Education, Elementary Secondary Education, English (Second Language), Parent Attitudes