This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Guy C. Pryor, Judith A. Torres, Minerva Rivero Coyne, Mark Schoepfle, Herbert G. Richek, Atilano A. Valencia, Herman Curiel, Robert L. Politzer, B. E. Hughes, and Lubbock Askins (B.E.) and Associates.
(1978). A School and Home-Based Bilingual Education Model (Kindergarten-Grade 4): End-of-Year Evaluation Report, 1977-78 (Third-Year Evaluation Study). Designed to develop, over a 5-year period, a model K-6 bilingual program, the project provided early childhood bilingual education intervention to facilitate the learning of English and Spanish simultaneously in an effort to effectively develop the child's cognitive, affective and psychomotor skills. Innovative and tested instructional bilingual-bicultural materials were implemented to assist children with limited English speaking ability from low income families. Located in the Clovis, New Mexico municipal schools, the project was divided into two programs: kindergarten and grades 1-4. The primary focus of the 1977-78 external evaluation was to measure the project's impact on student achievement in language development, reading, and math skills. Assessed were bilingual language development, school readiness, and basic skills in the kindergarten and language development, reading, and math skills in grades 1-4. The kindergarten evaluation design consisted of a pre- and posttest one group design and a special regression model. The Grades 1-4 Program was evaluated with a two group (treatment and control) pretest-posttest covariance model. Results indicated that the kindergarten students made significant gains in school readiness and basic skills but not in language development; and, there was no significant difference between the treatment (bilingual) and control groups in terms of English and Spanish language development and developmental skills in reading and math, except in the area of reading at the second grade level, with the difference in favor of the control group. Descriptors: Academic Achievement, Bilingual Education, Demonstration Programs, Early Childhood Education
(1981). Project TRABAJO and Individualized Bilingual Education for Children with Retarded Mental Development. E.S.E.A. Title VII [and] Chapter 720 Annual Evaluation Report, 1980-81. Project TRABAJO (an academic and job program) and the Individualized Bilingual Education for Children with Retarded Mental Development(a Chapter 720 Program) are two programs which provide supplementary and instructional support for 150 mildly and moderately mentally retarded New York City school students with limited English proficiency. The programs function cooperatively and complement each other's services. Project TRABAJO is designed to serve intermediate, junior, and senior high school students, while Chapter 720 serves the same population and elementary school students as well. Both programs encourage staff development, curriculum and materials development, and parental involvement. An evaluation of the program's impacts on student achievement for 1980-81, shows that objectives were attained for reading in English and Spanish, for oral proficiency in English and Spanish, and for mathematics, but not for career-education skills. These results indicate an improvement in students' mainstream language skills in 1980-81, compared to the 1979-80 academic year. Recommendations for program improvement include (1) an expanded program designed to identify, create, or adapt curriculum materials that are appropriate for the target population; (2) stronger efforts to encourage parental involvement; and (3) more funds for instructional materials for the mentally retarded. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Education, Elementary Secondary Education
(1970). Bilingual/Bicultural Education — An Effective Learning Scheme for First Grade Spanish Speaking, English Speaking, and American Indian Children in New Mexico. A Report of Statistical Findings and Recommendations for the Grants Bilingual Education Project, Grants, New Mexico. The Grants, New Mexico, Bilingual/Bicultural Program reported in this document was designed to introduce into the first-grade curriculum the native language of the child. Ten general objectives of the program are listed, in which the overall objective is introducing or clarifying concepts in a child's Spanish or Indian dialect and then giving emphasis to the child's culture and native language as a means to reinforce a positive attitude toward himself and his cultural heritage. Sections are devoted to (1) description of program, (2) evaluation design, and (3) statistical analyses and findings. Based on the findings, the author recommends continuation of the district's English language program due to its overall effectiveness; continuation of the bilingual education approaches that include elementary grades Spanish language instruction, use of Spanish or tribal dialect for non-English-speaking first grades, and English-as-a-second-language emphasis for children with little or no knowledge of English; testing with a larger sample to establish conclusive findings on the cultural variables measured by the Cultural Sensitivity Instrument; and program continuance due to favorable support by parents. [More] Descriptors: American Indians, Biculturalism, Bilingual Education, Educational Programs
(1971). Educational Accomplishment Audit of the Bilingual Education Program. Harlandale Independent School District, San Marcos Independent School District, Southwest Texas State University, 1970-71. The audit report (1970-71) on the Bilingual Education Program of the Harlandale and San Marcos Independent School Districts gives a critique on the quality of the project evaluation, discusses the comparative findings of the project evaluation and the audit, and confirms or questions the need for program modifications proposed in the evaluation. The audit report is divided into 5 sections: (1) introductory and general comments on the quality of the project evaluation and the comparative findings of the project evaluation and the audit; (2) detailed critique of the product, process, and management evaluation for each component, based on an assessment of the instruments used, data collection procedures, data analysis techniques, and data analysis presentation; (3) description of the auditor's on-site findings and their correlation with the evaluator's data and reports on a component by component basis, summary of consistencies and discrepancies, and interpretation of discrepancies; (4) recommendations for evaluation design revisions with a rationale for each recommendation; and (5) confirmation or questioning of the need for program modifications proposed in the project evaluation. [More] Descriptors: Bilingual Education, Comparative Analysis, Educational Improvement, Evaluation Criteria
(1993). Multifunctional Resource Center for Bilingual Education, University of Wisconsin-Madison. Annual Report, October 1, 1992-September 30, 1993 (Contract Year 1). The Multifunctional Resource Center for Bilingual Education at the University of Wisconsin, Madison is a federally funded program of training and technical assistance to schools, programs, and individuals involved in the education of limited-English-proficient (LEP) students. It provides services in six states: Iowa; Michigan; Minnesota; North Dakota; South Dakota; and Wisconsin. The current report details the program's first year of operation, which included 285 training workshops for 7,200 participants, mostly certified teachers. Large numbers of teacher aides and school paraprofessionals and some non-instructional staff also participated. States with a large enrollment of Native Americans received training individualized to the culture. In some cases, particular emphasis was given to integrating educational technology into the regular curriculum for classroom teachers with LEP students. Technical assistance was provided through three major kinds of activity: assistance to project managers for articulating and implementing staff development goals and other matters concerning program development; site visits; and specific projects of state and local education agencies. Coordination of efforts by different groups and agencies was also a significant project activity. [More] Descriptors: American Indians, Bilingual Education, Educational Technology, Elementary Secondary Education
(1985). Impact of Early Exposure to Bilingual Education as Related to School Grades, Absenteeism, Grade Retentions and Incidence of School Drop-Out: A Ten Year Study. The study reported here examined the long term impact of a bilingual program that was designed as a transitional program for children in elementary grades. A quasi-experimental design was used to compare two groups of Mexican-American tenth-grade students enrolled in a traditional high school where all subject matter was presented in English. The experimental group (n=86) had previously been taught one or more years in an elementary bilingual education program. The control group (n=90) had had all its schooling in English. The students' seventh-grade and tenth-grade records were examined for these variables: grade point average, absenteeism, grade repetition in elementary and secondary grades, dropout rates at the completion of junior high school, and the completion of tenth grade. Results revealed no differences in grade point average in either period. The control group had a statistically significant higher rate of absenteeism during two quarters of the seventh-grade year, a significantly higher grade repetition rate at all levels, and a higher frequency of dropouts in both periods studied. [More] Descriptors: Academic Achievement, Academic Persistence, Attendance Patterns, Bilingual Education
(1983). Seward Park High School. Washington Irving High School. Chinese Bilingual Education Program, 1981-1982. O.E.E. Evaluation Report. The Chinese Bilingual Education Program operates at Seward Park and Washington Irving high schools in New York City. The program offers instructional and supportive services to native Chinese speakers of limited English proficiency. This report describes the program's history, philosophy, organization and staffing, funding, and goals and objectives; outlines activities undertaken in both its instructional and noninstructional components; and presents evaluation findings for 1981-82, the program's second year. It is concluded that most participating students at both schools surpassed program objectives in English, equalled or surpassed objectives in mathematics, science, social studies, and in business and vocational education, and performed well in their native language courses. In addition, the average attendance rate of program students exceeded the school average by 20 percent. In noninstructional areas, a biology text was developed for classroom use, and a translation of general science curriculum materials was begun. Academic and personal counseling was available to students, and family workers made home visits to parents when necessary. In turn, parents were generally responsive, attending program meetings and participating in the voluntary advisory committee. Development activities for staff included workshops, staff meetings, conferences, and university courses. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Bilingual Instructional Materials
(1973). Judging Personality from Speech: A Pilot Study of the Effects of Bilingual Education on Attitudes Toward Ethnic Groups. Research and Development Memorandum No. 106. During this investigation, information was gathered about attitudes held by Mexican American and Anglo children concerning members of specific social or ethnic groups, determining whether the attitudes developed by children in a bilingual education program were different from those of children who had been solely exposed to English education. The subjects were 27 third graders who had been in the bilingual program since kindergarten, and a control group of 31 third graders from a monolingual program. The technique used was the matched-guise method in which each of several bilingual speakers read different passages in varying languages or dialects. The subjects' differential attitudes toward social or ethnic groups were indicated by the ratings they gave to the same speakers using different languages or dialects. Major findings were that the upgrading of the speech varieties characteristic of the subject's own ethnic group seemed somewhat less pronounced among the Anglos in the bilingual program and that the matched-guise effects showed no upgrading of Spanish among the Mexican Americans in the monolingual group. [More] Descriptors: Anglo Americans, Attitudes, Bilingual Education, Ethnic Groups
(1972). Evaluation Report of the Bilingual Education Program. Harlandale Independent School District, San Marcos Independent School District, Southwest Texas State University. 1971-72. Bilingual classes in grades K-5 in the San Marcos and Harlandale (Texas) school districts comprise this bilingual education program. Most of the pupils come from Spanish-speaking homes with low socioeconomic-educational background; however, a certain proportion of the San Marcos pupils are Anglos. Program objectives include preventing educational retardation in the Mexican American child by teaching him in Spanish while competence in English is being developed to the point where it is sufficient to carry the educational burden, endowing him with literacy in 2 languages, and instilling in him knowledge of and pride in his heritage. Objectives for the Anglo child include broadening his outlook and developing in him an appreciation of multicultural contributions to our society. The evaluation design includes use of the Peabody Picture Vocabulary Test (Spanish and English version), the Metropolitan Achievement Tests, and the Spanish Serie Interamericana Reading Tests, as well as local tests of behavioral objectives stated in the curriculum guides. The test results are presented in tabular form. Teacher and teacher-aide evaluation measures include pretests and posttests for preservice and inservice training, verbal interaction analyses, and rating forms completed by coordinators, principals, and teachers. Eighteen recommendations are specified at the end of this report. The appendix consists of samples of the evaluation forms used. Related documents are ED 023 508 and ED 026 158. [More] Descriptors: Academic Achievement, Bilingual Education, Educational Testing, Elementary Education
(1970). Evaluation Report of the Bilingual Education Program. Harlandale Independent School District, San Marcos Independent School District, Southwest Texas State University, 1969-70. The Bilingual Education Program for 1969-70 was evaluated in this report. The program consisted of 1,220 Mexican American pupils in grades 1-3 in Harlandale Independent School District, San Marcos Independent School District, and St. John's Catholic School in San Marcos. Its primary objective was to provide a learning situation to meet the special needs of children who speak limited English and whose dominant language is Spanish. Its goal was to help the child achieve normal educational progress by third grade. The program involved 5 components: curriculum development, instruction, teaching improvement, community involvement, and project coordination. Specific objectives for each component, participants, measuring devices, and an analysis of data obtained were presented. Tabular data covered teachers, schools, and pupils; C.A. and I.Q. scores for first grade; Metropolitan Achievement Test Scores in English language arts and math; attendance percentages; comparisons of Inferred Self-Concept Judgment Scale results; and teachers' rating. Appendices included sample rating scales and questionnaires, parents' comments, and a sample lesson from a first grade social studies unit. [More] Descriptors: Attendance, Bilingual Education, Elementary Education, English (Second Language)
(1982). Ethnographic and Sociolinguistic Study of an Exemplary Bilingual Education Program on the Navajo Reservation: The Ethnography of a Navajo Educational Philosophy at Rock Point Community School. Final Report. The purpose of this report is to outline how a combined ethnographic and sociolinguistic study of an exemplary bilingual education program in the Navajo community of Rock Point may help rationally explain how community people have determined what they want from a bilingual program and what sort of issues they face to achieve these goals. After an introduction, section 2 describes using a systematic interview and observation to obtain viewpoints from parents and staff about their school's education and a sketch of why Rock Point was selected. Section 3 provides an overall description of the Navajo Reservation and Rock Point community. Section 4 presents a cognitive ethnographic description of the overall educational philosophy which evolved from the interaction between the developing school program and parental involvement, such as parental ideals for their children and perceptions of the school's impact. The Rock Point program is described in Section 5 focusing on how it works, its educational philosophy, and key impacts. Section 6 reviews the issues that were faced and surmounted by the community during the development of the program. In conclusion, an overall review of this report is presented in Section 7. The appendix contains a comparison of schools on the Navajo Reservation. [More] Descriptors: American Indian Culture, American Indian Education, Biculturalism, Bilingual Education
(1972). Final Educational Accomplishment Audit of the Bilingual Education Program. Harlandale Independent School District, San Marcos Independent School District, Southwest Texas State University, 1971-72. The final audit report (1971-72) on the Bilingual Education Program of the Harlandale and San Marcos Independent School Districts gives a critique on the quality of the project evaluation, discusses the comparative findings of the project evaluation and the audit, and confirms or questions the need for program modifications proposed in the evaluation. The audit report is divided into 5 sections: (1) introductory and general comments on the quality of the project evaluation and the comparative findings of the project evaluation and the audit; (2) detailed critique of the product, process, and management evaluation for each component, based on an assessment of the instruments used, data collection procedures, data analysis techniques, and data analysis presentation; (3) description of the auditor's on-site findings and their correlation with the evaluator's data and reports on a component by component basis, summary of consistencies and discrepancies, and interpretation of discrepancies; (4) recommendations for evaluation design revisions with a rationale for each recommendation; and (5) confirmation or questioning of the need for program modifications proposed in the project evaluation. [More] Descriptors: Bilingual Education, Comparative Analysis, Educational Improvement, Evaluation Criteria
(1996). Caminos Bilingues al Exito=Bilingual Pathways to Success: A Title VII Bilingual Education Program 1995-96. Research Report on Educational Grants. Caminos Bilingues al Exito (Bilingual Pathways to Success), a comprehensive Title VII Bilingual Education program was established in 1995 to serve the 17 schools of the North Area Management District of the Houston Independent School District (Texas). Through teacher training, staff development, parental involvement, and instructional program development, the "Caminos" program aims to serve the approximately 6,000 students in the North Area who are considered limited English speaking. An evaluation was conducted to fulfill Title VII reporting requirements by describing program progress during the initial implementation year. Goals were to: (1) increase the number of bilingual and biliterate graduates; (2) increase the graduation rate of language minority students; (3) increase and retain bilingual teachers and other educational personnel; (4) increase parental involvement in all participating schools; and (5) increase the literacy rate of project parents in target schools. Evaluation results indicate that program staff and teachers have begun developing curricula and learning activities for each of the project components. Teacher training activities were initiated, and parent participation was evaluated as a basis for further program development. Some delays in achieving parental involvement and family literacy objectives were due to the late start in hiring the parent/community liaison. Recommendations are made for program improvement. Four appendixes contain forms used in the evaluation. (Contains nine tables.) Descriptors: Bilingual Education, Curriculum Development, Elementary Secondary Education, Family Programs
(1996). A Three Year Study of a New Pedagogical Theory/Model in a Bilingual Education Program Using Mathematics as a Vehicle of Instruction. A 3-year study applied the four-dimensional pedagogical theory and model of transitional bilingual education in a school with a large Hispanic population, using mathematics content as the vehicle for teaching English. Subjects were approximately 200 fifth-grade limited-English-proficient (LEP) students in three cohorts in a 6-week voluntary summer program. Data on student achievement were drawn from Spanish and English math pre- and post-tests, with the students selecting the test language. The principal aims of the program were to improve LEP student achievement in math using both languages, and to prepare the students for middle school and help them maintain math skills during the summer. Results indicate overall mathematics improvement over the 3 years of the study, ranging from 3-27 percent gains in the four assessed areas of mathematics (fractions, charts and graphs, measurements and geometry, problem-solving); no negative differences or equivalent scores were noted. Overall score gains were 22 percent for the first cohort, 14 percent for the second, and 8 percent for the third. Annual gains differed for the four skill areas. In anecdotal reports, teachers reported more strengths than weaknesses in the program. Overall, the experiment was found successful. [More] Descriptors: Bilingual Education Programs, Educational Strategies, English (Second Language), Grade 5
(1970). Educational Accomplishment Audit of the Bilingual Education Program. Harlandale Independent School District, San Marcos Independent School District, Southwest Texas State University, 1969-1970. The purpose of the audit report on the Bilingual Education Program (1969-70) of the Harlandale and San Marcos Independent School Districts is to give a critique on the quality of the project evaluation, to discuss the comparative findings of the project evaluation and the audit, and to confirm or question the need for program modifications proposed in the evaluation. The audit report is divided into 5 sections: (1) introductory and general comments on the quality of the project evaluation and the comparative findings of the project evaluation and the audit; (2) detailed critique of the product, process, and management evaluation for each component, based on an assessment of the instruments used, data collection procedures, data analysis techniques, and data analysis presentation; (3) description of the auditor's on-site visit findings and correlation with the evaluator's data and reports on a component by component basis, summary of consistencies and discrepancies; (4) recommendations for evaluation design revisions with a rationale for each recommendation; and (5) confirmation or questioning of the need for program modifications proposed in the project evaluation. [More] Descriptors: Bilingual Education, Comparative Analysis, Educational Improvement, Evaluation Criteria