Des Moines Public Schools, IA. Office of Intercultural Programs. (1991). Intercultural Programs: Program Evaluation Report, July 1991. This report evaluates the Des Moines (Iowa) Independent Community School District (DMICSD) Intercultural programs. The following types of programs are in place: (1) a Voluntary Transfer Program; (2) paired schools; (3) magnet schools; (4) Extended Day Kindergarten; (5) English as a Second Language (ESL)/Bilingual Education; (6) a Bilingual Community Liaison/Advisor Programs; (7) multicultural, non-sexist education; (8) Minority Achievement Program; (9) affirmative action; (10) minority community liaison; and (11) discrimination compliance. In 1990-91 3,575 students were involved in the desegregation plan and the ESL/Bilingual programs. Budget expenses for salaries, benefits, materials, supplies, travel, and staff development were $1,307,455, with sources for funding including Federal Chapter II, state Title VII, state weighted formula for non-English speakers, and a general fund. The DMICSD's Office of Intercultural Programs staff provided leadership, guidance, and support to staff, students, and parents through inservice programs, staff development, and professional meeting opportunities. A survey of staff, students, and parents of ESL student indicated the need for a night high school for at-risk students and parents of ESL students. Internal and external audits were also conducted. Included are five tables. Three appendices present one table, a study survey, and a form for filing a complaint of discrimination. Descriptors: Affirmative Action, Bilingual Education, Educational Policy, Elementary Secondary Education

Library of Congress, Washington, DC. Congressional Research Service. (1988). Elementary and Secondary Education: A Summary of the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988, Public Law 100-297. CRS Report for Congress. The Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988 (P.L. 100-297) amend most previously authorized programs of federal aid to elementary and secondary education, and authorize several new programs, most of which are consolidated into an amended version of the Elementary and Secondary Education Act of 1965 (ESEA). Under P.L. 100-297, the Chapter 1 Program of education for disadvantaged children is amended to update the allocation formula, encourage greater parental involvement, expand evaluation requirements, and provide incentives for program innovation and improvement. Among the new federal assistance programs authorized in P.L. 100-297 are the following: amendments in the Bilingual Education Act to increase flexibility in instructional techniques; new priorities in the impact aid program; revisions in Indian and Native Hawaiian education; revised auditing procedures for the Department of Education; programs for dropout prevention and secondary school basic skills improvement; parent education programs for disadvantaged children; aid for educational telecommunications networks; a foreign language education program; a program for education of gifted and talented children; and a number of new adult education programs.   [More]  Descriptors: Adult Education, Bilingual Education, Disadvantaged, Educational Policy

Di Martino, Vincent; And Others (1983). New Utrecht High School Project Impact, 1981-1982. O.E.E. Evaluation Report. Project IMPACT, a magnet bilingual program for Italian-speaking students in New York City, offered in 1981-82 full academic and career programs for 210 students in grades 9-12. The philosophy of bilingual education employed in IMPACT is transitional, and a major goal is to mainstream students within an average of two years. Students receive classroom instruction in four categories: English as a second language, native language, content-area courses, and mainstream classes. All IMPACT students are enrolled in mainstream art, music, and health education classes; entry into other mainstream classes is dependent upon English proficiency and, sometimes, content-area proficiency. IMPACT's noninstructional component includes the development of curriculum materials and new course offerings, supportive services, staff training, encouragement of parental participation, and encouragement of student participation in schoolwide and citywide activities. In the 1981-82 school year, IMPACT students showed meaningful gains in English reading and comprehension. More IMPACT students passed a standarized native language test than did mainstream students. Data for math, science, and social science were mostly unavailable. IMPACT students had a higher attendance rate than did the school as a whole. Overall, the project progressed toward its major goal of expediting acquisition of the English-language skills necessary for full mainstreaming.   [More]  Descriptors: Achievement Gains, Attendance Patterns, Bilingual Education Programs, Curriculum Development

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1990). Program Assistance for Neophytes (Project PAN) 1989-90. OREA Final Evaluation Report. An evaluation was done of New York City Board of Education's Program Assistance for Neophytes (Project PAN) for 1989-90. The program served 625 Asian American, limited English proficient students, most of whom were recent immigrants, at John Bowne and Newtown High Schools in Queens. The program provided a transitional period of bilingual education and the opportunity for students to learn job skills and adjust to a new environment. The evaluation found that the project was fully implemented in that it provided students with instruction in English as a Second Language, second language learning for English proficient students, Native Language Arts, content area subjects, and career education. The project also offered support services, staff and curriculum development, and parental involvement activities. The program met its objectives in language education, career education, attendance, dropout prevention, staff development, curriculum development, and parental involvement. It partially met the objectives in content area subjects. A program weakness was the lack of bilingual services in Vietnamese and Urdu. A program strength was its peer tutoring component. Two tables illustrate student achievement in content area courses and attendance rates of program and mainstream students by school.   [More]  Descriptors: Adjustment (to Environment), Asian Americans, Bilingual Education Programs, Career Education

Ameer, John Pierre, Ed. (1991). Multicultural Recognition Program: Celebrating a World of Diversity and Understanding. A Mosaic of Multicultural Achievement. This publication describes programs in education in Massachusetts that foster multiculturalism. Many of these programs are recipients of the Multicultural Recognition Award for their effectiveness in this field. The programs are described under the following 8 categories: (1) bilingual education (5 programs); (2) community participation programs (5 programs); (3) connections abroad (8 programs); (4) conflict resolution and anti-racist programs (7 programs); (5) cultural awareness programs (4 programs); (6) English as a Second Language (6 programs); (7) integration of new students (3 programs); and (8) multicultural education (8 programs). As all categories have relationships among each other, the descriptions are cross-referenced. In addition, because staff development is a critical part of advancing multiculturalism, programs that offer a strong staff development component are noted. In addition to each paragraph-long description is the name of a person whom readers may contact for more information or for recommendations. Programs that received the Multicultural Recognition Award are noted with an asterisk. Throughout the publication, excerpts from the writings of students participating in the programs are included.   [More]  Descriptors: Bilingual Education Programs, Community Involvement, Conflict Resolution, Cultural Awareness

Keane, Demetra N.; And Others (1983). Project Kanpe, 1981-1982. O.E.E. Evaluation Report. Project Kanpe was a bilingual program intended to help older, talented Haitian students at three New York City high schools acquire English language proficiency while developing their academic skills. According to this evaluation, the project instead served students in critical need of basic skills and remediation. The following points are made: (1) The project was planned to function in conjunction with ongoing bilingual education programs which were not in fact in place. (2) On-site staff developed excellent working relations with students and mainstream staff but were hampered by being accountable to an on-site supervisor and a central project director. (3) In several areas there was insufficient documentation to assess whether the project's objectives had been attained. It was difficult to ascertain how many students received services, and how often, or the subject matter covered in tutorials. Entry criteria varied, and neither exit criteria nor follow-up had been specified. Staff development apparently took place but was not documented. (4) Where documentation was available, as in career orientation and curriculum development, implementation fell short of objectives. (5) Achievement data were available for only one site, making evaluation of instructional achievement difficult. (6) The project did not develop a language development and use policy. (7) Although the project was not implemented as proposed, it did fulfill the urgent needs of Haitian students with limited-English proficiency at all three sites.   [More]  Descriptors: Academically Gifted, Achievement Gains, Basic Skills, Bilingual Education Programs

Wisconsin State Dept. of Public Instruction, Madison. (1983). Limited English Proficiency Students in Wisconsin: Cultural Background and Educational Needs. Part IV: Hispanic Students (Cuban), Indochinese Students (Cambodian), Native American Students (Chippewa). In an effort to meet the special educational needs of limited English proficient (LEP) language minority groups in Wisconsin, a series of manuals was developed to acquaint teachers, administrators, and the public with the groups, their needs, and the existing programs to meet them. This volume is introduced by a chapter entitled "Historical Landmarks of Bilingual Education in Wisconsin and the United States" and a discussion outline on various types of programs for meeting the needs of limited English proficient students in Wisconsin (both by Frank M. Grittner). The three following chapters focus on each of three minority groups: Cubans, Cambodians, and Chippewa Indians. Each of these chapters contains an essay on the cultural background and educational needs of the group, three supplementary readings, and a list of resources and suggested readings. A final chapter on developing English language skills with LEP students includes two publications of the Center for Applied Linguistics: "Hints for Tutors" and "Continuing English Studies During the Summer–Hints for Sponsors and Teachers of School-Age Children." Descriptors: American Indians, Bilingual Education, Cambodians, Cubans

Nechworth, John; And Others (1990). Chapter 1 Instructional Program Final Report 1989/90. This report examines the impact of instructional programs funded under Chapter 1 of the Education Consolidation and Improvement Act on the academic achievement of students served in the Houston (Texas) Independent School District during the 1989-90 school year. The Chapter 1 programs provided supplemental remedial instruction in reading/language arts, mathematics, English as a second language (ESL), and bilingual education for elementary school pupils who are economically and educationally disadvantaged. Instruction was provided through either a reach-in model or a regroup model, or through a combination of these approaches; in addition, extended-day classes were available on several campuses. The specific tasks for this inquiry were the following: (1) to describe Chapter 1 instructional programs as implemented within schoolwide and nonschoolwide instructional models; (2) to compare the impact of schoolwide and nonschoolwide approaches on reading/language arts instruction; (3) to compare the impact of schoolwide and nonschoolwide approaches on mathematics instruction; and (4) to evaluate the impact of Chapter 1 instruction on individual students by determining the number of students who moved closer to the non-Chapter 1 population on measures of academic achievement. Eight research questions are addressed and three recommendations offered. Statistical data are presented in 10 tables.   [More]  Descriptors: Academic Achievement, Analysis of Covariance, Bilingual Education, Compensatory Education

McConnell, Beverly (1983). Report on the IBI Interstate Training Project: A Program Funded through Section 143, Migrant Education Interstate and Intrastate Coordination Program. The 1982-83 report on the Individualized Bilingual Instruction (IBI) Interstate Training Project evaluates Project activities in Washington and Texas, funded through Section 143 of the Migrant Education Interstate and Intrastate Coordination Program. The purpose of the Project is stated: to disseminate the Pasco (Washington) School District's method of training bilingual education migrant program staff. The first part of the report answers questions policy makers might ask in evaluating whether the project is fulfilling the Congressional mandate. The section indicates that the Project has provided a service to migrant children which would have been impossible without 143 funding; better utilization of resources has been achieved through coordination; coordinative planning has resulted in agencies served making a commitment to the Project and has taken place at nearly every level of involvement with migrant education; the project provided on-site inter/intrastate services; and services resulted in higher-quality programs for migrant children. The second part provides documentation on achievement of specific Project goals through June, 1983. Summaries indicate that 104 teachers/teaching aides and 14 supervisors were trained in 15 schools, which benefitted 938 children, and that after the IBI training model was introduced, gain scores by children in the program showed significant superiority in 9 out of 10 comparisons. Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Cooperative Programs

Offenberg, Robert M.; And Others (1984). Bilingual Learning Centers in High Schools, 1982-1983. Report No. 8429. The second year of a Title VII project entitled "Bilingual Learning Centers in High Schools" is described. The program created learning centers in two Philadelphia public and one diocesan school designed to provide individualized instruction to limited-English speaking, primarily Spanish-speaking students in bilingual education programs or to students with low scores on norm-referenced tests. The goal of the evaluation was to assess the effect of learning center participation on student performance on published reading tests in English and Spanish, on a locally developed test of English aural comprehension, and on attendance and dropout incidence. The major conclusions were that: (1) positive effects were found on English reading and language scores, Spanish reading scores, and (where evaluated in the public schools), on attendance and dropout rates; (2) effects attributable to learning center use were not found in mathematics or English aural comprehension performance; and (3) Spanish reading was improved for students who studied English but not Spanish in learning centers, apparently a transfer phenomenon.   [More]  Descriptors: Academic Persistence, Attendance Patterns, Bilingual Education, Catholic Schools

Stansfield, Charles W.; Kenyon, Dorry Mann (1991). Development of the Texas Oral Proficiency Test (TOPT). Final Report. Development and validation of the Texas Oral Proficiency Test (TOPT) is described. The TOPT, a simulated oral proficiency interview, was developed in French and Spanish as a test of speech skills to be used by the state as part of its certification testing program for French, Spanish, and bilingual education teachers. An introductory chapter provides background information, beginning with the history leading to the test's development and concluding with a description of the test itself. The second chapter describes a survey to establish the job relevance of the test in each of the three teaching areas. The third chapter chronicles the development of the trial form of the TOPT. Chapter four describes the trial process, including the purpose, recruiting examinees, adminstration and data collection, and the results of examinee data forms and judge sheets. Development of the final form is outlined in chapter five, and content validation is addressed in the sixth chapter. The final chapter describes how passing score standards for the TOPT were set through three separate studies. Appended materials, which form the bulk of the document, include the survey instruments, response, evaluation, rating forms, data on trialing examinees, item ratings and sample comments, and related documents.   [More]  Descriptors: Bilingual Education, Elementary Secondary Education, French, Higher Education

Kosonen, Liisa (1990). The CDCC Teacher Bursaries Scheme. A European Teachers' Seminar on the Teaching of Linguistic and Cultural Minorities (Vaaksy, Finland, August 7-11, 1989). The European Teachers' Seminar held in Vaaksy, Finland in August 1989 was attended by 29 participants from 12 European countries representing elementary and secondary school teachers, adult educators, teacher trainers, and national school board officials responsible for minority education. The theme was instruction of linguistic and cultural minorities and increased international understanding in Europe, with emphasis on integration of linguistic and cultural minorities into the school and society in a way that would retain the minority language and culture. The report contains an overview of proceedings, texts of presentations on bilingual and minority identity and the Lappish language as a medium of instruction, summaries of presentations on intercultural education and human rights and on language and culture from the minority viewpoint, and a summary of working group reports. Working groups concluded that bilingual education should support equal rights to education, acknowledge minority groups' special needs, increase self-esteem and bicultural identity, and improve tolerance and minority representation in policy formation. The groups identified major deficiencies in national policy, minority representation, information, commitment and awareness, equal opportunity, human and material resources, and instruction in the native language. Potential solutions are outlined. Appendixes contain information about the conference schedule and participants. Descriptors: Access to Education, Bilingual Education, Civil Liberties, Conferences

Kester, Donald L. (1990). Bridging the Gap: A Sheltered Approach to Language Acquisition and Academic Success in Torrance Unified School District. Second Evaluation Report (1989-1990). An external evaluation of the Torrance (California) Unified School District's transitional bilingual education program for limited-English-speaking Chinese, Japanese, and Korean middle school students is reported. The project focused on four areas including: instruction; staff development, materials, and parent involvement and education. An executive summary gives an overview of the program and evaluation findings. The first section of the report describes the program evaluation plan and the second section gives the evaluator's opinion of its elements. The third and most substantial section reports, for each of the four evaluation areas, specific student and activity objectives and an assessment of their achievement. Results for each school are reported separately in many cases.  Specific recommendations are also made in this section. The final section offers brief suggestions for possible improvements in the evaluation plan and in the program itself. Examples of student work and instructional materials are appended, some in Japanese and Korean. The evaluation found that: all but one of the program objectives were achieved in 1989-90; forcasting for some ojbectives was extremely accurate; considerable variation occurred from school to school; and the project improved from the first to the second year. Specific program strengths were found in administrative, instructional, and support areas. Descriptors: Academic Achievement, Bilingual Education, Chinese, Elementary Secondary Education

Mirabito, Mary; And Others (1983). Trilingual Education Learning Environment Program, 1981-1982. O.E.E. Final Evaluation Report. Evaluated here is New York City's Trilingual Education Learning Environment Program (TELE), which in 1981-82 served approximately 900 Hispanic and 300 Italian students with limited English proficiency from grades 2-9 while at the same time training more than 300 bilingual teacher interns. The focus of the instructional component was the development of basic skill competencies through instruction in the dominant language. English-as-a-second-language instruction was also given. Intern training combined staff development activities with courses in the master's program in bilingual education at the City College of New York. By the end of its final year, 1982, the TELE program, coupling college courses with on-site assistance and inservice workshops and encouraging a linkage between the practical and the theoretical in teacher training efforts, had established itself as a model for diversified teacher training. Moreover, students served by TELE-trained teachers appeared to have benefited, as demonstrated by analyses of test score data which showed that most students had made gains that were both educationally and statistically significant. Materials and resources used with the project appear in several appendices to this report.   [More]  Descriptors: Bilingual Education Programs, College School Cooperation, Elementary Secondary Education, English (Second Language)

Warren, Beth; And Others (1989). Cheche Konnen: Science and Literacy in Language Minority Classrooms. A study examined the relationship between science learning and literacy development in two language minority classrooms: a self-contained, combined grade 7-8 class of Haitian students and a multilingual basic skills class within a large high school bilingual education program. In particular, the investigation analyzed the ways in which a model of scientific inquiry was interpreted in the classrooms and the effects of those interpretations on both science and literacy practices. The investigation focused on how the model and the teachers' goals interacted to produce, even within the same classroom, different interpretations of science, which in turn influenced the forms and functions of literacy in the classroom. In both classrooms, the model effectively transformed the kinds of science and literacy practiced from traditional worksheet-based exercises to authentic, communicative, sense-making practices through very different processes. The two case studies are based on the first year of a multiyear project, Cheche Konnen (meaning "search for knowledge in Hawiian Creole"), in which researchers and teachers are collaborating to develop an investigation-based approach to science for language minority students. Sources of data include classroom observation, audio- and videotapes of classroom activity, teacher-researcher meeting notes, teacher interviews, and teacher- and student-produced texts. A 45-item bibliography and program materials are appended.   [More]  Descriptors: Attitude Change, Basic Skills, Bilingual Education, Classroom Communication