Tippeconnic, John W., III (1988). Attitudes Toward the Education of American Indians. A Survey. This paper provides results of a national survey of 110 educators involved in American Indian education on their general attitudes toward such education; of the total sample; 60 responses were received. Lack of funding for American Indian education was the most important national issue identified, followed by need for qualified Indian administrators and educators, curriculum issues, financial aid for students in higher education, and academic achievement. Locally, however, parent/family involvement and recruitment, retention, advisement, and counseling were rated among the top five needs. Nationally 35.1% of respondents felt that American Indian education has improved in the past five years, whereas 33.3% felt it has gotten worse. Comparable data are reported for improvement at the state and local levels. A majority of the respondents supported raising achievement standards but felt that Indian education fared poorly under the Reagan administration. Ninety-three percent believed that culture and language as well as academic studies should be the focus of Indian education programs. Almost 100% supported bilingual education for American Indians. While 92.7% believed there is a need to do more research in Indian education, only 21.8% knew of meaningful research being conducted. Results are presented in tables, but include summaries of comments on each question. The text of each question in the survey is included in this report.   [More]  Descriptors: Administrator Attitudes, American Indian Education, Attitude Measures, Bilingual Education

Casserly, Michael; And Others (1993). Urban School Enrollment: Twenty Year Trends, Urban Indicator. Enrollments in city public schools over the last 20 years are reviewed and analyzed. Enrollment in the member cities of the Great City Schools (GCS) declined at twice the national rate between 1970 and 1990, at 23.1% versus 10.2%. The composition of urban school enrollment also changed dramatically. The Anglo American share of GCS enrollment between 1970 and 1990 decreased from 48.5% to 23.5%, and by 1990, more than 75% of GCS students were children of color, with more than half of those attending GCS schools eligible for free or reduced lunches. The GCS school systems educate a disproportionate share of the nation's new immigrants and language minorities. In 1990, more than one third of all students with limited English proficiency attended GCS schools. The changing demographics of urban enrollment places many burdens on urban school systems, including demands for preschool education, enhanced instruction, bilingual education, and social services. America cannot be competitive in a global society unless urban children are afforded education and access to the American dream. (Contains five charts and eight references.) Descriptors: Bilingual Education, Elementary Secondary Education, Enrollment, Enrollment Trends

Spano, Sedra G. (1991). FEEDBACK: An Updated Look at Limited-English-Proficient Students in AISD, Feedback. Information about limited-English-proficient (LEP) students in the Austin (Texas) Independent School District (AISD) is summarized. In the 1990-91 school year, 5,047 students in the AISD were served in LEP programs at elementary schools (3,933 students), middle schools (555 students), and secondary schools (559 students). Most were Spanish speakers (90 percent), with speakers of Vietnamese (3 percent) the next largest group. Overall, students in LEP programs represent 65 languages. Most (92 percent) of the AISD's LEP students were from low-income families. Programs offered include: (1) bilingual education; (2) English as a Second Language; (3) the Language Arts Mastery Program (an oral language arts program); and (4) modified instruction. In some cases, students needing a particular type of instruction had to transfer to other school campuses. In 1990-91, there were 282 transfers for such reasons. A total of 393 students exited from LEP programs in the school year. Of the 2,974 graduates in 1990-91, 27 percent were LEP or formerly LEP. Six figures illustrate the summary, and there is a six-item list of references.   [More]  Descriptors: Asian Americans, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

Southwest Educational Development Lab., Austin, TX. (1994). Schools along the Border: Education in the Age of NAFTA. EdTalk. This report focuses on the educational implications of Mexican immigration resulting from the North American Free Trade Agreement. Informed debate and the effectiveness of educational initiatives depend upon an understanding of the issues from both historical and contemporary perspectives. At present, neither efficient systems nor effective structures are in place to handle the complicated educational issues that are emerging. To be successful, all efforts must recognize and consider three realities: the continuing migration of families and students into the United States in search of a better life; the educational background of Mexican immigrant children; and the rapidly evolving economy, society, and culture of border areas. This report presents a brief history of the Mexican educational system, including efforts at reform. Existing and emerging cross-border education agenda are summarized, including bilingual education and the shortage of bilingual teachers, curriculum alignment and credentialing, distance education technology, cultural exchange and understanding, social and health services, and special education. It outlines some of the current efforts to deal with these issues by federal and state governments, higher educational institutions, businesses, and the Southwest Educational Development Laboratory. The report concludes that border issues will eventually affect much of both countries and that solutions will require drawing upon the strengths of each.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Cultural Awareness

California State Dept. of Education, Sacramento. (1989). Language Census Report for California Public Schools, 1988. California's annual language census survey for 1987-1988 contains data on the numbers and geographic distribution of limited-English-proficient (LEP), fluent-English-proficient (FEP) public school students with native languages other than English, and of bilingual staff in the public school system. Of the nearly 4 million students enrolled in California public schools during 1987-1988, more than 14.0 percent were identified as being LEP and 13.0 percent as being FEP. Students were identified in 45 primary languages. Tables display data on: (1) LEP and FEP enrollments by grade level, county, and language for 1988 and on trends in enrollment since 1984; (2) LEP students in California bilingual education programs; (3) students in migrant education programs; (4) and bilingual staff members by county, language, and classification. A world map shows the countries of origin for LEP students in cases where more than 2,000 students from that country are enrolled in California public schools.   [More]  Descriptors: Bilingual Education Programs, Bilingual Students, Bilingual Teachers, Elementary Secondary Education

Artesia Public Schools, NM. (1973). Suggested Curriculum Guidelines for an Effective Bilingual Program, 1973-1974. Health, Science, Social Studies, New Mexico History, English as a Second Language, Multiculturalism. Third Grade, Level 3. This volume presents suggested curriculum guidelines for an effective bilingual program, with specific focus on instruction in health, science, social studies, New Mexico history, English as a second language, and multiculturalism, at the third grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for formal learning and formal training is the linguistic and cultural heritage that the child brings to the school situation. The Learning Loop method is used, involving five basic steps in the presentation of all subject matter: (1) diagnosis–recognizing the child's needs; (2) prescription–outlining the child's learning activities; (3) commitment–willingness of the child to learn; (4) treatment–teaching time spent; (5) evaluation of the child's accomplishments. The volume is divided into six major sections, each dealing with one of the subject areas and itself divided into smaller units. The guidelines for each unit are presented in terms of concept or objective to be taught, content, resources and materials, and evaluation. Criterion-referenced inventory cards for student evaluation accompany the text.   [More]  Descriptors: Bilingual Education, Criterion Referenced Tests, Curriculum Development, Curriculum Guides

Congress of the U.S., Washington, DC. House Subcommittee on Elementary, Secondary, and Vocational Education. (1994). Field Hearing on H.R. 6, Challenge for the Future: Educational Opportunities for California's Youth. Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session (Los Angeles, California, October 4, 1993). A House of Representatives subcommittee hearing addressed the reauthorization of the Elementary and Secondary Education Act, focusing on Chapter 1 and bilingual education needs and services in California. Statements were received from legislators, Los Angeles educational administrators and teachers, teacher educators, early childhood providers, and representatives of migrant education programs and migrant and Mexican American advocacy groups. Testimony discussed the following topics: (1) state probation camps that provide rehabilitation and educational services for juvenile offenders; (2) the burden on California, and particularly Los Angeles, of educating large numbers of immigrant children with limited English proficiency; (3) the need for programs to help bilingual paraprofessionals and teacher aides become certified bilingual teachers; (4) need for coordination of education, health care, child care, and other services for poor children; (5) the Equal Access to Education Act of 1993, which seeks to expand Chapter 1 from supplementary basic skills instruction to schoolwide reform; (6) changes in the Chapter 1 funding formula; (7) concern that the proposed clustering of federal categorical program funds will exclude migrant students from services; (8) parent involvement and parent education; (9) recommendations for improving migrant education, related to alternative methods of student data collection, consortium agreements, summer program formula, and eligibility; (10) crime prevention and safety in schools; (11) EDUTRAIN, an alternative charter school for delinquent and high-risk students; and (12) problems in providing quality preschool and child care services in poor neighborhoods.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Delinquent Rehabilitation, Disadvantaged

Shore, Rima, Ed.; And Others (1981). Project KANPE. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. Project KANPE is a bilingual education program designed to help talented/gifted Haitian high school students of limited English proficiency to acquire second language proficiency while developing their academic skills to the fullest and to prepare them for early entry into mainstream honor classes. The program seeks to accomplish this goal by supplementing basic bilingual services with individualized instruction in intensive English as a second language, native language, and career orientation; mathematics, science, and social studies instruction in French and Creole; and instruction in Haitian and American cultures. This report describes the program as implemented in 1980-81. The report discusses the program background, organization, and participants; implementation of instructional and non-instructional program components; and program evaluation. It is pointed out that because the project operated at sites where bilingual services were not available for Haitians, the staff served all Haitian students who required assistance instead of focusing exclusively on talented Haitian students. Evaluation indicates that (1) the program improved participants' attendance and attitudes toward school; (2) participants mastered English syntax objectives at rates that exceeded program goals; and (3) program attendance generally exceeded school-wide attendance. It is recommended that program goals, instructional objectives, and eligibility criteria be modified, and that record-keeping be more systematic.   [More]  Descriptors: Academic Achievement, Academically Gifted, Attendance, Bilingual Education Programs

Adler, Elaine F. (1968). Basic Concerns of Teaching English as a Second Language in New Jersey. The author, a consultant in English as a Second Language (ESL) in the New Jersey State Department of Education, emphasizes the need for inservice training in ESL. She points out that school personnel of many districts which she has observed purport to have ESL programs but actually are unaware that the teaching of ESL requires special training. Inservice training is only one aspect of a teacher-training program; preservice course work should be part of the college curriculum of every undergraduate with plans to teach children who do not speak English or a standard dialect of English. Not all teachers are suited for ESL, but all should have a foundation in language in order to reinforce the work of the specialist. To teach ESL efficiently and effectively requires an understanding of (1) the English language, (2) how to teach it, and (3) the pupil learning it. It also requires understanding how language learning is different from learning a skill such as addition or subtraction. Problems concerning the practical application of bilingual education, the difference between English as a second language and English as language arts for the reading teacher, and setting up an ESL program in a community are also highlighted.   [More]  Descriptors: Bilingual Education, English (Second Language), Foreign Students, Inservice Teacher Education

Shore, Rima, Ed.; And Others (1981). Project LOUVERTURE. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. Project LOUVERTURE is a bilingual education program offering instructional and non-instructional services to Haitian high school students of limited English proficiency who have been identified as potential dropouts. Instruction includes English as a second language, native language skills, basic skills, content area subjects, and cultural education. Non-instructional services include guidance, staff development, curriculum development, and parental involvement. This report describes the project as it was implemented in 1980-81 and discusses such components as project organization; participants; instructional approaches; guidance services; curriculum development; and program evaluation. Evaluation results indicate that; (1) with a few exceptions, English syntax objectives were achieved; (2) program attendance rates were higher than school-wide rates; and (3) students and staff demonstrated positive attitudes concerning the program and its impact. The report observes that the program was not implemented as proposed (for example, the program did not identify potential dropouts and instead served any Haitian student of limited English proficiency; furthermore, the project staff emphasized development of self esteem and cultural awareness over academic achievement) and presents recommendations for program modification.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Cultural Awareness

New York City Board of Education, Brooklyn, NY. Office of Educational Research. (1994). Project Familia. Final Evaluation Report, 1993-94. OER Report. Project Familia was an Elementary and Secondary Education Act Title VII project in its second year in 1993-94 in New York City. Project Familia served 77 children at 3 schools who were identified as limited English proficient, special education students in prekindergarten through fifth grade and their parents. The project provided after-school language enrichment to enhance the students' perceptual motor, cognitive, socio-emotional, and linguistic development. Students received instruction in English as a Second Language (ESL). Participating adults received biweekly training on issues related to parental involvement and bilingual special education. They also received ESL instruction. Teachers of Project Familia students attended staff development meetings related to bilingual special education, teaching methodologies, assessment of diverse students, cultural pluralism, and exceptionality. The program met its objectives for ESL, content area subjects, staff development, and parent involvement. More training is recommended for parents in the areas of technology and career awareness. Seven tables present evaluation findings. Three appendixes describe program materials, a schedule, and the parent questionnaire.   [More]  Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Elementary School Students

Artesia Public Schools, NM. (1973). Suggested Curriculum Guidelines for an Effective Bilingual Program, 1973-1974. Health, Science, Social Studies, New Mexico History, English as a Second Language, Multiculturalism. Fourth Grade, Level 4. This volume presents suggested curriculum guidelines for an effective bilingual program, with specific focus on instruction in health, science, social studies, New Mexico history, English as a second language, and multiculturalism, at the fourth grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for formal learning and formal training is the linguistic and cultural heritage that the child brings to the school situation. The Learning Loop method is used, involving five basic steps in the presentation of all subject matter: (1) diagnosis–recognizing the child's needs; (2) prescription–outlining the child's learning activities; (3) commitment–willingness of the child to learn; (4) treatment–teaching time spent; (5) evaluation of the child's accomplishments. The volume is divided into six major sections, each dealing with one of the subject areas and itself divided into smaller units. The guidelines for each unit are presented in terms of concept or objective to be taught, content, resources and materials, and evaluation. Criterion-referenced inventory cards for student evaluation accompany the text.   [More]  Descriptors: Bilingual Education, Criterion Referenced Tests, Curriculum Development, Curriculum Guides

DBS Corp., Arlington, VA. (1982). 1980 Elementary and Secondary Schools Civil Rights Survey, State Summaries. Volume I of II. This report constitutes volume one of a two-volume report containing State summaries of data from the Fall of 1980 Elementary and Secondary Schools Civil Rights Survey of students enrolled in the United States public schools. Table A presents state projections of survey data on rates of enrollment, disciplinary measures imposed, participation in special and bilingual education programs, and high school graduation by students' sex, ethnic group, and disabilities; information on the number of children receiving special education services in and out of school districts and on facilities for the handicapped in school districts; data on student participation in mixed and single-sex school programs; and enrollment figures for various special education programs and the amount of time spent in each. Table B includes the actual survey data on which the Table A projections were based, classroom data by subject, and additional information on programs for pregnant students. Information is presented in separate tables for each of the States.   [More]  Descriptors: Accessibility (for Disabled), American Indians, Asian Americans, Bilingual Education

New York City Board of Education, Brooklyn, NY. Office of Educational Research. (1993). The 1993 Follow-Up Evaluation of the 1991-1992 Foreign Language Immersion Program (Revised). OER Report. A program to provide New York City public school personnel with intensive language training, so they could serve in license-shortage areas, is evaluated. The program provided access to 6-week language immersion courses at four higher education institutions to improve oral and written language skills. Those eligible were teachers, guidance counselors, education evaluators, school social workers, school psychologists, and other employees currently serving in a non-supervisory pedagogical position who had, at the outset, an intermediate level of second language proficiency. In exchange for tuition assistance, on successful completion of the language courses, participants were required to serve for a minimum of two years in a bilingual education position in an area of employee shortage. Evaluation of the program is described in this report. The program was found successful in increasing the number of non-supervisory pedagogical employees in bilingual positions: 89 percent of follow-up survey respondents obtained a bilingual position, and 95 percent obtained bilingual certification. Respondents rated most program aspects highly. Recommendations include: continuation of the program; modification of language laboratory and cultural activities to prepare graduates better for bilingual positions; and provision of training geared to teacher specialization. Eleven tables of study data are appended.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, College Second Language Programs, Elementary Secondary Education

Wilkinson, David; Gonzalez, Rosa Maria (1995). Bilingual/ESL Programs Evaluation 1994-95. Publication No. 94.05. In compliance with state law, the Austin Independent School District (AISD) (Texas) provides programs to help students identified as limited English proficient (LEP). These are Bilingual Education (BE) courses which provide dual-language instruction in major content areas, and English as a Second Language (ESL), which provides intensive English instruction. In 1993-94, AISD enrolled 9,139 LEP students, of whom 91% were Spanish speakers, 4% were Vietnamese, and 5% represented 52 other language groups. Most LEP students (7,213) were served through LEP or BE programs, although the parents of 1,339 LEP students refused services for their children. The numbers of AISD's LEP students have been increasing for the last 7 years. Their achievement as measured by standardized tests, including a Spanish-language instrument, is generally below that of state and national comparison groups. Exited LEP students dropped out less frequently; were retained less often; made higher grade point averages (GPAs); and were involved in fewer disciplinary incidents than students districtwide. A 4-year comparison of LEP students and those whose parents refused services indicated better attendance, GPAs, and lower retention and discipline rates for served students. Recommendations are made for program improvement. (Contains 41 figures, 11 attachments in tabular form, and 13 references.)   [More]  Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Discipline