Community School District 6, New York, NY. (1980). Project BETA. Community School Board District 6, Manhattan. Evaluation Report, 1979-80. This is an evaluation of a Bilingual Education Through the Arts Program, established as a component of a bilingual-bicultural program conducted in a New York City school district in 1979-1980. The program involved both Spanish speaking and English speaking students in grades K-6. The report includes discussion of: (1) the program's characteristics; (2) its goals and objectives; (3) the instructional program; (4) the bilingual guidance program; (5) staff development; (6) parent and community involvement; (7) the curriculum and materials component; and (8) organization and staffing. The design of the evaluation is also reviewed. Findings of the evaluation cover the following areas: (1) the use of the arts; (2) Spanish Language Arts; (3) English as a Second Language; (4) social studies; (5) mathematics; and (6) science. Also provided are findings regarding: (1) pupil performance; (2) the guidance program; (3) staff skills; (4) inservice training; (5) parent involvement; (6) materials and curriculum development; and (7) program coordination. Language and achievement test data are presented along with conclusions and recommendations. The appendix includes sample evaluation forms and questionnaires.   [More]  Descriptors: Art Education, Bilingual Education, Bilingual Teachers, Community Role

Martinez, Ana L. (1988). Theodore Roosevelt High School Project TEACH, 1986-1987. OEA Evaluation Report. Project TEACH (Technological Enrichment and Achievement for Cambodians and Hispanics), administered by Theodore Roosevelt High School's foreign languages and bilingual education department, was designed to provide newly arrived students with bilingual instruction in computer technology and business. In its third year, the program served 275 limited-English-speaking students from the Caribbean, Central America, and Cambodia in grade nine through eleven. The project offered a wide range of courses, including English as a second language (ESL), Spanish, bilingual content-area instruction, computer technology, and business. Computer use for academic preparation increased during the project. Lack of a Khmer-speaking teacher made individualized content-area instruction for Cambodians infeasible; however, Khmer-speaking paraprofessionals assisted students in courses taught in English. Academic, career, and personal counseling, staff development, and parental involvement were included in the program. Analysis of student achievement data indicates: (1) students met program objectives in ESL; (2) Spanish language program objectives were met; (3) course passing rate objectives were met for computer and keyboarding courses, but not for mathematics; and (4) the attendance rate for participants was higher than for mainstream students.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Business Education, Cambodians

Burns, Allan F. (1979). From Rural School Project to Rural School Problem: Willcox, Arizona. The planned Experimental Schools (ES) project changed drastically before it was implemented in Willcox, Arizona, a diverse, multicultural community open to new ideas and outside innovations. As planned by a core of interested principals, teachers, and staff, with help from federal personnel, the project originally called for changes (in curriculum; staff training and utilization; use of time and facilities; administration, organization, and governance; community-schools partnership) and local evaluation. A changing relationship with Washington, significant personnel changes, community dissatisfaction, and confusion as to who "owned" the project transformed the plan into something far different. The implemented ES project consisted of isolated projects in early childhood education, bilingual education, media use, reading, counseling and guidance, and community schools. The positive and exciting planning year was followed by numerous faculty and administrative resignations. The first year of implementation was largely dependent on the personality of the new superintendent, who also resigned at the end of that year, due to increasing disagreement between Washington and Willcox. During the next three years, the increasingly limited project remained a mystery to most teachers, whose interest went to other projects. When the project was terminated a year early, neither the schools nor the community were suprised. Descriptors: Administrator Attitudes, Anglo Americans, Bilingual Education, Community Attitudes

Macias, Reynaldo Flores, Ed. (1977). Perspectivas en Chicano Studies I (Perspectives in Chicano Studies I). The first of 12 papers, "Colonial Labor and Theories of Inequality: The Case of International Harvestor", reports on the role of minority labor in one of the largest corporations in the U.S. and interprets the patterns of inequality within a framework of colonial theory. "Casimiro Barela: A Case Study of Chicano Political History in Colorado" recounts the accomplishments of a Chicano political leader who in the last quarter of the 19th century protected the rights of Chicanos in Colorado and throughout the Southwest. Other papers present a historical analysis of the Title VII Bilingual Education Act, discuss Chicanos in politics, summarize a mental health needs and attitude survey, describe the development of the Chicano working class in Santa Barbara, California, and discuss Chicanos as a post-Colonial minority. "Towards an Understanding of the Politicization of Lumpenproletariat: A Dramaturgical First Look" recounts the author's participation-observation experiences with a Brown Beret Chapter in its formative stage. Two other papers discuss Marxism and the Chicano Movement, and Tejano music as an expression of cultural nationalism. The final papers are "Language as an expression of Ideology: A Critique of a New Marxism View" and "The Social Origins of Chicano Nationalism, Class and Community in the Making of Aztlan: 1800-1900." Descriptors: Bilingual Education, Colonialism, Conference Reports, Conferences

Anchondo, Jose Jorge; And Others (1977). Working With Your School. A Handbook of the Texas Advisory Committee to the United States Commission on Civil Rights. Public education consists of various levels of laws, policies, regulations, rules, guidelines, and practices based on the U.S. Constitution. At each level, there is a set of "do's and don'ts" guiding the actions of people involved in public education. This handbook, written to help people understand their rights relating to public education, gives information, ideas and suggestions on how to improve the students' education. Discussed are the education pyramid; legal rights of students and their parents regarding freedom of speech, searches, suspensions and expulsions, dress codes, corporal punishment, student marriage and pregnancy, student records, ability grouping, the educable mentally retarded, bilingual education, Federal programs and discrimination, free lunch program, Freedom of Information Act; how to influence school decisions; evaluation of the curriculum, personnel, school plant and equipment; Texas State education agencies and laws–Texas Education Agency, State Board of Education, State appeals system, State Department of Education, Texas Open Records Act, Texas Open Meetings Act; and how and where to file discrimination complaints. Also included are sample letters for filing Titles VI and IX complaints, for requesting a conference with school personnel, and for requesting permission to speak before the school board; suggestions for dealing with people in the education pyramid; procedures on hearings and appeals; and a checklist for evaluating a school. Descriptors: Ability Grouping, Bilingual Education, Board of Education Role, Civil Liberties

Yorio, Carlos A., Ed.; And Others (1979). On TESOL '79: The Learner in Focus. Selections include Strevens' discussion of teaching for different circumstances, Morley's discussion of new developments in teaching materials, Swain's overview of research in bilingual education, Shuy's, Oller's, Bernal's, and Rosier's respective discussions of test bias, and Rivers', Hines', Scovel's, and Taylor's explorations of the Silent Way, Suggestopedia, and Community Language Learning. The section on curriculum design implementation includes reports on language teaching materials by Candlin and Breen and developing language use formats by Jones. Papers on testing include explorations of bias in language placement examinations by Farhady, bias in reading comprehension tests by Mohan, and alternatives to and scoring procedures for use on cloze tests by Mullen and Alderson, respectively. Focus on new approaches to training ESL nonspecialists, ESL teachers, and TESL students is provided by papers by Cott and Dubin, Newfield and Webb, and Clarke and Seward, respectively. Papers focusing on TESOL research include discussions of learner social and linguistic behavior by Cathcart, Strong, and Fillmore, politeness by Scarcella and by Walters, indirect speech acts by Carrell, questions by Crymes and Potter, oral and written syntactic relationships by Vann, composition skills by Arthur, and the relationship between syntactic skill and writing quality by Kameen.   [More]  Descriptors: Achievement Tests, Bilingual Education, Bilingual Students, Cloze Procedure

Weibly, Gary; And Others (1979). Evaluation Design, 1978-1979. ESEA Title VII Bilingual Program. A summary is presented of the Austin Independent School District's demonstration bilingual project, which is funded under Title VII of the Elementary and Secondary Education Act. The purpose of the five-year project is (1) to build up the district's capacity to implement bilingual education through staff development, curriculum development, and parental involvement, and (2) to demonstrate the effectiveness of selected processes in staff development and parental involvement. The instructional component is designed to provide bilingual instructional activities in language arts, reading, and math. The staff development component is responsible for developing preservice and inservice training for bilingual program personnel. In the curriculum development component, special emphasis is placed on the identification and adaptation of culturally relevant instructional materials. The parental involvement component focuses on assisting schools in developing and implementing programs that will lead to improved school-home relations. Program evaluation objectives, decision questions, information needs, dissemination activities, information sources, and data to be collected in the schools are summarized.   [More]  Descriptors: Accountability, Bilingual Education, Cultural Background, Curriculum Development

National Council of La Raza, Washington, DC. (1980). Como Puede Mejorar el Programa de Educacion Migrante con el Poder e Influencia de los Padres. Parent Power in the Migrant Education Program: How to Make a Difference. The bilingual (English-Spanish) handbook explains the established rights that parents with children enrolled in the Elementary and Secondary Education Act Title I Migrant Education Program have and presents ways in which parents can use these rights to help ensure that their children receive a quality education. Chapters discuss: (1) content of the law, delineating state and local responsibilities; (2) strategies for parent involvement through unofficial (working as classroom aides, volunteering, visiting classrooms and teachers) and official (participation in Parent Advisory Councils to evaluate, monitor operations, and guide future project planning) channels; (3) proper uses for Title I funds (supportive services, including identifying and treating health problems, daycare or Head Start, free or reduced-price food); (4) designing project services to meet local needs for outreach and recruitment, bilingual education, health services, staffing, and needs of young, elementary and older students; (5) maintaining school records in compliance with the Migrant Student Record Transfer System and respecting the Family Educational Rights and Privacy Act; (6) formal procedures for filing parent complaints; and (7) special provision arrangements for public or nonprofit private agencies to administer projects. Appendices provide definitions for Title I terms, and addresses and telephone numbers of state departments of education. Descriptors: Advisory Committees, Ancillary School Services, Bilingual Education, Compliance (Legal)

Tiger, Georgianna (1980). An Analysis of Current Indian Legislation and Its Impact On Schools On or Near American Indian Reservations. Significant 1970's federal legislation regarding American Indian education includes the Tribally Controlled Community Colleges Act; the Gifted and Talented Children's Act (Title IX Elementary and Secondary Education Act, or ESEA) which focuses in part on economically disadvantaged children; the Bilingual Education Act (Title VII ESEA); and the Indian Basic Education Act (IBEA) of 1978 (Title XI ESEA). The IBEA, the result of several years of Congressional work, mandates Bureau of Indian Affairs (BIA) reform in ten areas: academic standards, boarding situations, school construction, educational functions, funding, parental participation, education personnel, information management, technical assistance, and recruitment. The IBEA addresses student rights within BIA schools and Indian control of Indian educational affairs. The law also gives the Director of the Office of Indian Education Programs line authority over all education personnel. Teachers are removed from civil service and placed under local control. Possibly the greatest impact on Indian education would result not from these new laws, but from the transferral of Indian education to the newly created Department of Education. For Indian education to remain under the authority of the BIA the IBEA must be successful.   [More]  Descriptors: Academic Standards, American Indian Education, American Indian Reservations, Bilingual Education

Asselle, Maria Grazia; And Others (1988). Walton High School Project BLAST, 1986-1987. OEA Evaluation Report. In 1986-87, its fourth year of funding under Title VII, Project BLAST (Bilingual Language Arts Survival Training) served 185 Spanish-speaking ninth- through twelfth-grade students with limited English proficiency at Walton High School in the Bronx. The program provided supplementary services to the school's bilingual education program by developing students' skills in English as a second language (ESL), Spanish, and content areas (mathematics, science, and social studies) through computer-assisted instruction, providing career orientation/exploration training units integrated into ESL classes, providing citizenship training units integrated into social studies classes, and promoting high attendance by extensive monitoring and follow-up. Additional components included college counseling, extracurricular cultural enrichment activities, parent involvement activities, staff development, and curriculum development. Analysis of student achievement data indicates that the program met its objectives in one of two English language development areas, ESL course passing rates, or native language arts, as well as in attendance rate, and dropout rate. Mixed results were found in Spanish II through V and in content area courses, and the graduation rate objective was not achieved. Most parent involvement, staff development, and curriculum development objectives were met. Recommendations for improvement are given.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Career Exploration, Citizenship Education

Rudes, Blair A.; And Others (1988). Instructional Services for Native American Students with Limited-English-Proficiency: Year One Report of the National Evaluation of Services for Limited-English-Proficient Native American Students. This report is part of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient (LM-LEP) Students, which did not include Native American students. The document summarizes results of the first year of a two-year study. It includes results of data collection from 23 projects, with students from 16 different tribes and 18 different language groups. The document describes American Indian bilingual education projects, their criteria, and the instruction generally received by Indian LEP elementary students. The Stanford Achievement Test (SAT) was used as a measure of academic achievement of first- and third-grade American Indian LEP students. The students scored somewhat higher on vocabulary and reading comprehension than students in the national LM-LEP study, but slightly lower in math. It is noted that students receiving special instruction in English were most likely to have low SAT scores, suggesting the special services are being directed toward those who are most in need of them. The report contends Indian students in rural schools have serious educational problems. Although the students have average or better than-average academic aptitudes, they performed poorly on standardized achievement tests. A comprehensive assessment of the schools the students attend is recommended. Graphs, charts and references are included.   [More]  Descriptors: Achievement Tests, American Indian Education, American Indian Languages, Aptitude Tests

Shore, Rima, Ed.; And Others (1981). South Bronx High School Bilingual Basic Skills Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, presents demographic data for, and evaluates the effectiveness of a bilingual education program for 344 Hispanic students in South Bronx High School, New York. The program's goals include improvement of students' English and Spanish language skills, reinforcement of Hispanic cultural values and knowledge, enhancement of self esteem, and orientation to the culture and values that students confront in the United States. The instructional component of the program stresses early and gradual transition to a mainstream, English language program. This objective is pursued through intensive English as a second language instruction, as well as bilingual classes in science, mathematics, and social studies. The noninstructional component of the program includes emphases on curriculum and materials development, supportive services, staff development, parental and community involvement, and students' affective domain. Evaluations of students' academic performance indicate that in 1980-81, program participants who received instruction in English had higher pass rates than did those who received instruction in Spanish. This report provides several recommendations for more effective implementation of the bilingual program.   [More]  Descriptors: Achievement Gains, Basic Skills, Bilingual Education Programs, Community Involvement

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction. (1980). Minimum Teaching Essentials: Grades 3-5. This edition of "minimum teaching essentials" presents the minimum in basic skills and knowledge which must be taught to New York City school students in grades 3-5. The bulletin begins with an overview of each subject area that highlights the major components of the individual disciplines and indicates the role each area plays in the total educational process. These areas include: (1) art; (2) bilingual education; (3) career education; (4) foreign language; (5) health education; (6) library media; (7) mathematics; (8) music; (9) physical education; (10) science; and (11) social studies. Work study skills for all subject areas are also presented. Curriculum content areas are listed here with descriptors for specific skills and knowledge objectives. Similar programs are given for: (1) communication arts, which includes listening, speaking, reading, and writing; (2) English as a second language; and (3) foreign languages in the Elementary Schools (FLES). A section on child development reviews children's basic psychological needs, and physical, emotional, and intellectual growth patterns of children in grades 3-5. A phonemes table and a list of curriculum publications are appended. Descriptors: Art Education, Bilingual Education, Career Education, Child Development

Spolsky, Bernard (1979). Overcoming the Language Barrier to Education. CATESOL Occasional Papers, No. 5. The relationship between teaching English to speakers of other languages and bilingual education is explored through three dimensions in language education: participants, channels, and codes. Language barriers to education can be found in each of these. As student participants become more numerous and more linguistically diverse, the educational system, geared for one language, falters. Participant teachers often do not speak the language of their students. The traditional channels for education (reading and writing), haven't considered the oral tradition of many children's pre-school education. The language code used in school, the standard dialect, is often not the variety used at home. To overcome these barriers, educators must: (1) recognize that the school does teach the child a new language or variety, (2) recognize that the learner is a fluent speaker of some language, (3) respect the value of the new variety being taught, (4) respect and strengthen mastery of the home variety or language and (5) ensure that the new curriculum and methods don't challenge or limit the respect due the old.   [More]  Descriptors: Bilingual Education, Bilingual Students, Cognitive Style, Curriculum

Cabrera, Eulalia; And Others (1988). South Bronx High School Project CIBE, 1986-1987. OEA Evaluation Report. The Computers in Bilingual Education (CIBE) program at South Bronx High School offered computer-assisted instruction in English as a second language (ESL), native language arts, social studies, mathematics, and science to limited-English-speaking students and provided instruction in computer literacy. It served 340 low-income ninth-, tenth-, and eleventh-grade Spanish-speaking students, mostly recent Puerto Rican immigrants. Classroom instruction was funded by several sources, and due to lack of experienced staff, some teachers taught outside their licensing areas. Program students made up over one-half of the school's graduating class. Since the program was strongly supported by the administration, its curriculum closely paralleled that of the mainstream. Analysis of student achievement data indicates: (1) English language development met or approached the objective in both semesters; (2) English, English reading, and native language course completion objectives were met; (3) content-area course passing objectives were met; (4) students achieved high passing rates in computer literacy; and (5) the attendance rate was significantly higher than that of mainstream students. Recommendations for improvement are given.   [More]  Descriptors: Bilingual Education Programs, Computer Assisted Instruction, Computer Literacy, English (Second Language)