Levitan, Sar A.; Gallo, Frank (1993). Education Reform: Federal Initiatives and National Mandates, 1963-1993. Occasional Paper 1993-3. The federal government initiated educational reform measures in the United States long before the subject became a matter of national concern. In recent decades, reform has focused on helping children whose special needs were neglected by the school system. Evidence shows that these efforts have improved services to neglected groups, but without increases in federal funding. Still, the role of the federal government in shaping elementary and secondary education is likely to grow during the 1990s. That role is more likely to be in systemic school reform through the design of curricula, model texts, tests, equipment, and the hiring of staff to free up teachers for instruction. Improving preschool education and the transition from school to work will also be emphasized. This report suggests that federal intervention is necessary if systemic education reform is to be successful. Included is a review of major federal initiatives from Head Start through high school. Other topics discussed are: Chapter 1, students with disabilities (special) education, bilingual education, and vocational education. Reforms outside the school system, improving the basic educational system through national standards and tests, teacher education, text and equipment improvement, staff increases, and school-to-work programs are also considered. A general overview of federal education policy concludes the document.   [More]  Descriptors: Educational Change, Educational Development, Elementary Secondary Education, Federal Government

Abel, Frederick J.; And Others (1994). Serving Under-Represented Diverse Populations. This paper describes how five medium-sized state institutions with teacher education programs have begun to meet the needs of under-represented, diverse populations. Central Washington University in Ellensburg, Washington, with large Hispanic and Yakima Indian populations, is participating in collaborative programs to establish a professional development center that will offer undergraduate and graduate programs to prepare teachers and school administrators from under-represented populations and provide opportunities for placebound students to acquire teaching degrees. Jacksonville (Alabama) State University has long served Appalachian Whites and now also serves an urban and rural Black population; it operates the Center for Individualized Instruction, an academic support center providing developmental education services. Saginaw Valley State University in Michigan serves urban Blacks; it recruits a culturally diverse student population, makes scholarships available to minority students, and provides reimbursement funds for undergraduate students seeking bilingual education endorsement. Montana State University serves both the Crow and Northern Cheyenne nations and has implemented the Systemic Teacher Excellence Preparation Project to help Native American and other mathematics and science teachers. The State University of New York at Plattsburgh, which has small numbers of Blacks, Hispanics, Asians, and French-speaking Canadian-Americans, conducts an outreach program to increase the diversity of the student body.   [More]  Descriptors: Asian Americans, Black Students, College Programs, Cooperative Programs

Murphy, William (1992). A Needs Assessment for English as a Second Language. Research Report. A study of data on 6,846 adult literacy education students in Pennsylvania gathered information on student characteristics, instructional settings, teaching methods, and program and policy needs. Results indicate that about 34% of the students were Hispanic, 31% were Indochinese, and 21% were from Eastern Europe and the Soviet Union. Three-quarters resided in the southeast/central part of Pennsylvania, with over 25% in Philadelphia. Most were in beginning level classes, and many were educationally disadvantaged, with literacy deficiencies common. About 20% received public financial assistance. In the 30 classes of English as a Second Language visited for the study, an obvious problem was overcrowding and lack of individual attention to students, with ramifications for classroom communication. Some teaching methods commonly used (Total Physical Response, the audio-lingual method, and cognitive methods) were not felt to be as effective as those that focus on enhancing communicative competence. The most controversial issue encountered was that of bilingual education versus use of the native language for instruction. Recommendations include reduction of class size; coordination with literacy councils to provide more volunteer tutors; use of public libraries for materials and field trips; and staff development workshops focusing on language teaching methods, specific difficulties related to first language, and cultural awareness. (MSE)   [More]  Descriptors: Classroom Techniques, Curriculum Development, Educational Needs, Educational Policy

Lascarides, V. Celia (1991). United States Contributions to Children's Rights: An Overview of the 20th Century. This paper reviews the contributions of the United States to the promotion of children's rights. In the 19th century, the United States created public schools to supplement family education. Societies to protect children were also established. Early in the 20th century, the government began a series of White House Conferences on Children and Youth, which resulted in the creation of the Children's Bureau in 1912 and the promulgation of the Children's Charter in 1930. In the 1930s, the Emergency Nursery Schools program and the Social Security Act improved the lives of children. After World War II, a series of Supreme Court decisions reversed the practice of "separate but equal" racial facilities and implemented school racial integration and busing. Since World War II, legislation concerning children has included: (1) the National School Lunch Act; (2) the Maternal, Child Health and Mental Retardation Act; (3) Project Head Start; (4) laws to strengthen education for educationally deprived children in low-income areas; (5) the Bilingual Education Act; (6) the Child Abuse Prevention and Treatment Act; and (7) the Education for the Handicapped Act. Nine references are cited. An appendix includes a copy of the Children's Charter.   [More]  Descriptors: Child Health, Child Welfare, Childrens Rights, Civil Rights Legislation

Kenyon, Dorry Mann; Stansfield, Charles W. (1992). Examining the Validity of a Scale Used in a Performance Assessment from Many Angles Using the Many-Faceted Rasch Model. An attempt is made is this paper to examine the validity of the American Council on the Teaching of Foreign Languages (ACTFL) scale through a comparison of the scaling of speaking tasks and speech performances by the scale and by a Rasch analysis of judgments made by "naive" persons. The results of the multi-faceted Rasch analysis seem to support the use of the scale in assessing developing second language proficiency. The unifying element was the underlying ACTFL scale. The results indicate a tendency towards convergence of the judgments made by "naive" judges across three different groups, made during separate phases of the test development project, made on different aspects of the project, and made using different methods of indicating decisions with the ACTFL scale. It is concluded that the use of the ACTFL Proficiency Guidelines is justified for developing performance-based assessments of speaking ability. Documentation is presented in 10 tables, and appendices provide: (1) the Structure of the Texas Oral Proficiency Test (TOPT)–Spanish; and (2) the TOPT Bilingual Education Teachers Job-Relatedness Survey. Contains 16 references.   [More]  Descriptors: Computer Software, Elementary Secondary Education, Guidelines, Language Proficiency

Berwick, Richard (1993). How Second Language Learners Respond to Central and Peripheral Content-Based Tasks. A study investigated the use of content-based tasks as central and peripheral in second language instruction. Specifically, it examined the relative effects of such tasks that were either central to the syllabus, as sources of knowledge or skills in their own right, or peripheral, as occasional source of language practice. The study was conducted with three groups of students in summer immersion programs: 12 Japanese teenagers with 3 native English-speaking informants; 18 Japanese college students; and 17 adult and secondary-level native English-speaking students enrolled in a Japanese course. Data on language use patterns were gathered in bilingual dyadic exchanges between native English-speakers and Japanese counterparts. Central and peripheral content-based tasks were analyzed for knowledge structures and repair type. Results suggest that learners make a variety of knowledge available to each other during negotiation over content-central tasks, suggesting two-way bilingual education may provide a richer context for learning both language and content. Similarly, content-central tasks, which permit open access to content knowledge, provide richer, more diverse background and situationally relevant knowledge than would content-peripheral tasks. However, it is also concluded that planned, content-peripheral tasks can be useful in providing highly contextualized language use.   [More]  Descriptors: Class Activities, Classroom Techniques, College Students, Discourse Analysis

Louisiana Commission on French as a Second Language, Baton Rouge. (1983). Louisiana's French Language Instruction: Appraisal and Recommendations. A Report to the Governor and the Louisiana Legislature from the Commission on French as a Second Language. In response to the report of the President's Commission on Foreign Language and International Studies and by appointment of the legislature, a commission studied the status of French language instruction in Louisiana. They found both significant deficiencies in foreign language competencies and substantial opportunities to build on existing French language skills and cultural heritage. The report has four sections. The first examines America's foreign language imperative, looking at both Louisiana's emphasis and the national situation. The second section outlines the establishment, objectives, activities, observations, and deficiencies of the state's Commission on French as a Second Language. The third section focuses on the roles of potential change agents: the Board of Regents, the three management boards for higher education institutions, the State Board of Elementary and Secondary Education, local school boards, the state educational agencies for all educational levels, the Council for the Development of French in Louisiana, and Louisiana citizens. The final section discusses further areas of action and recommends development of a unique form of bilingual education with broad private sector participation. Appendices include notes on the commission's mandate, lists of task force and commission members, a calendar of commission hearings, and the texts of relevant Louisiana legislation. Descriptors: Bilingualism, Cultural Education, Educational Change, Educational Objectives

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1993). Hearings on H.R. 2884, School-to-Work Opportunities Act of 1993. Hearings before the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session (September 29, October 20 and 27, 1993). These Congressional hearings contain testimony pertinent to passage of the School-to-Work Opportunities Act of 1993, which is a bill designed to create a national framework within which states and localities can develop effective systems for offering U.S. youths access to performance-based education and training programs that will in turn prepare them for a first job in a high-skill, high-wage career and increase their opportunities for further education. The following are among the agencies and organizations whose representatives provided testimony at the hearings: Manpower Demonstration Corporation, National Federation of Teachers, New England Deaconess Hospital, Jobs for the Future, U.S. Department of Labor, U.S. Department of Education, Center for Law and Education, National Youth Employment Coalition, Wider Opportunities for Women, American Federation of Labor-Congress of Industrial Organizations, Hurley Hospital, American Vocational Association, National Education Association, Sullivan College, Louisville Chamber of Commerce, Alternative Schools Network, Association for Community Based Education, American Occupational Therapy Association, Hispanic Association of Colleges and Universities, Jobs for Youth, American Legal Defense and Education Fund, National Association for Bilingual Education, National Association of Protection and Advocacy Systems, National Displaced Homemakers Network, National Urban Coalition, Women's Legal Defense Fund, and National Tooling and Machining Association. The complete text of the bill is included.   [More]  Descriptors: Competency Based Education, Education Work Relationship, Educational Legislation, Educational Opportunities

Negroni, Peter J. (1990). The Urgency for Change: School Reform and Quality Education for Hispanic Youth. Publication No. 90-03. This paper looks at the successful initiatives and unforeseen problems that have arisen in Massachusetts public education since the passage of the Public School Improvement Act of 1985, with a focus on the needs of Hispanic Americans. There is overwhelming evidence that the specific needs of Hispanic Americans are neither being identified nor met by the three major reform initiatives that have been introduced in the areas of state-parental choice, privatization of schools, and site-based governance. In view of the estimated future need for skilled workers, the business community has begun to spend resources on basic skills education and advanced training for employees or to form alliances with schools. The paper suggests the following planning efforts to address Latino needs: (1) early intervention programs; (2) parent training and involvement; (3) linkages with colleges and universities; (4) personalized and cooperative learning and peer tutoring; (5) involvement of community and human service agencies; (6) state regulations requiring school improvement plans and data profiles; (7) planning for mastery of higher-order thinking skills; (8) recognition that school effectiveness can be measured in ways beyond standardized tests; (9) incorporation of research findings on tracking, ability grouping, retention, suspension, and bilingual education; (10) implementation of a state-supported affirmative action program that attracts Hispanic professionals; (11) equal funding access to education; (12) creation of a statewide Hispanic Advisory Council; and (13) support for programs that work. This document contains 55 references. Descriptors: Affirmative Action, Cooperative Programs, Disadvantaged Youth, Early Intervention

Jones, Richard S. (1982). Federal Programs of Assistance to American Indians. A Report Prepared for the Senate Select Committee on Indian Affairs of the United States Senate, Ninety-Seventh Congress, Second Session. Updated information provided by 25 executive agencies of the Federal Government describes (1) programs specifically designed to benefit Indian tribes and individuals; (2) programs which specifically include Indians or Indian tribes as eligible beneficiaries; and (3) programs which may not specifically denominate Indians or Indian tribes as eligible beneficiaries, but which are deemed to be of special interest to Indians. Most entries include name, nature and purpose of program; eligibility requirements; information sources; application procedures and deadlines; authorizing legislation; administering agency; available assistance; use restrictions; fiscal year 1980-82 appropriations; obligations incurred; local and Washington contacts; and related programs. Programs sponsored by the Department of Education include grants to local educational agencies, special programs and projects, adult Indian education, grants to Indian-controlled schools, fellowships for Indian students, vocational education program for Indian tribes and organizations, vocational rehabilitation, handicapped preschool and school programs, basic educational opportunity grant program, bilingual education, and grants to strengthen development in higher education institutions and school assistance in maintenance and operation. The Bureau of Indian Affairs Offices of Indian Education Programs, Indian Services, Trust Responsibility, and Administration list a total of 36 programs.   [More]  Descriptors: Adult Education, American Indian Education, American Indians, Economic Development

Richmond Unified School District, CA. (1990). De Anza: A Paideia School. Classical Studies Program 1990-91 Course Offerings for the Classical Studies High School. The Richmond (California) Unified School District's System for Choice allows parents and students to select from a variety of programs designed to satisfy diverse interests and needs. This publication describes offerings at De Anza High School, a Paideia school. De Anza is the only high school in the district that offers Classical Studies, a challenging academic program designed to prepare every student for college and productive employment. Classical Studies incorporates the following elements: (1) computer use across the curriculum; (2) coaching; (3) seminars; (4) extra support to help students achieve, including both academic and behavioral support; and (5) common classroom practices and whole-school strategies to manage student behavior, including goal-setting and self-evaluation, clear expectations, organization, troubleshooting, and community service. The publication lists graduation requirements, state college and university entrance requirements, sample student schedules, and a summary course list. Course descriptions are provided for the following departments and areas: (1) applied academics, including business education, consumer home economics, and industrial technology; (2) bilingual education; (3) career development; (4) computer science; (5) English; (6) fine and performing arts, including art, music, and theatre; (7) foreign languages; (8) library; (9) mathematics; (10) other courses; (11) physical education; (12) science; (13) social science; and (14) special education. Each entry includes grade level, course length, prerequisites, graduation requirements, and a brief description.   [More]  Descriptors: Academic Education, Advanced Courses, Articulation (Education), College Preparation

Curiel, Herman; And Others (1993). A Needs Assessment Survey of Hispanic Oklahoma City Residents in High Density Areas. A Report of Findings. A survey of Hispanic residents of Oklahoma City assessed their knowledge of and need for health, social, and educational services. Home interviews were conducted with 212 Hispanic households in areas identified as having a high density of Hispanics. One adult was interviewed in each household. Interviewee characteristics included 28% under age 25, 54% female, 60% married, 84% with children, 63% with no formal education in English, 74% with less than 7 years schooling, 59% currently employed, and 70% immigrant. About half indicated a preference for communication in Spanish, while about a third were bilingual with no language preference. Respondents were generally uninformed about community services and indicated a number of needs that could be met by available services. The highest priority was given to educational needs, particularly English classes, GED instruction, and adult literacy programs. There was also a high level of perceived community need for health-related services. The highest priority human-services needs were job placement, housing, crisis intervention, and day care. Of respondents with children currently or recently in school, 72% expressed satisfaction with their children's schooling, and few endorsed needs for bilingual education, smaller classes, or other educational change. Over 70% saw a need for recreation centers for youth, and about half supported needs for alternative education and counseling services for troubled youth.   [More]  Descriptors: Adult Basic Education, Community Services, Educational Needs, Elementary Secondary Education

Littlebear, Dick (1989). Effective Language Education Practices and Native Language Survival. Keynote Address. The importance of Native languages to Native Americans and the effort needed to maintain them are discussed in this keynote address at the ninth Native American Language Issues Institute. It is noted that the current cultural transition has demeaned Native languages and cultures and that strategies must be devised by Native Americans to counter the negative effects of cultural transition. Complications include alien organizational systems, high technology, alcohol and drugs, ambiguous values, exploding populations, erosion of language and culture, and a shrinking world that affects the remotest villages and reservations. Rather than rejecting the white man's education, Native Americans should manipulate it and give it a Native cultural input and relevance. Effective practices can help reduce the high dropout rate. Practices include the following: returning to learning and teaching language and culture within the family; encouraging parents to support the schools; identifying the best approaches for learning both native languages and English; increasing the involvement of Native Americans as teachers, administrators, and members of school boards; sustaining generations-long tribal-wise efforts; encouraging leaders with a wider vision; supporting bilingual education as an option and multicultural courses as requirements for teachers; and insisting on cultural relevance for school systems serving a majority of language minority students. The necessity of becoming involved in the political process is also noted. It is concluded that Native languages nurture spirits and hearts while the English language is the means for physical sustenance.   [More]  Descriptors: American Indian Languages, American Indians, Cultural Differences, Educational Objectives

New Jersey State Board of Higher Education, Trenton. (1981). The Statewide Plan for Higher Education, State of New Jersey Board of Higher Education. The 1981 statewide plan for higher education in New Jersey is presented. The following challenges for the future are briefly addressed: education in a technological society, liberal education for social change, the size and composition of the college population, public priorities and fiscal resources, the role of government, the Board and Department of Higher Education, the chancellor, institutional quality, affirmative action, international education, research, and cultural responsibilities. Policy for the decade ahead is considered in relation to opportunities for higher education, quality of educational programs, research and advancement of knowledge, and management and accountability. The role and mission of specific institutions of higher education and of each sector are considered. Enrollment goals and projections are specified regarding undergraduate enrollment goals, the proportion of high school graduates going to college, the role of out-of-state students, the retention of students, and the enrollment of transfer students and older students. Admission policies for the 1980s are considered in respect to increasing access, matching student needs with institutional strengths, and increasing access to transfer students. Academic program quality concerns, quality and development of the faculty, basic skills testing and programs, bilingual education, institutional resources, and student services and facilities are addressed. Issues pertaining to financing higher education in the 1980s and specific programs, including vocational and cooperative education, and health professions education are also covered. Minimum requirements for degrees and the methodology for projecting enrollments are described in appendices. Descriptors: Access to Education, Ancillary School Services, Basic Skills, College Admission

Cline, Herman H. (1987). Bilingual/Bicultural Educational Materials and the Institutions Involved in Their Use, Preparation and Distribution. A study of the development of bilingual/bicultural instructional materials (mostly for Spanish-speaking populations) and the institutions involved in their use, preparation, and distribution is described. A review of representative materials and on-site visits to 75 institutions, programs, and publishers in New York, California, Florida, Puerto Rico, Texas, and the District of Columbia is presented, and a list of all 75 sites is included. Observations indicated that the best programs employed individuals with a high degree of dedication to the field. Personnel were highly critical of some instructional materials which were direct translations from other languages and cited the need to supplement state curricula with representative materials from the cultures represented in their classrooms. Two disturbing factors were observed: administrative decisions not to mass produce or disseminate developed materials; and lack of publicity or in some cases interagency rivalries which frequently prevent practitioners from hearing about such materials. A review of state and federal mandates and legislation regarding bilingual education mirrors the confusion sometimes seen in the classroom and in the development and use of materials, with some states having clear mandates and others not truly giving consideration to this field. Although there are some excellent instructional materials available, personnel interested in obtaining them must search them out. Descriptors: Biculturalism, Bilingual Instructional Materials, Educational Legislation, Elementary Secondary Education