This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include William G. Moore, Joseph F. Haenn, Orlando G. Baca, Lachman M. Khubchandani, Robert Rueda, Katherine Lynn Lauderdale, James Upton, Younghee Jang, Washington Quality Education for Minorities Network, and Carlos A. Bonilla.
(1994). Improving America's Schools Act: An Overview of P.L. 103-382. CRS Report for Congress. The Improving America's Schools Act of 1994 (IASA) was signed into law on October 20, 1994, as P.L. 103-382. The legislation reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA) through fiscal year 1999. The ESEA authorizes most federal elementary and secondary education programs, including the Title I program to provide compensatory education to educationally disadvantaged students. It also amends other legislation and establishes new programs outside of the ESEA. The amendments made to the ESEA reflect the following themes: (1) the creation of linkages between major ESEA programs and systemic education reform; (2) increased administrative flexibility for states, localities, and schools; (3) a new focus on several areas of emerging educational and social interest; and (4) somewhat greater targeting on students and schools with high needs. Among the major programs amended or established are the Title I program, the Dwight D. Eisenhower Professional Development program, the Technology for Education of All Students, the Safe and Drug-Free Schools and Communities Act, the Bilingual Education Act, the Public Charter Schools program, the Fund for the Improvement of Education, the Innovative Education Program Strategies, and Impact Aid. Appendices summarize funding levels for ESEA and IASA programs and compare provisions in prior law with the ESEA (as amended by the IASA). Four tables are included. [More] Descriptors: Educational Improvement, Educationally Disadvantaged, Elementary Secondary Education, Federal Legislation
(1998). The New York City Board of Education's Data Systems: An Initial Approach. A Report of the New York Networks for School Renewal (NYNSR) Research Collaborative. This report describes some of the major New York City Board of Education automated data collection systems and databases, and the ways in which information about individual students in these databases is collected from the schools, aggregated by staff in different central Board of Education offices, and used in school- and district-level reports. The report also describes procedures for correcting student or school-level data when the Board's information is inaccurate. The Central Board of Education maintains a number of different citywide computerized databases, each set up at different times over the last 20 years to fulfill particular needs. Until recently, school or district staff submitted data to various central offices where they were entered manually into computer systems. Today, most data are provided online by the schools directly through the Automate the Schools system for elementary or middle/junior high schools and the University Applications Processing Center for high schools. Some databases are particularly important to the system. The first is the Biofile, the systemwide database that contains basic information for all students enrolled in the New York City Public School System. The Bilofile has the Attendance, exam history, Bilingual Education Student Information System, and Immigrant subfiles. Another systemwide database is the Child Assistance Program system, which is used to keep track of individual special education students. Another is the Division of School Safety database, which collects and stores incident and suspension data. Data on the annual school reports come from these databases. The specific source is identified for information on: (1) number of students; (2) teachers' experience and background; (3) student characteristics; and (4) student achievement. Sources for assistance in completing or using these databases are provided. Four appendixes contain a glossary of acronyms, the names of liaisons and data system coordinators, a list of high school assessment coordinators, and the policy and guidelines for administering city and state assessments to limited English proficient students. (Contains four references.) [More] Descriptors: Academic Achievement, Academic Records, Bilingual Education, Computer Uses in Education
(1998). Our Educational Melting Pot: Have We Reached the Boiling Point?. The articles and excerpts in this collection illustrate the complexity of the melting pot concept. Multiculturalism has become a watchword in American life and education, but it may be that in trying to atone for past transgressions educators and others are simply going too far. These essays illustrate some of the problems of a multicultural approach. The following are included: (1) "The Cost of Multiculturalism" (Carlos A. Bonilla); (2) "American Identity or Multiculturalism" (Balint Vazsonyi); (3) "On Mastering the 3Rs" (Carlos A. Bonilla); (4) "Of Preferences and Racial Equality" (excerpt from "Preferences Hinder Racial Equality," by M. Royce Van Tassell "San Francisco Chronicle," January 23, 1998); (5) "News on Race" ("San Francisco Chronicle," January 23, 1998); (6) "The Menace of Multiculturalism" (Mary Lefkowitz, book review, "The Wall Street Journal," March 24, 1997); (7) "Assumptions upon which Multicultural Education Is Based"; (8) "The Recipe for Disaster" (Sharyn Chamberlain, Jennifer Gates, Kevin Kenworthy, and Huong Nguyen); (9) "Multicultural Education: Is It Harmful or Beneficial?" (Tasleem Ali, Kevin Begnaud, Tim Fritz, and Mike Vocker); (10) "The Culture Gap" (Kyle Jensen); (11) "Attaining Individuality after Bi-lingual Education" (Bill Alessio, Sandra King, Karen Osterli, and Ed Ford); (12) "Sports Ignite Unity" (Dave Hill, Jill Holley, Ismael Perez, and Jay Whinery); and (13) "To CLAD or Not To CLAD" (Laurie Jackson). (Contains 10 references.) [More] Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Disadvantaged Youth
(1993). An Analysis of Special Education as a Response to the Diminished Academic Achievement of Chicano Students. Chapter 9. Although the special education system has become a central institutional mechanism for addressing school failure and low achievement, it is a system unresponsive to the needs of Chicano students. Despite the severity of problems of school failure for Chicano students, interactions with the special education system have largely been characterized by antagonism and apprehension. The potential of special education for addressing this issue is hindered by continued reliance on a paradigmatic model with roots in the medical treatment of severe and organic disabilities. This model continues to be influential although the population served now consists mainly of children with mild learning problems without medical basis and, increasingly, children with diverse cultural and linguistic backgrounds. This prevailing model tends to view culture as a minor factor in learning, and low achievement as a child-centered phenomenon, while emphasizing classificatory uses of student assessment with only minimal applicability to meaningful classroom practice. As a result of legal controversy, much of the work on Chicano students in special education has focused on assessment, specifically claims of bias in intelligence tests, and resulting restrictive and stigmatizing placements. However, a literature review suggests problems in referral, diagnostic, and instructional practices as well. Promising areas for research and policy development include examination of current eligibility determination procedures and funding mechanisms; merger of special, regular, and bilingual education; reconceptualization of low achievement from a broader perspective; and development of more useful assessment practices. Contains 74 references. [More] Descriptors: Educational Policy, Educational Practices, Educational Research, Elementary Secondary Education
(1974). An Education Evaluation [of] the Choctaw and Chitimacha Schools. Final Report. December 14, 1973. Research and Evaluation Report Series No. 23. Consultations with 100 representative people from the Choctaw and Chitimacha schools and tribes and the Choctaw Agency constitute the basis of this formative evaluation, which is organized in terms of the following evaluation provinces: planning; curriculum; evaluation; special programs; support services; communication; personnel; and dormitories. As summarized, the major recommendations call for: planning conferences; annual priorities; a planning commission; voluntary year round education at Choctaw Central High School; a defense of the pupil-cost unit system; repair of three school plants and facility projections; implementation policy for career education with Federal assistance; individualized instruction; a curriculum committee and guide; a unified phonics reading program; annual teacher-administrator conferences; correlation of math and career education programs; internal evaluations; planning commission consideration of career, continuing, and compulsory education; a testing task force; master teachers in the larger schools and principals in the smaller schools; Head Start extension to every child; integration of Title I programs; elementary level bilingual education; orientation and in-service programs for all teachers; improved food service and parent-teacher communications; hiring on a teacher competency basis; philosophical commitment to the Choctaw Master Plan. [More] Descriptors: American Indians, Ancillary Services, Communication (Thought Transfer), Curriculum
(1995). Critical Elements and Practices of Transition Programs Linking Early Childhood Education and Early Elementary School. This paper examines how various elements of five early- childhood-to-elementary school transition programs are being developed and carried out. Five transition programs were identified and investigated in regard to shared leadership and decisionmaking among stakeholders, comprehensive and integrated services, family involvement and empowerment, cultural and linguistic sensitivity, family-school communication, joint staff development, developmentally appropriate practices, and program outcomes and effectiveness. The paper provides an inventory of specific approaches and program components that have proven to be effective in easing the transition from early childhood programs to elementary schools. The programs examined included: (1) the Head Start/Public School Early Childhood Transition Demonstration Project in Santa Clara, California; (2) Very Important Preschoolers (VIP) Village, which serves Imperial Beach and South San Diego, California; (3) the Head Start/Public School Early Childhood Transition Demonstration Project in Phoenix, Arizona; (4) Transitional Bilingual Education Program in Irvine, California; and (5) the Head Start/Public School Early Childhood Transition Demonstration Project in Reno, Nevada. An appendix provides the addresses and telephone numbers of the five transition programs. (Contains 23 references.) [More] Descriptors: Cultural Awareness, Developmentally Appropriate Practices, Early Childhood Education, Educational Practices
(1998). The California Cauldron: Immigration and the Fortunes of Local Communities. Since 1965, changes in the immigration law have altered the influx from abroad and transformed the nation, especially California. This book examines the fundamental transformation of the state's population, focusing on local outcomes in California communities. Chapters 1 and 2 discuss social and economic causes of immigration, types of migrants, changing global contexts, migration patterns, the immigration link with Mexico, and the Immigration Reform and Control Act and its aftermath. Chapters 3 and 4 examine: statewide impacts in terms of population growth and composition, fertility rates, immigrants' educational attainment and skill levels, and poverty; county and community patterns; impacts on counties related to birth rates, health care needs, changing school enrollments, educational needs of students with limited English proficiency, and poverty; the economic contributions and costs of immigration; and immigrants' earnings, progress, and effects on U.S.-born workers' wages. Chapter 5 looks at the American Dream of home ownership and a good education for immigrants' children and discusses educational attainment and trajectories, college attendance, the link between poverty and educational outcomes, language factors, and bilingual education. While many immigrants are realizing the American Dream, Mexican and Central American immigrants are losing ground due to their more limited education and low skills. It is the very large numbers of these immigrants that are at the center of the problem of how to create a new and integrated society. Chapters 6-8 discuss assimilation versus a multi-ethnic society, the politics of immigration, the strained social fabric, the outlook for the future, and the pressing needs to reform immigration policy and increase funding for education. (Contains a large bibliography, an index, and many figures and data tables.) Descriptors: American Dream, Asian Americans, Educational Attainment, Educational Needs
(1975). Selected Characteristics of the Spanish-Origin Population in Illinois and Some Related Educational Trends With Reference to Northern Illinois University and Its Service Area. The document presents the beginnings of a data base for educational policy and program planning at Northern Illinois University regarding the Spanish-origin population of its service area, and was compiled from numerous surveys conducted by various agencies, groups, and individuals. The quantitative description of the Spanish speaking presented involves those of Mexican, Puerto Rican, Cuban, Central and South American heritage. Illinois is reported as having one of the largest Spanish-speaking populations in the nation, variously estimated from 393,347 to 515,000. Spanish surname students, however, comprise only about 1% of the total undergraduate student enrollment and only 0.8% at the graduate and professional student level. The text presents an introduction and rationale and discusses the population survey, selected population characteristics, the education gap, trends affecting the education of the Spanish speaking, existing educational barriers, and a summary demographic profile. Appendixes, making up two-thirds of the document, present the following data: 58 tables providing demographic information; Spanish-origin student enrollment figures in public schools in northern Illinois' 23 counties, Chicago Archdiocesan schools, and Rockford diocesan schools; downstate bilingual education programs, 1975; government funded bilingual-bicultural public school programs, 1974-75; and resource people and agencies utilized. Descriptors: Demography, Disadvantaged, Economically Disadvantaged, Educational Trends
(1978). Citizen Participation in School Desegregation. This paper examines community responses to court-ordered desegregation in Louisville, Boston, Denver, and Dallas. Background information is provided on the implementation of desegregation, court decisions affecting desegregation, reactions to desegregation and busing, and the influence of social structures, political traditions, and prevailing attitudes of civic leaders towards desegregation. Also included is a list of functions served by court-mandated and citizen-initiated organizations in the implementation process. These functions include: (1) participation in development of plan of implementation; (2) mobilization of public support; (3) participation in carrying out the plan; (4) monitoring and reporting; (5) advocacy and student protection; and (6) participation in educational development. Important mandated or citizen-initiated organizations in each of the four cities are described briefly. Included in these descriptions are strategies used by the respective organizations for achieving or aiding peaceful implementation of desegregation policies and for dealing with problem areas such as bilingual education and discrimination against black teachers and students. The degree of business, university, and student participation in organized efforts to implement court-ordered desegregation plans is also assessed. Descriptors: Bus Transportation, Citizen Participation, Community Involvement, Court Litigation
(1993). On the Issues: The 1992-93 Brownbag Discussion Series. Discussion Topic Summaries and Background Papers. The Brownbag Discussion Series of the Quality Education for Minorities (QEM) Network is a two-way forum designed to give members of the QEM Network's "January 15th Group" (the founding members of the discussion series) and other individuals interested in education, information on, and an opportunity to give feedback about, educational issues. The Brownbag Discussion Series gives guest presenters an opportunity to receive feedback from a diverse and informed audience of community and educational leaders twice a month. The 1992-93 discussion series addressed policies and issues in six interrelated areas: (1) national policies and reforms put forth by the presidential administration; (2) legislative activities and changes in the reauthorization of the Elementary and Secondary Education Act, with special regard to Chapter 1; (3) pending legislation that impacts the quality of education and quality of life for low-income families such as welfare reform and low-income enterprise zones; (4) emerging and current educational issues such as school safety, multicultural education, bilingual education, and racial climate on college campuses; (5) educational-pipeline issues, such as the transfer rates from two-year institutions and school-to-work transition; and (6) successful strategies for quality education for minorities from low-income families. This document includes announcements and summaries of the 20 discussions and 8 background papers. [More] Descriptors: Educational Change, Educational Policy, Educational Research, Elementary Secondary Education
(1975). Dilemmas of Language Transition: Challenges to Language Planning in India. Topics in Culture Learning, Vol. 3. This article discusses the language planning problems that India faces. The distribution and usage of the various languages are outlined. There is considerable linguistic heterogeneity, with 80 languages currently being used as media of instruction at least at an elementary level, and 14 languages being used at the secondary level. Since language has become a political issue, there is a need for legislation determining the role of language in public spheres of communication such as education and administration. The main problems revolve around a confrontation between tradition and modernity concerning the role of language in education. The basic issues concern: (1) the objectives of education, (2) the role of language in education, (3) the choice of the medium of instruction, (4) requirements qualifying a language as a medium of instruction, and (5) the pace of change. The established elite generally opposes the use of regional languages and mother tongues as media of instruction; it fears a lowering of standards and wants languages of wider communication for international interaction. Defenders of the use of regional languages are in favor of cultural regeneration and cohesion at a national level. It is suggested that the implementation of bilingual education at the secondary level would contribute to the solution of India's language problems. [More] Descriptors: Dialects, Educational Policy, English, Hindi
(1973). Evaluation of Migrant Education, Numero Dos, Title I-M Programs in the State of Oregon. September 1972 – August 1973. The Migrant Education Section of the Oregon State Department of Education is responsible for providing educational and ancillary services to children of migrant agricultural workers. Title I, Elementary and Secondary Education Act (ESEA), provides payment to state educational agencies for assistance in educating migrant children. Funds provided by the U.S. Office of Education are used to meet special educational needs of these children and to coordinate these services with similar programs and projects in other states. In fiscal year 1972-73, regular year area projects were funded in Oregon. They provided diversified educational, health, nutritional, and social services for migrant students from kindergarten through high school. The major emphasis of the state plan was on these projects, but provisions were made for eight summer school programs in 1973. These were designed for children aged 5-14 and were directed toward improving reading and communication skills, diversified school and field trip experiences and health and nutritional services. Although these two types of programs formed the core of state migrant education, an undergraduate program in bilingual education was also established at Eastern Oregon State College. In addition to the above programs, the report describes the Migrant Education Service Center and the evaluation plan design. The bulk of the document gives individual reports, by county, for the regular year and summer programs. [More] Descriptors: Ancillary Services, Educational Development, Educational Programs, Elementary Education
(1996). Disadvantaged Rural Students: Five Models of School-University Collaboration. This paper describes five models of school-university collaboration designed to maximize academic achievement opportunities for disadvantaged rural students. Project SHAPE (School and Homes As Partners in Education) at the State University of New York (SUNY) at Plattsburgh is an extended school day program established in partnership with Plattsburgh public schools, parents, community, and university. The Yakima Valley Collaborative Program involves three institutions: Yakima Valley Community College, Heritage College, and Central Washington University. It is designed to meet the needs of older or minority students unable to leave jobs, families, and other responsibilities to travel to the college campus. The Center for Individualized Instruction (CII) at Jacksonville State University (Alabama) is a multi-disciplinary academic support center serving both undergraduate and graduate students. The CII provides computer based instruction, special classes in basic skills, and peer tutoring in core curriculum subjects. The Systemic Teacher Excellence Preparation Project (STEP) at Montana State University is a 5-year project funded by the National Science Foundation to improve the training of K-12 mathematics and science teachers in Montana, in particular Native American teachers. At Saginaw Valley State University (Michigan), applicants from diverse economic, racial, and cultural backgrounds are recruited through a variety of strategies. Initiatives implemented by the College of Education to attract minority candidates include: the Bilingual Education Program; math/science scholarships funded by a grant from the Kellogg Foundation; a cooperative program with Delta College for minority students; and the Young Educators Society for minority middle school students. (Contains 16 reference.) [More] Descriptors: American Indian Education, American Indians, College School Cooperation, Colleges
(1984). Analysis of Project MERLIN Scopes and Topics Checklist. The computerized database of Project MERLIN (Migrant Education Resource List Information Network) contains information about people, programs, and written materials, and a survey was designed to determine whether MERLIN's listing of scopes and topics was appropriate for classifying the database's content. The survey was distributed to MERLIN's consortium members (16 state departments of education and 3 national clearinghouses with migrant interests) and others knowledgeable about migrant health and/or education. Twenty-five respondents completed the survey (11 consortium members; 14 others). Respondents were asked to rate each of the 12 chosen scopes and each of the topics within each scope on a 5-point scale ranging from definitely change to definitely not change. Based on the responses, the following scopes were identified as needing major revision: Administration, Cultural Studies, Dropout Prevention, Educational Programs, Parent and Community Involvement, and Special Education. Career Education, English as a Second Language, Bilingual Education, Health and Human Services, Identification and Recruitment, and Vocational Education were the scopes identified as needing minor revision. The Migrant Student Record Transfer System scope did not need any changes. It was suggested that the ERIC thesaurus be used as the basis for the categorization and retrieval system, replacing the current scopes and topics. [More] Descriptors: Classification, Data Analysis, Databases, Human Resources
(1993). A Comprehensive Plan for the Education of America's Migrant Children through Elementary and Secondary Education Programs Scheduled for Reauthorization in 1993. For the Consideration of Congress and the President of the United States. The National Association of Migrant Educators (NAME) presents recommendations for the 1993 reauthorization of federally supported educational programs serving migrant children. These recommendations entail a comprehensive strategy for helping migrant children attain national education goals, and reflect findings of national studies as well as suggestions from grassroots practitioners throughout the nation. Recommendations for change include: (1) focusing funding and services on currently migratory children through changes in funding formulas; (2) requiring state education agencies to develop comprehensive statewide plans for migrant programs and services; (3) providing minimum funding to every state; (4) utilizing the Migrant Student Record Transfer System in a more effective manner; (5) informing migrant parents of school policies and student rights; (6) specifying major goals of the Migrant Education Program and improving evaluation; (7) assuring equitable treatment for migrant children in all school activities, programs, and policies; (8) establishing a national secondary student services center; and (9) establishing a national instructional television service for migrant students. NAME also recommends an express set-aside for migrant students in various federal programs such as Bilingual Education, the Eisenhower Math and Science Program, and the Javits Gifted and Talented Program. Also recommended are that several fundamental features of the Migrant Education Program be renewed without change. This document provides the specific legislative language to achieve each recommendation, along with supporting rationale. [More] Descriptors: Educational Legislation, Elementary Secondary Education, Federal Aid, Federal Legislation