Bibliography: Bilingual Education (page 362 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Peter L. Mangione, Jeannette Abi-Nader, Younghee Jang, Mark A. Kutner, Manuel Frau-Ramos, Sonia Nieto, Hilma Hagberg, John C. Board, D. Michael Pavel, and Jennifer Welker.

Frau-Ramos, Manuel; Nieto, Sonia (1991). "I Was An Outsider": Dropping Out among Puerto Rican Youths in Holyoke, Massachusetts. A study was done to examine the reasons why Puerto Rican youth from the Holyoke (Massachusetts) Public School System drop out of high school and the effect of dropping out of school on the Latino community. The study was conducted using data provided by the Holyoke School Department and drawn from Students' cumulative folders and school district annual reports, which provided information on administrative practices and policies, students' socioeconomic background, and academic performance. The study population included 125 members of the 273 Holyoke High School graduating class of 1990 and 82 students who dropped out during their junior or senior year. Three male dropouts were located and interviewed by telephone. Findings indicate the following: (1) a 68 percent dropout rate among Puerto Rican youth; (2) a lower dropout rate for Puerto Rican students born in Holyoke compared to those born in Puerto Rico; (3) those enrolled in the Transitional Bilingual Education program were half as likely to leave school; (4) the gap between Hispanic Americans and Whites was largest in the area of ability grouping; (5) the curriculum is at odds with the experiences and culture of the majority of students; (6) Hispanic American students had higher grade point averages overall than did White students; and (7) Spanish was the primary language among Hispanic American high school students. Implications of the study for school policy and practice are considered under the following headings; (1) Maintain and strengthen bilingual progams; (2) Reform the curriculum; (3) Rethink ability grouping; (4) Revise retention policies; (5) Develop work-study programs as incentives for young people to stay in school; (6) Improve counseling practices; (7) Maintain reliable records and accurate information about dropouts; (8) Reform disciplinary policies; (9) Investigate teacher–student interactions; and (10) Develop a more welcoming school climate. Included are 63 references.   [More]  Descriptors: Disadvantaged Youth, Dropout Attitudes, Dropout Characteristics, Dropout Rate

California Univ., Riverside. Consortium on Mexico and the United States. (1989). The Challenge: Latinos in a Changing California. The Report of the University of California SCR 43 Task Force. This document presents a report from a task force composed of scholars, professionals, and community leaders to the State of California and the University of California (UC) addressing issues affecting Latinos in California. The following major recommendations are discussed: (1) continuing research must be undertaken concerning dynamic changes and heterogeneity in the Latino population; (2) a better understanding of immigration and its effects is needed; (3) the needs of the rural underclass must be given priority; (4) new, detailed information on the characteristics of the labor force and the movement within it of Latinos is required; (5) UC's roles in teacher training and research, particularly in bilingual education techniques and second-language acquisition, should be joined in intersegmental partnerships which focus on improvement of the delivery of education; (6) UC must provide leadership in Latino health policy; (7) intense study of the social and cultural characteristics of the Latino population is required to understand the relationship of Latinos to the criminal justice system; and (8) a research unit should be established to coordinate and support research on issues related to Latino women. Recommendations for implementation include a discussion of needs, a time frame for implementation, and responsibilities for implementation. Statistical data are included on seven graphs and 21 tables. The appendices comprise the following materials: (1) a list of 63 references; (2) the text of California Senate Concurrent Resolution No. 43 (SCR 43); (3) a summary of task force recommendations; (4) a list of 29 UC academic and research programs with Chicano/Latino interests; (5) a report on Latinos and the UC Libraries; and (6) a list of 325 California organizations with Latino/Chicano interests. Descriptors: College Role, Demography, Educational Needs, Females

Camp, William E., Ed.; And Others (1993). The Principal's Legal Handbook. The principal is faced with myriad legal issues on a daily basis, making it imperative that he or she keep abreast with developing legal issues. The first of four sections, "Students and the Law," surveys federal statutes and landmark Supreme Court decisions pertaining to the rights of students. It addresses legal issues regarding search and seizure, freedom of expression, dress codes, student discipline and due process, academic sanctions, and child abuse. Section 2, "Special Education and the Law," reviews legal issues involving disabled students, their parents, and schools in light of decisions of the Court and the Individuals with Disabilities Education Act. Among issues addressed are eligibility and appropriate education; individualized education plans; transition for individuals with disabilities; discipline; related services, including school health services, physical and psychological therapy, transportation, and assistive technologies; infectious diseases; and barrier-free facilities. Section 3 "Teachers and the Law," discusses censorship and academic freedom, sexual harassment in the workplace, performance evaluations, documentation for teacher improvement or termination, marginally effective teachers, dismissal procedures, teacher certification, student inquiry, and sports law. Section 4 "Schools and the Law," outlines current legal interpretations regarding professional liability and negligence; copyright law; devotional activities in public schools; religion in the curriculum; educational curriculum and legal issues (removal of materials from the instructional program and library, evolution science vs. creation science, sex education, and bilingual education); home instruction; equality and reform; legal issues for school reform; school finance (school funding equity and adequacy, funding church-affiliated schools); and legal ramifications in the coming decade (free speech, equal access, invocations and benedictions). Descriptors: Academic Freedom, Accessibility (for Disabled), Civil Rights, Constitutional Law

Carrasquillo, Angela L. (1991). Hispanic Children and Youth in the United States: A Resource Guide. Reference Books on Family Issues (Vol. 20). Garland Reference Library of Social Science (Vol. 608). This book discusses the demographic, cultural, linguistic, socioeconomic, and educational characteristics of Hispanic children and youth. Chapters cover: (1) historical and demographic overview (history of Hispanic presence in the United States, geographic distribution, population size and growth, migration, social and cultural patterns, parent economic status and educational attainment, and status of Hispanic children and youth); (2) Hispanic diversity (Mexican-Americans, Puerto Ricans, Cubans, Dominicans, Central and South Americans, and refugees); (3) Hispanic culture, cultural change and acculturation, language characteristics of children and youth, and proficient partial, and limited bilingualism; (4) family structure and organization, education, occupation and income, housing, paternal support, social and economic dependence, child abuse and neglect, foster care, and teenage pregnancy; (5) education (educational attainment, academic achievement, access to quality programs, school retention, student-school relationship, overrepresentation of Hispanic children in special education, and parent involvement); (6) language issues in education (bilingual education, English as a Second Language, immersion, bilingual Hispanic teachers, and the "official English" menace); (7) health (data limitations, infant mortality, maternal factors, child health, AIDS, chemical dependency, and mental health status); (8) criminal justice system, delinquency, and possible causes and prevention of delinquency; (9) parent employment status, employment opportunities for youth, and youth employment and unemployment; (10) higher education access and participation, Hispanic faculty, and graduation rates; (11) improvements needed in socioeconomic conditions, educational conditions, and community and parental support, recommendations for federal, state, and local initiatives; and (12) profiles of 12 advocacy organizations and a directory of over 170 Hispanic organizations related to child and family advocacy, education, health, immigration, and youth labor. This book contains over 140 references, an annotated bibliography of 65 entries, and author and subject indexes. Descriptors: Adolescents, Child Health, Children, Cultural Traits

Jang, Younghee; Mangione, Peter L. (1994). Transition Program Practices: Improving Linkages between Early Childhood Education and Early Elementary School. Whether the transition to primary school is smooth or abrupt for children depends on whether early childhood and elementary school programs work together to build bridges between their services. This report presents several examples of collaborative efforts to smooth the transition to school. Specifically, it describes how various elements of five transition programs are being developed in a programmatic way and carried out in practice. The five programs are: Head Start/Public School Early Childhood Transition Demonstration Projects in Santa Clara (California), Reno (Nevada), and Phoenix (Arizona) respectively; VIP (Very Important Preschoolers) Village in San Diego (California); and the Transitional Bilingual Education Program in Irvine (California). The bulk of the report describes how each program has enacted eight elements of a quality transition program. These elements are: (1) shared leadership and decision making; (2) comprehensive and integrated services for children and their families; (3) education, involvement, and empowerment of families; (4) sensitivity to home culture and home language; (5) communication; (6) joint staff development; (7) developmentally appropriate practices; and (8) program evaluation. The programs also demonstrate several additional principles involved in the transition programs: that transition activities need to be ongoing and coordinated and must focus on both families and children; that parents need to be familiar with teachers, curriculum, and their children's development and education; and that communication and collaboration among different partners, including parents, facilitate transitions between educational and service settings. The report concludes by noting that an effective transition program should support continuity which must be comprehensive and is dependent on a close partnership among preschools, families, and communities. An appendix presents a list of the program contacts. Contains 23 references.   [More]  Descriptors: Cooperative Planning, Developmentally Appropriate Practices, Early Childhood Education, Elementary School Students

Kutner, Mark A.; And Others (1984). Federal Education Policies and Programs: Intergovernmental Issues in Their Design, Operation, and Effects. Volume 3: Congressionally Mandated Study of School Finance. A Final Report to Congress from the Secretary of Education. In response to a 1978 mandate, this concluding volume of the School Finance Project's final report concentrates on the broader intergovernmental issues relating to the design and transmission of federal policies and programs, and on the effects of federal activities on state and local education agencies and on schools. The specific Department of Education activities on which the report focuses are the Education Consolidation and Improvement Act (ECIA) (Chapters 1 and 2); the Education for All Handicapped Children Act; the Bilingual Education Act (ESEA, Title VII); the Vocational Education Act of 1963 (as amended); and civil rights statutes. After a brief introduction, chapter 2 traces the development of federal education activities and the changed focus of federal involvement following passage of the Elementary and Secondary Education Act (ESEA). Chapter 3 examines design features of federal education policies and programs, specifically the transmission of federal intent to states and localities through the concept of "signals" (i.e., formal legal freamework, legislative history, administrative decisions, and congressional review). The combination of program signals is presented for each of the major federal policies and programs. Chapter 4 examines implementation, focusing on how state and local officials shape federally funded services. Chapter 5 identifies the effect of federal involvement on state education agency capacity and functions, local education agency organization and administration, and school staffing and instructional services. An executive summary of the findings is provided, along with four appendixes giving (1) a breakdown of participating states; (2) a history of individual programs; (3) a list of antecedent programs consolidated under ECIA Chapter 2; and (4) an explanation of legal provisions.   [More]  Descriptors: Educational Legislation, Educational Policy, Elementary Secondary Education, Federal Programs

Hong Kong Papers in Linguistics and Language Teaching (1995). Hong Kong Papers in Linguistics and Language Teaching. This serial presents articles, reports, and conference reports on various topics concerned with language-related areas, including general linguistics, teaching methodology, curriculum development, testing, evaluation, educational technology, language planning, and bilingual education. Articles in this volume are: (1) "Task Difficulty From the Learners' Perspective: Perceptions and Reality" (David Nunan and Ken Keobke); (2) "Processes and Their Products: A Comparison of Task" (Desmond Allison, Vivien Berry, and Jo Lewkowicz); (3) "The Author in the Text: Hedging in Scientific Writing" (Ken Hyland); (4) "How High Can a Dead Cat Bounce?: Metaphor and the Hong Kong Stock Market" (Geoff P. Smith); (5) "Modifying Meanings: Modality and Argumentation in Students' Written Answers to a Legal Problem" (Desmond Allison); (6) "Practising What We Preach: Creating the Conditions for Student Autonomy" (Nigel Bruce); (7) "Citing Previous Writers: What Can We Say Instead of 'Say'" (Valerie Pickard); and (8) "Theme Choice and Lateral Verbs in Newspaper Editorials" (Thomas Hawes and Sarah Thomas). Reports include: (1) "Review of SurveyPlus: Individual Learning Needs Assessment Software Temasek Plus" (David Gardner); (2) "Kitchen Design Project for Architecture" (Monica Hill and Dora Pao); and (3) "The Writing Needs of Postgraduate Students at the University of Hong Kong" (Linda Cooley and Jo Lewkowicz). Two Conference reports are presented: (1) "TESOL 1995: Building Futures Together" (Monica Hill); and (2) "The British Council Language Centre International ELT Conference and Book Fair 1994 on English Language Teaching Resources (Valerie Pickard).   [More]  Descriptors: English for Special Purposes, English (Second Language), Foreign Countries, Higher Education

Abi-Nader, Jeannette (1990). Helping Minority High School Students Redefine their Self-Image through Culturally Sensitive Instruction. This report is based on an ethnographic study of a multicultural "college prep" program catering to minority students. It was part of the elective bilingual education offering at a large urban high school, and recorded an 11-year history of successfully graduating Hispanic high school students and sending at least 65% of them on to college. The report briefly describes the study and the research site, the program, and the participants. A major portion of the paper contains an explanation and examples of strategies which became evident in the teacher's approach to motivating the students in the program and to raising their self-esteem. Redefining the image of self is the goal of strategies the teacher uses to help the students imagine success and have the confidence to pursue it.  This is accomplished by helping students in the following areas: (1) to be proud of their heritage; (2) to feel that their people can achieve success and reverse stereotypes; and (3) to develop adaptive behavior that will facilitate success in a new culture. The teacher helps the students redefine their self-image as learners and as communicators in the following ways: (1) by raising expectations and standards for academic and social performance; (2) by using positive language in clasroom interaction both to praise students for their successes as well as to correct mistakes; and (3) by giving them the opportunity to "try on" new images through role-playing. The teacher helps them redefine their concept of self as communicators through the director/actor approach. The teacher also uses a director/actor approach to model language production and requires that students imitate the way he, as the "expert," does it. The results of the study and the implication for the design of instruction in multicultural classrooms are discussed.   [More]  Descriptors: Acculturation, Aspiration, Communication Skills, Cultural Awareness

Board, John C., Ed. (1993). What Connecticut Teachers Need for Effective Schooling: Professional Issues in Public Education, IV. In the spirit of education reform, this collection of 22 essays written by experienced teacher practitioners addresses the needs of Connecticut's teachers for effective schooling: (1) "Rediscovering Waldo: The Search for Meaning in Education Today"; (2) "Neglecting Children: Teaching Art from a Cart"; (3) "Tomorrow's Effective Bilingual Education Teachers"; (4) "Business Education: The 'Hidden Curriculum'"; (5) "Technology: Focus on the Goal"; (6) "Children Are Our Future: School Counseling 2000"; (7) "Connecticut's New Defense Industry: Its Schools"; (8) "An Appreciation of Basic Cultural Diversity"; (9) "Health and Physical Fitness Do Relate to Learning"; (10) "The Support of Parents is Basic"; (11) "Kindergarten: We Must Listen to Children"; (12) "The New Approach to Foreign Language: Do It!": (13) "Mathematics and the Use of Technology"; (14) "Effective Teachers: The Key to Successful Schools"; (15) "Partnerships for Effective Schools: The Role of the School Psychologist"; (16) "Home-School Relationships: A New Dimension"; (17) "An Anathema to the Teaching of Science: The Structure of the School Day"; (18) "Needed: Habits of the Mind, Not a Cocktail Curriculum"; (19) "Meet the Needs of Students through Collaboration"; (20) "For Effective Schooling, Teachers Need Support"; (21) "Early Childhood Education: Dealing with the Whole Child"; and (22) "Music for the Development of the Whole Person."   [More]  Descriptors: Bilingual Teachers, Business Education, Cultural Differences, Early Childhood Education

Welker, Jennifer; Moscow, Karen (1989). Immigrant and Refugee Tutoring Programs: A D.C. Schools Project Handbook. "Tutoring and Befriending.". This guide is intended to assist colleges and universities to initiate tutoring programs for the immigrant and refugee student communities in their cities. Guidelines are presented for planning, executing, and maintaining a program to enable these students to learn English and survival skills, using college student volunteers. The following issues are discussed: (1) immigrants and refugees; (2) immigration law; (3) immigrant children in the U.S. public schools; (4) English as a Second Language (ESL) and bilingual education; (5) university students; and (6) the D.C. Schools Project at Georgetown University for acclimating immigrants to life in the District of Columbia. Suggestions are given for working with the school system, the university, and the community. Methods are suggested for recruiting volunteers and students and training volunteers in cultural sensitivity and ESL tutoring. The following programming topics are outlined: (1) attendance; (2) campuswide education; (3) evaluation; (4) extracurricular events; (5) insurance; (6) matching; (7) nontraditional volunteers; (8) the office; (9) program literature; (10) record keeping and documentation; (11) safety; (12) staffing; (13) summer operations; (14) transportation; (15) tutoring materials; and (16) volunteer retention and recognition. The following programming logistics are described: (1) an on-campus Saturday program; (2) an in-home evening program; (3) an in-school program; (4) an after-school program; (5) peer tutoring; and (6) a semester calendar. Fundraising and publicity are also discussed.  The following material is appended: (1) a list of resources; (2) a form letter to parents, in English and Spanish; (3) examples of instructional materials; (4) process and volunteer evaluation forms; (5) a volunteer registration form, a student information form, and a sample budget for an English tutoring program; (6) the project coordinator's job description; (7) a summary of the 1988/89 D.C. Schools Project; and (8) a student interest inventory. Descriptors: Adjustment (to Environment), College School Cooperation, College Students, Cooperative Programs

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1993). A Compilation of Federal Education Laws. Volume II–Elementary and Secondary Education, Individuals with Disabilities, and Related Programs as Amended through December 31, 1992. Prepared for the Use of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Third Congress, First Session. The first of the nine parts of this compilation of laws concerns elementary and secondary education programs and contains: (1) the Elementary and Secondary Education Act of 1965, which addresses basic education, critical skills improvement, assistance for magnet schools, special programs, drug education, school dropout problems, and bilingual education; (2) the Omnibus Budget Reconciliation Act of 1981, which concerns human services programs; (3) Public Law 874, which deals with financial assistance for local educational agencies; and (4) Public Law 815, relating to the construction of school facilities in areas affected by Federal activities. Part II, which is concerned with the education and training of individuals with disabilities, contains the Individuals with Disabilities Education Act and the Education of the Deaf Act of 1986. Laws pertaining to Indian education are presented in part III. These laws are the Indian Self-Determination and Education Assistance Act, Indian Education Assistance Act, Snyder Act of 1921, Johnson-O'Malley Act of 1934, Education Amendments of 1978, Tribally Controlled Schools Act of 1988, and Indian Education Act of 1988. Parts IV and V contain the Refugee Education Assistance Act of 1980 and the Stewart B. McKinney Homeless Assistance Act. Title IV of the Hawkins-Stafford Elementary and Secondary School Improvement Amendments of 1988 is presented in part VI. Title IV deals with the education of native Hawaiians. Part VII contains the Adult Education Act and the National Literacy Act of 1991. Finally, parts VIII and IX contain legislation related to additional programs to improve elementary and secondary instruction and legislation related to public libraries and other public property.   [More]  Descriptors: Adult Education, American Indian Education, Compensatory Education, Disabilities

Kellerman, Henry; Burry, Anthony (1997). Handbook of Psychodiagnostic Testing: Analysis of Personality in the Psychological Report. Third Edition. This handbook offers psychology students, as well as professional psychologists, a central resource for the construction and organization of psychological test reports. It aims to help the reader conceptualize the theory of psychological report development by examining the integration of the concepts and data of personality analysis and the logic of communicating psychological reports effectively. This edition covers newer elements in the development of psychological nomenclature, including new interest in borderline and narcissistic personalities, the latest revision of the "Diagnostic and Statistical Manual of Mental Disorders," and references to the latest versions of the classic intelligence tests for children and adults. References to special issues such as bilingual education, cultural differences, and social change have also been added. The following chapters are included: (1) "The Referral"; (2) "Sections of the Psychodiagnostic Report"; (3) "The Clinical Interview"; (4) "Reality Testing and Cognitive Functioning: Psychosis"; (5) "Reality Testing and Cognitive Functioning: Personality Disorders and Neuroses"; (6) "Intellectual Functioning: The I.Q. Analysis"; (7) "Intellectual Functioning: Subtest and Scatter Analysis"; (8) "The Nature of Anxiety"; (9) "Impulse versus Control: The Vicissitudes of Impulse"; (10) "Impulse versus Control: The Nature of Control Mechanisms"; (11) "Defensive Structure"; (12) "Interpersonal Behavior: Identity"; (13) "Interpersonal Behavior: Character Diagnosis"; (14) "Diagnosis and Prognosis: Diagnostic Principles"; (15)"Diagnosis and Prognosis: Diagnostic Nosology"; (16) "Intelligence Test Reports for Counselors, Teachers, and Parents and Testing of Preschoolers"; and (17) "Coda: Overcoming Impasses in Report Writing." (Contains 21 tables and 62 references.) Descriptors: Diagnostic Tests, Higher Education, Intelligence Tests, Mental Disorders

Pavel, D. Michael; And Others (1995). Characteristics of American Indian and Alaska Native Education: Results from the 1990-91 Schools and Staffing Survey. This report summarizes findings of the 1990-91 Schools and Staffing Survey (SASS) with regard to schools that serve American Indian and Alaska Native students. The Bureau of Indian Affairs (BIA) and federally recognized tribal organizations under BIA grants and contracts operate 149 elementary and secondary schools. In addition, 1,260 public schools are considered to have high Indian student enrollment (over 25 percent). These two types of schools are located mainly in rural areas and small towns. However, of the 445,425 American Indian and Alaska Native students enrolled in grades K-12, 56 percent attend public schools with low Indian enrollment. Chapters contain many data tables and figures and provide information for the three school types on the following: (1) school and student profiles (school size, rurality, region, student sex and race/ethnicity, bilingual education and remedial programs, free or reduced-price lunch, and college preparation); (2) demographic characteristics and qualifications of principals and teachers (percentage that are American Indian/Alaska Native, degrees earned, and administrative or teaching experience), schools with formal evaluation and mentoring programs for teachers, and percentage of full-time noninstructional staff; (3) principal and teacher salaries and benefits; (4) principal ratings of educational objectives, principal and teacher ratings of school problems, teacher and student absenteeism rates, principal beliefs about influence of various stakeholders on school practices, and principal career plans; and (5) teacher supply and demand, certification, and shortages, as well as teacher recruitment strategies. Appendices contain technical notes on the SASS and tables of variance estimates. Contains an index and a list of additional resources on the SASS.   [More]  Descriptors: Administrator Attitudes, Administrator Characteristics, Administrator Qualifications, Alaska Natives

Hagberg, Hilma; And Others (1977). The Work-Study Team: A Model for Collaboration Between School and University. Occasional Paper No. 19. The work-study team concept has evolved from a Teacher Corps grant to Stanford School of Education and Herbert Hoover Junior High School, San Jose, California, and represents the basic vehicle of the project for collaboration between the university and school in providing more effective inservice education, school improvement, and field-based research. Eight work-study teams were organized: four concerned with the subject areas of mathematics, language arts, social studies, and physical education; four "innovation teams" dealt with multicultural education, bilingual education, teaching in open space, and community involvement. Four of the teams were relatively successful, two remained functioning through the year, and two effectively disbanded before the end of the year for lack of support or interest. Two of the more serious difficulties were goal definition, and trust and leadership. Positive experience suggested that collaboration is possible if: (1) decisions affecting the school community are made by the school-staff team members; (2) time is invested in developing good team relations; (3) team members are willing to assume new roles; and (4) concrete, immediate problems provide the initial focus for collaboration. Limitations of the concept involve (1) the length of time needed to develop trust and credibility, (2) individual differences in team member capacities for dealing with competing goals, (3) the capability for stimulating unperceived staff development needs, and (4) practical limitations involving participant involvement, incentives, physical distances, scheduling etc. Guidelines for determining the need for and organizing effective teams and for ensuring their continuing effectiveness have been appended.   [More]  Descriptors: Administrative Problems, College School Cooperation, Inservice Teacher Education, Instructional Improvement

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1985). Adult Basic Education Final Report 1984-85. OEA Evaluation Report. The Adult Basic Education/High School Equivalency Services Program of the New York City Board of Education's Office of Adult and Continuing Education provides services for out-of-school youth and adults at over 300 sites throughout the city. Instruction is provided in the areas of basic literacy, basic education, high school equivalency, and English as a second language (ESL). Basic education is offered in Spanish, French, Greek, and Italian, and both bilingual education and ESL are divided into four levels of proficiency. Between the 1984-1985 and 1985-1986 school years, the program grew from 368 to 721 classes. In 1984-1985, 39 percent of the students enrolled were immigrants, 41 percent were U.S. citizens, and 12 percent were receiving welfare. In the same year, 47 percent of the student population was Hispanic, 33 percent Black, 10 percent Asian, 9 percent White, and 1 percent American Indian. Approximately a third (6,335) of the 19,492 students enrolled in the program during 1983-1984 were still enrolled in the following year. At least 47 percent of the program's level 1 students progressed at least one level in this year as did 59 percent of the level 2 students. Twenty-seven percent of the level 3 students progressed to level 4. Two-year employment data were available for 5,466 students. Of the 2,518 students who were unemployed and available for work in 1983-1984, 13 percent found employment by 1983-1984. The program was perceived positively by most of the students, teachers, and administrators interviewed. Descriptors: Academic Achievement, Adult Basic Education, Adult Literacy, Adult Students

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