This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ignazio Puccio, Jose Luis Keyes, Susan B. Cruikshank, Barbara R. Sjostrom, Grace Ibanez Friedman, Michael Sica, Rene C. Gonzalez, Development Communication Report, New Hampshire State Advisory Committee to the U.S. Commission on Civil Rights., and Ana Maria Villegas.
(1984). Dewitt Clinton High School Project BISECT. O.E.E. Evaluation Report, 1982-1983. Project Bilingual Spanish-to-English Career Training (BISECT) in its first year of funding offered bilingual instruction, career awareness development, and supportive services to 255 Hispanic students of limited English proficiency. Title VII, Title I, and tax-levy funds supported the program, which was implemented at DeWitt Clinton High School (Bronx, New York). In addition to student instructional services, a number of other areas were covered: curriculum development; staff development; parent participation; and supportive services, including guidance and academic counseling, home visits, career awareness activities, visits to educational and cultural sites, two newsletters, and visits to junior high schools. Analysis of student data indicated that (1) the program met its objectives in English language development; (2 IMPACT students exceeded program objectives in career or vocational classes and in mathematics, science, social studies, and native language courses; and (3) attendance of program students was significantly higher than the school's general attendance rate. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, Career Development
(1984). New Utrecht High School Project IMPACT. O.E.E. Evaluation Report, 1982-1983. Project IMPACT, a magnet program in its third and final year of funding, provided instruction in ESL and Italian language skills, as well as bilingual instruction in mathematics, social studies and typing to approximately 200 students of limited English proficiency in a Brooklyn, New York, high school. Nearly all program students were born in Italy; they varied in English language proficiency, native language ability, and overall academic preparedness. Transitional in nature, Project IMPACT aimed to expedite the acquisition of English language skills necessary for full mainstreaming within one or two years of entering the program. Title VII funds supported administrative and support services staff. In addition to the student services provided, the program focused on curriculum development, staff development, and parent participation. Students were assessed in English language development, growth in mastery of Italian, and in mathematics, science, social studies, and attendance. Analysis of student data from 1982-1983 indicated: (1) substantial improvement of students tested in English on Level III (but not Level II) of the Stanford Achievement Test; (2) a passing rate for program students greater than that of non-program students on the New York State Regents Examination in Italian; (3) achievement of program objectives in mathematics, science, and social studies; and (4) higher attendance rates among IMPACT students than among the school population as a whole. [More] Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), High Schools
(1982). Shortchanging the Language-Minority Student: An Evaluation of the Manchester, New Hampshire School Department's Title VI Civil Rights Compliance Plan. This report of the New Hampshire Advisory Committee to the U.S. Commission on Civil Rights contends that the Manchester, New Hampshire, school department has failed to provide adequate bilingual instruction for language minority students in that district, as specified by the provisions of Title VI and the "Lau v. Nichols" decision. It further contends that the regional office of the Department of Education's Office of Civil Rights (OCR) failed to adequately monitor Manchester's Civil Rights Compliance Plan. Chapter I of the report summarizes the Advisory Committee's findings and recommendations. Chapter II indicates how the needs of language minority students in the area came to the Committee's attention, summarizes Federal laws and regulations mandating equal educational opportunities for language minority children, and defines several important terms used to identify and classify such students. Chapter III is a historical summary of the problem and resulting compliance plan for Manchester; Chapter IV summarizes the exchange of documents between the Manchester School Department and OCR; and Chapter V provides a section-by-section comparison between the "Lau" remedies developed by an HEW Task Force; the text of the Compliance Plan developed by the Manchester School Department and accepted by HEW's Region I Office for Civil Rights; and an analysis of the compliance plan prepared by consultants to the Advisory Committee. Several appendices provide back-up documentation relating to the investigation. Descriptors: Bilingual Education, Compliance (Legal), Educational Discrimination, Elementary Secondary Education
(1983). Collaborative Research and Inservice Education for Teachers of Students with Limited English Proficiency. The process by which four separate school districts implemented collaborative research to examine and improve their inservice training for teachers of bilingual students is presented. The sites were in a major far west city, a small southwestern town with a Mexican-American majority, a large southeastern school district, and two neighboring districts in the northeast. The four programs were federally funded for one year and involved teams composed of a teacher, a researcher, and a trainer/developer researching techniques and strategies of inservice training to develop into active programs. A first conclusion from the four projects reported on was that readiness within the district for such an effort was a fundamental factor in the program's success. A second conclusion was that the collaborative research process progressed in three stages requiring clearly defined researcher behavior: (1) orientation and discussion of the school's collective needs; (2) a period of consolidation, focusing on the similarities of needs across programs and developing a research design and instruments in keeping with the practitioners' frame of reference; and (3) data collection and verification, leading to design and evaluation of the final inservice plan. It was also found that teacher participation in the research design process contributed to the project's success, and that the projects were an important professional development process for the teachers involved. It is suggested that rather than label and separate the native language, standard English, and bilingual efforts, the district group them all under the rubric, "language transitioning." [More] Descriptors: Bilingual Education Programs, Case Studies, Cooperative Planning, Educational Research
(1984). South Shore High School, Project VIBES. O.E.E. Evalaution Report, 1982-1983. In 1982-83, Project VIBES provided instruction in English as a Second Language (ESL) and French language skills, as well as bilingual instruction in science, math, social studies, and hygiene, to approximately 100 limited-English-speaking students in grades 9-12 of South Shore High School in Brooklyn, New York. Seventy percent of the students were recent Haitian immigrants whose language is Haitian-Creole and who were educated in French in Haiti. The rest were Israelis, Asians, and Spanish-dominant Hispanics. The program was transitional and emphasized the acquisition of enough English for mainstreaming. Quantitative analysis of student achievement indicates that (1) the criterion level for English language development was not met; (2) overall passing rates for 75% were reached in native language studies, math, social studies, and business and vocational courses; and (3) the program attendance rate was significantly higher than that of the overall school population. In addition, all curriculum development objectives except one were met, successful counseling and tutorial programs were in place (although the level of needs was greater than the provision made), and staff development activities took place throughout the year. Finally, parental participation was limited. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Curriculum Development
(1984). William H. Taft High School, Project Adelante. O.E.E. Evaluation Report, 1982-1983. [Final Report]. Project Adelante, in its third and final year of funding, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science, and social studies, to 230 (fall semester) and 235 (spring semester) limited English proficient Hispanic students at Willaim H. Taft High School, Bronx, New York. The project's goal was to increase the acquisition of English through native- and second-language instruction. Mainstreaming occurred when students' performance on tests and in classes indicated their ability to function within the school's mainstream curriculum. Funding for Project Adelante came from Title VII, Chapter 1, and tax-levy sources. The project developed curricula; provided counseling, career preparation and referral services to participating students; and supported staff development activities. Monthly parent meetings also were held. Quantitative analysis of student evaluation data from 1982-83 indicates that (1) most program students exceeded city-wide guidelines for English language development; (2) in Spanish reading, gains for grades 9-11 were statistically significant; (3) passing rates in all content area subjects exceeded 70 percent in the fall, but dropped to 50 percent in the spring in mathematics courses; and (4) the overall attendance rate for program students was significantly higher than the school's general attendance rate. [More] Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), Limited English Speaking
(1981). Assessing the Adequacy of the Implementation of a Program Innovation: An Exploration of Methods Used in Selected Preschool Settings in Relation to Research on Change in the Elementary School. Follow Through Planning: Strand One. In order to contribute to the refinement of methods for assessing the adequacy of program implementation, this study investigated data collection efforts made during the implementation of ALERTA, a bilingual, multicultural preschool curriculum model. Comparisons of results are made with those of previously conducted studies of program implementation in elementary schools. To aid comparison, the discussion is organized into four sections. The first section reviews a representative sample of the literature on innovative implementation in the elementary school. The review provides a framework for interpreting the following description of preschool innovation. The second section briefly describes the ALERTA program and presents the plan used for assessing the adequacy of its implementation. Also included in this section are samples of the descriptions resulting from data-gathering efforts. The third section discusses, in relation to existing research in the elementary school, strengths and weaknesses of the methods used to assess the adequacy of ALERTA's implementation. The fourth section concludes with recommendations offered to Follow Through planners considering assessment of the adequacy of program implementation. [More] Descriptors: Bilingual Education Programs, Comparative Analysis, Early Childhood Education, Educational Innovation
(1984). Bushwick High School, "A Warm Welcome." O.E.E. Evaluation Report, 1982-1983. Project "A Warm Welcome," in the last of a 3-year funding cycle, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science and social studies, to 250 Hispanic students at Bushwick High School, Brooklyn, New York. The principal goals of the program were to expedite the acquisition of those English language skills necessary for full mainstreaming by the senior year of high school, and to provide career awareness training. Title VII funds provided for administrative and support services staff, while instructional services and paraprofessional assistance were funded from other sources. The project developed an integrated core curriculum for ESL, science, social studies, mathematics, and career awareness. Student supportive services consisted of college and career preparation, individual counseling, and referrals to outside agencies. Staff development and parent participation activities were also supported by Project Adelante. Student evaluation data indicate that, with the exception of mathematics performance, participants achieved significant gains in English language skills, in Spanish reading, and in content areas and business/vocational courses. The attendance rate for program students was also significantly higher than that of the general school population. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Business Education, Career Counseling
(1984). John Jay High School Project "RESCATE." O.E.E. Evaluation Report, 1982-1983. [Final Report.]. Project RESCATE, in its third and final year of funding, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in science, mathematics, and social studies, to 185 Spanish-speaking students of limited English proficiency (LEP) at John Jay High School in Brooklyn, New York. In addition, ESL instruction was provided to 20 Haitian, 20 East Asian, 3 Middle Eastern and 2 Italian LEP students. The overall program goal was dropout prevention. To this end, staff worked with students and their parents, offering a variety of supportive services including individual and group guidance, career orientation, home visits to reduce truancy, tutoring, and an alternative school for students unable to function in the mainstream. The program was supported by a combination of Title VII, Chapter 1, and tax-levy funds. Students were assessed in English language development, native language mastery, and in mathematics, social studies, science, and business and vocational studies. Quantitative analysis of achievement data indicated generally significant academic gains; in addition, the attendance rate among program students was significantly higher than that of the general school population. The following changes were identified as having occurred in the three-year funding period: (1) the return of monolingual English speakers to mainstream classes; (2) extension of ESL instruction; (3) incorporation of a remedial mathematics course; (4) strengthening of local business ties to locate employment for program students; and (5) maintenance of a family language program. The evaluation also identified areas where efforts were less successful: (1) documenting non-Hispanic participation; (2) increasing staff development in policy planning; (3) expanding tutorial services; (4) assessing curriculum needs; and (5) identifying materials available from outside sources. [More] Descriptors: Achievement Gains, Asian Americans, Attendance, Bilingual Education Programs
(1983). Development Communication Report. No. 44. Varied development projects in several countries are described in this newsletter, which also provides current reviews of development books, and publications available from the Non-Formal Education Information Center at Michigan State University and ERIC. The following articles are included: (1) "From Oral Traditions to Elementary Textbooks: A Description of the Maternal Languages Project in Niger," Connie L. Stephens; (2) "Formative Evaluation in Educational Radio and Television: A Fundamental Need in Developing Countries," Gale R. Adkins; (3) "Community Radio in Ecuador: Playing Local Music, Strengthening Cultural Ties," Kurt Hein; (4) "IEC (Information, Education, and Communication) Planning: Eight State-of-the-Art Principles," John Middleton; (5) "Two Thoughts on the Use of Microcomputers in Developing Countries," Kurt Moses; (6) "Numeracy Project Makes New Use of Pocket Calculators," Mary Dickie; and (7) "Agricultural Extension and Mass Media," Hilary Perraton. [More] Descriptors: Bilingual Education, Calculators, Community Programs, Developing Nations
(1984). Walton High School, Bilingual Basic Skills through Interdisciplinary Career Orientation. O.E.E. Evaluation Report, 1982-1983. The program described here provided instruction in ESL and native language studies, as well as bilingual instruction in mathematics, social studies, science, and career education, to 240 Spanish-speaking students of limited English proficiency. The emphasis of this program–in its third and final year at Walton High School (Bronx, New York)–was one of facilitating transition to the educational mainstream through the development of English proficiency. Program activities and services were supported by a combination of Title VII, tax-levy, Chapter 1, and other funds. These services included an instructional and non-instructional component, development of curriculum materials, personal and academic counseling, referrals to outside agencies, family contacts, staff development, and parent involvement activities. Quantitative analysis of student achievement indicated that, with few exceptions, the performance of program students met or surpassed most of the program's criteria. The attendance rate for program students was significantly higher than the rate for the school as a whole. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, English (Second Language)
(1984). Clara Barton High School Bilingual Program. O.E.E. Evaluation Report, 1982-1983. In 1982-83, the program evaluated here provided tutorial and supportive services to approximately 50 Spanish-speaking students of limited English proficiency (LEP) in grades 9-12 at Clara Barton High School, Brooklyn, New York. The program's main objective was to enable LEP students to function successfully in terms of language achievement and content courses, acculturation, and motivation to remain in school. Students were not scheduled for tutorial sessions but came in when they needed help and specified areas in which they most needed help. Supportive services offered by the project included services from the school's grade advisors and guidance counselors and more informal advice and encouragement from program staff. Quantitative analysis of student achievement indicates that (1) students did not meet the program's criterion for English language development, but high pretest scores limited the possible growth in this area; (2) passing rates for program students in Spring social studies and foreign language courses exceeded those for mainstream students; and (3) attendance rates did not differ significantly from the general school attendance rate. In the area of staff development, staff members attended relevant university courses. Finally, parental participation was limited because the school is not neighborhood based. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, High Schools
(1984). Mathematics Achievement of English Program and French Immersion Pupils in Grades 3, 6, and 9: A Two-Year Evaluation with Reference to a New System-Based Mathematics Program. The purpose of the study was to assess the relative mathematics achievement of English-speaking pupils enrolled in grades 3, 6, and 9 in regular English or French immersion programs during the 1981-82 and 1982-83 school years. The data were obtained as part of a 2-year evaluation of a system-based mathematics program developed by an Ontario school board. For grade 3, eight English program and four French immersion classes were selected for each year. For grade 6, the 1981-82 sample consisted of 12 English program classes and the 1982-83 sample consisted of six English program and four French immersion classes. For grade 9, the 1981-82 sample consisted of 12 English program classes, and the 1982-83 sample consisted of 10 English program and two French immersion classes. Most differences between English program and French immersion pupils were small and nonsignificant in grade 3. Results for grades 6 and 9 suggested that the French immersion pupils had comparable or superior mathematics scores than their English program peers. Descriptors: Bilingual Education, Educational Research, Elementary Secondary Education, Evaluation
(1984). Theodore Roosevelt High School, Project C.H.A.S.P. O.E.E. Evaluation Report, 1982-1983. In 1982-83, Project CHASP offered bilingual instruction and support services to 100 Cambodian and 75 Hispanic limited-English-speaking students in the 9th and 10th grades at Theodore Roosevelt High School, Bronx, New York. The goal of the program was to develop student proficiency in the English language skills necessary for full mainstreaming while reinforcing native language ability. Quantitative analysis of student achievement indicates that: (1) overall, students met the program's English language development objectives; (2) in Spanish reading, 9th graders showed statistically significant improvement; (3) almost all objectives in the content areas of math, science, and social studies were met; (4) the passing rate for Hispanic students in native language studies was over 90% (Cambodian data were not available); and (5) the program's attendance rate was significantly higher than the general school attendance rate. In addition, curriculum objectives were partly met, supportive services were successfully implemented, appropriate staff development activities took place throughout the year, and parents of participants attended programs, conferences, and cultural activities sponsored by Project CHASP. The major obstacle to the project's smooth operation was the unavailability of credentialed Cambodian personnel. The lack of native language materials in Khmer and the fact that the Cambodian paraprofessionals were extremely overextended were also problems. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Cambodians
(1983). Integration Evaluation Reports: Executive Summaries and Evaluation Designs, l982-83. Publication No. 437. This is one part of an evaluation of the Los Angeles Unified School District's Predominantly Hispanic, Black, Asian, and Other Non-Anglo (PHBAO) student integration programs. The analysis is based on data collected from staff, students, and parents during 1982-83 at schools that are at least 70% non-Anglo. This volume, in eight sections, discusses and summarizes evaluation findings. Section A describes the implementation of seven programs: Bilingual Classroom Teacher Program, Urban Classroom Teacher Program, Computer Assistance, Curriculum Alignment, Project Textbook, Student-to-Student Integration Program, and Supplemental Counseling Progam. It then analyzes overall program effectiveness and results of the School Attitude Measure administered in program schools. Throughout, four analytic approaches are employed: a harms analysis, an implementation analysis, an effectiveness analysis, and an analysis of achievement and attitude data. Sections B-D summarize evaluations of these programs, respectively: Section B, MED-COR, a high school health profession-preparation PHBAO program; Section C, School Readiness Language Development, a pre-kindergarten program; and Section D, Voluntary Integration (transportation) and Year Round Schools programs. Sections E and F describe evaluation designs of all studies conducted. (All of these programs and studies are discussed in greater detail in other volumes of this report). [More] Descriptors: Bilingual Education, Busing, Elementary Secondary Education, Evaluation Methods