Bibliography: Bilingual Education (page 671 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Brooklyn. Office of Educational Assessment. New York City Board of Education, 1986, and Frank Fox.

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). George Washington High School Biliteracy Skills Development Program 1983-1984. O.E.A. Evaluation Report. The 1983-84 academic year marked the first year of the Biliteracy Skills Development Program at New York City's George Washington High School. Program students were all Hispanic and spoke Spanish exclusively at home. The major program goal was to facilitate the acquisition of English through the development of literacy in the native language, with mainstreaming as the eventual goal. The project transition into the mainstream was to be accomplished by providing concentrated dosages of language, some content-area instruction through the native language, and opportunity to participate in non-academic subject classes taught in English. Parents were encouraged to become involved in their children's education and to take adult education classes in academic and vocational subjects.  Achievement data of first year participants indicates that: (1) Overall, students surpassed objectives in English language development. (2) Score gains in Spanish reading for the total population were statistically significant; (3) The objective that 65 percent of the students would achieve a passing grade was achieved only in typing classes and fall science classes, not math or social studies. (4) The attendance rate of students was significantly higher than the schoolwide rate, but the objective of 25 percent improvement was not met. It is recommended that: (1) students' use of English should be increased through classroom and extracurricular activities; (2) classes for accommodating students to their new environment should be offered; and (3) staff development opportunites should be increased for teachers and paraprofessionals. Appendices provide data in tabular form. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), High Schools

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Park West High School Vocational and High School Equivalency Bilingual Program 1984-1985. OEA Evaluation Report. Park West High School's Vocational and High School Equivalency Bilingual program in New York City uses bilingual and bicultural instruction to provide Hispanic students with the preparation needed to secure employment upon graduation or continue their education. Beyond classroom instruction in assorted academic and vocational courses, students receive supportive non-instructional services such as after-school occupational training programs, and career and personal counseling. An evaluation found that nearly half of the participants could be partially mainstreamed, a strong program staff was in place, and students reported high satisfaction with the program. Quantitative analysis of program objectives in English language development, mastery of the native language, mathematics, and attendance indicate: (1) 70% of students mastered material at the proposed rate; (2) the program objective was satisfied in native language arts and the vocationally oriented class; (3) mainstreaming goals were met in the spring; (4) the attendance objective was fulfilled; and (5) the percentage of parents visiting the program once during the academic year satisfied objectives. Various testing instruments were employed and results are included. Recommendations are made to reduce noise from the open classroom arrangement, increase and enhance parental involvement, establish follow-up procedures for mainstreamed students, and hire a bilingual guidance counselor. Descriptors: Bilingual Education Programs, English (Second Language), High Schools, Hispanic Americans

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Flushing High School Project CERCA 1984-1985. OEA Evaluation Report. Project CERCA (Career Exploration through Reinforcement of Correlated Academics) at Flushing High School (New York) seeks to improve English language proficiency and performance in the academic content areas, to help develop native language skills, and to instill career awareness. The project serves a target population of Hispanic students, most of them with limited English proficiency (LEP). During its second year, instructional offerings were continued in four major areas: English as a second language, native language arts, content-area courses, and advanced placement courses; audio-visual programs were established; average ESL class sizes were reduced from 33 to 25 students; staff received in-house training for instituting the Metropolitan Guidance and Career Service System (METRO-Guide)–an interactive computerized system offering up-to-date and on-going career and college data to students; and more career capsule units were introduced. CERCA's strengths lie in its wide selection of course offerings geared toward career awareness; the preparation it provides students for using bilingual skills; and its commitment to include such technological advances as the METRO-Guide. To further strengthen the program, recommendations include hiring a bilingual grade advisor and an additional bilingual science teacher, and monitoring the implementation of bilingual instruction in the classrooms. Descriptors: Academic Achievement, Bilingual Education Programs, Career Awareness, Career Education

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). New Utrecht High School Project BITEC 1984-1985. OEA Evaluation Report. In 1984-85, Project BITEC was in the second year of a 3-year funding cycle at New Utrecht High School in Brooklyn, New York. The program provides courses in English as a second language (ESL), native language arts in Spanish, Italian, Chinese, and Vietnamese; and bilingual (mostly in Italian and Spanish) instruction in mathematics, science, and social studies. In addition, technical courses are offered. The project provided instruction and support services to 386 limited English proficient students from Latin America, China, Vietnam, and Italy. The major goal of Project BITEC is to increase the English proficiency of its students, while continuing their education through content-area bilingual courses. Title VII provided funds for the administrative and support services staff.  All project staff members attend university courses aimed at improving their usefulness to the program and other development activities. Parental involvement is one of the project's non-curricular objectives. Its curriculum specialists achieved their objectives in developing guides for courses in computer and secretarial studies in all target languages, and are in the process of completing multilingual curricula for a course in industrial arts. During the 1984-85 school year, the project was not able to achieve its objectives for English reading achievement, but goals were attained in native language arts and content-area courses. Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, Curriculum Development

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Samuel Gompers High School Bilingual Mini-School 1984-1985. OEA Evaluation Report. In 1984-85, the Bilingual Mini-School was in its second year of a 3-year funding cycle at Samuel Gompers High School (Bronx, New York). The program provided instruction in English as a second language (ESL) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies, to 84 Spanish-speaking students of limited English proficiency (LEP). In addition, program students were enrolled in several specialized vocational courses in the mainstream. The program proposed to meet students' academic and vocational/technical needs by minimizing the linguistic barriers that prevented them from participating in a mainstream instructional setting. The program also aimed at helping students meet the academic requirements for a high school diploma.  Title VII funds supported all program staff positions. Development activities for staff included monthly meetings, attendance at workshops, and university courses. Efforts to involve parents of participating students in school activities were made through home letters and phone calls. Quantitative analysis of student achievement data indicates that: (1) Passing rates in English as a second language courses were very high in both the fall and spring; and (2) Overall, 68 percent of program students passed courses in mathematics, science, social studies, and Spanish, thus meeting the proposed objectives. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), High Schools

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project BITEC 1983-84. New Utrecht High School. OEA Evaluation Report. Project BITEC offers instructional, resource, and supportive services to four different populations of limited English proficient (LEP) students from China, Vietnam, Latin America, and Italy at New Utrecht High School in Brooklyn, New York. The project provides a technological/computer, secretarial, and industrial arts program intended to complement the regular program of academic studies. The project's overall goal is to facilitate students' completion of high school and the acquisition of one or more vocational skills at an age comparable to that of their English-speaking peers. Development activities for staff and parent involvement activities are important components of the project. In 1983-84, the first year of funding, Project BITEC reached 415 students, Grades 9-12.  Forty-one percent were native speakers of Spanish, and 32 percent were Italian-speaking. An assessment of first year data found that project objectives were achieved in English reading and comprehension, as well as native language arts courses. In comparable content-area courses, project students generally achieved significantly higher scores than students in mainstream classes. The attendance rate of project students was statistically significantly higher than the school-wide rate. Parental involvement was not as successful as hoped, due to parents' work schedules and to the fact that many students live far from school. In the future, to reach more Asian-language students, the program should continue its efforts to hire additional staff fluent in Chinese or Vietnamese. Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, English (Second Language)

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Evander Childs High School Computer Literacy and Word Processing Skills for Bilingual Students 1984-1985. In 1984-85, the Computer Literacy and Word Processing Program for Bilingual Students at Evander Childs High School (Bronx, New York) was in the first year of a two-year, Title VII funding cycle. The major goal of the program is to improve the educational achievement and employability skills of 100 Hispanic, limited English proficient (LEP) student through elective courses in keyboarding, computer literacy, word processing, and automated accounting. Another group of about 50 English proficient students (who had participated previously in the school's tax-levy bilingual program) also participated on a volunteer basis. In addition to instruction, a number of supportive services were offered to program participants, including academic counseling, referral services, career and vocational guidance, individualized tutoring, and family contacts. In 1984-85, the project developed curriculum materials in Spanish and English, as well as materials for related work-study/work-readiness skills. Staff development and parent participation activities were also conducted. An evaluation of the 1984-85 year found that program objectives for student achievement and attendance were met and that the program is making satisfactory progress. Staff development activities to help teachers who experience difficulty in presenting business education content to Spanish-dominant students and in replicating the program to serve the school as a whole are recommended. Descriptors: Academic Achievement, Bilingual Education Programs, Computer Literacy, Computer Science Education

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Erasmus Hall High School Bilingual Program 1984-1985. OEA Evaluation Report. In 1984-85, the Bilingual Program of New York City's Erasmus Hall High School was in its second year of a 3-year funding cycle, and served 220 students of limited English proficiency (LEP). The program population included 190 Haitian students, in addition to 21 Hispanic, eight Asian, and one Middle Eastern student. All program participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students; bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. The major instructional goal was to provide students with special assistance in English to help accelerate their movement into mainstream academic classes. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included monthly meetings and workshops, and attendance at university courses. Parents were involved through a parents' advisory committee and telephone contact with project staff. Supportive services to program participants consisted of academic, personal, career, and college counseling. Tutoring was provided during lunch periods, after school, and on a pull-out basis during class time in Chinese, French, and Haitian Creole. Descriptors: Academic Achievement, Bilingual Education Programs, English Instruction, High Schools

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project BEAM UP. Sarah J. Hale High School, 1983-1984. OEA Evaluation Report. Project BEAM UP provides instructional and supportive services to 233 Hispanic and Haitian students (Grandes 9-12) of limited English proficiency (LEP) at Sarah J. Hale High School in Brooklyn, New York. The project's main objective is to enable LEP students to participate in mainstream content-area classes by as early as the middle of their junior year. Electing to take courses in either an academic or vocational track, all students receive instruction in English as a Second Language, English and native arts, bilingual content-area classes, and mainstream content-area classes. Quantitative analysis of student achievement data during the project's first year indicates that most students showed significant gains in language skills, both English and native, and they achieved high passing rates in vocational subjects. Program students' passing rates in mathematics were not significantly higher than those from mainstream students, but they surpassed mainstream students' performance in social studies courses. The following recommendations are suggested for program improvement: (1) formulate a policy for teaching Haitian Creole and French that considers both the students' level of proficiency and state foreign language requirements; (2) supplement the teaching of Haitian Creole with intensive instruction in Creole writing; (3) attempt to acquire materials in Haitian Creole for classroom use; (4) provide staff development activities to improve teachers' skills in Creole writing; and (5) increase paraprofessional's contributions to individualizing instruction.  Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Haitian Creole

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Theodore Roosevelt High School Project CHASP 1983-1984. In 1984-85, the final year of a two-year funding cycle, Project CHASP (Cambodian and Hispanic Achievement for Students and Parents) at Theodore Roosevelt High School in the Bronx, New York, served 75 Hispanic and 71 Cambodian students in Grades 9 and 10. Instruction was provided in English as a second language (E.S.L.) and native language development, in addition to bilingual instruction in mathematics, science, and social studies. For the most part, both the Hispanic and Cambodian student groups came from rural settings and demonstrated low educational skills. Native language arts classes were offered only to Hispanic students because the program did not have a Khmer-speaking teacher. Cambodian students were taught content-area courses by monolingual English-speaking teachers using an E.S.L. approach with the assistance of bilingual Cambodian paraprofessionals. Title VII funds supported administrative and support service positions, guidance services, home visits, extracurricular activities, curriculum development, and staff development and parent participation activities. Program students met the proposed objective for acquisition of English syntax. Cambodian students met proposed objectives for achievement in mathematics, science, and social studies. Data were not provided to assess the objectives for Hispanic students in mathematics. Hispanic students failed to meet objectives in native language achievement. Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, Cambodians

Fox, Frank; And Others (1986). The Multilingual Preschool Parent Participation Project of the Sacramento City Unified School District. Summary of the Final Evaluation Report. This paper summarizes the five year period (1980-1985) of the Sacramento City Unified School District Parent Participation Preschool and Children's Centers. The program provided multilingual education to preschool children and their limited-English-speaking parents. Children were enrolled in existing Head Start and State Preschool programs, and they received extra services. Parents were give home teaching kits for reinforcement of classroom lessons and for dissemination of information about community resources. The first phase of the program served speakers of Chinese, Vietnamese, and Spanish; the second phase added Hmong and Laotian services. Evaluation of the program by parents and teachers was very favorable. Recommendations for continuation of the program include the following: (1) more clearly articulated goals and objectives; (2) a longitudinal evaluation plan; (3) replicability of the model; (4) alternative funding sources from within and outside of the district; and (5) dissemination of program outcomes to a wider audience. Data on the program population, developmental assessment instruments and results, and parents' and teachers' program evaluation results are appended to the evaluation summary. Descriptors: Bilingual Education Programs, Chinese Americans, Laotians, Limited English Speaking

1986 (1986). Newton High School Project CAPABLE 1984-1985. OEA Evaluation Report. In 1984-85, Project CAPABLE was in its final year of a 3-year funding cycle at schools in New York City. The program provided instruction in English as a second language, native language arts, bilingual science, and bilingual social studies to 324 Chinese, Korean, and Vietnamese-speaking students of limited English proficiency (LEP) in Grades 9 through 12. Most were recent immigrants. The program operated at four sites: the primary resource at Newton High School; John Bowne High School; William Cullen Bryant High School; and Tottenville High School. The project's overall goal was to help LEP students achieve proficiency in English and thus to prepare them for mainstream classes. In addition, the project was intended to help these students adjust to their new environment and new culture. Findings concerning the implementation of the project were positive; both instructional and non-instructional objectives were met; the school authorities were supportive of the program; both the project director and staff members worked hard to make the program successful; the training of staff members was carried out as planned; the parental involvement project proved to be effective; and instructional materials were adapted and developed. Descriptors: Academic Achievement, Acculturation, Asian Americans, Bilingual Education Programs

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Multilingual Survival Skills Program. George W. Wingate High School, 1983-1984. OEA Evaluation Report. In 1983-1984, the Multilingual Survival Skills Program provided support services and instruction in English as a Second Language (ESL) and native language skills to approximately 360 students of limited English proficiency (LEP) in Grades 9-12 at Wingate High School (Brooklyn, New York). Bilingual instruction in mathematics, science, and social studies was also provided. Eighty-one percent of the students spoke Haitian Creole as their native language. The remaining 19% were Hispanic, mainly from the Dominican Republic and Panama. Among the major goals of the project were to help students pass courses required for graduation; to develop and implement a pilot program in native language arts for Haitian students; and to develop curriculum materials to reinforce skills for illiterate or semi-literate Haitian and Hispanic students in required content-area courses. An assessment of first-year student achievement found that program students were able to achieve proposed instructional achievements in ESL, Spanish language arts, and social studies. Performance in mathematics, biology, and French was lower and program objectives were not met. Specific areas of improvement for consideration by the bilingual project include: recruitment of bilingual content-area teachers (Spanish/English), emphasis on the parental component, and in-service training for personnel working with the program's LEP students. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Haitian Creole

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Flushing High School Project CERCA 1983-1984. OEA Evaluation Report. In its first year of Title VII funding, Project CERCA provided counseling and a comprehensive career education program and supplemented the bilingual academic program for a group of 200 limited-English-proficient Hispanic students in grades 9 through 12 in a high school in Flushing, New York. Data suggest that the primary goal of career counseling was successfully met. When tested for English language development at Level I in the spring, 75% of the students mastered at least one Criterion Referenced English Syntax Test (CREST) objective per month in both semesters. There was a decrease in raw scores from pretest to posttest on the New York City Reading Test. Passing rates in English as a second language (ESL) and RCT preparation courses exceeded 70% in both semesters. In general, students did not achieve the 75% passing criterion for content-area classes. Social studies students achieved the highest overall passing rates (79%) both semesters. Recommendations for strengthening the program are given, including establishing procedures for field testing and refining career units for classroom use, determining optimal class size for ESL, sharing data on student career goals and aptitudes, and changing the program's English language objectives to more accurately reflect typical student achievement. Descriptors: Academic Achievement, Bilingual Education Programs, Career Counseling, Career Guidance

1986 (1986). Evander Childs High School Cooperative Work-Study Program for Bilingual Students 1983-1984. OEA Evaluation Report. In its final year of a 2-year funding cycle, the Cooperative Work-Study Program for Bilingual Students offered bilingual instruction, career exploration programs, and supportive services to approximately 220 students in grades 9 through 12 at a high school in Bronx, New York. Almost all students were Hispanic and most were non-native born and of limited English proficiency. The program goal was to develop students' proficiency in English and to increase their career awareness, while preserving students' native language and culture. In English language development, students surpassed the proposed objectives. Posttest means in reading and writing were significantly greater than the pretest means; in mathematics, posttest scores were significantly greater than pretest scores. When compared with mainstream students, program students had a significantly higher pass rate in English courses, in global history, and in spring semester mathematics courses. A higher proportion of program students passed teacher-designed biology tests and native language arts classes. Program students had a higher rate of attendance than the school population as a whole. Recommendations for improving future programs are given, primarily involving expanding and redirecting career exploration and orientation. Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Career Counseling

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