Bibliography: Bilingual Education (page 672 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, Window Rock Navajo Tribe, and Jeanice J. Doty.

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). John Jay High School Project TRIUNFE 1984-1985. OEA Evaluation Report. Project TRIUNFE provides instruction in English as a second language, native language development, and bilingual instruction in mathematics, science and social studies to limited English proficient Hispanic, Asian, and Haitian students. The program is a transitional program whose major goal is to mainstream students in less than two years. Mainstreamed students maintain contact with project staff through tutoring and career advising. Evaluation findings for the second year of a three-year funding cycle are presented by program objectives. They include the results of student performance in courses and tests, reviews of program materials and records, interviews with relevant personnel, and classroom observations. Overall, program objectives were met for English as a second language, content-area instruction in mathematics, science, and social studies and native language arts instruction, and student attendance. The project did not provide data to assess the objective for student achievement in computer lab classes. Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, Computer Assisted Instruction

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts 1984-1985. OEA Evaluation Report. Project SPEED provides instruction in English as a second language (ESL) and native language arts in addition to bilingual instruction in mathematics, social studies, computer skills, and typing to 490 students of limited English proficiency (LEP) in grades 9 through 12. All program students were born outside the United States and their native languages included Spanish, Arabic, Chinese, Vietnamese, and Khmer. Over 59 percent of the students were overage for their grade. To achieve a major goal of dropout prevention, instruction stresses development of English language skills. The aim is to prepare students for mainstreaming within two years by planning individualized programs for each student, and having classes taught by both mainstream and resource teachers to heterogeneous or homogeneous language groups. Classes include students of mixed grade levels, grouped according to proficiency in language and subject matter. Curriculum materials were developed this year in Arabic and Chinese. Parents are involved through ongoing mail and telephone contacts, and workshops and conferences at the school. Evaluation of student achievement data indicate students met program objectives in English reading, mathematics, business/vocational courses and attendance. Objectives were not met for English language achievement. Descriptors: Academic Achievement, Bilingual Education Programs, Career Education, English (Second Language)

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project MAS 1984-1985. OEA Evaluation Report. This multi-site instructional program (Project MAS) provides instruction in English as a second language and native language arts, as well as bilingual instruction in mathematics and science to approximately 400 Spanish-speaking schools. It serves third through eighth graders at four sites in the Bronx. Its instructional and non-instructional (curriculum development, staff development, cultural enrichment activities, parental involvement) components are designed to meet two major needs of program students: to develop their English proficiency and to increase their knowledge of science and mathematics. The evaluation data suggest that Project MAS has met most of its goals. The statistically significant gains in English and Spanish proficiency, mathematics, and in reading (at three grade levels) fulfill the student achievement objectives. Non-instructional objectives were also met: staff felt the various training activities were very useful and the support services were highly effective. Recommendations were (1) to develop strategies to expand the project's role within the two districts and beyond the four school sites; (2) to expand the concept of teaching language through topics to include other content areas such as literature and social studies; (3) to continue to emphasize group cooperation; and (4) to develop more appropriate testing instruments for Spanish and science. Descriptors: Academic Achievement, Bilingual Education, Curriculum Development, Elementary Education

Navajo Tribe, Window Rock, AZ. Div. of Education. (1985). Navajo Student Enrollment & Basic Educational Data: Navajo Area School Systems SY-1984-85. During school year 1984-85, 61,586 Navajo preschool-grade 12 students were enrolled in 241 schools serving the Navajo Nation in Arizona, New Mexico, and Utah. Approximately 62.8% of the Navajo students attended 157 public schools, while 25.4% attended 53 Bureau of Indian Affairs (BIA) operated schools, 6% attended 9 community-controlled and 22 mission schools, and 5.8% attended preschools under the Division of Navajo Child Development. Navajo student enrollment appeared to be increasing at a rate of 01.4% per year. BIA schools showed the lowest rate of increase (00.7%), with public school enrollments increasing at 01.9% per year and contract school increasing at 3.4% per year. Only two of the 26 public school district superintendents were Navajos. Of the 423 administrators in Navajo area schools, 110 were Navajos, with 64% administering the contract schools. While only 739 of the 4,839 teachers were Navajos, 1,160 of the 1,638 teacher aides were Navajos. A total of 38 schools were accredited by the North Central Accreditation Association: 14 BIA schools, 21 public schools, 2 contract schools, and 1 mission school. Most schools taught Navajo history, government, and culture; and bilingual instruction was delivered by teacher aides in most public and BIA schools. Descriptors: Accreditation (Institutions), Administrators, American Indian Education, American Indians

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project COPE 1984-1985. OEA Evaluation Report. Project COPE, in its second year of funding, offered basic skills instruction, career development, and pre-occupational training to 343 students of limited English proficiency in grades 9 through 12 at three sites in New York City. The students varied in native language skills, proficiency in English, and overall academic preparedness. The project's main goal was to provide supportive services to limited English proficient students who were also limited in their ability to read and write in their native languages. The evaluation findings for the 1984-85 academic year include the results of student performance on standardized and teacher-made tests, an examination of program materials and records, site visits, and interviews with program personnel. Objectives were met in English language development and student attendance. Data on native language development arts were not provided and the objective could not be assessed. Staff turnover and conflicts with other duties, and lack of adequate space at one site, negatively affected the program's success. The objective for mathematics, science, and social studies was achieved only in the spring at one project site. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Haitians

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project PROBE, 1984-1985. OEA Evaluation Report. Project PROBE is a multi-site program located in two high schools. It is intended to increase career awareness among approximately 200 Hispanic students and 100 Chinese-speaking students through instruction in content areas, English as a second language (ESL), students' native language, and computer literacy, supplemented by enrichment resources and career guidance services. ESL/Americanization classes were also to be provided for students' parents. However, hiring problems resulted in only partial implementation of the project. A resource teacher and a paraprofessional were hired for one school in February, but a hiring freeze prevented staffing of the other site. Despite the problems, the administrations of both schools support the program and have allocated special rooms for the project's second year. At the one school where the project was implemented, project objectives were assessed in English language development, mathematics, science and social studies, and attendance. Student achievement data indicate that program objectives were met in English language development and attendance. Passing rates in content-area courses did not meet the program objective. Data were not available to assess Spanish language development. However, program students had very high passing rates in Spanish Language courses compared to citywide standards. Descriptors: Bilingual Education Programs, Business Education, Computer Literacy, Counseling Services

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). George W. Wingate High School Multilingual Survival Skills Program 1984-1985. OEA Evaluation Report. The Multilingual Survival Skills Program provides instructional and support services to Haitian and Hispanic students. The program emphasizes the acquisition of English language skills, using the native language (Spanish, French, and/or Haitian Creole) to maintain and develop skills. The major goals of the program, in its second year of a three-year funding cycle, are to: (1) develop and implement a pilot program in Haitian Creole native language arts: (1) develop curriculum materials in Spanish for required content-area courses, focusing on the needs of illiterate and semi-literate students; (3) help students pass required courses for graduation, through a combination of bilingual content-area and English as a second language instruction and other necessary services; and (4) provide increased support services as needed. An assessment was conducted of objectives for English language development, native language arts, mathematics, science, social science and attendance. Students met the program objectives for attendance, language arts, science and social studies. Staff development, curriculum development, and parental involvement objectives were also met. A shortage of certified bilingual teachers and procedures for staff supervision were cited as areas of concern. Recommendations were made for improving the project. Descriptors: Academic Achievement, Bilingual Education Programs, Career Education, English (Second Language)

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Morris High School, New Directions in Bilingualism, 1984-85. OEA Evaluation Report. The New Directions in Bilingualism project completed the final year of a three-year basic program at Morris High School, the Bronx, in June 1985. Major goals were enhancing students' self images, developing native language skills, and improving English language proficiency to allow quicker mainstreaming. The program served 227 recently immigrated, low income, Hispanic, ninth through twelfth graders with limited English proficiency (LEP). Most were from rural areas of their countries of origin and their education in their native language tended to be limited. The program offered English as a second language (ESL), native language, and content-area instruction, and nontraditional courses, such as the New Environmental Workshop. Support services included the counseling and guidance department and staff development activities. Program objectives were assessed in English and native language proficiency, achievement in mathematics, science, and social studies, and attendance and dropout rates. Objectives were met for English and native language proficiency, attendance and dropout rates and passing rate for the New Environmental Workshop. Recommendations include: (1) continuation of work to increase parental involvement; (2) involvement of paraprofessionals in professional meetings and conferences; (3) dissemination of the student group workshop model to other bilingual programs; (4) dissemination of the New Environmental Workshop curriculum to other schools serving LEP students, and allowing students to contribute to the development of the workshop curriculum.  Descriptors: Academic Achievement, Bilingual Education Programs, Dropout Prevention, Economically Disadvantaged

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project BETA, 1984-1985. OEA Evaluation Report. Project BETA is a multi-site program serving 224 recent immigrants in ninth through twelfth grade. Originally intended as an enrichment program for gifted and talented students with limited English proficiency (LEP), in practice, the program is open to all LEP students in three targeted languages: Korean, Vietnamese, and Haitian Creole/French. The project is part of the attempt to facilitate social and academic mainstreaming of LEP students by instilling in them a sense of pride in their native cultures through exposure to their histories, arts, and formal study of native languages. Increased parental involvement, and staff and curriculum development were secondary goals. Several changes have occurred since the program was proposed because only partial Title VII funding was available for both the resource teacher positions and the project director, and because lower than expected enrollment made most native language content-area classes impractical. Program objectives were assessed in English language development; and mathematics, science and social studies, which, except for social studies at one site, all were taught in English. Students failed to achieve the proposed English language development goal of mastering two Criterion Referenced English Syntax Test (CREST) objectives per month of instruction. The 85 percent passing objective was met by students in fall mathematics classes. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), High School Students

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). DeWitt Clinton High School Project BISECT 1984-1985. OEA Evaluation Report. Project Bilingual Spanish-to-English Career Training (BISECT), in its third and least year of funding, offered bilingual instruction, career awareness development, and supportive services to 301 Hispanic students of limited English proficiency at DeWitt Clinton High School. While all students spoke Spanish at home, their Spanish language ability and proficiency in English varied, as did their overall academic preparedness. The ultimate goal was to improve students' English language skills and to assist them in identifying career interest areas. The instructional approach was bilingual: social studies classes were taught by English-speaking teachers assisted by bilingual paraprofessionals. Supportive services included vocational guidance and academic counseling, home visits, career awareness activities, visits to educational and cultural sites, and a program newsletter. The following evaluation findings are presented for the 1984-85 academic year: (1) English as a second language objective was achieved; (2) objective was met for English reading ability; (3) objective was met for mathematics, social studies, and science; (4) objective was met for assessment of vocational interests and aptitudes and for achievement in career or vocational classes; and (5) attendance objective was met. Descriptors: Academic Achievement, Bilingual Education Programs, Career Education, English (Second Language)

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project BACIS, 1984-1985. OEA Evaluation Report. In 1984-1985, the final year of funding, Project BACIS provided instructional, resource, and supportive assistance to three different populations of recent immigrants from Cambodia, Haiti, and Vietnam at three high schools in New York City: Christopher Columbus (Bronx), Samual J. Tilden (Brooklyn), and Walton High School (Bronx). At each site the program maintains a resource room, equipped with materials in the students' native languages. Over half of the students were Haitians; the other students were speakers of Khmer, Vietnamese, and various Asian languages. Program staff at each site worked with varying numbers of students. All students spoke their native language at home and were reading below grade level. The Vietnamese and Cambodian students suffered major interruptions in their education as a result of political upheaval in their native countries. At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native language arts and content-area classes would be taught in the native language, students were placed in classes according to the availability of such instruction at each school. Supportive services to program students included academic, personal, and vocational counseling, contact with families, and referrals to outside services. Overall, the project achieved its objectives in English language, mathematics, science, and social studies achievement. Descriptors: Academic Achievement, Bilingual Education Programs, Cambodians, English (Second Language)

Doty, Jeanice J. (1986). Increasing Parent Involvement in a First Grade Chapter I Public School Classroom Program. This practicum was designed to increase parental awareness of the importance of participation in a student's "daily" educational program. The specific goal of the practicum was to increase parent involvement in a first-grade Chapter 1 public school classroom program serving predominantly Hispanic American migrant children. It was expected that, as a result of the implementation effort, (1) 85 percent of involved parents would sign students' completed homework and have it returned to the teacher; (2) 85 percent of parents would participate in a parent-teacher conference; (3) 85 percent of parents would sign and return a questionnaire demonstrating evidence of parent participation; and (4) 144 homework assignments would be completed and turned in to the classroom teacher. To address these goals, a highly motivational, structured program was implemented. All projected objectives were achieved. The Parent Questionnaire and a teacher/parent conference summary form are appended. Descriptors: Bilingual Education, Elementary School Students, Grade 1, Hispanic Americans

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project CAREERS, 1984-1985. OEA Evaluation Report. This multi-site project, in its second year of funding, proposed to provide instruction in English as a second language (ESL) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies to 294 Hispanic, Chinese, and Haitian students in grades 9-12 at three high schools. Students varied widely in English proficiency, ability in their native languages, and overall academic preparedness. Instructional goals included: (1) to provide basic academic skills instruction in English and students' native languages; (2) to foster a positive self-concept through study of students' native cultures and American heritage; (3) to encourage academic achievement and high school graduation; and (4) to foster acquisition of basic skills and orientation for careers in health, law and business related fields. Bilingual science classes were offered at all three sites; bilingual mathematics classes at two sites; and bilingual social science classes at one site. Students mastered an average of 1.1 Criterion Referenced English Syntax Test (CREST) objectives per month. Pretest and posttest data were not available, but passing rates in native language arts classes were high. Business/health career course objectives were met. Dropout rates were lower than those of mainstream students, but did not meet the proposed criterion. Descriptors: Academic Achievement, Bilingual Education Programs, Career Education, Chinese

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Grover Cleveland High School Project CAUSA 1984-1985. OEE Evaluation Report. This program, Project CAUSA, provided instruction in English as a second language (ESL), native language arts, and content-area courses, in addition to a career and vocational training program focused on office and computer skills, to a selected group of 141 Hispanic and Italian immigrant students of limited English proficiency (LEP). Students entered the program with a wide range of educational backgrounds and levels of native language and English proficiency. The program's aim was to help recently arrived students in the acculturation process, provide basic language, academic, and vocational skills while enhancing appreciation of their native cultures and languages. Staff development activities included training workshops and monthly department meetings. Career counseling services included career guidance, and job placement services along with academic and personal counseling, referral services, tutoring, and family contacts and advisement. Student achievement data indicate students met program objectives in English language development. Passing rates in Italian and Spanish surpassed 75 percent both semesters. Passing rates in substantive areas and bilingual business classes were significantly greater than those of mainstream students. Attendance rate was significantly higher, but their dropout rate not significantly lower than mainstream students. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), High Schools

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Theodore Roosevelt High School: Project TEACH, 1984-1985. OEA Evaluation Report. Project TEACH completed the first year of a three-year program serving 190 newly arrived limited English proficient (LEP) students from the Caribbean, Central America and Cambodia. Virtually all students belonged to low-income families and many had received little formal education in their native countries. The primary goal was to facilitate students' linguistic and cultural adjustment to U.S. society through counseling and English as a second language (ESL) instruction, while providing computer literacy and business training. A long-term goal is to use computers to assist instruction in all content areas. Two bilingual counselors and a bilingual family assistant helped students with academic, career-oriented, and personal problems. Staff development was accomplished through outside courses, in-service workshops and presentations and involvement in developing computer assisted curricula. Parent involvement was effected via night classes in ESL and high school equivalency preparation, parent-teacher conferences, Parent Advisory Council meetings and project-sponsored theatre trips. Student data indicate that: (1) students met English language development objectives; (2) Spanish-speaking students met native language development objectives; (3) students surpassed mathematics and computing objectives both semesters; (4) students met attendance objectives; and (5) mainstreaming objectives in the business/computer program were met. A summary of the report is included. Descriptors: Bilingual Education Programs, Business Education, Cambodians, Computer Literacy

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