Serrano, Rodolfo G. (1976). Desegregation in the South San Joaquin Valley. Notably isolated from the large metropolitan centers by geography and predominantly agricultural in its economy, Kern County is California's third largest county in land area. About one-third of the county is situated on the flat valley floor at the extreme southern end of the San Joaquin Valley. The area relies heavily on Chicano and Black manual labor. The educational background and mean annual income is low. On a county level, the median income in the county is $11,925 and the median school years completed is 12.1. The disparity in educational attainment, type of employment, and income level for ethnic minorities is evident, and to the ethnic minorities, it is a continuing source of aggravation. This is a major problem because the minorities see it as a part of an unwritten plan that does not allow any possibility for their own betterment. To the Chicanos and Blacks in the area, employment is related to education which in turn is related to income. The issue of school segregation in this rich agricultural land has recently reached a new level of concern. This paper reviews the status of desegregation/integration in Kern County, identifies the desegregation problem areas in the county, and offers some suggestions for the improvement of this desegregation/integration problem area.   [More]  Descriptors: Academic Achievement, Bilingual Education, Blacks, Desegregation Litigation

Almeida, Cynthia H. (1976). East Harlem Pre-Kindergarten Center, School Year 1975-1976. This report is an evaluation of a selected New York City Umbrella program, funded under a special grant from the New York State Legislature. The program, established to service the needs of working parents, children from families where the older siblings had been behind in school achievement, and families with serious social and economic problems, served sixty-three four year old children in East Harlem. The center program consisted of two full-day and two half-day classes. There were fifteen pupils in each class with a teacher and a para-professional. One of the all-day classes was bilingual with instruction in Spanish and in English. The objectives of the program were to provide a stimulating preschool learning environment. In addition, as a result of participation in the bilingual-bicultural class, the pupils were expected to develop a more positive self image. Program personnel included a coordinator, three teachers, three paraprofessionals, and one family assistant. Parents were involved in workshops. This program evaluation indicates that pupil achievement levels in the selected skill areas were above chosen criterion levels and parental involvement in activities was almost attained at proposed criterion levels.   [More]  Descriptors: Bilingual Education, Bilingual Students, Minority Group Children, Parent Participation

Begay, Shirley M., Ed. (1976). To Be A Navajo. Second Edition, 1976. Designed to provide culturally relevant and interesting reading material in Navajo for Navajo speaking children, this booklet presents 20 short stories written and illustrated by students at Rough Rock Demonstration School. Intended to encourage Navajo speaking children, and others, to read and to instill pride in being a Navajo, the stories pertain to the children's experience at home. The short stories, given in English and Navajo, cover such topics as horses, the seasons of spring and summer, the family, the rodeo, home, herding sheep, weaving a rug, and the student's surrounding environment.   [More]  Descriptors: American Indian Culture, American Indian Languages, Bilingual Education, Childrens Literature

Hennessey, James J. (1976). Bilingual-Bicultural Program at C.S. 77, 1975-76. This report presented the final evaluation of a Bilingual-Bicultural Program in a community school in the Bronx, grades one through six. The project was designed to increase the spoken English language comprehension of elementary school age children who were found to be below the 20th percentile on the Language Assessment Battery. Ten educational assistants worked closely with 168 target youngsters in activities that ranged from individualized instruction, to small group work, to testing, diagnosing, and prescribing interventions. The primary goal of these activities was to bring each participant to a higher level of competence in using and understanding English. The findings of the evaluation were that the major goal was not fully realized, in spite of very well coordinated, highly professional effort on the part of project staff members. Only 47.1 percent (short of the 65 percent goal) of the students participating in the project gained the expected 10 percentile ranks needed to satisfy the project objectives. The project was recommended for continuation, however, with some modifications.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Cultural Awareness, Elementary Education

Schwartz, Lester J. (1976). Parent Resource and Tutorial Center, School Year 1975-1976. This report is an evaluation of a selected New York City Umbrella Program, funded under a special grant from the New York State Legislature. The program, which operated in three East Harlem schools, served eighty disadvantaged monolingual and bilingual children in the third through sixth grades who were two years or more below grade level in reading and in mathematics. Program goals were (1) to significantly improve students' basic skills in reading and in mathematics and (2) to educate parents and students about social and educational problems and about the use of community and school resources in dealing with these problems. The evaluation objectives for parent workshops were only partially met because evaluation procedures were misunderstood. In reading and mathematics achievement, only the third and sixth graders and the bilingual group met the objectives. It was concluded that the parent workshops, had little impact on the community, that the tutorial center was effective in increasing the reading and mathematics skills of the participants, and that student workshops appeared to be an effective means of assisting students with their educational and social problems.   [More]  Descriptors: Bilingual Education, Bilingual Students, Elementary Education, Minority Group Children

Alaska State-Operated Schools, Anchorage. (1975). Kivalina Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader describes, in the form of a story about a little boy, the life of Alaska natives near Kivalina. The text is illustrated with black-and-white drawings.   [More]  Descriptors: American Indian Culture, American Indian Languages, American Indians, Bilingual Education

Abramson, Jacob (1976). New Utrecht High School Bilingual Program, CAPISCO. The CAPISCO Bilingual Program at New Utrecht High School in New York is designed to offer bilingual instructional and supportive services to predominantly 9th and 10th grade Italian students. The target population consists of approximately 150 Italian language dominant students receiving intensive instruction in English as a second language instruction in their native language in the three content areas of Social Studies, Science and Mathematics. They also receive instruction in native Italian language in order to improve their linguistic skills and to obtain an awareness of their background together with the artistic, scientific, and social contributions made by their people through the ages. These students are integrated with English dominant students in Music, Art, Health Education, Typing, and Industrial Arts. Objectives of the program are that the students gain in reading, arithmetic, and native language reading achievement. Among the findings are the following: (1) each grade, as well as all grades combined, demonstrated gains in reading achievement beyond normal expectancy on the Stanford Achievement Test, (2) the total group demonstrated significant gains in language reading achievement, (3) each grade, as well as all grades combined, showed significant gains in arithmetic achievement beyond normal expectancy on the Metropolitan Arithmetic Achievement Test, (4) in general the participation of students and teacher-student relationship was good, (5) pupil attendance rates increased, and attitudes toward school and toward self improved.    [More]  Descriptors: Achievement Gains, Bilingual Education, Bilingual Students, Bilingualism

Almeida, Cynthia H. (1976). Pictures as a Basis for Teaching Reading, School Year 1975-1976. This report is an evaluation of a selected New York City Umbrella program, funded under a special grant from the New York State Legislature. The primary goal of the program was to improve the reading achievement of first and second grade pupils in selected schools through the use of photographs taken by the pupils. The program was conducted in six elementary schools in four school districts in New York City and involved approximately 280 pupils who had scored two years or more below grade level on citywide reading tests. Seven second grade and three first grade classes were included in the program. Two of the second grade classes were bilingual. The program was staffed by a coordinator, an educational associate, two educational assistants, two teacher aides, and two student aides. The evaluation objectives were: (1) to determine the extent to which the program was implemented in accordance with the specifications described in the program proposal; (2) to determine whether 70% of the first grade pupils and 90% of the second grade pupils would master the ten selected instructional objectives chosen from the Prescriptive Reading Inventory, Red Book, Level A; and, (3) to determine whether pupil attitudes toward school would improve as demonstrated by increased school attendance. Although program guidelines were fully implemented, the absence of ongoing professional supervision and direction of the instructional process and teacher misinterpretation of the objectives of the program resulted in an undertaking that lacked the necessary elements of an educational program. With regard to pupil reading performance, grade one pupils attained their criterion level for two out of the ten instructional objectives. Grade two pupils did not attain criterion level for any of the ten selected objectives. Since program pupil attendance was already high at the beginning of the program and slightly higher than nonprogram pupil attendance, expectations of additional increases in attendance by program classes were found to be unrealistic. Tabled data and recommendations are included in the report.   [More]  Descriptors: Attendance, Bilingual Education, Bilingual Students, Elementary Education

Petrello, George J. (1976). Remediation for Auxiliary Service Students. The Auxiliary Services for High Schools Program (ASHS) in New York City is a service oriented alternative school concept and optional learning environment established to serve educationally disadvantaged students who have found it difficult to function in the traditional high school setting, and as a result, have become school dropouts. This program provides counseling, remediation in reading and mathematics, high school equivalency preparation, bilingual, and English as a second language studies, and post secondary school counseling. It also makes referrals to both private and public agencies which provide services not offered by the Board of Education. About 1,691 students were expected to participate in the program. Standardized test results in reading and in mathematics indicate that significant growth in these two areas were achieved. The average student attendance amounted to almost seven months for a total of sixty-one days of instruction. One of the aspects of the program which accounted for the significant achievement results in math and reading was the alternative school organizational structure which encouraged self-motivation. This factor, combined with individualized instruction and a small group instructional setting, contributed to the success of the program.   [More]  Descriptors: Bilingual Education, Counseling, Dropout Programs, English (Second Language)

1977 (1977). A National Understanding: The Official Languages of Canada. The English and French languages have been in everyday use in some part of what is now Canada for almost 400 years. The constitution of Canada states that they have equal status in the Parliament and courts of Canada and in the legislature and courts of the province of Quebec. In 1969 Parliament passed the Official Languages Act, which declared that the English and French languages are the official languages of Canada for all purposes of the Government of Canada and that they possess and enjoy equality of status. This book reviews the origins of this policy and the country's experience with it. It consists of the following chapters: (1) Language, Culture and Government; (2) Language and Perspectives on Canadian History; (3) Language and Canadian Unity; (4) Principles of the Official Languages Policy of Canada; (5) Official Languages and Individual Canadians; (6) Official Languages and the Programs of the Federal Government; (7) Official Languages and the Provinces. Both English and French versions are provided, back-to-back, in one volume. Descriptors: Bilingual Education, Bilingualism, English, Federal Legislation

Reich, Michael S. (1975). A Comparison of Scholastic Achievement of Mexican-American Pupils in Regular and Bilingual Groups in a Chicago Public Elementary School, [1974-75 School Year]. Of the 47,000 bilingual pupils enrolled in the Chicago public schools, 39,000 were Spanish speaking. Many of these Spanish speaking students were in special bilingual programs. The success of one of these bilingual programs was evaluated by comparing two groups of Mexican American elementary pupils in the same school. One group was comprised of 14 pupils who attended regular classes. The bilingual group was comprised of 15 pupils whose knowledge of English was extremely weak. The same teachers worked with both groups, each teaching one or more subject areas. The students' grades in eight subjects (reading, math, speaking, listening, writing, spelling, science, and social studies) were analyzed at the beginning and end of one school term. In four areas (speaking, listening, spelling, and science), the mean grade of the regular group was higher at the beginning of the term. However, by the end of the term, the mean grade of the bilingual group exceeded that of the regular group in these same subjects. Data showed that the grades of the bilingual group improved to a greater degree than the grades of the regular group in every subject area. In the regular group, slight or moderate over-all grade increases occurred in three subjects, no change occurred in two subjects, and slight decreases resulted in three subjects. In the bilingual group, grades improved moderately to substantially in all eight subjects.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Charts

Stern, H. H.; And Others (1976). Three Approaches to Teaching French: Evaluation and Overview of Studies Related to the Federally-Funded Extensions of the Second Language Learning (French) Programs in the Carleton and Ottawa School Boards. In 1973-75, as a result of federal grants, the four major boards of education in Ontario experimented with different approaches to the teaching of French, and an evaluation of the experimental programs was also undertaken. The present report is an overview and evaluation of the entire research effort. Three approaches to French instruction have been tried: (1) "core French," (2) "extended French," and (3) French immersion. For each of these programs, the research assessed: (1) progress in French, (2) native language development, (3) general educational progress, (4) attitude development, and (5) other psychological characteristics that might be influenced by the increase of French in the curriculum. A brief description of the experimental programs is provided, followed by an analysis of the main issues involved, and a discussion of the research designs used in evaluating the programs. The report finds that all three program options have potential for language learning, but warns against treating three types of programs as rigidly divided alternatives. It recommends a clearer definition of program objectives, more attention to curriculum research and development, and greater concern for the cultural and affective aspects of the curriculum. The report also comments on the entire Ottawa-Carleton Project as an experience in policy-oriented research and evaluation. Descriptors: Academic Achievement, Bilingual Education, French, Immersion Programs

Canadian Office of the Commissioner of Official Languages, Ottawa (Ontario). (1977). Commissioner of Official Languages, Sixth Annual Report, 1976. In assessing the Canadian government's performance in 1976 in carrying out the spirit of the Official Languages Act, at least 80% of Ottawa's initiatives seem to have been successful, but many problems remain. This report surveys the progress made in varying sectors of government structure. The report is divided into two chapters. Chapter one, "Back on the Rails?", discusses encouraging trends which seem likely to emerge as policy, and stresses areas where bold initiatives seem in order: (1) French speakers outside Quebec; (2) amendments to the Official Languages Act; (3) long-term priority of youth; and (4) the government information inadequacy. Chapter two, "The Performance: Encouraging, But Still Uneven," is a technical section presenting certain stubborn problems, and an assessment of various government institutions' performance with regard to the language reform policy, including complaints against these agencies and departments. Appendices contain the following: (1) a listing of special studies by the Office of the Commissioner of Official Languages; (2) statistics on complaints; and (3) statistics on language instruction for children. This report is presented in an English and a French version, back-to-back. Descriptors: Annual Reports, Bilingual Education, Bilingualism, Federal Government

Alaska State-Operated Schools, Anchorage. (1974). Noorvik Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader contains a number of brief stories or essays about life in Noorvik, Alaska, and is illustrated with black-and-white drawings.   [More]  Descriptors: American Indian Culture, American Indian Languages, American Indians, Bilingual Education

North Dakota State Dept. of Public Instruction, Bismarck. (1976). Summer Educational Program for the Children of Migrant Agricultural Workers, 1976. [North Dakota]. During the summer of 1976, North Dakota's 10 migrant centers enrolled more than 2,500 migrant children, ranging from a few days to 18 years of age. All students were entered in the Migrant Student Record Transfer System. A basic remedial program emphasizing instruction in reading, language arts, and math with some time devoted to science and social studies was offered each morning. An enrichment program which included music, physical education, arts and crafts, home economics, and industrial arts was conducted during the afternoon. One center also offered a formal Spanish class. Most centers used self-contained classrooms during the morning. The enrichment program was entirely departmentalized. Materials which were readily adapted to individualized instruction were used in the basic subject areas. Where classes were too large, small-group instruction was used. A greater emphasis was placed on Spanish cultural awareness. A remedial-needs program was conducted for pupils with no English-speaking ability. Nurseries were provided for infants. Health services were provided along with breakfasts, lunches, suppers, and snacks. Instruction in nutrition, preventive medicine, the necessity for immunizations, proper dental care, and pre-natal care was also provided for other members of the family.   [More]  Descriptors: Ancillary Services, Bilingual Education, Early Childhood Education, Educational Programs