This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include John Young, F. Morrison, Richard K. Blot, James E. Vick, Vincent James DiMartino, C. Pawley, Armando Cotayo, Elva Duran, Robert Schulman, and Lucinda Saylor.
(1984). George Washington High School Bilingual Academic and Career Orientation Program, 1982-1983. O.E.E. Evaluation Report. This program, in its final year of a two-year funding cycle, offered bilingual instruction and supportive services with a career orientation focus to 250 Hispanic students in grades 9-12. The major program goal was to expedite the acquisition of the English language skills necessary for full mainstreaming within an average period of three years. Mainstreaming was accomplished by placing students in content area courses in their native languages and some English as a Second Language (ESL) classes during the first two years, and then increasing their exposure to English instruction in order to achieve full integration in all-English content area courses by their senior year. Program activities for students, in addition to instructional services, included adaptation of curriculum materials, preparation of a lesson planning guide to include "career infusion" in the teaching of subject areas, academic and personal guidance, home visits and outreach, and outside referrals. Staff development and parent involvement activities also were provided. Quantitative analysis of student achievement indicated that program students (1) made gains in English and Spanish language development; (2) passed content level courses at rates varying from 64 to 96 percent (with the highest passing rates for business/vocational classes); and (3) had higher attendance rates than the general school population. Recommendations focus on increasing Hispanic students' exposure to English, formulating a more explicit school language policy, curriculum and staff development, integrating career activities with curricular areas such as ESL, and formalizing the status of the project director. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, Career Education
(1985). Grover Cleveland High School Project CAUSA 1983-1984. O.E.A. Evaluation Report. This document evaluates Project CAUSA (Career Advancement Utilizing Student Abilities), which provides instruction in English as a Second Language (ESL), native language development, and content-area courses, in addition to a career and vocational training program, to 115 students of limited English proficiency (LEP) from Italy and Spanish speaking countries at a high school in Ridgewood, Queens, New York. The project was designed to help recently arrived immigrants in these two language groups in the acculturation process, to provide them with basic skills, and to enhance their appreciation of their native cultures and languages. Program objectives were assessed in English language development, business skills, mastery of the native language, mathematics, science, social studies, and attendance. Student data indicates that : (1) overall, students achieved program objectives for English language achievement; (2) students' overall passing rates in business skills courses were 99% in the fall and 93% in the Spring; (3) Spanish students' gains in native language arts were significant; (4) overall passing rates of both language groups in native language arts met the 75% passing criterion both semesters; (5) passing rates in content-area courses exceeded the 70% passing rate criterion in all courses both semesters; and (6) the attendance rate of program students was higher than the school-wide rate. Recommendations are included for furthering the program's efforts in the areas of cultural awareness, parent/community involvement, and program evaluation. Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Career Education
(1985). Automobile Engine: Basic Ignition Timing. Fordson Bilingual Demonstration Project. These two vocational instructional modules on basic automobile ignition timing and on engine operation, four-stroke cycle, are two of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student enrolled in automobile courses to learn the correct basic ignition timing of an automobile engine and to explain the operation of the automobile engine during the four-strokes of the operating cycle and to identify the various parts of the engine. Each module consists of these parts: title; program goal and performance objectives; a pronunciation key; a language page which offers the pronunciation, definition, and usage of key terms in English and in Arabic; a pretest; bilingual (English and Arabic) language (vocabulary and usage) activities; evaluation; pretest and activity answer sheets; and a list of supplementary materials and their location. For each activity the objective, a list of materials needed, procedure, and evaluation are provided in addition to the necessary activity sheets or pages. Each module contains three activities. [More] Descriptors: Arabic, Auto Mechanics, Behavioral Objectives, Bilingual Education Programs
(1984). Newton High School Project Capable, 1982-1983. O.E.E. Evaluation Report. Project CAPABLE, in its first year of funding, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in science and social studies, to approximately 500 Chinese, Korean, and Vietnamese students in grades 9-12. The program operated at three sites in the New York City borough of Queens: Elmhurst, Long Island City, and Flushing. The project's overall goal was to help students achieve proficiency in English. Upon successful completion of the ESL sequence and bilingual content-area courses, students were considered ready for transfer out of the program. In addition to the instructional services, program activities included academic and personal counseling, career orientation and information, academic evaluation, translation of school materials for parents, and home visits and phone calls. Development activities for staff members, as well as parent participation workshops, were also conducted. Quantitative analyses of student achievement indicated that (1) in English fluency, overall student improvement rates failed to meet program criteria; (2) in English and native language achievement, most program students made significant gains; (3) overall passing rates in science, social studies, and business/vocational courses exceeded program objectives for all language groups; (4) the attendance rate of program students was significantly higher than the average attendance rate of the three high schools. Recommendations focus on materials assessment and development, resource sharing and communication between participants at different high schools, reformulation of program objectives and concurrent assessments of achievement measurement instruments, comparison of program students with mainstream students, and greater staff development. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, Chinese Americans
(1983). Subjects Taught in French. Evaluation of the Second Language Learning (French) Programs in the Schools of the Ottawa and Carleton Boards of Education. Part I. Tenth Annual Report, December 1983. Groups taught in English and French in four Ottawa English-language schools were tested for achievement in mathematics and geography in grade 9 and history in grade 10, and the two groups' results were compared. In each subject area the group instructed in French had significantly higher mean scores on the available scholastic aptitude measures than the group instructed in English. Questionnaires administered to students and their teachers yielded opinions about the courses, especially relating to the language of instruction. After adjustments for ability, mathematics achievement was higher for the group instructed in French. Geography achievement was similar for the two groups, but students instructed in French and taking the test in both languages performed better on the English test, and a similar result was found in the grade 10 history test. Item analysis also showed some significant differences related to test language. No significant sex differences were found in mathematics, but ability-adjusted scores in geography and history were higher for boys. On the questionnaire, students taught in French reported bilingual exchanges as their major out-of-school opportunities to speak French. Bilingual students felt better prepared in mathematics than English-taught students but were also higher on aptitude and achievement scores. Students having experienced a change of language of instruction had only brief difficulties with the change. Students taught in French appreciated the exposure to it, but regreted lack of English subject-matter vocabulary. Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Educational History
(1984). Make Something Happen. Hispanics and Urban High School Reform. Volume I. Report of the National Commission on Secondary Education for Hispanics. This document provides an account of the status of Hispanics in inner-city public high schools, and recommendations for improving that status. The report has two main parts. The first gives background data which reveal, among other things, that although the majority of Hispanic students enter high school with aspirations as high as any social group, 45% of Mexican American and Puerto Rican students never finish high school (compared to 17% of Anglos). The second part contains seven sets of findings and recommendations for improvement. Half of these relate to outreach and cooperative endeavors on the part of schools and other sectors of society, notably the business sector. The remainder relate more specifically to the internal structure, organization, curriculum, and especially the culture of schools. The recommendations stress the importance of improved teaching of both Spanish and English, and the need of Hispanic students for relationship with caring adults. And finally, the Federal role is discussed, and Congress is urged to be more precise about targeting block grant money to students with special needs. [More] Descriptors: Academic Achievement, Bilingual Education, Dropouts, Educational Change
(1984). Project A.B.C. Bronx Academic Bilingual Career Program, 1982-1983. O.E.E. Evaluation Report. This multi-site program, in its final year of a two-year funding cycle, provided special resources and supportive services to approximately 200 recently arrived students of limited English proficiency in grades 9-12 at three Bronx (New York) high schools. The project served Vietnamese (Chinese ethnics), Italians, and Hispanics. Services provided by each school, as well as student placement policy, differed among sites. However, all project students were incorporated into each school's regular bilingual program and received instruction in English as a Second Language and native language skills and, where available, bilingual content area instruction. Mainstreaming was done gradually and on an individual basis. The project's stated goal was to "let students acquire practical skills and understand the ways in which bilingualism could work for them." Pre-occupational training was to be offered in students' native languages, but this project component was not implemented. Instructional and supportive services provided under the program included curriculum development, vocational guidance, and extracurricular and career-oriented activities for students. Other components of the program focused on staff development and parent participation. Student achievement data indicate varying degrees in the mastery of objectives and in course performance. In two schools, the attendance rates of program participants were higher than those of the overall school population. [More] Descriptors: Achievement Gains, Asian Americans, Bilingual Education Programs, Career Development
(1984). A University Program Provides Services to Young Adults of Severe Handicaps and Autism Who Are of Limited English Proficiency. Approximately 15 autistic and severely handicapped limited English or non-English proficient adults, 22 to 35 years old, attend 8 hours of classes a day at the University of Texas at El Paso. The students learn independent living skills, vocational, leisure, and social skills with instruction in both Spanish and English. Parent interviews assist in planning the learning program. Parents are instructed in why their children need to learn certain skills and how they can help at home. Teaching strategies include step-by-step photographs with bilingual directions and bilingual verbal cueing to teach cooking, social interactions, and other independent skills. College students and staff who teach in the program learn appropriate Spanish phrases. Examples of types of parent interview questions are included. Descriptors: Adult Programs, Autism, Bilingual Education, Daily Living Skills
(1984). Part West High School "At Your Service," 1982-1983. O.E.E. Evaluation Report. In the third year in its three-year funding cycle, Project "At Your Service" offered bilingual instruction and supportive services to 200 Hispanic students at Park West High School in New York City. The ultimate goal of the program was to develop students' English proficiency and to prepare them to meet the requirements for high school graduation. Among the activities conducted under the program were curriculum materials development and adaptation; student supportive services in the form of guidance and academic counseling, home visits, and career orientation and planning; staff development workshops, lectures, conferences and courses; and outreach to parents. Quantitative analysis of student achievement indicates that, with few exceptions, program students performed well in English language, mathematics, social studies, science, and native language arts, and that their attendance rate was significantly higher than that of the total school population. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Career Awareness
(1984). Pupils. This chapter, which reports on decisions made by federal and state courts in 1983 concerning the treatment of pupils, notes that for the first time in five years the number of such cases did not increase. Important decisions were handed down regarding student expression and concerning the payment of fees and damages in litigation affecting the placement and treatment of handicapped students. The number of desegregation cases is declining, though a trend is discernible toward "second generation" discriminatnion cases within formerly dual districts where systemwide desegregation has officially been achieved. Among other topics addressed are tuition, placement, the right to education, and discipline in cases involving handicapped and exceptional children; testing, placement, tuition, attendance, and transportation issues in public schools; bilingual and bicultural programs; state involvement with private and parochial schools; athletic association rules and sex discrimination in athletics; students' religious rights and freedom from undue search and seizure; and sanctions for student misconduct. Descriptors: Athletics, Bilingual Education, Civil Rights, Court Litigation
(1984). Project HAPTT: Haitian Parent and Teacher Training Program. Program Evaluation, 3rd Year. Final Report. The third and final year of Project HAPTT (Haitian Parent and Teacher Training), 1983-84, is evaluated in this report. Project HAPTT is a program of training for educators and New York City community members who work with limited English proficient Haitian students in Haitian Creole/French-English bilingual programs. The first part of the paper describes why and how Project HAPTT was established to attack the problems of Haitian students and parents in the New York City public school system. Next, the Project staff is discussed: no staff changes for 1983-84 are reported, and a recommended increase of staff size was not implemented due to the necessity of locating funding. Evaluated next is the College Component of the project, which assists students interested in education in developing a Creole-Haitian concentration. It functioned as successfully as it had previously. The only major shift in emphasis, it is reported, was in the completion of the process of institutionalizing the Project courses. The discussion of the College Component next focuses on the achievement of the 31 students to whom the Project provided guidance. The remainder of the report deals with activities carried out by the Project's Advisory Council and its Parent Component, which disseminates information to Haitian parents. Conferences, workshops, meetings, and interactions with other institutions are also described. The findings of a survey of Haitian students in public and private schools are summarized. The evaluation concludes with recommendations for the Project's funding agency. An appendix includes the agenda and a list of organizers of the Project-sponsored Symposium on Haitian Creole. [More] Descriptors: Advocacy, Bilingual Education Programs, Bilingual Instructional Materials, Bilingual Teachers
(1984). Project L'Ouverture, 1982-1983. O.E.E. Evaluation Report. This multisite project, in its third and final year of funding, served approximately 350 recently immigrated Haitian students of limited English proficiency at three New York City high schools in Brooklyn and Queens. The students varied in their proficiency in Creole, French, and English. The major program goal was to expedite English and native language skill acquisition through bilingual instruction which "encouraged the development of a positive self-concept based on the exploration of cultural heritage and the development of a positive career orientation." Dropout prevention was a major focus. Most students initially were placed in the ninth grade and then were mainstreamed on an individual basis upon demonstrating sufficient academic progress. In addition to the student services, this program supported staff development activities and some parent participation. Student achievement data indicated that the program had variable success in area of performance, but attendance rates of project students at each site were higher than those of the general school populations. A number of recommendations were formulated regarding needs assessment, resource sharing with schools, administrative and record keeping concerns, assessment of student achievement and student attitudes, more basic skills instruction, parent participation, materials development, and establishment of staff resource centers. [More] Descriptors: Achievement Gains, Basic Skills, Bilingual Education Programs, Career Awareness
(1985). South Shore High School Project JOBS. 1983-1984. O.E.A. Evaluation Section Report. The 1983-84 year of the Jobs Opportunities for Bilingual Students program (Project JOBS) was evaluated by the New York City Board of Education's Office of Educational Assessment. Conducted at South Shore High School in Brooklyn, Project JOBS provided instruction in English as a second language (ESL) and native language arts, in addition to bilingual instruction in mathematics, science, history, economics, typing, and hygiene, to 103 students of limited English proficiency (LEP) in Grades 9-12. Over half of the program of students were Haitian immigrants and the remainder were Asian, Middle Eastern, Hispanic, and Italian. The majority of program students were recent arrivals in the United States. Project JOBS had two basic objectives: to assist and encourage students to complete high school requirements, and to orient and train students in job-related skills. Funded in part by Title VII funds and tax-levy monies, Project JOBS included the provision of supportive services to students, staff development activities, curriculum materials development, and parent participation activities. The most significant academic achievements of program students were in classes other than those related to E.S.L. Their attendance rates were greater than the schoolwide attendance rates. In short, the evaluators found that JOBS has made substantial achievement, that its staff is highly committed, and that it has made much progress toward achieving program objectives. A number of specific recommendations were made for improving the program's overall effectiveness. [More] Descriptors: Academic Achievement, Asian Americans, Attendance, Bilingual Education Programs
(1984). An Evaluation of the Bilingual Program in the St. Louis Public Schools. 1983-84. The Bilingual Project for Indochinese (Vietnamese and Laotian) students served by the English as a Second Language (ESL) program in the Saint Louis, Missouri Public Schools was evaluated. The program was designed to increase student English language fluency and to increase student achievement in specified content areas. The Bilingual Project was instituted in December, 1983 to complement the ESL program. Evaluation was based upon results of the Language Assessment Scale, course grades, interviews with teachers and instructional assistants, attendance at workshops, and classroom observations. The program was judged to be well implemented and effectively operated. The students had good attendance records and displayed positive attitudes toward school. Recommendations to enhance the program's effectiveness were presented. Descriptors: Academic Achievement, Bilingual Education Programs, Bilingual Students, Bilingual Teacher Aides
(1985). Indochinese Refugees: An Administrator's Handbook. This handbook is designed for administrators and teachers dealing with Indochinese refugees from Vietnam, Laos, and Cambodia. The first section provides the reader with basic information on the personal and behavioral characteristics of Indochinese at home and in school. The second section gives practical suggestions on how to keep student records for Asian students, how to determine grade placement, and the types of programs most likely to be successful in teaching the students both English and native language skills. The third section outlines the legal requirements with regard to these students, and the next section is a simple listing of appropriate and inappropriate expectations to have and actions to take regarding this group. The booklet includes an extensive materials reference section and bibliography. Descriptors: Asian Americans, Bilingual Education, Cambodians, Cultural Traits