San Diego City Schools, CA. (1987). Which Way to the Future? San Diego and Its Schools at a Crossroads. The Report of the San Diego City Schools' Schools of The Future Commission. The city schools and communities of San Diego must join together to meet the needs of one of the world's most technologically advanced and culturally diverse states in America. Educational planning must account for the particular needs of disadvantaged students. Recommendations are the following: (1) build a new school-community coalition to support the long-term excellence of the educational system, based on mutual responsibility and measurable goals; (2) initiate pilot schools to experiment with new approaches and organizations that help all students attain productive futures; (3) integrate technology into every classroom and school administrative office to enhance teaching, learning, and managing; (4) take advantage of the city's unique location as an international gateway to Latin America and the Pacific Rim by encouraging all students, beginning in the primary grades, to learn a second language in addition to English and to better understand world cultures; and (5) aggressively pursue a stable, independent, and increased funding base for public education. Appendices contain the following: (1) demographic projections; (2) specific suggestions for community involvement with the schools; (3) the Report of the Task Force on Technology in the Schools of the Future; and (4) examples of school restructuring experiments. A selected bibliography is also included.   [More]  Descriptors: Bilingual Education Programs, Compensatory Education, Cultural Awareness, Educational Change

Rutkowski, Edward, Ed. (1983). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (18th, Chicago, Illinois, October 29-30, 1982), Journal of the Midwest History of Education Society. The papers of this proceedings are organized into four parts : religion and education; the politics of urban education; issues in minority education; and concepts of childhood. The first paper in part 1 "I will Declare What He Hath Done for My Soul: Female Conversion Narratives in the Early Nineteenth Century" (V. L. Brereton) explores the conversion experience that led women into teaching and missionary work. "By the Bowels of God's Mercy: Protestant and Catholic Responses to Educational Development in Cincinnati, 1830-55" (F. M. Perko) describes the Catholic and Protestant influences on the common schools and the Catholic progression towards parochial schools. "Creationism vs. Evolution: Challenge to Educators" (F. Parker) relates the history of the Creationists' activities.  Part 2, "Out of the Cloister of the Classroom: Political Activity and the Teachers of Detroit, 1929-39" (J. Mirel), describes the political issues of the Depression era that caused teachers to unionize. Part 3 "A History of the Social and Educational Programs of the Urban League of Pittsburgh, 1918-1932" (W. E. Bickel and D. T. Martin) contains the history of the Urban League of Pittsburgh's organization. "The Educating of Minority Children: Nothing New under the Sun?" (T. Reagan) outlines the arguments against native language instruction addressed in Dr. Charles Orpen's booklet that was published in Ireland in 1821. "Social Darwinism, Race, and Research" (F. P. Besag) presents the point of view that the originators of educational research were racists who stressed the cognitive differences between groups rather than their similarities. Part 4, "'Real Children' in Ancient Greek and Roman Art" (J. J. Chambliss), describes artworks that show that children were not always represented with adult features. The program, the business meeting's minutes, and the directory of attendance are included. Descriptors: Art History, Bilingual Education, Blacks, Catholic Schools

Ariza, Maria J. (1988). Evaluating Limited English Proficient Students' Achievement: Does Curriculum Content in the Home Language Make a Difference?. This study followed longitudinal achievement data from Hispanic students with limited proficiency in English who participated in a pilot instructional program. The program involved bilingual curriculum content (BCC) in the home language and was initiated in the winter of 1983-84 and continued through the 1986-87 school year. Six elementary schools were randomly assigned to the BCC strategy and six were randomly assigned to the No-BCC strategy; all 12 were in the Dade County (Florida) Public School system. Two cohorts of Hispanic kindergartners beginning kindergarten in the winter and fall of 1984 were followed for 2 years (until the end of their respective second grade). A pretest-posttest comparison group design, using content achievement tests, was used. Achievement tests were administered in English and Spanish. A separate one-way analysis of covariance was conducted for each test. At the end of the second grade for students in the first cohort and first grade for students in the second cohort, there was no appreciable improvement in achievement for students in the BCC program. Students in the control curriculum scored no worse than did their BCC counterparts in achievement tests. The amount of time devoted to home language instruction should be increased, and the methodology and materials used in bilingual curriculum instruction should be examined. Descriptions of the five achievement tests used and three data tables conclude the document. Descriptors: Academic Achievement, Achievement Tests, Bilingual Education Programs, Curriculum Evaluation

Russell, Ernest; Rist, Ray C. (1976). Program Plan Fiscal Year 77, Educational Equity Group. The Educational Equity Group was established in 1975 within the National Institute of Education (NIE) to bring a renewed focus to several research and developmental activities previously carried out in separate organizational units of the institute. The group's mandate is to investigate and develop ways to provide high quality education for those with limited educational opportunities. The Educational Equity Program focuses on educational problems faced at all levels by substantial numbers of children and adults who are not well served by the nation's public schools. The Fiscal Year 1977 program focuses on students with any of the following characteristics: live in a milieu of low socioeconomic level; have little or no knowledge of English; are restricted by sex role stereotypes; are participating in the process of school desegregation; belong to an ethnic or racial minority; have learning styles and behavior patterns that differ markedly from school norms. Five NIE units–whose programs are discussed in this brochure — have become the Educational Equity Group: the Compensatory Education Division, the Desegregation Studies Staff, the Multicultural/Bilingual Division, the School Discipline Studies Staff, and the Womens' Research Staff.   [More]  Descriptors: Agencies, Biculturalism, Bilingual Education, Compensatory Education

United Migrant Opportunity Services, Inc., Milwaukee, WI. (1976). [UMOS Child Center Project. Final Report.]. This report presents a description and a brief evaluation of the Child Center Project, a bilingual-bicultural early childhood development program designed to prepare preschool Latino children to succeed in school without losing their bilingual-bicultural identity. Funded by the Office of Child Development, the three-year project was initiated in 1972 by the United Migrant Opportunity Services, Inc. (UMOS), a non-profit corporation in the state of Wisconsin. A major goal of UMOS has been to help migrant farm workers who decide to leave the migrant stream and relocate in Wisconsin. The center served approximately fifty 3- to 5-year-olds in each year of operation, and emphasized parent participation and control as well as the presence of male Latino teachers in the classroom.  Included in the report are a breakdown of the ethnic and socioeconomic backgrounds of the children who participated, educational objectives and the final project evaluation findings.   [More]  Descriptors: Biculturalism, Bilingual Education, Day Care, Disadvantaged Youth

Barrozo, Aurora C. (1987). The Status of Instructional Provisions for Asian Ethnic Minorities: Lessons from the California Experience. The myth of Asians as "the model minority" may hide the instructional needs of Asians and mislead policymakers. There is growing concern that Asians' low verbal scores are masked by their higher than average math scores and high school grade point averages. Principals and key staff at 12 (out of 20) schools identified as having successful compensatory education programs responded to a questionnaire concerning Cambodian, Chinese, Filipino, Korean, Laotian, Hmong, and Vietnamese students who were classified as limited English proficient (LEP). The survey results were interpreted in light of evaluation criteria for compensatory education programs in the state of California, and the responses of the California State Superintendent to the First Term Report of the Advisory Council on Asian/Pacific Islander Affairs. Findings include the following: (1) Asian students appear to benefit from schoolwork despite a lack of qualified bilingual staff and instructional materials in the primary language; (2) Asian students' success can be attributed to parents' support and cultural emphasis on traits that lead to achievement; and (3) the attributes of the survey schools that qualified them as having outstanding programs may compensate for other deficiencies. Asian/Pacific Islander students at the 12 survey schools should improve their performance if the recommendations of the State Superintendent and his Advisory Council are followed. Six tables of statistical data and a list of 21 references are included.   [More]  Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, Cambodians

Bamgbose, Ayo, Ed. (1976). Mother Tongue Education: The West African Experience. In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas mentioned. Ghana's report covers the second area. The last two reports, from Nigeria, fall into the third category. Finally, two projects are described: the Six-Year Primary Project on the use of a major language as a medium of instruction and the Rivers Readers Project on the introduction of smaller languages into the formal school system. Descriptors: African Culture, African Languages, Bilingual Education, Educational Planning

Claus, Richard N.; Quimper, Barry E. (1988). Saginaw Adult Basic Education Product Evaluation, 1987-88. The Adult Basic Education (ABE) program of the Saginaw (Michigan) Public Schools achieved 8 of its 11 objectives for 1987-88. The program is designed for adults who have less than an eighth grade education, and provides basic and remedial instruction in mathematics and communication skills, as well as Michigan Life Role Competencies (MLRC), English as a Second Language (ESL), Adult Bilingual and Pre-General Educational Development (Pre-GED). Statistical data were collected from the "Adult Basic Education Information Sheet." Data were analyzed for each of the following categories of objectives listed in the 1987-88 program proposal: (1) enrollment; (2) dropout prevention; (3) recruitment; (4) achievement; and (5) cooperative arrangements. Findings include the following: (1) incarcerated participants were the only group to meet achievement goals; (2) the overall student achievement goal was not met; (3) when considered as a whole, the program evidenced a loss in student achievement when compared to the previous year. The results of this product evaluation were combined with a separately conducted process evaluation to form recommendations for improvement. Statistical data are included on seven tables. The appendices include the following: (1) a list of the Adult Basic Education Centers, 1987-88; (2) Number and Percent of 1987-88 ABE Participants by Racial/Ethnic, Age, and Sex Categories; (3) Saginaw Adult Basic Education Objective Reporting Form; and (4) Attainment Status of the 1987-88 ABE Objectives.   [More]  Descriptors: Adult Basic Education, Adult Education, Adult Programs, Adults

Estrada, Josephine (1976). Puerto Rican Resource Units. Funded by combined Title I Migrant and Title IV Civil Rights Act funds, this guide on six major themes dealing with Puerto Rico was developed primarily for use by teachers in elementary and secondary schools. The guide is designed to provide teachers and students with a better understanding of Puerto Rican and culture. Although the publication was originally developed for use in migrant education programs, its units can serve as a resource for use in bilingual, social studies, or cross-cultural programs at the elementary and secondary levels. The "Overview" section summarizes and highlights key items relating to the major themes. "Objectives and Activities" provide a framework within which the units can be used. The "Teachers' Aids" identify supplemental resources which are further developed in the bibliography. The bibliography also includes annotations of other books and articles pertaining to Puerto Rican history and culture. Grade levels, publishers, and publication dates (where available) are noted for each entry. In addition, a list of publishers' addresses is provided.   [More]  Descriptors: Annotated Bibliographies, Bilingual Education, Cultural Education, Cultural Enrichment

Cleveland Public Schools, OH. Dept. of Research and Analysis. (1987). Central Intermediate School. 1986-87 Profile. This building profile provides standard information about one of the 129 schools of the Cleveland Public Schools (Ohio) in 1986-87. Information for the Central Intermediate School (CIS), serving grades 7 and 8, is presented along with comparative data for the school cluster and for the district as a whole. In 1986-87, 404 Black students and 237 others were enrolled in the CIS. Information presented includes: (1) mobility rate, the change in school population in the year; (2) number of students served by bilingual programs; (3) enrollment; (4) number of corporal punishments; (5) number of students suspended; (6) number of suspensions; (7) attendance rate; (8) failure rate; (9) dropout rate; (10) total teacher contracts; and (11) mastery of reading objectives. Additional information includes comparative reading comprehension and mathematics concepts and applications scores. Five-year goals and objectives are summarized. The remedial order by the United States District Court in 1978 to end segregation in the school system is included. Eleven data tables and four graphs are provided. Descriptors: Attendance Records, Bilingual Education Programs, Black Students, Corporal Punishment

Iowa State Dept. of Education, Des Moines. Bureau of Compensatory and Equity Education. (1988). Educating Iowa's Limited English Proficient Students. Iowa's guide to developing and implementing programs for the state's limited-English-proficient (LEP) school population addresses issues in developing policies, identifying student needs, and planning educational programs. The first chapter discusses the legal and educational rationale for providing equal education to the LEP population, outlining relevant federal court litigation and Iowa's mandate and standards. The second chapter lists school district planning tasks (including policy considerations, parent and community involvement, establishment of entry, exit, and other criteria, program design, student placement and progress) and sources of program funding (local, state, and federal). The third chapter discusses student assessment procedures and instruments, and includes some sample forms and criteria of language proficiency. Chapter four outlines the characteristics, goals, and instructional strategies associated with two general program models, English as a second language (ESL) and bilingual instruction (ESL with first-language assistance). Proportions of instructional time devoted to language and content areas in transitional and language-maintenance programs are also charted. A chart of assessment instruments for oral language proficiency and reading skills and a list of state and national organizational resources for program development are appended.   [More]  Descriptors: Bilingual Education Programs, Court Litigation, Elementary Secondary Education, English (Second Language)

Kelly, Eileen M.; Awad, Mary Ann R. (1989). Education Consolidation and Improvement Act/Chapter 1: The New York State Annual Evaluation Report for 1987-88 Fiscal Year. Achievement Summary. This report focuses on the achievement in basic skill areas attained by participants in compensatory education activities in New York State, which has established the priority areas of reading and mathematics. Over 200,000 pupils participated in Chapter 1 reading programs, and over 86,000 participated in Chapter 1 mathematics programs. Ten tables present data on the following: (1) reading program participants by grade level; (2) combined public and nonpublic school reading achievement, Fall 1987-Spring 1988 programs, English proficient students; (3) combined public and nonpublic school reading achievement, Spring 1987-Spring 1988 programs, English proficient students; (4) mathematics program participants by grade level; (5) combined public and nonpublic school mathematics achievement, Fall 1987-Spring 1988 programs, English proficient students; (6) combined public and nonpublic school mathematics achievement, Spring 1987-Spring 1988 programs, English proficient students; (7) Fall 1987-Spring 1988, limited English proficient students–public and nonpublic reading and mathematics achievement; (8) Spring 1987-Spring 1988, limited English proficient students–public and nonpublic–reading and mathematics achievement; (9) Fall 1987-Spring 1988, limited English proficient students–public and nonpublic reading in native language, and English as a Second Language reading achievement, and achievement in native language reading and mathematics; and (10) Spring 1987-Spring 1988, limited English proficient students–public and nonpublic–English as a second language reading achievement, and bilingual mathematics achievement. Descriptors: Academic Achievement, Bilingual Education Programs, Compensatory Education, Elementary Secondary Education

Short, Deborah J.; And Others (1989). How To Integrate Language and Content Instruction: A Training Manual. CLEAR Educational Report Series. The manual is designed to help educators effectively integrate language and content instruction in teaching students who are learning through a language other than their native tongue. The manual is targeted at teachers, administrators, and teacher trainers involved in English-as-a-Second-Language or bilingual instruction and content-area instruction for limited-English-proficient students. The manual presents a whole educational approach to be used in elementary and secondary classrooms by both content-area and language teachers, and emphasizes collaboration between those two disciplines. In this approach, curriculum integration takes two general forms: (1) content material is incorporated into language classes, and (2) accommodation is made for students' limited English proficiency in content classes. The guide provides information on the approach and its rationale, on specific strategies for integrating language and content instruction, and on specific techniques for adapting materials and for developing lesson plans. The guide also discusses key issues in implementation and outlines three major models for implementation: sheltered classes, integrated curricula, and the whole-school approach. A final section presents the agendas for four staff development workshops of varying lengths and focuses. Appended materials include subject-specific instructional strategy outlines, sample material adaptations and lesson plans, a list of further reading, and a glossary.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Curriculum Development, Elementary School Curriculum

Gleadow, N. E. (1975). Year-One Evaluation of French in the Elementary Schools. Research Report 75-17. During the 1974-1975 school year eight itinerant French teachers travelled among 20 elementary schools teaching oral French to Grade 6 and Grade 7 students. Each teacher was responsible for two or three schools, The course was based on the book Le Francais Partout-Cours Preliminaire (1967) ed.). The study described in this report was initiated to provide a baseline of data for evaluating and monitoring the program in subsequent years and to describe the 1974-75 program and provide information for changes and improvements. The results of this study indicated that there were definite gains in the students' aural skills in French. A large percentage indicated that they felt the program should continue, and slightly fewer wanted to take another French course in the following year.  The itinerant teachers expressed general satisfaction with the program. They all said they would be willing to devote as much time to it in the following years, though the travelling, large class sizes, and carrying materials around with them were disadvantages. The question of whether this course should be taught by resident teachers or itinerant teachers has not been resolved and should be addressed in the next years of this study.   [More]  Descriptors: Bilingual Education, Conversational Language Courses, Curriculum Evaluation, Elementary Education

Lufler, Henry S., Jr. (1988). Pupils. The sharp increase in the number of cases that involve school antidrug policies continued in 1987. Courts continued to support school policies that contain an automatic suspension or expulsion penalty for school drug possession. First Amendment religious cases also continued to increase in number. A new grouping of cases under the heading "home instruction" contains cases raising a medley of First Amendment and other issues. The issue of substantive due process violations in corporal punishment cases was heard in two cases. Cases are discussed under the following sections: (1) public school assignment, tuition, transportation, home instruction, and compulsory attendance; (2) bilingual and bicultural programs; (3) private and parochial schools; (4) substantive rights of students, including search and seizure, and First Amendment religious and freedom of expression rights; (5) sanctions for student misconduct including suspensions, expulsions, and corporal punishment; and (6) desegregation, including systemwide and cross-district remedies, and desegregation plan oversight. Descriptors: Bilingual Education, Court Litigation, Desegregation Litigation, Discipline