Chronicle of Higher Education (1988). Higher-Education Funds in the Fiscal 1989 Budget. Fiscal 1987 actual, fiscal 1988 actual, and fiscal 1989 requested budgets for higher education through the Department of Education and other federal agencies are presented. Student, institutional, and specific program assistance budgets are listed. Descriptors: Adult Education, Allied Health Occupations, Art, Bilingual Education

Pugh, Wesley C. (1984). The Provisions for Hispanics, Asians and Other Minority Groups in Desegregation Plans in Major American Cities. Report No. 8424. Analysis of the provisions for Hispanics, Asians, and other minority groups (excluding Blacks) in the desegregation plans of 13 cities (Boston, Chicago, Cleveland, Dallas, Denver, Detroit, Los Angeles, Miami, Milwaukee, New York City, Philadelphia, San Francisco, and Seattle) suggests a number of trends: (1) These groups have not been classified as Black; in voluntary plans they have been classified on a percentage formula related to the groups as "separate identifiable groups" (i.e., neither White nor Black); in mandatory plans they have been classified as White; district size has not affected classification; and a high percentage of a group in a system has led to classification as a "separate identifiable group," while a low percentage has led to classification White. (2) District size has had little effect on language provisions; in districts with a high percentage of these groups, government bilingual requirements, at a minimum, have been carried out, and State requirements have led to extensive language support programs; in the case of mandatory plans bilingual provisions have been implemented, but in most cases implementation has been independent of desegregation plans and has often resulted from State and Federal guidelines. (3) The minority community has reacted to the plan whatever the group's percentage in the system, whether the plan was voluntary or mandatory, and whether or not it had provisions for language support. Appended are a summary chart of the study, a list of the cities profiled, a reproduction of the research agenda, and a map of the cities. Descriptors: Asian Americans, Bilingual Education, Classification, Community Attitudes

Titone, Renzo (1985). Early Bilingual Reading, Prospects: Quarterly Review of Education. Research shows that there are many possible positive effects of early bilingual reading upon intellectual growth and general education. An Italian research project dealing with early bilingual literacy is described; the teaching methods used in the project are examined. Descriptors: Bilingual Education, Bilingualism, Case Studies, Child Development

Shore, Rima, Ed.; And Others (1981). Eastern District High School Competency Based Bilingual/Bicultural Project. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided instruction in English as a second language, reading, native language arts, bilingual instruction in content areas, and vocational/career guidance. This report describes the program setting; participants; philosophy and organization; student placement; instructional and non-instructional services; program implementation; and program evaluation. Results of evaluation indicate that: (1) significant gains were achieved in English reading, language fluency, native language reading, and mathematics; and (2) program attendance rates were higher than school-wide attendance rates. The report suggests that the program was successful and presents recommendations for greater program effectiveness.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Demonstration Programs

Gersten, Russell (1985). Structured Immersion for Language Minority Students: Results of a Longitudinal Evaluation, Educational Evaluation and Policy Analysis. A structured immersion program, coupled with an effective curriculum and empirically validated teaching procedure, was offered to elementary Asian students entering a California school. This approach appeared to have significantly better results, and its effects were maintained for up to two years after completion. Descriptors: Asian Americans, Bilingual Education Programs, Elementary Education, English (Second Language)

Rodriguez, Jose A.; Gawel, Joseph (1981). Program Model for High Schools Serving Limited English Proficiency Students in Vocational Education. This handbook is intended as a guide to assist administrators and vocational teachers in designing a program of vocational instruction for limited English proficiency (LEP) students. Developed as part of Project Access, the document's main focus is on high school programs. Contents include the following: identification and assessment, legislation and funding, program components, and an evaluation checklist. Appendixes to the guide contain state guidelines for Illinois, describe a referral system, set measurable objectives, list resource items, and describe bilingual/vocational materials. Descriptors: Behavioral Objectives, Bilingual Education Programs, Bilingual Instructional Materials, Check Lists

Shore, Rima, Ed.; And Others (1981). Native Language Reading Approach Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Native Language Reading Approach Program of the New York City Public Schools was developed as an on-site, demonstration training program for teachers and teacher aides involved in helping students to transfer reading skills from their native language to English. As implemented in 1980-1981, the program served teachers/teaching aides of Haitian, Greek, Italian, and Hispanic Elementary school students of limited English proficiency in six New York City school districts. The program strategy involved the use of resource specialists who exposed staff to on-the-job and degree-related training in applying improved techniques for teaching reading in the native language. This report describes the districts which participated in the program; teachers/teacher aides and students involved in the programs; program organization; and the details and problems of implementing the Greek, Haitian, Italian, and Spanish components respectively, in specific districts. Several advantages of the program are identified, but problems of organization are recognized as well. Recommendations for program improvement are presented.   [More]  Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Bilingual Teachers, Demonstration Programs

Shore, Rima, Ed.; And Others (1981). New York City Russian Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The New York City Russian Bilingual Program is described in this report. As implemented in 1980-81, the program provided instruction in English as a second language, native language arts, reading, and bilingual mathematics, science, social studies, and other subject areas to approximately 700 Russian-dominant students of limited English proficiency in eleven public and non-public high schools. The report describes the schools where the program was implemented; characteristics of program participants; the student placement process; instructional offerings; non-instructional program components such as curriculum development, program organization, supplementary services, and parent involvement; program implementation; and program evaluation. Statistical tables provide evaluation results. Among the findings are that: (1) limited gains were made in mastery of English syntax objectives; (2) in general, statistically significant achievement gains were made in native language, mathematics, and Russian culture courses; (3) program participants' average attendance rates were better than school-wide attendance rates; and (4) several graduates of the program had been accepted to a number of colleges. It is suggested that the multisite format is extremely effective for programs of this kind, and that program services should be extended to reach more students.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, English (Second Language)

Gallerano, Brigitte Heuer (1986). The Effect of Bilingualism on Child Development. An Investigation in South Tyrol, Rassegna Italiana di Linguistica Applicata. An examination of the influence of early bilingualism (German and Italian) on personality, social behavior, perception, and linguistic competence of four- to six-year-old Italian preschoolers (N=65) found no significant differences in social behavior, but some differences in terms of self-confidence, self-control, memory, and oral skills. Descriptors: Bilingual Education, Bilingualism, Child Development, Child Language

Tobias, R. (1994). Education Progress of Students in Bilingual and ESL Programs: A Longitudinal Study, 1990-1994. OER Report. This report explores the educational progress of students of Limited English Proficiency (LEP) who entered the New York City Public Schools in the fall of 1990 and 1991. It describes students' success in meeting the exit criteria for bilingual and English-as-a-Second-Language (ESL) programs. The study focuses on such short-term outcomes as the time required to exit such programs and reading and mathematics achievement in English after moving to monolingual-English classes. Students entering the schools are considered eligible for ESL or bilingual programs if they speak a language other than English at home, and if they score at or below the 40th percentile on the Language Assessment Battery (LAB). This research tracks two cohorts of students whose first-time enrollment in the schools followed the establishment of new criteria for entering LEP programs. The report is divided into the following sections: Results: Exit Rates from ESL and Bilingual Programs by Grade Entered, Exit Rates from ESL and Bilingual Programs by Home Language, Entering Level of English Proficiency, Tested Achievement of Students who Exit LEP Programs, and Discussion and Recommendations. The appendix contains six data tables concerning: (1) number of years to Exit ESL-Only or Bilingual programs by Home Language (fall 1990 through spring 1994); (2) number of years to Exit ESL-Only or Bilingual Programs by Home Language (fall 1991 through spring 1994); (3) Home Language Distribution by Program Assignment for the fall 1990 through spring 1994; (4) Home Language Distribution by Program Assignment for the fall 1991 through spring 1994; (5) Number of Years to Exit ESL-Only and Bilingual Programs Controlling for Students' Level of English Proficiency upon Entering the Program (fall 1990 through spring 1994); and (6) Number of Years to Exit ESL-only and Bilingual Programs Controlling for Students' Level of English Proficiency upon Entering the Program (fall 1991 through spring 1994).   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)

Bell, Terrel H. (1986). Education Policy Development in the Reagan Administration, Phi Delta Kappan. Terrel Bell, U.S. Secretary of Education during four years of the Reagan Administration, describes the political forces under which he ran the Department of Education. He points out that education passed through two difficult years during Reagan's first term, but that education fared better at the federal level after the release of "A Nation at Risk." Descriptors: Bilingual Education, Disabilities, Educational Change, Educational Policy

Western European Education (1985). Recommendation 928 (1981) on the Educational and Cultural Problems of Minority Languages and Dialects in Europe. Recommendations of the Parliamentary Assembly of the Council of Europe (33rd ordinary session) concerning minority languages and dialects in Western Europe are outlined. One recommendation is that governments adopt the policies of educating preschool children in their own dialects and of bilingual instruction from primary through higher education. Descriptors: Bilingual Education, Bilingualism, Comparative Education, Cultural Differences

Shore, Rima, Ed.; And Others (1981). Project ECC: Equal Career Opportunities for Bilingual High School Students. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. Equal Career Opportunities is a program that aims to provide instruction in English language skills while offering bilingual instruction in basic skills and pre-occupational training to limited-English-proficient Spanish-speaking and Haitian high school students at three schools in New York City. This report describes the program as it was implemented in 1980-81. The report discusses the program settings, participant characteristics, philosophy and organization, student placement, instructional offerings, career orientation and supportive services, curriculum development, staff development, program implementation, and program evaluation in each of the three sites. Evaluation results indicate that: (1) variable gains were achieved in mastery of English syntax objectives; (2) in most cases, the passing rate in mathematics, social studies, and native language arts met the program's criterion objective; (3) improvement in attitudes toward school surpassed the criterion objective in all three schools; and (4) program attendance was significantly higher than school-wide attendance. It is suggested that the program has had positive outcomes but that the curriculum development aspect needs to be strengthened.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Career Planning

Benjamin, Steve (1987). Low-Cost Learning Strategies Produce High-Quality Education on the Navajo Indian Reservation, Performance and Instruction. Describes learning strategies used to improve education in Rock Point Community School on the Navajo Indian Reservation. Problems affecting educational achievement are identified, low-cost instructional techniques that were adopted are discussed, and improvements in academic achievement and other positive effects are noted. Descriptors: Academic Achievement, Bilingual Education Programs, Community Involvement, Cultural Differences

Shore, Rima, Ed.; And Others (1981). George Washington High School: A Vitalized Transitional Program for Bilingual School Students. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Vitalized Transitional Program for Bilingual School Students at George Washington High School in New York City provides instruction in English as a second language, native language arts, and bilingual courses (mathematics, science, social studies, and vocational courses) for Spanish-speaking high school students of limited English proficiency. The aim of the program is to assist students in making the transition to all-English instruction and in completing graduation requirements. This report on the program as it was implemented in 1980-81 describes the program setting; student characteristics; program organization; student placement; instructional services; non-instructional activities (curriculum development, staff development, supportive services, and community involvement); program implementation; and program evaluation. Evaluation indicates that: (1) participants mastered English syntax objectives in accordance with program goals; (2) achievement in mathematics, science, and social studies courses varied; (3) achievement levels in native language and vocational courses were generally above the criterion level; (4) program attendance was significantly better than school-wide attendance; and (5) several program participants received academic honors and scholarships. Recommendations for program improvement are presented.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, English (Second Language)