Fernandez, Ricardo R.; And Others (1976). Report on State Services to the Hispanic Population of Wisconsin. The scope and quality of services provided to Hispanic persons in Wisconsin were investigated in 1976 by the Governor's Council for Spanish Speaking People and comparisons were made to findings of 1971 and 1974 reviews. Detailed questionnaires were developed for each state agency, and five hearings were held in different locations within the state. For each of the following agencies, information is provided on their functions, questionnaire responses, and council recommendations: Educational Communications Board; Higher Educational Aids Board; Department of Public Instruction; State Historical Society; University of Wisconsin System; Vocational, Technical, and Adult Education System; Department of Administration; Department of Agriculture; Department of Industry, Labor, and Human Relations; Department of Regulation and Licensing; State Manpower Council; Department of Health and Social Services; Department of Justice; Wisconsin Council on Criminal Justice; Department of Business Development; Office of the Commissioner of Credit Unions; Department of Local Affairs and Development; Department of Natural Resources; Department of Revenue; and Department of Transportation. The following problem areas are identified: Hispanics are too often identified with migrant workers; Hispanics are frequently combined with other groups under the broader category of "minorities"; policy that is set at upper administrative levels is often not implemented at the lower and middle administrative levels; and token efforts to meet responsibilities to the Hispanic population often substitute for permanent change within the agency.   [More]  Descriptors: Adult Education, Affirmative Action, Bilingual Education, Bilingualism

Adams, Brian F. (1987). LILAC: A Program Enabling Primary-Age Spanish-Dominant Children to Learn the Language of Instruction. A school on Florida's west-central coast was selected as the site for the Language Intensive Lab Accelerated Classroom (LILAC) program which was developed to address the need for a county-wide, objective-based educational program for non-English proficient (NEP) and limited-English proficient (LEP) Hispanic children in grades K-2. The number of enrolled children fluctuated around 28, with children being integrated into the normal curriculum as soon as they were ready. Instruction focused on language experiences in English, with emphasis placed on readiness concepts for success in the regular classroom and instructional mode, and conformed to the basic English for Speakers of Other Languages (ESOL) philosophy. Evidence showed that 93.75% of enrolled children raised their IDEA Oral Language Proficiency Test score by at least one level. In April 1987, the school agreed to apply to the State of Florida for funding, through a formula tied to "Drop Out Prevention." This funding would permit the employment of dedicated staff members. In 1987-88, the LILAC program will expand to include grades K-8. Appendices include references, language proficiency classifications (including identification, evaluation, and entry/exit criteria), sample lesson plans, data and status reports, and a chronology of events.   [More]  Descriptors: Academic Achievement, Bilingual Education, Dropouts, Educational Finance

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1987). Computer Focused Russian Bilingual Instruction Program, 1985-1986. OEA Evaluation Report. A New York City program to develop English-language skills, academic skills, native language skills, computer literacy, and career awareness among 250 limited-English-proficient native speakers of Russian in 6 high schools is evaluated in this report. The program was run in both public and private high schools. Quantitative analysis of student achievement data indicates that program objectives were met in English language skills and computer literacy, and content-area achievement was high in comparison to citywide averages, but native language achievement did not meet the program objective. Recommendations for program improvement are to provide students with more computer experience, make computer programs more suitable to the Russian bilingual students' needs, and review and revise program objectives based on students' actual ability to perform. The appendices include statistical analyses of student test scores.   [More]  Descriptors: Bilingual Education Programs, Career Awareness, Computer Assisted Instruction, Computer Literacy

Office of Vocational and Adult Education (ED), Washington, DC. (1983). Vocational Education. Report by the Secretary of Education to the Congress, 1982. During the 1980-81 school year, enrollments in vocational education programs totaled nearly 16.9 million and federal, state, and local capital outlays for vocational education increased by approximately $470 million from 1979-80 to an all-time high of $7.3 billion. Vocational education also served significantly increased numbers of handicapped, disadvantaged, and limited English-proficient persons during 1980-81. Also showing an increase was the number of men and women in programs that are considered nontraditional for their respective sexes. As part of planned economic development, 20 states and Puerto Rico have established quick-start vocational training programs that provided training for an estimated 110,000 persons in 1981-82. Regarding impact, studies indicate that secondary vocational education can make a significant, if limited, contribution to improving productivity and reducing income inequality. Enrollment in vocational education courses, furthermore, does not seem to limit additional educational pursuits, as all types of students participate in all types of postsecondary educational programs. Some researchers have also concluded that vocational education has some influence in preventing school dropouts. In summary, vocational education continues to contribute a consistent flow of skilled, entry-level workers from its regular secondary and postsecondary programs and to provide specialized training and retraining for adults, thereby simultaneously meeting the needs of students, employers, and communities.   [More]  Descriptors: Adult Education, Annual Reports, Bilingual Education, Compliance (Legal)

Sirdenis, Wisam Kazaleh, Ed.; Giannetti, George, Ed. (1985). Global Lessons for Second Language Students, Grades 9-12. Student Edition and Teacher's Edition. An Oak Park, Michigan student workbook prepared as part of the Oak Park Title VII Project for limited English proficient students or students whose first or second language is other than English. contains fifteen multicultural lessons presented in four units. The first unit focuses on the nature of human global interdependence and takes a geographic look at the world through languages and their distribution. It stresses the need for mutual understanding and cooperation for survival and for the humane use of world resources. The second unit, entitled "Why Study a Second Language?" looks at ethnocentrism and its many manifestations as an obstacle to understanding other peoples and their ways. It underscores the usefulness of second language skills for making new cultural experiences, travel, and a broader range of occupations more available. This unit examines four of the major languages of the world (English, Arabic, French, and Spanish) and two cultures in Oak Park (Hebrew and Chaldean). Unit 3 focuses more closely on four world issues: population, stereotyping, energy, and futurism. The fourth unit outlines career opportunities in which language study can lead to interesting and rewarding work, including careers in the international language world, and careers related to the work of the United Nations. Twelve of the 15 chapters contain vocabulary lists highlighting words that students will use in crossword puzzles provided in the lessons as well as a chapter review exercise section featuring a self-test. The teacher's edition of the guide contains exercises, descriptions of suggested activites for some chapters, blank maps for use as duplication masters, and answer keys to the chapter review self-tests.   [More]  Descriptors: Arabic, Bilingual Education, Career Awareness, Computer Literacy

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1987). The New York City Staff Development Program for Bilingual/ESL Fifth- through Eighth-Grade Teachers and Supervisors, 1985-1986. OEA Evaluation Report. The New York City Staff Development Program for Bilingual/English-as-a-Second-Language (ESL) Teachers and School Building Supervisors was designed to provide public school personnel working with limited English proficient children in grades five through eight with an overview of issues pertinent to the instruction of this population. The program served 453 teachers and 50 administrators from 32 school districts in a series of 6 half-day training sessions. Evaluation of the 1985-86 program was accomplished through teacher questionnaires, workshop evaluation forms, interviews, and on-site observations of training activities. It found that the program was successful in achieving most of its objectives. In the opinions of both the participants and the evaluation team, the program's major strengths were its overall organization and administration of training, presenters' enthusiasm and preparedness, links established between theory and practice, materials provided in workshops, and realistic demonstrations of instructional strategies. The major criticism was of the workshops' brevity. Recommendations for improvement include follow-up conferences for specific content areas and implementation, increased workshop time for presenter-participant interaction, inclusion of materials and presenters for those serving the Haitian population, and elimination of a proposed participant achievement objective, for practical reasons.   [More]  Descriptors: Administrators, Bilingual Education, Bilingual Teachers, Educational Policy

Willetts, Karen F., Ed. (1986). Integrating Language and Content Instruction. Proceedings of the Seminar (Washington, DC, January 6, 1986). The proceedings of a seminar on integrating language instruction and academic content instruction include: two presentations surveying the current state of the art in content-based language instruction ("Language and Content Learning: Finding Common Ground," by Bernard Mohan and "Integrating Content and Language Instruction," by Helena Anderson Curtain); summaries of four sessions geared to different languages and levels of instruction (elementary or secondary grades, and English or foreign languages); an overview of critical concerns in the content-based instruction, and summary remarks by G. Richard Tucker. Descriptions of ten content-based programs represented in the presentations and a list of resources in the field are appended.   [More]  Descriptors: Bilingual Education Programs, Chinese, Content Area Reading, Content Area Writing

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Civil Rights Survey, 1984. National Summaries. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. The national summaries of data are divided into 12 statistical tables. Two lines of data are presented: actual reported, computed by aggregating the district level from each state (Tables 2-12), and projected data, computed from the reported data using sampling weights for each district (Table 1). The data are summarized by Office of Civil Rights client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black; White; male; and female. Table 1 (projected) and Table 2 (reported) present summaries in the following areas: enrollment; suspensions; corporal punishment; gifted-talented; educable mentally retarded; trainable mentally retarded; speech impaired; seriously emotionally disturbed; specific learning disability (data on students with limited English proficiency–LEP–given in these five areas of special education only); bilingual programs (not broken down by sex); and graduates. Full-time and part-time projected enrollment data is given for programs in the above five areas of special education and in: hard of hearing; deaf; visually handicapped; orthopedically impaired; other health impaired; deaf-blind; and multihandicapped. Special education is further subdivided by children: awaiting evaluation; identified as requiring special education; and receiving special education either in the school district or in a nondistrict facility. Also provided is enrollment by sex in both single-sex and mixed-sex classes for: home economics; industrial arts; and physical education in grades 7-9. Table 2 additionally presents classroom data by race/ethnicity. Table 3 examines school desegregation. Tables 4-6 examine minority/non-minority participation in various programs or activities (suspensions and corporal punishment, gifted/talented, and special education). Tables 7-12 present data on: classroom desegregation; analysis of LEP pupils needs and services; special education needs and services by percent of enrollment; amount of time spent in special education programs; and analysis of the distribution of single-sex classes. Survey instrument is appended.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Civil Rights, Corporal Punishment

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Civil Rights Survey, 1984. District Summary Volumes 1 and 2. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. Two lines of data are presented for each state: actual reported, computed by aggregating the district level from each state, and projected data, computed from the reported data using sampling weights for each district. The data are summarized by Office of Civil Rights (OCR) client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black, not of Hispanic origin; White, not of Hispanic origin; male; and female. Three types of reports are included: (1) National and State Summary of Projected Data, by state; (2) National and State Summary of Reported Data, by state; and (3) District Summary Report, by state. Each report has: (1) Identification Data (state and name and location of school district); (2) Summary Data–by individual racial/ethnic categories, total, and by sex (except for bilingual data) for the following areas: enrollment; bilingual (in need of language assistance programs); bilingual (enrolled in language assistance programs); gifted/talented; corporal punishment; suspensions; educable mentally retarded; trainable mentally retarded; speech impaired; seriously emotionally disturbed; specific learning disability; and graduates; (3) Special Education Data is subdivided by children: awaiting initial evaluation; identified as requiring special education; in special education programs in school district; in special education program in nondistrict facility; part-time; full-time; (4) Supplemental Data reports: (1) Limited English Proficiency (LEP) students identified as in need of language assistance but not enrolled in such programs, and (2) students in selected courses (home economics, industrial arts, and physical education), by sex in single-sex and mixed-sex classes.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Corporal Punishment, Disabilities

Campbell, Elizabeth (1982). Community Education and Health Services. Because it is based on the premise that learning is a lifelong process and that citizen involvement is essential to neighborhood problem solving, community education is particularly attuned to the current needs of cities and can be a major vehicle for cities attempting to provide convenient, comprehensive health services in an efficient, cost-effective manner. Community education health programs can include a variety of preventive health care services, including health screenings, immunizations, and health education. School-housed clinics can provide accessible prenatal and infant care, dental services, and health programs for the elderly. Among those cities which are currently offering such health services are Elizabeth, New Jersey; Washington, D.C.; Boston, Massachusetts; Anchorage, Alaska; Austin, Texas; Bolingbrook, Illinois; Colorado Springs, Colorado; and Newton, Massachusetts. Key features of some of these programs include bilingual and immigrant health services and prenatal care awareness campaigns. (This issue paper contains descriptions of the community education programs in each of the above-mentioned cities, as well as implementation strategies and resources for use in initiating the community education process.)   [More]  Descriptors: Agency Cooperation, Bilingual Education, Community Education, Community Health Services

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Schools Civil Rights Survey, 1984. State Summaries. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. The state summaries of data are divided into seven statistical tables. Two lines of data are presented for each state: actual reported, computed by aggregating the district level from each state (Tables B-G), and projected data, computed from the reported data using sampling weights for each district (Table A). The data are summarized by Office of Civil Rights client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black; White; male; and female. Table A (projected) and Table B (reported) present state-by-state summaries in the following areas: enrollment; suspensions; corporal punishment; gifted-talented; educable mentally retarded (EMR); trainable mentally retarded (TMR); speech impaired; seriously emotionally disturbed; specific learning disability (data on students with limited English proficiency given in these five areas of special education only); bilingual programs (not broken down by sex); and graduates. Special education is further subdivided by children: awaiting evaluation; identified as requiring special education; and receiving special education either in the school district or in a nondistrict facility. Also provided is enrollment by sex in both single-sex and mixed-sex classes for: home economics; industrial arts; and physical education in grades 7-9. Full-time and part-time projected enrollment data is given in these areas of special education: EMR; TMR; hard of hearing; deaf; speech impaired; visually handicapped; seriously emotionally disturbed; orthopedically impaired; other health impaired; specific learning disability; deaf-blind; and multihandicapped programs. Table B additionally presents classroom data by race/ethnicity. Table C examines school desegregation. Tables D, E, and F examine minority/non-minority participation in various programs or activities (suspensions and corporal punishment, gifted/talented, and special education). Table G presents the amount of time students and schools reportedly spent in special education programs. Appendices include the survey instruments, and an explanation of the creation of the District Universe File.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Civil Rights, Corporal Punishment

Martynowych, Orest T. (1979). A Selective Preliminary Bibliography of Canadian Reference Materials Pertaining to Education within a Multicultural Context. This bibliography cites journal articles, research and educational reports, and books related to education within a multicultural context in Canada. The entries are classified under six sections which focus on: (1) implications of multiculturalism for Canadian educational policy, programs, and language; (2) immigrant and minority students' background, acculturation, language and education needs and services, and the effect of language and socioeconomic status on school achievement among these groups; (3) cross-cultural education, ethnic/racial attitudes, cultural awareness, ethnic identity, and self-concept; (4) teaching methods and approaches, social and psychological influences, and teacher and parent attitudes concerning second language learning; (5) general issues on and approaches to bilingualism, and descriptions of English-French programs; and (6) education, academic achievement, and cultural background of Canada natives (Indians, Eskimos, and Metis). Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, Bilingualism

Resources in Vocational Education (1982). Curriculum Resources. Resources in Vocational Education, Volume 15, Number 1. This volume consists of resumes of vocational and technical education curriculum products that were selected by the ERIC Clearinghouse on Adult, Career, and Vocational Education (ERIC/ACVE) for inclusion in the July 1981 through June 1982 issues of "Resources in Education." Among the major types of documents abstracted are curriculum guides, research and technical reports, administrator guides, dissertations and theses, conference reports, literature reviews, state-of-the-art papers, journals, legal and regulatory materials, statistical data, position papers, essays, program descriptions, feasibility studies, bibliographies, directories, conference papers, and tests. Each resume contains an ERIC accession number, an author and title listing, information concerning the time and place of publication, a publication type classification code, information concerning the availability of the document, descriptors, identifiers, and an abstract. Three indexes–a subject index, an author index, and an institution index–are provided. Also included in this issue are listings of the six curriculum coordination centers and publications provided by the centers, descriptions of the curriculum centers and labs throughout the country, a listing of curriculum-related organizations at the national level, sources of audiovisual information and materials, and a brief bibliography of curriculum publications available from federal agencies.   [More]  Descriptors: Abstracts, Adult Basic Education, Adult Education, Agricultural Education

Campbell, Russell N.; Lindholm, Kathryn J. (1987). Conservation of Language Resources. Three successful school program models designed to help language minority students conserve the language skills acquired in their homes and continue normal native language development are described. The programs were developed to counteract a trend toward wasting valuable existing language skills and resources. The programs include: (1) an elementary level bilingual immersion program, implemented in four California public schools, in which both native English-speakers and native Spanish-speakers develop academic linguistic and metalinguistic skills in both languages; (2) a secondary level partial bilingual immersion program providing two tracks of formal Spanish instruction, intensive Spanish as a second language and Spanish for native speakers, in addition to traditional Spanish second language instruction; and (3) a program at the University of California at Los Angeles that permits registered Korean American students to enroll in an intensive Korean language program, involving sheltered language instruction in subject-area courses and overseas and off-campus language experiences. The university program is jointly sponsored with Seoul National University. While the programs differ in design, all three support the maintenance and development of linguistic minority students' home languages.   [More]  Descriptors: Bilingual Education Programs, Educational Resources, Elementary Secondary Education, Experimental Programs

Leben, Clay (1987). Prekindergarten: Full Day vs. Half Day. Austin Independent School District, 1986-87. In 1986-87, the Austin (Texas) Independent School District converted from a full-day prekindergarten program for low-achieving children to a half-day program to serve more limited-English-proficient (LEP) and low-income children (thereby meeting eligibility criteria in conformance with Texas House Bill 72). Half-day instructional time was 60% of that provided in full-day sessions, and with teaching staff increases, three times as many children (1,516) were served as in 1985-86 (494), including more bilingual and English as a Second Language (ESL) classes. Pretest-posttest gains on the Peabody Picture Vocabulary Test-Revised evaluated half-day and full-day program effectiveness, measured against national average gains. Results showed that: (1) half-day program gains in English vocabulary were generally two-thirds those of the full-day program; (2) the greater gains of full-day LEP students occurred at all achievement levels, but the difference appeared to be associated more with teacher experience than with amount of instructional time; (3) for non-LEP students, the difference was greatest for lower achieving students and tended to disappear for students scoring greater than about 80 at pretest; (4) there was little if any difference in the achievement gains of students in morning or afternoon classes; and (5) half-day classes may lead to somewhat lower attendance rates.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Compensatory Education, English (Second Language)