Albuquerque Public Schools, NM. Planning, Research and Accountability. (1986). Title VII Bilingual Education. 1985-86 Performance Report. This Elementary and Secondary Education Act Title VII project was designed to increase English Language proficiency in limited English proficient students in Lau categories A, B, and C (non-English speaking, English as a second language, or bilingual). The intensive, 9-month program included both English language instruction and teacher training in English as a Second Language (ESL). Four middle and high schools from the Albuquerque (New Mexico) Public Schools participated. Program objectives included: (1) ESL (oral skills)–60 percent of category A and B students will show gains on the Language Assessment Scales; (2) ESL (literacy skills)–60 percent of category A and B students will show 80 percent mastery of items on the Gates MacGinitie Reading Tests; (3) transitional English (literacy skills)–60 percent of the category C students will show gains in English language subtests of the Comprehensive Tests of Basic Skills; and (4) teacher training–sampled teachers will use 80 percent of the ESL teaching techniques presented in their classrooms, and within each project year, 70 percent of the teachers will add six credit hours toward certification in teaching ESL or bilingual education. Only baseline data were available regarding the second objective. All other objectives, except for the continuing teacher education, were achieved. Descriptors: Bilingual Students, Elementary Secondary Education, English (Second Language), English Teacher Education

Shainline, Michael (1986). Effective Teaching Training. Program Evaluation Report. Four hundred twenty-six elementary, middle and high school teachers from the Albuquerque (New Mexico) Public Schools participated in a four-day staff development program in Effective Teaching Training, in January, 1986. This report evaluates that program in terms of: (1) effectiveness of staff development as defined in current research; (2) participants' satisfaction regarding content and presentation; (3) participants' evaluation of their level of awareness and application of teaching concepts before and after training; and (4) participants' attitudes toward themselves, teaching, students, and staff development. Data were collected in pre- and post-training questionnaires and interviews. The program appeared to satisfy most of the criteria of effective teaching defined by current research–it followed the prescribed sequence of instruction, was conducted by the school district, was held at convenient times, and was an ongoing effort. Overall, teachers indicated strong approval of the content and presentation of the program and showed greatly increased levels of awareness for all concepts presented. On attitude, only two of the 30 specific questions showed significant change following the program, but overall attitudes improved on all questions, and all attitudes were found to be relatively positive before the training. (Appendices include: Workshop Evaluation Form; Level of Awareness of "Effective Teaching Training" Concepts questionnaire; and Teacher Attitude Survey.) Descriptors: Attitude Measures, Elementary Secondary Education, Inservice Teacher Education, Knowledge Level

Howard, Roy E. (1985). Bilingual Education at Dzil Na'oodilii Community School. Proceedings of a Navajo Bilingual Education Conference held April 26 and 27, 1985, are summarized in this report which focuses on the implementation of Navajo language and cultural education at the Dzlith Na O Dith Hle Community School (DCS). The paper begins by stating that the conference was intended to assist educators in understanding and preparing a plan to comply with new educational policies established by the Navajo Tribal Council on November 14, 1984, mandating excellence in education for all Navajos and specifying instruction in Navajo language and culture. A section on educational policies summarizes the positions of the Navajo Tribe, the Bureau of Indian Affairs, the State of New Mexico, Eastern Navajo Agency, and DCS. Recommendations for DCS include formation of a committee of teachers, administrators, school board members, and parents who will investigate options for implementing a bilingual education program. The report lays out options and costs for implementing Navajo language instruction and cultural education with and without the services of an outside curriculum consultant. The final section, titled "A Global Perspective of Bilingual Education," summarizes experiences of other peoples who speak a different language at home than at school and points out benefits of bilingualism. Descriptors: American Indian Education, Biculturalism, Bilingual Education, Bilingual Teachers

Albuquerque Public Schools, NM. (1985). What I Did Instead of Summer Vacation: A Study of the APS Summer School Program. This report summarizes the findings of a 1985 study of the Albuquerque Public Schools (APS) summer school program. Statistics, charts and survey results provide a picture of the student population, school financial situation, course offerings, participant attitudes, etc. The APS summer school is self-supporting, but tuition is rising rapidly and teachers are still not being paid adequately. The APS "summer district" is larger than most regular term districts in New Mexico and serves several hundred students from communities outside Albuquerque. Serving about 4,700 youngsters in total, the main summer program draws about 71 percent of its population from "lower income" attendance areas at the elementary level, but only about 35 percent at the secondary level. While the high school population is relatively evenly split between make-up and acceleration programs, summer schoolers are almost exclusively in make-up programs at the middle school level; 75 percent are remedial at the elementary level. Course offerings have not changed much in recent years. Students, parents and teachers surveyed find the program a more positive educational experience than the offerings during the regular term, despite the fact that it has not been receiving the assistance it needs from supportive services in the district. Suggestions for improvement are included in the report. Descriptors: Acceleration (Education), Attendance, Course Content, Course Selection (Students)

Pellecchia, Michael (1987). Test Market Media Relations as a Pilot Test Component in a Nationwide Class Action Settlement Distribution. Results of a pilot test for a public relations campaign to assist in the distribution of funds from the settlement of a nationwide class action suit brought by tenants against the Department of Housing and Urban Development (HUD) are presented in this report. The first chapter presents the background of the case, noting that tenants of Section 236 public housing projects were made to pay for rising utility costs by increases in rent when HUD did not pay the required subsidies, which instigated numerous class action suits. Chapter two describes the process by which an advertising agency was chosen, including the final selection of the J. Walter Thompson Company, while chapter three outlines the plan for the pilot test. Chapter four describes the objectives for the test market media relations and notes the characteristics of the targeted audience. Chapter five looks at the public relations strategies for the test market cities: Albuquerque, New Mexico, and Peoria, Illinois. Chapter six looks at the implications of this survey's results, while chapter seven offers the results of the pilot test, including administrator and agency findings to the effect that while the public relations campaign failed to predict some tangential concerns, the pilot test was beneficial in determining the effectiveness of the campaign. (Footnotes, exhibits from the pilot test such as notices to tenants, graphs, letters, newspaper clippings, and 20 references are appended.) Descriptors: Advertising, Court Litigation, Legal Responsibility, Low Income Groups

Western Interstate Commission for Higher Education, Boulder, CO. (1987). From Minority to Majority: Education and the Future of the Southwest. A Report and Recommendations by the WICHE Regional Policy Committee on Minorities in Higher Education. Recommendations presented to the states of Arizona, California, Colorado, New Mexico, and Texas represent both an assessment of the demographic and educational challenges faced by these states, in which minority populations will become the majority in the foreseeable future, and a call for action to deal with these challenges. The report is the product of a committee of state policymakers, business leaders, and educators. It reviews demographic facts and economic consequences of population changes, particularly in the area of education. Twenty recommendations are related to the following goals: (1) education for a multicultural society (e.g., recognize student diversity and reflect it in educational policies and practices; expect all students to succeed); (2) keep minority students in school (e.g., provide a core curriculum at the elementary and secondary levels that challenges and prepares all students); (3) double the proportion of minority college graduates (e.g., improvement recruitment and selection procedures); (4) bring more minorities into teaching, educational leadership, and the professions (e.g., create environments that support minority students and fosters strong faculty-student relationships); and (5) use financial resources to promote equity in education (e.g., halt the erosion of student aid and examine loan programs in terms of effects on students' educational decisions). An executive summary of this report is attached.   [More]  Descriptors: Academic Persistence, Access to Education, Blue Ribbon Commissions, Diversity (Student)

Martinez, Margaret Perea (1987). Language Arts Program Evaluation: 1987. In accordance with the Albuquerque (New Mexico) Public Schools' curriculum planning process, a language arts program evaluation was conducted during the 1986-87 school year in order: (1) to provide a comprehensive overview of the language arts program; (2) to determine if the language arts program meets the needs of students and parents; and (3) to provide information for continued program development and improvement. Opinion surveys were collected from parents, students, English teachers from all levels, and high school drama teachers. Despite parents' requests for a greater emphasis on writing and teachers' desire for more training in developing creative and critical thinking skills, in general, findings indicated that the language arts program is meeting the needs of parents and students and effectively meeting the goals of the program. An analysis of scores on the Comprehensive Tests of Basic Skills showed that the Albuquerque students were at or above the national average in all subjects related to language arts, with spelling being the weakest performance area of students. Student opinion surveys at all levels revealed a positive attitude toward writing, with an indication that writing process activities were becoming more widespread. Additionally, drama teachers reported that they would prefer to have funding allocated directly to drama departments. (Twenty-four references are attached.) Descriptors: Critical Thinking, Drama, Educational Assessment, Elementary Secondary Education

Diaz, Kathy (1981). Special Education Program Evaluation: District Report, Fall 1981. District wide efforts have been made toward developing a comprehension plan of program evaluation for all special education classes in Albuquerque, New Mexico. The proposed evaluation plan encompasses both instructional effectiveness and administrative issues. For the 1980-81 school year, instructional evaluation was directed toward academic achievement. The Wide Range Achievement Test was administered as a pre and post measure. The scores indicate that each Special Education subgroup demonstrated more than average gains in performance. To evaluate administrative issues, teachers were asked to respond to two questionnaires. The results indicated that special education teachers enjoy teaching and feel that, in most situations, the Albuquerque Public Schools administrative system is trying to support them in the activity. They did, however, identify some areas in need of improvement which should receive administrative attention. Regular education and special education personnel seem to be working well together in most cases. Where the relationship is not totally harmonious and productive, the critical variable appears to be individual personalities and biases, rather than district policy or procedures. Descriptors: Academic Achievement, Achievement Gains, Board of Education Policy, Elementary Secondary Education

Stallworth, John T. (1982). Identifying Barriers to Parent Involvement in the Schools: A Survey of Educators. A questionnaire survey of elementary teachers and principals investigated their attitudes toward parent involvement in schools and sought to find whether barriers to parent involvemnt were related to school policies and procedures, teacher or principal attitudes, lack of resources, or lack of knowledge or skills. Of the random sample of 2,000 teachers and 1,500 principals–located in Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas–45 percent responded. Attitudinal data were collected on parent involvement in 20 educational decisions and 7 specific involvement roles and on the extent of current parent involvement in 28 specific school decisions. Data analysis was performed using frequencies, averages, and Likert-scale ratings of items. The results show both teachers and principals favor parent involvement in helping their children with school work and in playing support roles for school activities, but do not favor involvemnt in curriculum and instruction decisions or school administration and governance. The results suggest school policies and procedures, as well as teacher and principal attitudes, are not barriers for favored types of parent involvement but may be barriers for nonfavored types of involvement.   [More]  Descriptors: Administrator Attitudes, Decision Making, Educational Resources, Elementary Education

Johns, Jennifer S.; Sheehy, Nancy (1986). Youth Leadership Program Evaluation Report 1985-86. During the 1985-86 academic year, 13 schools throughout the State of New Mexico were served by the Youth Leadership Program (YLP). Of these, three Albuquerque schools (A. Montoya Elementary, Washington Middle School, and Albuquerque High School) were chosen for an in-depth evaluation. One hundred fifty-two students in grades 3-12 participated in program activities designed to develop leadership skills, prevent substance abuse, improve self-esteem, and increase feelings of control over life events. Students selected for the program represented two groups: high risk or negative leaders and low risk or positive leaders. The program established situations in which both positive and negative leaders could work together toward common goals. This study evaluated the effects of the YLP on the students. Interviews and surveys of students, parents, and school staffs were used to collect the needed data. Results indicated that the YLP was highly successful in accomplishing its goals. School staffs observed positive changes in most students. Teachers felt that the program increased students' awareness of others' feelings and improved their knowledge of the community in which they lived. Participants and their parents wanted to continue the program during the next school year. Students believed that the program had positive effects on their awareness of others' feelings, willingness to help others, and ability to make friends. Descriptors: Behavior Change, Drug Abuse, Elementary Secondary Education, High Risk Students

Boyce-Prather, Margaret; Shainline, Michael (1986). Student Assistance Program Sandia High School 1985-86 Report. This document presents data from the second year of the Student Assistance Program, a counseling program to help students who may be abusing drugs or alcohol, implemented at Sandia High School in the Albuquerque (New Mexico) Public School system. Data are included from the program's monthly records sheets, from parent involvement questionnaires, and from faculty and student surveys. Data tables and text are organized into seven major sections: Summary of Presentations, Sources of Referrals, Counseling and Outside Referrals, Parent Involvement Program, Faculty Surveys, Student Surveys, and a Conclusion. The conclusion summarizes the report findings that: (1) students were usually referred to the program by school administrators or the school detective but, as the year progressed, referrals from friends and teachers increased; (2) referred students usually received counseling from the program counselors, although some referrals were made to outside treatment facilities; (3) participants in the 8-week Parent Involvement Program for students and parents rated the program organization and quality favorably, but ratings were mixed with regard to how well the program met their individual needs; (4) nearly one-half of faculty respondents reported having referred students to the program, while all reported a high need for the program at the school; and (5) more than one-half of the students surveyed reported being unaware of the program, but stated they would encourage friends needing help to use the program. Survey forms are appended. Descriptors: Counseling Services, Drinking, Drug Abuse, High Schools

Albuquerque Public Schools, NM. (1986). Join-A-School Survey: District Summary Report. This report summarizes responses to a questionnaire sent to both school and business participants in the Join-A-School Program in Albuquerque, New Mexico. The program, which pairs schools and businesses within a community, was originated in 1985; this survey is the first evaluation of the program. Responses were received from 47% of the business partners and 88% of the school partners surveyed. Seventy-eight percent of the business partners and over 90% of the school partners agreed or strongly agreed that the program met their expectations and was successful. Seventy-two percent of the businesses also affirmed that their employee staffs were aware of their Join-A-School participation. However, many participants in both areas indicated they were unaware of the program newsletter and the after-hours activities. They requested better communication between program participants, especially via newsletters. Other recommendations for improvement indicated the need for: (1) more guidance from the combined program staff; (2) more recognition of the accomplishments of the program, especially the contributions of the business partners; and (3) more activities and exchange of ideas with other program partnerships. Appendices include surveys, survey responses and narrative comments; and lists of participants and program coordinators. Descriptors: Attitude Measures, Elementary Secondary Education, Information Needs, Participant Satisfaction

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1982). Closing of Off-Reservation Boarding Schools. Hearing before the Select Committee on Indian Affairs. United States Senate, Ninety-Seventh Congress, Second Session, on the Bureau of Indian Affairs Proposal to Close Three Off-Reservation Boarding Schools (February 24, 1982). The hearing before the Select Committee on Indian Affairs, U.S. Senate, 97th Congress, 2nd Session, concerned the Bureau of Indian Affairs (BIA) proposal to close three off-reservation boarding schools. Schools scheduled for closure were: Wahpeton Indian School, Wahpeton, North Dakota; Concho Indian School, Concho, Oklahoma; and the Southwestern Indian Polytechnic Institute (SIPI), Albuquerque, New Mexico. Statements from New Mexicans against the closing of SIPI centered around the fact that SIPI is the only BIA-funded all-Indian technical vocational institute in the United States; that the private sector has played an increasing role in supporting the school; and that the success rate of placing SIPI graduates has been above average. Bureau of Indian Affairs witnessess' testimonies were built around the theme that the boarding schools had outlived their intended purpose, that they were expensive, and that Indian children would be better off in other settings. Witnesses for the States of Oklahoma, North Dakota, and Utah all felt that the BIA had not supported their reasons for change, and that the Indian students would be better off in the present boarding homes.   [More]  Descriptors: American Indian Education, Boarding Schools, Federal Programs, Government Role

Kaplan, Michael H. (1982). An Investigation of Selected Community School Terminations. Research Report 82-108. A study explored factors that have led to the termination of selected community school programs. Examined during the study were 10 terminated programs in five states (Virginia, Arizona, New Mexico, California, and Oregon) that had been in operation for at least 3 years. Two major techniques were employed in the study. Structured as well as unstructured interviews were conducted with 118 teachers and administrators in the 10 communities. Document analysis was the second research strategy used. Most of the individuals interviewed indicated that building staffs, school administrators, and city officials had little knowledge of and were largely unsupportive of the community education (CE) concept. Funding and staffing patterns varied widely from site to site. However, it was noted that those programs that were entirely locally funded lasted the longest. When asked about the strengths of local CE programs, some respondents noted that CE programs involved Spanish-speaking people in the community and provided a well-rounded program for adults and children. Among the weaknesses of CE programs mentioned were a lack of organization, understaffing, a failure to gain a commitment from schools or the public, and an overlapping of services provided by CE with those provided by other agencies. While two of the school systems contacted were actively trying to reconstitute their CE programs, eight were not.   [More]  Descriptors: Administrative Problems, Administrator Attitudes, Adult Education, Community Education

Sheehan, Jacqueline; And Others (1986). Improving Skills of Teaching Assistants. The Graduate Assistant Orientation at New Mexico State University is described. The objective of the orientation is to provide teaching assistants (TAs) with excellent role models for university teaching. The orientation, which is voluntary, communicates to TAs that feelings of uncertainty are understood by the staff. The manner in which the orientation is organized has made it a major event at the beginning of each fall semester. Twelve workshops were developed by master teachers and all were based on the premise that teaching can be learned, practiced, and continually improved. Several workshops deal with the topic of good organization. Alternative methods to the lecture are addressed, along with the effectiveness of different teaching methods. Additional areas addressed by the orientation workshops include: the usefulness of a properly prepared syllabus, goal and priority setting for all graduate assistants and techniques for coping with stress, methods of projecting enthusiasm, knowledge of the subject matter, understanding what to expect from freshman students, knowledgeability about campus facilities and services such as the library, the computer center, and counseling services, and group instructional skills. Descriptors: College Instruction, Graduate Students, Higher Education, Instructional Improvement