IN CALIFORNIA, THE MEXICAN-AMERICAN STUDENT IS TWO YEARS BEHIND THE NEGRO STUDENT AND THREE AND A HALF YEARS BEHIND THE ANGLO-AMERICAN IN SCHOLASTIC ACHIEVEMENT. SINCE HE REPRESENTS TWO DISTINCT AND OFTEN DIVERGENT CULTURES, ENGLISH-SPEAKING, MIDDLE-CLASS ORIENTED SCHOOLS MAKE ASSIMILATION VIRTUALLY IMPOSSIBLE. A HEAD START AND A FOLLOW THROUGH…

This speech provides an outline of the planning procedure and framework for the curriculum used in the bilingual education program, Project Frontier, at Chula Vista, California. It explains the goals of the project which is gradually being expanded to all grade levels, and it describes how the goals are interwoven into a framework made up of units…

The California Plan for the Education of Migrant Children was an innovative approach designed to provide supplementary educational services to migrant children. The two major programs were (1) supplemental assistance to school districts and county offices to establish new and strengthen existing programs, and (2) interstate programs to coodinate…

This document contains the continuation proposal for the fourth grade Compton bilingual education program. A review of the third year is included with details on process evaluation, project personnel and duties, new vocabulary developed by the project for lexical references, and inservice training of teachers. Information concerning the proposed…

This position paper gives the results of informal surveys carried out by the Bilingual-Bicultural Task Force of the California State Department of Education. Only 60 to 65% of the teachers in the state bilingual programs are judged bilingual and 50% bilingual-biliterate. Almost all of the teacher aides are judged bilingual, and a large percentage…