The Bilingual Multicultural Education Bureau (BMEB) strives to serve all students participating in BMEPs so that all students achieve the determined program goals as outlined by New Mexico statute and education code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content…

The major goals of the Responsive Environment Program for Spanish American Children (REPSAC) are early intervention to prevent placement of Spanish American children in special education classes, provision of media and learning activities which enhance and develop a favorable self-concept and attitude toward his own and other cultural groups, and…

Examined are the needs of community health agencies and organizations in relation to the characteristics and competencies considered important for the community health educator (MM)

To ascertain whether libraries are providing materials, services, and programs to their Spanish-speaking communities, a 26-item questionnaire was mailed to 37 public library directors in Arizona, Colorado, New Mexico, and Utah. Thirty-one completed questionnaires were returned, yielding a response rate of 81%. The majority of libraries were found…

Providing relevant data, analyses, and observations, with particular reference to the cognitive and affective development of bilingual children, the 1973-74 Grants Bilingual-Bicultural Program evaluation determined the personnel's attitudes and perceptions about program components and operations and the children's responses to bilingual-bicultural…

The Responsive Environment Program for Spanish American Children (REPSAC) is a group educational program for "high risk" (of low birth weight and with various handicaps) Spanish American children. It aims to provide successful experiences for these children in both English and Spanish language learning and in improving cognitive and…

The 1970-71 evaluation of the Grants, New Mexico, Bilingual Education Project is reported through narrative description of tests administered and their results, statistical findings from analyses of variance or covariance of test results, and conclusions and recommendations based on test results. In the evaluation, the 147 students in the…

This content analysis schedule for the Bilingual Education Program of Espanola, New Mexico, presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic…

The report contains a description of a Spanish language training project for cadets and officers in the Albuquerque Police Department and recommendations for similar projects. The purpose of the project was to improve communication between policemen and non-English speaking residents. Cadets were required to take an introductory class while…

This report describes and evaluates a bilingual early education intervention program, designed to provide children with successful experiences, using the concept of responsive environment in language development (English and Spanish) and in cognitive and affective development. Instructional, community-parental involvement, staff development, and…

The report of the independent evaluation of this EPDA Institute by the Southwestern Cooperative Educational Laboratory composed the body of this document. Several evaluation instruments were developed for pre-institute and post-institute administration: EPDA Geography Questionnaire, The Geography Content Test, and a History of Geography Test. A…

This report presents the results of an external evaluation of a model bilingual program for nursery school through third grade students in the municipal schools of Clovis and Portales, New Mexico. The project is divided into three programs--nursery school, kindergarten, and grades 1-3--designed to reach children with limited English-speaking…