The present study examined Latinx school readiness and 3rd grade student achievement, considering differences based on social categories of gender, race, ethnicity, and home language. The sample included 683 racially diverse children (M[subscript age] = 4.94; SD = 0.57) of Dominican- or Mexican-origin from Spanish-English or Spanish-only…

English language learners (ELLs) are the fastest growing population of students in U.S. schools, and, unfortunately often experience lower levels of reading and spelling achievement than native English-speaking students. There is growing evidence showing that early reading interventions, which have been effective with native English-speakers, can…

Project BECOME, a mainstreaming program for Hispanic and Haitian students of limited English proficiency, provided instruction in ESL and native language studies, as well as bilingual instruction in social studies, mathematics, science, and typing. The program, which was implemented at Sarah J. Hale High School (located in downtown Brooklyn, New…

As minority-group enrollment grows, the patterns of increasing academic retardation in a school are not fixed: indeed, there are drastic changes in the patterns which cast serious doubt on the prevalent conceptions held by both scholars and practicing professionals. (Author/JM)

Project BUILD (Bilingual Understanding Incorporates Learning Disabilities) combined the methodology and concerns of both special education and bilingual education to provide appropriate, supplemental educational treatment and opportunities to bilingual children with learning disabilities. Children in grades one through five received individualized…

During the 1979-1980 school year, 700 Hispanic students from grades one through nine in seven schools in the Bronx, New York, participated in the Comprehensive Approach to Bilingual Education Program. The program included an instructional component that emphasized the acquisition of English as a Second Language, Spanish and English reading skills,…

Project Parents was a three-year program designed to increase parental participation in the educational process. Originally implemented in two community school districts at four school sites, the project focused on parents of Spanish-, French/Creole-, Greek -and Italian-speaking primary level students with limited English language skills. Parents…

Project Esperanza supplemented the basic special education program for handicapped students with limited English proficiency (LEP) by providing (1) staff training and consultation, (2) materials development, identification, and evaluation, (3) assistance in the diagnosis of educational needs and the prescription of instructional strategies, (4)…

This report is an evaluation of a Title VII Bilingual Program conducted in New York City in 1979-1980 for Spanish speaking students. A program description outlines the methods used for selecting students for the bilingual program. A discussion of the evaluation's design and objectives is also included. The report presents student test scores in…