In the 1970-71 school year, 24 of the 28 local school districts in New York City submitting proposals for the organization of projects to be funded under Title I of the Elementary and Secondary Education Act of 1965 had provided for some degree of non-public participation in a total of 53 separate projects. The evaluation reported here is limited…

At the beginning of the 1970-71 school year, eight ESEA Title I programs were implemented in Community District 23. The eight projects that were basic to the Title I program in District 23 included a Pre-Kindergarten Program, the basic aims of which were the development of language, perceptual, and cognitive skills in young children. A second…

This report, prepared for the Committee on Education of the Community Service Society of New York, describes a court-ordered program for pupils with English language difficulty. A total of forty elementary, junior high and high schools were identified and designated as pilot schools. These schools were to provide a complete bilingual program for…

This report contains a description and evaluation of the Bilingual Pupil Services Program, operated by the New York City Board of Education, Office of Bilingual Education. The basic goal of the program was to improve the reading and mathematics abilities of Hispanic non-English speaking pupils and Hispanic English speaking pupils who were one or…

The Bilingual Pupil Services (BPS) Program has been operating for 11 years in 24 New York City schools. During the 1984-85 school year BPS provided bilingual instruction to 1,616 Hispanic students and (for the second year) to Chinese students of limited English proficiency (LEP) in grades one through six. BPS has two functions: providing services…

In 1985-86, Project COM-TECH offered bilingual individualized instruction to 300 limited-English proficiency students at two New York City high schools (Bushwick in Brooklyn, and Brandeis in Manhattan). Using an enrichment approach, the project provided supplementary instruction in English as a second language (ESL), native language arts, and…

Project SPEED provides instruction in English as a second language (ESL) and native language arts in addition to bilingual instruction in mathematics, social studies, computer skills, and typing to 490 students of limited English proficiency (LEP) in grades 9 through 12. All program students were born outside the United States and their native…

Project Bilingual Spanish-to-English Career Training (BISECT), in its third and least year of funding, offered bilingual instruction, career awareness development, and supportive services to 301 Hispanic students of limited English proficiency at DeWitt Clinton High School. While all students spoke Spanish at home, their Spanish language ability…

Project COPE, in its second year of funding, offered basic skills instruction, career development, and pre-occupational training to 343 students of limited English proficiency in grades 9 through 12 at three sites in New York City. The students varied in native language skills, proficiency in English, and overall academic preparedness. The…

Project TRIUNFE provides instruction in English as a second language, native language development, and bilingual instruction in mathematics, science and social studies to limited English proficient Hispanic, Asian, and Haitian students. The program is a transitional program whose major goal is to mainstream students in less than two years.…

This multi-site project, in its second year of funding, proposed to provide instruction in English as a second language (ESL) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies to 294 Hispanic, Chinese, and Haitian students in grades 9-12 at three high schools. Students varied widely in…

To help parents of Italian descent take an active part in their children's education, a 2-year program was implemented in New York City and Boston. The project attempted to examine the impact of training upon (1) parents' active participation in the schools and the bilingual programs; (2) parents' home activities with their children; and (3) the…

This report is an evaluation of a selected New York City Umbrella program, funded under a special grant from the New York State Legislature. The program, established to service the needs of working parents, children from families where the older siblings had been behind in school achievement, and families with serious social and economic problems,…

This document presents a description and evaluation of the bilingual program for children in Bilingual Class for Retarded and Mental Development (BCRMD), a program designed to provide bilingual instructional and supportive services to eligible BCRMD students. The program provided supplementary bilingual bicultural services to 153 mentally retarded…

This is an evaluation report of the fifth year of a bilingual career education program, funded under Title VII and carried out at George W. Wingate High School, Brooklyn, New York. The program was designed to offer bilingual instruction and supportive services to the school's Haitian population, with the aim of preparing these students to…