This program, Project CAUSA, provided instruction in English as a second language (ESL), native language arts, and content-area courses, in addition to a career and vocational training program focused on office and computer skills, to a selected group of 141 Hispanic and Italian immigrant students of limited English proficiency (LEP). Students…

In 1984-85, the Bilingual Program in Auxiliary Services for High Schools provided instruction in English as a second language (ESL), native language development, and basic education, in addition to a job counseling and placement component, to approximately 1,900 students at 15 sites in New York City. The program served speakers of Spanish,…

The Biliteracy Skills Development Project at George Washington High School (New York, New York) completed its final year of a three-year funding cycle in June 1986. Using a mini-school structure, the program sought to enable students to develop oral proficiency in English and literacy skills in both English and Spanish through intensive language…

Title VII federal funds have been used in the Austin (Texas) Independent School District (AISD) to help limited English proficient (LEP) students. In 1986-87, 4,143 students were assisted, 87% of whom were Spanish speakers. LEP students in the AISD are helped through Transitional Bilingual Education (TBE) and English as a Second Language (ESL)…

The 1983-84 academic year marked the first year of the Biliteracy Skills Development Program at New York City's George Washington High School. Program students were all Hispanic and spoke Spanish exclusively at home. The major program goal was to facilitate the acquisition of English through the development of literacy in the native language, with…

The basic goal of the Bilingual Educational Approach (B.E.A.) Program of District 28 in Queens, New York, was to develop and maintain Hispanic students' proficiency in English within a multicultural setting. B.E.A. operated in five elementary schools and one junior high school. Services were provided to 500 students. The program was implemented…

Because a lack of adequate data eliminated the possibility of using control groups or historical comparison groups, Colorado's procedure for evaluating state bilingual/bicultural programs was designed to determine whether children in the bilingual program (K-3) had learned more than they would have learned if they had not been in the program. A…

This evaluation focuses on a project concerned with establishing bilingual/bicultural education for New York City children from homes in which English, French, Spanish, or Yiddish is spoken. The goals, strategies, target population, and staff, parent and student activities of the program, which involved pre-kindergarten through fifth grade…

The District 19 (Brooklyn, New York) Bilingual/Bicultural Elementary Program operated on the K-6 level in eight schools during the 1978-1979 school year. The broad goals of the program were to expand the number, scope, skills, services, and student-teacher interactions of the district's bilingual staff and to develop and administer a competent…

A three stage study was conducted in order to select and test procedures for involving Puerto Rican parents in decision making for elementary school bilingual curricula. The first stage of the study focused on literature reviews that investigated the influence of the family on achievement and intelligence, cultural characteristics of Puerto Rican…

The John Jay High School Bilingual Program served 206 New York City Spanish, French, and Italian dominant students and 98 English dominant students in grades 9-12. Non English dominant students received instruction ln English as a Second Language or remedial English. English dominant students participated in the program through Hispanic Art…

A partial immersion bilingual (English-Ukrainian) program which included Grades 1 to 3 was examined to determine: (1) the program students' achievement in mathematics, English and Ijrainian; (2) the attitudes of parents and program personnel toward the program; (3) the program students' level of cognitive development; and (4) reasons students left…

The Bilingual Mini-Head Start program aims to maintain contacts with migrant children from their home base through a series of northern work locations. The project has served migrant children over a 6,000 mile circuit in three different states, showing its flexibility at each site in adapting to take advantage of local programs as well as…

An early childhood education program for children of migrant and seasonal farm workers, the Project provides tutoring, usually outside of regular school hours, to kindergarten and first grade children. The tutoring is done by adult paraprofessionals who are former migrants or seasonal farm workers. Program focus is to: (1) develop the child's…

Initiated in February 1974, the Project consists of a mobile and a non-mobile component. In the mobile component, adults from the families who migrate are trained to serve as a teacher. These teaching adults tutor the children, usually in groups of 6 to 10 children, in each location to which they move. Since the public school has the primary…