The Bilingual Mini School focused on educational services of a bilingual nature for students in kindergarten through grade six. At the kindergarten, first and second grade levels all classes were comprised of Spanish-dominant or bilingual students. At grades three, four and five the students were grouped based on language dominance (Spanish or…

The Effective Transition of the Bilingual and Bicultural Student program was funded to offer academic subjects bilingually in grades 9-12, to train staff to carry out program goals, and to provide supportive services to program students. The program offered instruction in English as a Second Language, native language arts, social studies, science,…

The Fort Hamilton High School Greek, Arabic, and Spanish Bilingual Program (GRASP) served 200 Brooklyn, New York, students found to have limited proficiency in English. Students received instruction in English as a Second Language or remedial English, native language arts (except Arabic), and native language instruction in science, social studies,…

lig appears to provide more useful information and use a more relevant body of literature, representing an advance over earlier studies. (SLD)

The purpose of this study was to examine the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. Two groups of children were compared in terms of their academic achievement in English language arts. The groups included students with limited English proficiency (LEP)…

Describes two contrasting types of efforts (for individual programs and for classes of programs) used by the U.S. Office of Education to evaluate the effectiveness of bilingual education, and the sharply contrasting results. (Journal availability: National Dissemination and Assessment Center, California State University, 5151 State University…

This article delineates certain concepts aimed at improving the process of program evaluation in bilingual education. Educationally defensible and politically-free approaches to such evaluation are recommended. (Author/AL)

This report presents an evaluation of the Transitional Intervention Program (Project TIP), an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Public Schools 33 and 85 in the Bronx, New York. The project served a total of 383 students of limited English proficiency in grades one through five.…

An evaluation is presented in this report of Project Esperanza, which provided supplemental instruction, materials development, staff training, resource assistance, and outreach services to support the special education program for handicapped Spanish speaking pupils with limited English proficiency in New York City. In 1980-81, the program…

English language learners are students with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in English. English language learners also include students identified and determined by their school as having limited English proficiency and a language other than English spoken in the…

This report presents an evaluation of Scholastic Achievement through Bilingual Education and Multicultural Activities Seminars (Project SABE MAS), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at Theodore Roosevelt High School in the Bronx (New York). Project SABE MAS served 294 students, 267 of…

Project VIBES at South Shore High School in New York City is described in this report. The project is a transitional bilingual education program that emphasizes acculturation and the acquisition of English language skills while maintaining the native language and appreciation of the students' cultural heritage. As implemented in 1980-81, the…

A study was conducted of 275 Puerto Rican pupils to assess the relative effectiveness of various experimental models of bilingual education with respect to selected pupil and parent outcomes. A model providing a major part of the instructional day in Spanish in addition to English had generally positive results. (Author/RM)

The bilingual program implemented in Community School District 32 in Brooklyn, New York, had Spanish and Italian instructional components. The Spanish component served limited English speaking children in grades K-3. The Italian component served 328 Italian dominant children in grades K-9. English dominant students participated as peer models in…

This is an evaluation of a Title VII bilingual education program carried out for Spanish and English dominant children in grades K-6 at Public School 332 in Brooklyn, New York. The aims of the program were to develop students' abilities to speak, read, and write English, to enable Spanish speaking children to interact with their English speaking…