Significant attention has been given to the effectiveness of the federal bilingual education program, Title VII of the Elementary and Secondary Education Act of 1975, although evaluations have often focused on philosophical issues rather than educational outcomes. Measures of program effectiveness have often been inappropriate for the goals,…

During the 1982-83 school year the Austin Independent School District implemented a successful bilingual preschool project. However, class A was more successful than class B in terms of results on the Peabody Picture Vocabulary Test-Revised. To understand what factors may have led to greater effectiveness, data were gathered from the two classes…

The Transition Program for Refugee Children (TPRC) is designed to provide target students with the linguistic and cultural skills necessary for a successful transition into the educational and societal mainstream. In 1982-83, the program served 885 students in 18 New York City high schools. TPRC funds--provided under the Refugee Act--supported…

The characteristics of Canadian language immersion, bilingual education, and modified immersion programs are described, and their characteristics are compared with research findings on the characteristics of effective dual language programs. The information provided is intended to assist policymakers, educators, and community leaders in making…

Project Bilingual Spanish-to-English Career Training (BISECT), in its second year of funding, offers bilingual instruction, career awareness development, and support services to 283 Hispanic students of limited English proficiency (LEP) in a high school in Bronx, New York. Program objectives were assessed in English language development,…

This report presents results of an evaluation of the bilingual education component of the Emergency School Aid Act Basic Project implemented in 1979-80 in the Dallas (Texas) Independent School District. Findings include: (1) The bilingual proqram was not fully staffed, and many schools were only able to provide English as a Second Language…

This is an evaluation report on the 1979-1980 school year activities of a Title VII program entitled Systematic Approaches to Bilingual Education (SABE) that served Spanish speaking students in grades 1-5 in New York City. The report provides information on: (1) program goals and administration; (2) site selection; (3) program activities; and (4)…

This is an evaluation of a Title VII bilingual education program carried out for Spanish speaking students in grades K-5 at Public School 155 (P.S. 155), Brooklyn, New York. A brief background of Title VII legislation is given. Instructional goals, staff development, parent involvement, and the development of a bilingual curriculum are listed as…

The Louis D. Brandeis High School Bilingual Program served 900 New York City Hispanic students with limited proficiency in English. In addition to developing English and Spanish language skills the program provided content area instruction in Spanish in social studies, mathematics, and science. Staff development, mainstreaming, parental…

In compliance with Texas state law, the Austin Independent School District (AISD) provides two programs to serve students identified as limited English proficient (LEP): bilingual education and English-as-a-Second-Language (ESL). ESL is both a component of bilingual English and a stand-alone program. In 1997-98, AISD enrolled 10,538 LEP students,…

While the number of limited English proficient (LEP) students has grown nationwide, these students' academic achievement levels have lagged significantly behind those of their language majority peers. Dropout rates among LEP students are also high. The Newcomer Program within Kentucky's Jefferson County Public Schools is a full-day transitional…

Compares three strategies of early intervention designed to increase the language and communication skills of disadvantaged 3-year-old Mexican-American children. (WY)

Two frequently made claims about French immersion programs in Canada are analyzed: (1) the planning and implementation of such programs is adequate as practiced to satisfy participants within the program; and (2) resulting improvements in French learning are likely to achieve federal policymakers' goals of ameliorating animosities between…

There is more to French immersion programs in Canada than social class analysis. Program success is determined not by social class per se, but by use of appropriate strategies, staff, resources, and curriculum implementation. (CJ)

Presents results of a survey on the content, organization, staffing, participants, and perceived effectiveness of 14 bidialectal language arts programs (those that use a child's indigenous dialect in the instructional process, usually to demonstrate contrasts with standard English). Suggests that more guidelines for developing and evaluating such…