This is the final report of one of three studies in an overall project entitled "Evaluation of Bilingual Education Programs." The objectives of this study were to: (1) identify and recommend as exemplary up to 10 bilingual education programs for submission to the Dissemination Review Panel (DRP) of the Education Division, DHEW, and (2)…

The Michigan Oral Language program was installed in the Santa Paula School District for a 2-month tryout and student performance before and after the program was assessed through multiple matrix sampling. Student performance over seven content areas was determined for both the English and Spanish language components. In all seven content areas,…

This report provides a selection, description, and summary of programs and research involving two languages of instruction. It identifies theoretical questions raised in the literature, but the main emphasis is on the structures, goals, and outcomes of second language programs at the elementary school level. Many issues discussed are specific to…

The purpose of the audit report on the Southeastern New Mexico Bilingual Program (1972-73) of the Artesia School District is to give a critique of the project's evaluation with notations on comparative findings of the project evaluation and the audit, and to confirm or question the program modifications proposed in the evaluation. The 5 audit…

The Southeastern New Mexico Bilingual Program for 1971-72 was evaluated in this report. The academic growth in both English and Spanish and the self-image of 20 bilingual children randomly chosen from the 1st, 2nd, and 3rd grades were compared to 20 students in the 1st, 2nd, and 3rd grades in the standard program. Groups were matched by…

Successful bilingual programs depend on some understanding of the language situation involved, the possible strategies of bilingual education, the effects of these strategies, the assessment of community desires, the best ways to find and train teachers, the method of evaluating curriculum, the effect of learning styles, and the possibilities of…

This report contains a description and evaluation of the College Bound Program. It was designed to enhance the cognitive abilities of 9,300 high school students who were eligible for Title I funds. The program was conducted in 24 high schools with approximately one fourth of the subjects at each grade level. The evaluation was designed to…

This article presents impressions following an evaluation of bilingual-bicultural education programs in a New York school district. Different approaches to bilingual education are compared and contrasted. (CLK)

This article is an evaluation of a bilingual program for first in five Edmonton public schools. Half of the instruction was conducted in Ukrainian (Ukrainian oral language arts, social studies, music, art, physical education) and half in English (English language arts, mathematics, science). (CFM)

An evaluation of a bilingual program for native English speakers in Ontario that involves the use of French as the medium of instruction for 70 percent of the curriculum in grade 8 and 40 percent in grade 9. (Author/KM)

This document outlines the goals and structure of the Direct Care Workers Program (DCWP) sponsored by the Borough of Manhattan Community College (New York). The program targeted bilingual students with poor academic experience living in New York City and offered 6 months of bilingual vocational training as paraprofessionals in the field of Mental…

Revision of a paper presented at the Conference on Bilingual Education in Toronto, Canada, on March 13, 1971, at the Ontario Institute for Studies in Education. (DS)

To illustrate the point that incremental policy changes are important results of program evaluation, the author investigated the influence of evaluation on federal education policymaking as seen in the 1978 reauthorization of the Bilingual Education Act. (LC)

Studied the longitudinal impact of a maintenance bilingual education program on the development of English in Spanish-speaking Mexican-American children in grades K-2. Subjects who were limited in both Spanish and English proficiency gained more in English achievement than those who were fluent in Spanish but not in English. (KS)

Twenty-nine percent of students enrolled in Austin Independent School District were English language learners in 2009-2010. The majority of them (62%) continued to make progress in English proficiency, and their state academic test (TAKS) performance continued to improve over the years.