Project SABER, which operated in Sarah J. Hale High School in South Brooklyn, New York, consisted of bilingual instructional and supportive services to 9th and 10th grade Spanish language students. Students received bilingual instruction in social studies, science, math, and Spanish. All the SABER students received English as a second language…

Describes a home-based parent education component of a bilingual, bicultural preschool program which involves parents in the decision-making process concerning their child's education and has effected a language and cultural exchange between the Anglo and Spanish-speaking communities. (CS)

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…

This report provides a comprehensive view of the two-year kindergarten program for children from Toronto's Italian community which ran from September 1973 to June 1975. The transition program and its participants are described, and the program is examined in relation to the implicit goals with the aid of comparisons with students in regular…

Vanderbilt University's 1969 EPDA Summer In-Service Institute for Training in Portuguese was a flexible, dual program in the fields of foreign language (specifically Portuguese) and English as a second language. Objectives were to provide: (1) adequately trained personnel to maintain and develop existing conventional secondary school Portuguese…

Four prominent Navajo leaders evaluated Rough Rock Demonstration School by invitation of the school board. Inquiry was directed toward ascertaining the type of education Navajos desire for their children, the extent Indian culture should be included in the curriculum, and how Navajos want their schools operated. It was concluded that the student…

The Right-to-Read Project was introduced into 7 school districts in Region 1 (Texas) in September 1972. Bilingual program materials developed under an Elementary and Secondary Education Act (ESEA) Title VII grant were placed in 34 kindergarten classrooms with an enrollment of approximately 900 students. Because of late enrollments, the number of…

The Bilingual Education Program for 1969-70 was evaluated in this report. The program consisted of 1,220 Mexican American pupils in grades 1-3 in Harlandale Independent School District, San Marcos Independent School District, and St. John's Catholic School in San Marcos. Its primary objective was to provide a learning situation to meet the special…

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,…

The implementation of a bilingual special education alternative is imperative if the "double-edged" effects of these students' language barrier and handicapping conditions are to be neutralized. (Author/JM)

The scholastic effects of participation in three types of French immersion programs (early, late, and partial) are examined in terms of the students' English language skills; the students' general academic achievement; and the development of functional competence in French. (JMF)

The four issues of the first volume of this National Clearinghouse for Bilingual Education newsletter include articles on these topics: organization and programs of the Department of Education's Office of Bilingual Education and Minority Languages Affairs; identifying school reform practices in linguistically diverse schools; state data on…

The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student…