This report assesses the implementation of a curriculum for Asian limited-English-speaking students in Philadelphia (Pennsylvania), the staff development provided, and student perceptions of the program. Evaluation methods included intensive study of a random sample of 11 of the 32 sites, a teacher survey, and student focus groups. The following…

This study assessed the bilingual instructional support component in Philadelphia's (Pennsylvania) New Instructional Model schools in the 1990-91 school year. Focus was on the following topics: (1) the extent to which the bilingual instructional support component had been implemented in the 32 schools; (2) the appropriateness and quality of the…

This study assesses students' perceptions of and performance in sheltered and co-taught classes in an Asian remedial plan in Philadelphia's (Pennsylvania) New Instructional Model (NIM) secondary schools. The study used end-of-year marks and student focus groups to collect data. The focus groups were conducted with 247 Asian limited English…

This document describes how Philadelphia's (Pennsylvania) Asian students who exited from the English-as-a-Second-Language (ESOL) program in June 1990 at seven New Instructional Model schools functioned in mainstream classes. The study population included 42 high school students, 6 middle school students, and 13 elementary school students. The data…

This report presents the findings of two phases of a study of Asian limited-English speaking middle school and high school students' experiences in sheltered classes as compared with mainstream classes in the School District of Philadelphia (Pennsylvania). The study involved focus group interviews conducted with 114 English as a Second Language…