The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and…

This report summarizes Austin Independent School District's bilingual and English as a second language programs implemented during 2018-2019. Programs are summarized, as well as student demographic characteristics and the number of students served.

This report summarizes the academic performance of students in the Austin Independent School District's bilingual and English as a second language programs during 2018-2019. Students' advanced placement course performance, state academic tests (STAAR and EOC) performance, as well as graduation and dropout rates are summarized.

This report provides information on Austin Independent School District's bilingual and English as a Second Language programs implemented in 2016-2017, summarizing the numbers of students served, and students' language acquisition and academic performance.

This study, undertaken from 1983-84 through 1988-89, compared the relative effectiveness of two alternative programs (structured English immersion and late-exit transitional bilingual education) with that of the program typically funded through the Bilingual Education Act, the early-exit transitional bilingual education program. The…

Despite extensive legislation on the subject, more than 44,000 (40%) of the limited-English proficient (LEP) students in New York City are not receiving the legally required language instruction due to them, and only 30% of entitled students receive the full bilingual instructional program that is prescribed by law. Entitled LEP students…

In 1993-94, Saginaw (Michigan) City School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 middle schools, and both high schools. Enrollments were 633 students, primarily Hispanics, in the bilingual program and 584 students in the migrant program, with considerable overlap between enrollments. Each…

The report presents findings concerning the language proficiency of elementary, middle, and high school students receiving bilingual services in the Las Cruces Public Schools (New Mexico). The report contains five sections: general information about the bilingual program in the school district; the Idea Language Proficiency Tests (IPT); results of…

This is an evaluation of the first 2 years of a 5-year comprehensive Bilingual Education grant funded by Title VII Part A of the Improving America's Schools Act of 1994 in the Austin Independent School District (AISD) (Texas). The grant awarded to the AISD funds a program of Developmental Bilingual Education at two elementary schools where more…

An evaluation was done of the New York City Public Schools' Alternative Basic Comprehensive Program (Project ABC). Project ABC operated at 2 high schools in the Bronx (Christopher Columbus High School and Walton High School) and served limited English proficient (LEP) students, 227 in the fall and 286 in the spring of the 1990-91 school year. The…

Achievements made during the third year of a transitional bilingual program for Chinese, Japanese, and Korean middle school students in the Torrance Unified School District (CA) are reported. The project focused on four goal areas: student instruction, staff development, materials, and parent involvement and education. At each of the district's…

This building profile provides standard information about one of the 129 schools of the Cleveland Public Schools (Ohio) in 1986-87. Information for the Central Intermediate School (CIS), serving grades 7 and 8, is presented along with comparative data for the school cluster and for the district as a whole. In 1986-87, 404 Black students and 237…

The numbers and status of limited-English-proficient (LEP) students in the Austin (Texas) Independent School District (AISD) are described for the 1989-90 school year. During that year, 4,494 LEP students were served by the AISD schools: 3,481 elementary school students, 531 middle/junior high school students, and 482 high school students. The LEP…

Presented in one volume, this 12th annual report to Congress provides program-by-program summaries of evaluation information on federally funded education programs as of July 1982 (including programs closed out under the Education Consolidation and Improvement Act). Introductory sections present the secretary's summary, listing important findings…

This 13th annual report to Congress provides program-by-program summaries of evaluative information on federally funded education programs for fiscal year 1983. The format for each program description has been revised to make it responsive to the reporting requirements of the General Education Provisions Act (GEPA). Accordingly, each entry is…