Multilingual learners (MLs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible MLs receive TBIP services until they become proficient in English. During the 2022-23 school year, 149,357 students were identified as…

This report summarizes the Austin Independent School District bilingual and English as a second language programs students' academic performance during 2017-2018. Students' advanced placement course performance, state academic tests (STAAR and EOC) performance, and graduation and dropout rates are summarized. [For the Executive Summary, see…

English language instruction in New Zealand's Maori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Maori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper…

Between 69 percent and 90 percent of English language learners (ELLs) in middle and high schools were born in the United States and have been in U.S. schools since kindergarten still have not achieved the academic proficiency to succeed in an all-English mainstream program. Various ELL program options are available for school districts to…

Individual summaries of each of the 76 Illinois school districts with state-funded transitional bilingual education programs are presented. Each summary provides information on the number of students, language groups served, funding, grades served, staffing, number of school buildings, number of students in each language proficiency category,…

Reports on the success of Dade County's (Florida) transitional bilingual education program in the public schools and the private ethnic schools run by Cuban educators for the purpose of developing literacy skills in Spanish and English among Hispanic students. This success has resulted in the greater economic power of the Spanish-speaking…

The report provides listings of FY91-FY93 Title VII projects serving students in grades 9-12. Projects are listed by fiscal year, program type, and state or territory. The listing includes projects in Part A programs that serve students directly: transitional bilingual education; developmental bilingual education; special alternative instructional…

The results of the 1981 data collection and evaluation efforts of Illinois transitional bilingual education programs are reported. Data were drawn from the 76 school districts on (1) the number of identified limited English proficient students served by state-funded transitional bilingual programs, (2) program entrance criteria, (3) daily minutes…

The District of Columbia Board of Education declared the 1990-1991 school year "The Year of the Young Child." During this year, the district encouraged programs that: (1) responded to the learning patterns of children; (2) involved parents in their children's development; (3) provided a range of services such as health and nutrition…

Describes Project LOWELL, a K-8 bilingual education program developed by Lowell (MA) Public Schools to cope with the dramatic influx of Southeast Asian pupils since 1979. Discusses five project areas: instruction, curriculum development and coordination, staff development and training, parent and community involvement, and dissemination. Issues of…

This listing is a comprehensive survey of 1987-88 funded projects for students of limited English proficiency in New York noting district, number of participating pupils, grade level, language or type of program, grant amount awarded, and project director or contact person. Sections present this information on Elementary and Secondary Education…

This report examines the status of Transitional Bilingual Education (TBE) programs in Massachusetts in 1989. Forty-seven of the 50 school districts operating TBE programs responded to a request for statistical data concerning the following major program areas: (1) student enrollment; (2) former TBE students; (3) TBE students who dropped out; (4)…

The activities of the third year of the Bilingual Education for Student Achievement (BESA) Project, conducted by the San Mateo County (California) Office of Education is described. The first section provides a brief description of the program, of which the major purpose was to provide English language instruction for limited-English-proficient…

This overview of bilingual education ih Ohio includes profiles of bilingual programs in Youngstown, Toledo, Cleveland, and Athens. Current practices in these programs are considered with regard to funding, identification and assessment of students, instructional models, materials, the cultural component of instruction, parental involvement, and…

The Native Language Reading Approach Program of the New York City Public Schools was developed as an on-site, demonstration training program for teachers and teacher aides involved in helping students to transfer reading skills from their native language to English. As implemented in 1980-1981, the program served teachers/teaching aides of…