This fourth annual update on America's high school dropout crisis shows that for the first time the nation is on track to meet the goal of a 90 percent high school graduation rate by the Class of 2020--if the pace of improvement from 2006 to 2010 is sustained over the next 10 years. The greatest gains have occurred for the students of color and…

The Early College High School Initiative (ECHSI) launched in 2002 with the support of the Bill & Melinda Gates Foundation. The ECHSI provides funds for the development of Early College Schools (ECSs) that serve students who traditionally are underrepresented in postsecondary education and offers them the opportunity to simultaneously pursue a high…

The Cognitive Academic Language Learning Approach, designed for limited English proficient (LEP) students who are being prepared to participate in mainstream content area instruction, provides transitional instruction at intermediate and advanced English-as-a-Second-Language levels through three components: a curriculum correlated to mainstream…

In the summer of 2008, the Commonwealth of Virginia was awarded a $1.1 million grant from the U. S. Department of Education. The College Access Challenge Grant Program (CACGP) is coordinated through the State Council of Higher Education for Virginia (SCHEV). The focus of the grant is to increase student access to postsecondary education,…

Reports on the development and evaluation of a transitional bilingual program for grades 2 through 5. Evaluation results based on achievement of 42 students and 42 comparisons show that the program is more effective than the transition program students typically receive. Discusses implications for education of English learners. (SLD)

In 1990-91, the Austin Independent School District in Texas was awarded a 3-year Title VII grant to serve a population of "newcomers" (defined as students who had been in the United States for 1 year or less). The Newcomers Program was developed to serve the special needs of those students and to improve their English language…

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…

This report evaluates New York City's Summer High School Preparation for Raising Educational Performance (PREP) program, which was designed to ease Chapter 1-eligible students' transition from junior to senior high school. The report contains the following: (1) an introduction with information on program background, objectives, and methodology;…

Project Adelante, in its third and final year of funding, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science, and social studies, to 230 (fall semester) and 235 (spring semester) limited English proficient Hispanic students at Willaim H. Taft High School,…

Literature on current methods of teaching language in bilingual education is reviewed and a new approach is suggested. It is suggested that a specialized sequence of native language courses should be offered to populations of language minority students with the same vernacular language. The approach proposed integrates bilingual education, English…

This report summarizes a follow-up study of the first cohort of 5,500 limited-English-proficient (LEP) students to be mainstreamed in Newark, New Jersey schools using English-language proficiency as the sole criterion for moving from bilingual to regular classrooms. The mainstreamed cohort was compared to regular students using basic achievement…

Project IMPACT, a magnet program in its third and final year of funding, provided instruction in ESL and Italian language skills, as well as bilingual instruction in mathematics, social studies and typing to approximately 200 students of limited English proficiency in a Brooklyn, New York, high school. Nearly all program students were born in…

The summer 1986 High School Preparation for Raising Educational Performance (PREP) program (in its third year of operation at 25 New York City high schools) included for the second year an English as a second language (ESL) component. Designed to help students who had recently immigrated develop the English language listening, speaking, reading,…

New Directions for Bilingualism, at Morris High School (Bronx, New York) completed the first year of a three year cycle in June 1983. The program, which served 300 newly-arrived, foreign-born, low income students, had as its major goals the improvement of participants' English language proficiency, development of their native language (Spanish)…

Project "A Warm Welcome," in the last of a 3-year funding cycle, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science and social studies, to 250 Hispanic students at Bushwick High School, Brooklyn, New York. The principal goals of the program were…