With global attention currently focused on the challenge of providing Education for All (UNESCO 2000), we must ensure that the language of teaching and learning remains a topic on the agenda towards making sure that the education being provided is effective. This is therefore a critical time to review medium of instruction debates, and to reassess…

This is an evaluation of the Equal Career Opportunities Program conducted for bilingual high school students in New York City in 1979-1980. The program served Spanish and French/Creole speaking students, and was designed to provide effective bilingual instruction in basic skills, career education, and preoccupational training. Its goal was to…

The National Center on Educational Outcomes (NCEO) has for the past four years conducted research on large-scale assessment and instructional issues for English language learners (ELLs) with disabilities, but neither NCEO's research nor any other research study has yet described large-scale assessment experiences at the local school level for…

This is an evaluation report of the fifth year of a bilingual career education program, funded under Title VII and carried out at George W. Wingate High School, Brooklyn, New York. The program was designed to offer bilingual instruction and supportive services to the school's Haitian population, with the aim of preparing these students to…

This is an evaluation of a Title VII bilingual program that was conducted at South Shore High School in Brooklyn, New York, in 1979-1980. The program served Russian, Haitian Creole, and Spanish speaking students in both public and private schools. The evaluation provides a demographic analysis of the school's environment, information on student…

Originally proposed as a supplement to basic bilingual programs for Haitian students in three New York City high schools, Project L'Ouverture changed its focus to the development and reinforcement of basic skills. In response to a need for basic bilingual services not available in participating schools, the project provided tutorial services to…

In 1981-82, Project VIBES at South Shore High School in Brooklyn, New York, provided instruction in English as a second language (ESL) and French language arts, and bilingual mathematics, social studies, and science for Haitian high school students of limited English proficiency. The project also conducted classes in ESL, Hebrew, and Spanish…

The LEP (limited-English-proficient) Students in Special High Schools Program, funded from a variety of sources, was partially implemented in 1987-88. The program's aim was to provide 277 LEP students, whose native languages were Chinese, Haitian Creole/French, and Spanish, with equal access to 8 educational-option and 5 vocational/technical high…

Project HAITI STARS served 360 students, native speakers of Haitian Creole, Spanish, and Chinese, in its first year through supplementary instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual mathematics, science, and social studies. The project provided students with academic and personal counseling,…

Project BECOME, a mainstreaming program for Hispanic and Haitian students of limited English proficiency, provided instruction in ESL and native language studies, as well as bilingual instruction in social studies, mathematics, science, and typing. The program, which was implemented at Sarah J. Hale High School (located in downtown Brooklyn, New…

Project BECOME at Sarah J. Hale High School in Brooklyn, New York, was designed to provide instruction in English as a second language and in native language arts, as well as bilingual instruction in social studies, mathematics, and science, for Hispanic and Haitian high school students of limited English proficiency. In 1981-82, the second year…

This is a second-year evaluation report for Project RESCATE, a bilingual education program for 285 Spanish and Haitian Creole speaking students at John Jay High School, Brooklyn, New York. The program provided bilingual instructional services in language and content area courses to Spanish dominant students, ESL and native language instruction to…

In its fourth year of Title VII funding, the Erasmus Hall High School Bilingual Program served 144 limited-English-speaking students, most of whom spoke Haitian Creole as their first language. The remaining small percentage spoke Spanish, Chinese, or another Asian language as their native language. The program was targeted at the school's least…

New York's Bilingual Pupil Services program, funded by federal and city governments, promotes linguistic and academic progress among limited-English-proficient elementary school children in selected schools and provides comprehensive in-service training to bilingual paraprofessionals training to become licensed teachers. Recognition as an…

This report is an evaluation of a Title VII Bilingual Program conducted in two New York junior high schools in 1979-1980 for Spanish speaking and Haitian students. A program description outlines the methods used for selecting students for the bilingual program. A discussion of the evaluation's design and objectives is also included. The evaluation…