Makes a case against bilingual education. Describes bilingual program designs, discusses research findings indicating that bilingual programs are unsuccessful, and suggests reasons for their failure, including lack of staff, inadvertent linguistic segregation, and Mexican-Americans' feudal, agrarian cultural background. (RW)

Significant questions are raised concerning the Baker/de Kanter review, which concluded that "the case for the effectiveness of transitional bilingual education is so weak that exclusive reliance on this instructional method is clearly not justified." Sources used show methodological problems and multiple examples of deficiences in nine…

Project Bilingual Spanish-to-English Career Training (BISECT), in its second year of funding, offers bilingual instruction, career awareness development, and support services to 283 Hispanic students of limited English proficiency (LEP) in a high school in Bronx, New York. Program objectives were assessed in English language development,…

Presents a paradigm of the relation between bilingual program effectiveness and school-wide effectiveness. Presents a case study of Clavin J. Lauderbach Community School, a southern California elementary school where both school and bilingual programs are effective. Mutually reinforcing interaction between bilingual programs and school context…

In its first year of Title VII funding, Project CERCA provided counseling and a comprehensive career education program and supplemented the bilingual academic program for a group of 200 limited-English-proficient Hispanic students in grades 9 through 12 in a high school in Flushing, New York. Data suggest that the primary goal of career counseling…

Explores the effectiveness of parent-community involvement in bilingual education programs, and the impact an effective training program can have in formulating organizational goals. Describes the impact of a Bilingual Parent Training Institute for Hispanic parents in Milwaukee, Wisconsin. (JAC)

The Bilingual Academic and Career Orientation Program (BACOP) at George Washington High School in New York City is a basic bilingual secondary education program with a career orientation focus. In 1981-82, the program offered bilingual instructional and supportive services to 250 Hispanic students of limited English proficiency in grades nine…

Project CAREERS is a Title VII bilingual program operating at three Queens, New York high schools (William C. Bryant, John Bourne, and Hillcrest). The program provides intensive instruction in English as a second language (ESL), native language arts, and bilingual instruction in mathematics, science, and social studies to Hispanic, Chinese, and…

The Vocational and High School Equivalency Bilingual Program is a basic bilingual secondary education program conducted at Park West High school in New York, New York. The program helps limited English proficiency (LEP) students develop their English language skills so that they can participate effectively in mainstream classes and prepare to take…

An evaluation was conducted of "Project Adelante," an ESEA Title VII project supporting a Spanish-English bilingual education program in Hartford, Connecticut. The federal funding provided personnel for staff development, parent involvement, and evaluation over 5 years of a bilingual education program serving 600 Hispanic children in 3…

In 1985-86 Project MASTER an innovative Title VII program emphasizing language development through bilingual instruction in mathematics and science, served 640 students of limited English proficiency (LEP) at six elementary schools in the Bronx, New York. Most of the students were born in Puerto Rico, but many were from the Dominican Republic,…

In 1985-86, the Career Advancement through Bilingual Education Skills (CABES) project was in the final year of a three-year funding cycle at Seward Park High School in Manhattan, New York. The project's major goal was to provide career advancement skills to a population group of 279 students of limited English proficiency (LEP). Included in the…

This report describes and evaluates the first year of Project Beacon, a bilingual program implemented at four high schools in Queens, New York, in 1985-86. Project Beacon provided instruction in English as a second language, in native language arts, in bilingual academic subjects, and in career-oriented subjects. It reached 570 Spanish-, Chinese-,…

Project COPE provides supportive services, basic skills, career development, and occupational training to limited English proficient (LEP) students at three New York City high schools. Many COPE students are also limited in their ability to read and write in their native languages. Program participants in 1983-84 included: 173 Spanish-dominant…

The Biliteracy Skills Development Project at George Washington High School (New York, New York) completed its final year of a three-year funding cycle in June 1986. Using a mini-school structure, the program sought to enable students to develop oral proficiency in English and literacy skills in both English and Spanish through intensive language…