In 1982-83, Project CHASP offered bilingual instruction and support services to 100 Cambodian and 75 Hispanic limited-English-speaking students in the 9th and 10th grades at Theodore Roosevelt High School, Bronx, New York. The goal of the program was to develop student proficiency in the English language skills necessary for full mainstreaming…

In 1982-83, Project VIBES provided instruction in English as a Second Language (ESL) and French language skills, as well as bilingual instruction in science, math, social studies, and hygiene, to approximately 100 limited-English-speaking students in grades 9-12 of South Shore High School in Brooklyn, New York. Seventy percent of the students were…

The Bilingual Specialized Programs in New York City High Schools project was supported by tax-levy, Pupils with Compensatory Educational Needs, and state Categorical Aid to Bilingual Education funds. The program functioned in 15 high schools in Manhattan, Brooklyn, and Queens. The program's aim was to provide students of limited English…

This document evaluates Project CAUSA (Career Advancement Utilizing Student Abilities), which provides instruction in English as a Second Language (ESL), native language development, and content-area courses, in addition to a career and vocational training program, to 115 students of limited English proficiency (LEP) from Italy and Spanish…

Project CALA was a special alternative program at the International High School in Queens (New York City). In its first year, the project provided instructional and support services, emphasizing career education, to 171 high school students of limited English proficiency (LEP) who had lived in the United States for less than 4 years. The project…

In its fourth year, Project Nuevos Horizontes served 315 limited-English-speaking, native Spanish-speaking students in fall 1988 and 300 in spring 1989. The majority of participants came from the Dominican Republic and Puerto Rico. The program's goal was to provide students with the academic and support services needed to ensure completion of…

Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and…

The Bronx Computer Literacy and Methodologies of Bilingual Education Program for Vietnamese and Cambodian High School Students (Project CLIMB) served 221 students of limited English proficiency (LEP) at Christopher Columbus and Walton High Schools in the Bronx (New York City). The objectives of the program were to develop the students' academic…

The Career Awareness and Resource Education Program (Project CARE) served 425 limited English proficient students at two New York City high schools. The students, all Hispanic, were enrolled in English as a Second Language (ESL) classes, Native Language Arts Classes (NLA), and content area subjects. The program provided guidance, tutoring, and…

In its first year, Project Porvenir provided instructional and support services to Spanish-speaking students of limited English proficiency in bilingual and special education in four Bronx (New York) elementary schools. Project goals were to increase students' English language proficiency and develop native language skills, provide career…

Proyecto Nuevos Horizontes (Project New Horizons) at James Monroe High School (New York City) served 328 students of limited English proficiency (LEP) in grades 9-12 during the final year of a 3-year funding cycle. The project's purpose was to build on the strengths of the school's extensive computer-assisted instructional program in order to…

The Vitalized Transitional Program for Bilingual School Students at George Washington High School in New York City provides instruction in English as a second language, native language arts, and bilingual courses (mathematics, science, social studies, and vocational courses) for Spanish-speaking high school students of limited English proficiency.…

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…

This report describes, provides demographic data for, and evaluates a bilingual program for Spanish speaking students at Walton High School, the Bronx, New York. The program, serving 204 Hispanic students in 1980-81, emphasizes English preparation in order to enter the job market. The instructional component is interdisciplinary in scope and…

This report presents an evaluation of the Effective Transition (ET) project, an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Lafayette High School and Pershing Intermediate School in Brooklyn, New York. The project served a total of 300 students of limited English proficiency who were native…