This article documents the San Diego National Origin Desegregation Assistance Center (NODAC), one of the nine national centers established by the U.S. Office of Education to provide technical assistance to school districts cited under Section 601 of Title VI, from the Office for Civil Rights, to meet the Lau compliance requirement based on the Lau…

The mixed methods study sought to evaluate the elementary ESL/Bilingual program at a public, urban district in Connecticut. The program evaluation included varying data points including LAS Links data analysis, records review, a survey, semi-structured interviews, and field observations. Data analyzed incorporated feedback from two stakeholder…

Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and…

The Federated States of Micronesia National Department of Education (FSM NDOE) requested support from the Region 18 Comprehensive Center (R18CC) to build National and State-level knowledge of effective practices in bilingual and multilingual education. This scan offers an overview of evidence-based practices for implementing and evaluating the…

Briefly outlines some of the Federal school improvement efforts during the last two dozen years that led to the development of a procedure (here described) to measure the performance of programs for Limited English Proficient students. Results of a field test of the measurement procedure are discussed. (BJV)

To study impact of bilingual education programs on reading and mathematics achievement, 278 Mexican-American seventh and eighth grade students were examined over a three-year period. The effects of the following variables on posttest scores were examined: (1) pretest scores; (2) gender; and (3) group (bilingual or mainstream). (BJV)

Despite claims that structured immersion programs for language minority students cannot work for low-income students, two immersion projects with low-income Hispanic and Asian children worked; their effects appeared to endure even after students entered the mainstream. (BJV)

Discusses the Colorado state Bilingual-Bicultural Education Act, passed in 1975, focusing on the implementation of the law, the law's effects, problems in implementing the law, and issues in assessing the success or failure of the implementation of the law. (JM)

Author attempts to show the Philadelphia bilingual program, Let's Be Amigos, funded under Title VII, was indeed changed as the program staff came to grips with the problem of building-in accountability. (Author/CB)

Successful bilingual programs depend on some understanding of the language situation involved, the possible strategies of bilingual education, the effects of these strategies, the assessment of community desires, the best ways to find and train teachers, the method of evaluating curriculum, the effect of learning styles, and the possibilities of…

Change process research had developed some practical tools and concepts which can assist in the determination of essential variables for an evaluation design. The Concerns-Based Adoption Model (CBAM) Project at the Texas Research and Development Center in particular has developed specific measures which can be applied directly: "Levels of Use…

A design for bilingual/bicultural education should begin with the assumption that cultural, racial, and linguistic differences are an integral and positive part of American society. School districts that want federal assistance in bilingual/bicultural programs should be able to demonstrate a commitment to this philosophy. Program planners should…

Defining the overall objective of bilingual education to be the integration of the child into the mainstream of American life while maintaining audiolingual skills in both English and the native language without losing certain aspects of the subculture, this report summarizes information from 19 school districts involved in special English classes…

In 1976, two California school districts, the Alhambra City School District (for elementary students) and the Alhambra High School District, were cited for noncompliance with the U.S. Supreme Court's decision in Lau v. Nichols, which requires public schools to teach non- and limited-English speakers in their own languages while they learn English.…