The report presents findings concerning the language proficiency of elementary, middle, and high school students receiving bilingual services in the Las Cruces Public Schools (New Mexico). The report contains five sections: general information about the bilingual program in the school district; the Idea Language Proficiency Tests (IPT); results of…

The Transcultural Education Model presents a unified working model for teaching limited English proficient, English-as-Second-Language (ESL), or English-as-Second-Language transcultural (ESLT) students to read, write, and speak English. The model is designed for students and teachers in elementary, secondary, and adult schools. The model is…

The Wisdom Is Now (Project WIN) was designed to increase student English proficiency, native language proficiency, and academic achievement, increase parent involvement, and encourage staff development at the High School for the Humanities and the School of Fashion industries in New York City. It served a total of 349 students of limited English…

A study investigated the attitudes of bilingual (BL) and monolingual (ML) students at an urban high school with a large bilingual education program. The attitudes investigated included: (1) BL attitudes toward Americans; (2) how BLs think they are perceived by Americans; (3) ML attitudes toward BLs; (4) changes in BLs' attitudes toward Americans…

A statewide study was conducted to identify and describe successful voluntary school desegregation programs funded under Chapter 636, a 1974 amendment to Massachussets' Racial Imbalance Law. Programs selected were of four types: (1) school-based (elementary, middle, and high); (2) school system- or district-wide; (3) part-time and full-time…

The Chicago Effective Schools Project (CESP) is a demonstration program, involving racially isolated schools (Black and Hispanic), designed to provide equal educational opportunity and excellent school programs in schools that cannot be desegregated. This report describes the program as it was implemented in fiscal years 1982 and 1983. The program…

Using quantitative analysis, researchers studied the patterns of employment and assignment for Black, Anglo (White), and Hispanic teachers in California's public schools. After reviewing data on minority teacher and professional employment in the national public and private sectors and in California teaching, the authors discuss alternative…

This report examines the practices of vocational education programs that serve limited English-proficient (LEP) students without the benefit of federal bilingual vocational training funds. Visits were made to seven areas of the United States with large numbers of LEP persons: South Florida, Southern California, Connecticut, Metropolitan New York,…

Despite the fact that American Sign Language (ASL) has no written component, it still may be possible for deaf students to develop English literacy skills. To assess the effects of ASL on the development of English, it is proposed that native, and possibly non-native, signers be educated in a bilingual minority-language immersion program which…

This document traces the evolution of federal protection of the educational rights of language-minority students, beginning with the enactment of Title VI of the Civil Rights Act of 1964 and the first steps of the (then) Department of Health, Education and Welfare (HEW) to ensure local school district compliance through its Office of Civil Rights…

The New York City Bilingual Education Technical Assistance Center provided technical assistance and training to members of the instructional and administrative staffs working with limited-English-proficient (LEP) students throughout the city's 32 community school districts and the division of high schools. Specifically, in 1987-88 the program…

Bilingual Curriculum Content (BCC) is an instructional component of the Transitional Bilingual Basic Skills program offered to students with limited English proficiency (LEP) in the Dade County Public Schools, Florida. In BCC instruction, students learn mathematics and combined instruction (science, social studies, and health/safety) in their…

This listing is a comprehensive survey of 1987-88 funded projects for students of limited English proficiency in New York noting district, number of participating pupils, grade level, language or type of program, grant amount awarded, and project director or contact person. Sections present this information on Elementary and Secondary Education…

This report examines the status of Transitional Bilingual Education (TBE) programs in Massachusetts in 1989. Forty-seven of the 50 school districts operating TBE programs responded to a request for statistical data concerning the following major program areas: (1) student enrollment; (2) former TBE students; (3) TBE students who dropped out; (4)…

The Multilingual Survival Skills Program, in its final year of a three-year funding cycle, provided instructional and support services to 350 Haitian and Hispanic students of limited English proficiency (LEP) at George Wingate High School (Brooklyn, New York). The program emphasized the acquisition of English language skills, using students'…