Reviews Best

Which of the following best describes the “bicultural” type of asian family, as described by lee?

Page 2

that characterized teachers in earlier years, especially during the 1960s. What is needed, the author stresses, is a reaffirmation of the view that teachers should have a hand in the education of their students, rather than being mere implementors of the technical formulations dictated by the effective schools search. (MJL) ED 231 888

UD 022 800 Johanson, Roger P. Vopava, Judy R. Attitude Assessment and Prediction of College

Attendance Among Minority and Disavantaged

Students. Pub Date—14 Apr 83 Note-15p.; Paper presented at the Annual Meet

ing of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983). Research support provided by University of Wisconsin Systemwide Center for the

Study of Minorities and the Disadvantaged. Pub Type— Reports - Evaluative (142)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Attitude Change, * Attitude Meas

ures, College Attendance, Economically Disadvantaged, Educational Attitudes, High Schools, High School Students, Minority Groups, *Predictor Variables, *Student Attitudes, Summer

Schools, Transitional Programs Identifiers—*Attitudes Toward College Inventory

Active and creative recruitment is necessary to compensate for the fact that minority group students may be disinclined to seek higher education. One such recruitment activity involves providing on-campus precollege experiences during which students can become

familiar with college life, begin career exploration, and develop positive attitudes toward college. The research described in this paper focused on developing an evaluation procedure to measure such attitudes. One particular recruitment activity, the Youthsummer program at the University of Wisconsin-Superior was studied. In the first phase of the study, the Attitudes Toward College Inventory (ATCI) was developed as a twelve-item instrument, employing five-option Likert items. The student population consisted of 108 minority and disadvantaged youth who participated in a twoweek Youthsummer program in 1981. In addition to the twelve items of the ATCI, a number of other questions were included on the form administered at the beginning and end of the program. A followup questionnaire was sent to the 47 participants ten months after the program. In phase two, the ATCI was expanded to thirty items and administered to participants in the 1982 Youthsummer program. Results show that the ATCI is a reliable, valid, and easily administered indicator of high school students' attitudes toward attending college. Appended to the paper is a sample of the instrument. (AOS) ED 231 889

UD 022 820 Pai, Young When Is a Difference Not a Difference? Pub Date-23 Apr 83 Note-14p.; Paper presented at the Annual Meet

ing of the National Association of Asian and Pacific American Education (Chicago, IL, April

23, 1983). Pub Type Opinion Papers (120) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Acculturation, *Adjustment (to Environment), Cultural Awareness, Cultural Differences, Cultural Pluralism, Democratic Values, Elementary Secondary Education, Ethnic Discrimination, Ethnicity, *Ethnocentrism, *Interpersonal Relationship, Multicultural Education

The new pluralism in a democratic society requires that cultural differences be regarded as differences rather than deficits; however, this view of cultural pluralism does not mean that the notion of cultural differences should be carried to such an extreme as to become separatist in orientation. Cultural differences represent various societies' unique ways of coping in particular contexts, and it is not appropriate to judge the way others live by the standards of one's own culture. On the other hand, one should not conclude that particular beliefs and behavior patterns that work well in one cultural setting will necessarily be effective in another setting. Tenacious adherence to one's traditional cultural practices in a radically different context is maladaptive and self defeating. Thus, immigrants to America should be helped to understand that pride in their cultural heritage does not entail preserving all their cultural practices at all costs, and that living in a

democracy does not justify, in the name of cultural pluralism, adherence to cultural norms that infringe on the rights of others. In a culturally diverse society, individuals can cope best by reconciling two or more cultural systems through modification of both. (MJL) ED 231 890

UD 022 821 Kelly, Gail P., Ed. Elliott, Carolyn M., Ed. Women's Education in the Third World: Compara

tive Perspectives. Report No.-ISBN-0-87395-620-6 Pub Date—82 Note-406p. Available from State University of New York

Press, State University Plaza, Albany, NY 12246

($10.95). Pub Type - Books (010) Document Not Available from EDRS. Descriptors—*Access to Education, Birth Rate,

*Developing Nations, Educational Attainment, Elementary Secondary Education, Employed Women, Equal Education, Family Life, *Females, Foreign countries, Higher Education, Mothers, *Outcomes of Education, Research Needs, Sex Differences, Sex Role, *Socioeconomic Influences, *Womens Education Identifiers—Africa, Argentina, Belgium Colonies,

Chile, India, Malaysia, Paraguay, Philippines, Tunisia, Upper Volta

Focusing on Third World countries, this book examines the undereducation of women, causes of women's undereducation, changes in female education patterns, and the significance of such changes in society and in women's lives. The book consists of four parts, comprising different chapters written by social scientists, researchers, and educators. Part one is concerned with factors that affect women's access to education and their survival rates in school (including ethnicity, social class, sex role division of labor in the family and society, educational policy, and school availability). Part two investigates how far schools encourage girls to succeed in academic life, whether schools prepare girls for society the way they do boys, whether sex differentiation in schooling varies across countries, and how sex differentiation in educational practices shapes schooling outcomes for girls. Parts three and four consider the outcomes of education for women in the labor force and for mothers, and address the questions of whether education enables women to mediate the impact of the family on their economic and social roles, and whether education substantively affects women's family lives. A concluding chapter explores new directions for research on the education of women. A bibliography of materials on women and schooling in the Third World is included. (Author/MJL) ED 231 891

UD 022 822 Lewis, Claude, Ed. Perry, Carrolle, Ed. The State of Black Philadelphia 1982. Urban League of Philadelphia, Pa. Pub Date—82 Note-170p. Available from—Urban League of Philadelphia,

1930 Chestnut Street, Suite 300, Philadelphia, PA

19103 ($3.95). Pub Type - Reports - Descriptive (141) - Collect

ed Works - General (020) - Opinion Papers

(120) EDRS Price - MF01/PC07 Plus Postage. Descriptors—* Access to Education, * Affirmative

Action, Black Attitudes, *Blacks, Business, *Crime, *Employment Opportunities, Enrollment, Federal Aid, Federal Programs, Higher Education, High Schools, *Housing Opportunities, Mass Media Effects, Politics, Public Policy, Racial Discrimination, State Programs, Youth

Employment
Identifiers—*Pennsylvania (Philadelphia)

The articles in this report describe current social conditions of blacks in Philadelphia, Pennsylvania, and examine how government policies can affect such conditions. Brenda Maisha Jefferson Jackson discusses black housing opportunities and the negative impact of racial discrimination, political powerlessness, and economics on these opportunities. Carl E. Singley examines crime as a political issue, the impact of crime on blacks, and black support of anti-crime proposals. Jean E. Moore considers black attendance and faculty representation in institutions of higher education, reviews programs that extend blacks' educational opportunities, and presents recommendations for increasing black access to higher education. Willie F. Johnson explores youth

employment and underscores the need for continued government intervention to increase youth employment opportunities. Elmer Smith examines the distorted image of blacks depicted in the media. Thaddeus P. Mathis discusses potentially disastrous effects of government budget cuts and developments in Philadelphia politics on the black community. John P. Fernandez discusses the Reagan administration's conservative stand on affirmative action, and presents recommendations for greater affirmative action in Philadelphia. Finally, Beverly Harper describes poor conditions for business in Philadelphia, and explores how the government and private sector can be involved in developing business opportunities in the city. (MJL) ED 231 892

UD 022 823 Preparing for Transition. Annual Report to the

Governor. California Employment and Training Advisory

Council, Sacramento. Pub Date-Feb 83 Note-43p. Pub Type - Reports - General (140) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Community Involvement, Economi

cally Disadvantaged, *Employment Opportunities, Equal Opportunities (Jobs), *Federal Programs, *Job Training, Labor Force Development, *Program Effectiveness, Program Implementation, Secondary Education, State Programs, Unemployment, Vocational Educa

tion, Youth Employment Identifiers—California, California Employment

Training Advisory Council, *Comprehensive Employment and Training Act, Job Training Partnership Act 1982

This report summarizes employment and employment training activities in California during 198182; provides a retrospective view of programs operated in California under the Comprehensive Employment and Training Act of 1973 (CETA); discusses the Job Training Partnership Act of 1982 (JTPA), the Federal Program that replaced CETA and is expected to be implemented in 1984; and describes the role of the California Employment and Training Advisory Council in overseeing employment and training activities. Specific sections of the report describe: (1) issues and lessons learned from implementing CÉTA activities in California, concerning planning and coordination, public service and women's employment, plant closures, skill shortages, job creation, private sector partnerships, refugees, and youth unemployment; (2) the transition from CETA to JTPA; (3) JTPA objectives and planned activities; (4) activities of the different committees under the California Employment and Training Advisory Council; and (5) 1982 CETA allocations, expenditures, participant characteristics, cost effectiveness, and accomplishments. The report suggests that while CETĂ had weaknesses, it was successful in enabling numerous disadvantaged Californians to find employment; and further, that CETA's success indicates that job training programs work. A CETA council membership roster is included in the report. (MJL) ED 231 893

UD 022 825 Resolution Urging Continuation of Federal In

volvement in Child Nutrition Programs. Hearings on H. Con. Res. 384 Before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, Ninety-Seventh Congress, Second Session (Sep

tember 21, 22, 1982). Congress of the U.S., Washington, D.C. House

Committee on Education and Labor. Pub Date—Sep 82 Note—94p.; Document contains small print which

may be marginally legible. Pub Type- Legal/Legislative/Regulatory Materi

als (090) — Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Availa

ble from EDRS. Descriptors—*Child Welfare, Citizen Participation,

*Community Attitudes, Elementary Secondary Education, Federal Aid, Federal Programs, Federal State Relationship, Government Role, Hearings, *Nutrition, Poverty, *Public Policy,

Retrenchment, State Aid Identifiers—*Child Nutrition Programs, Congress

97th, New Federalism, School Lunch Program

This report presents the transcript of Congressional committee hearings on a resolution urging continuation of Federal support for child nutrition

programs, in view of proposals by the Reagan administration to turn responsibility for such programs over to the States. The report includes texts of statements, letters, and supplemental materials presented by representatives of concerned public and private groups, such as school personnel, food producers, health and medical associations, food agencies, religious organizations, and policymakers. Verbatim records of interpellations and questions posed by committee members are also provided. Among the arguments forwarded in favor of continued Federal involvement in child nutrition programs are: (1) that nutrition programs are a Federal rather than a State concern; (2) that child nutrition and feeding programs at the Federal level have demonstrated success in reducing hunger, malnutrition, and poor health; (3) that some States are not in a position to maintain the quality and standards of Federal programs; and (4) that agricultural commodity distribution, upon which school lunch programs depend, is itself dependent on Federal support. Other issues considered include the Federal government's concern with protecting expenditures by ensuring that aid goes only to the eligible, and the impact of budget cuts on nutrition programs in some States and school districts. (MJL) ED 231 894

UD 022 826 Rosario, Juan Jackson, Edison A Proposal for the Establishment of the Newark

School for Technology. A Preliminary Concept

Paper. Pub Date-Feb 83 Note-21p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Articulation (Education), Associate

Degrees, *College School Cooperation, Computer Science Education, *Educational Objectives, High Schools, Individualized Instruction, Liberal Arts, Postsecondary Education, *Program Development, Program Proposals, *School Administra

tion, Technical Education Identifiers-Essex County College NJ, Newark

Board of Education NJ, *Newark School for Technology NJ

The Newark (New Jersey) Board of Education and Essex County College propose the establishment of the Newark School for Technology, a secondary and higher education institution that would develop the intellectual talents of students who wish to pursue a challenging and rigorous academic program. Designed to address articulation problems within the educational system, the proposed school seeks to encourage student mobility from secondary to college levels by providing a fully articulated curriculum for urban students who have completed the eighth grade. The flexible program will consist of: (1) a developmental phase, which will prepare students to cope with a challenging academic program; (2) a pre-associate phase, in which students will complete high school requirements, as well as language course work and tertiary level course work in mathematics, science, computer technology, and the liberal arts; and (3) an associate phase, in which students will complete associate degree requirements. The program aims to provide students with several options upon completion of their studies, including opportunities to continue their education beyond the associate degree, even while being fully employed. This paper describes the proposed program design, curriculum, and procedures for student admission, faculty recruitment, governance, and resource allocation. (Author/MJL) ED 231 895

UD 022 830 Perrone, Vito A Commemoration of Progressive Schools: Past

and Present. North Dakota Univ., Grand Forks. Center for

Teaching and Learning. Pub Date May 83 Note-15p.; Reprint of paper presented at the Miq

uon Conference of Progressive Schools (Phila

delphia, PA, April 7, 1983). Journal Cit-Insights; v15 n8 May 1983 Pub Type- Collected Works - Serials (022) –

Speeches/Meeting Papers (150) – Historical

Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Educational Change, Educational

History, *Educational Philosophy, *Educational Theories, Elementary Secondary Education, Higher Education, **Progressive Education,

Teaching Methods Identifiers—*Dewey (John)

This paper traces the development of progressivism in American education, a movement that emphasizes the development of all the native capacities of each child, instead of just teaching reading, writing, and the gathering of facts. Focusing first

on the post-Civil War period, the author discusses reformists' early arguments against the linear curriculum chain, rote learning, and the formalism and increasing centralization of schools-conditions that resulted from the movement to universalize education. The author then discusses 19th and 20th century progressive reformists and reform movements. Identifying John Dewey as having given the movement its intellectual leadership, the author briefly considers Dewey's theories and the progressive schools that these theories inspired. The paper also examines the decline of educational progressivism during the Depression, and its resurgence in the 1960s. It is suggested that renewed interest in progressivism in the 1960s has not been potent enough to challenge the narrow and technocratic educational formulations that are again dominating thinking about schools. Today, the author stresses, teachers, administrators, and parents must return to the teachings of the early progressivists, and work to reaffirm a liberating view of education. (MJL) ED 231 896

UD 022 831 Marciniak, Ed Reviving an Inner City Community: The Drama of

Urban Change in East Humboldt Park in Chica

go. Loyola Univ., Chicago, Ill. Dept. of Political

Science. Spons Agency-Ford Foundation, New York, N.Y. Pub Date—77 Note—72p.; A special edition of “Discourses” (a

series of papers and reports published by the Political Science Department of Loyola Universi

ty, Chicago). Available from-Institute of Urban Life, 14 East

Chestnut Street, Chicago, IL 60611 ($2.95 prepaid), and Discourses, Department of Political Science, Room 601, Loyola University, 820 N.

Michigan Avenue, Chicago, IL 60611. Pub Type- Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Availa

ble from EDRS. Descriptors—Community Development, *Com

munity Involvement, *Community Planning, Inner City, *Neighborhood Improvement, Political Issues, Socioeconomic Influences, Urban Demography, Urban Problems, *Urban Renewal Identifiers—Illinois (Chicago), *Illinois (East Humboldt Park), National Center for Urban Ethnic Affairs, *Program for Improvement IL

In 1974, residents of East Humboldt Park, one of the oldest working class communities in Chicago, Illinois, gathered together in a common effort to reverse the process of urban decay and deterioration in their community. With the help of a hired consultant, the citizens planned the future of their community, a process that was completed in 1976, and resulted in a three year program for improvement of the area. Activities during the planning process intersected with many of the forces that affect urban life including political leadership, flight to the suburbs, downtown business interests, religious institutions, rekindling of old neighborhoods, the upward mobility of in-migrants, racial and ethnic transition, the traffic of new expressways, and comprehensive planning for the city as a whole. This report focuses on the dilemmas that the planners faced in relation to these forces, and the strategies that they adopted to resolve emergent problems. The report concludes by discussing the comprehensive neighborhood plan that the community planners formulated, entitled “Program for Improvement: 1977-1980.” The program is described as an alternate strategy for inner city neighborhood improvement, that does not require replacement of poor and moderate income residents with an established middle class. Potential problems and prospects for implementation of the program are explored. (MJL)

Secondary Education, *Enrollment Trends, Expenditure Per Student, Full Time Faculty, Public Schools, School Districts, *Student Teacher

Ratio, *Urban Schools Identifiers-Bond Ratings

This paper provides statistical data on 20 large city school districts across the United States, using information made available by the National Center for Education Statistics, the Bureau of Census, and the Department of Commerce. It includes information on student enrollment in 20 cities whose pupil membership in 1980-81 ranged from one million pupils for New

York City to a little less than 60,000 pupils for San Francisco. Data are also provided for each district on: classroom teachers with full-time equivalencies (FTE), pupil/teacher ratio, and number of schools and days in session. In addition, detailed statistics are presented on school finance in each of the districts, including data on: financial trends from 1978-79 through 1980-81, per pupil outstanding debt, revenues, expenditures, debt, and bond ratings. The cities covered are Baltimore, Boston, Chicago, Cleveland, Dallas, Detroit, Houston, Los Angeles, Indianapolis, Philadelphia, Phoenix, Memphis, Milwaukee, New Orleans, New York, San Antonio, San Diego, San Francisco, St. Louis, and Washington, D.C. (AOS) ED 231 898

UD 022 837 Giese, Elizabeth H. You See the Cat Walking...A Report on the Find

ings of the Michigan Project on Equal Education

Rights. Michigan Project on Equal Education Rights, Mil

ford. Spons Agency–National Organization for Women, Washington, D.C. Project on Equal Education

Rights. Pub Date—Dec 80 Note—52p.; Document may not reproduce well due

to dark background of original pages. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Access to Education, Athletics, Com

munity Involvement, Elementary Secondary Education, *Equal Education, Equal Opportunities (Jobs), Federal Legislation, Higher Education, Nondiscriminatory Education, Program Implementation, *Sex Bias, *Sex Differences, *Sex Discrimination, *Sex Fairness, State Legisla

tion, Vocational Education Identifiers—*Michigan State Department of Edu

cation, Project on Equal Education Rights, *Title IX Education Amendments 1972

Based on reports generated by the Michigan office of the Project on Equal Education Rights (PEER), this report documents how schools in Michigan perpetuate sex bias/discrimination, and describes what is being done to encourage sex equity. The report also examines the extent of school compliance with Title IX (Education Amendments of 1972), which prohibits sex discrimination in Federally funded educational programs. Some discriminatory school practices are enumerated, such as sex differential curriculum content, and differential participation in athletics, vocational courses, and science and mathematics subjects. It is pointed out that progress in encouraging sex equity in schools is hampered by lack of awareness of Title IX among educators, inadequate compliance with the legislation, little encouragement of students' interest in nontraditional courses, and pervasive occupational sex role stereotypes in education. The report also discusses a PEER project that explored how communities might participate in removing barriers to equal opportunities for boys and girls in Michigan schools. Descriptions are provided of the 12 communities involved in the project, factors that contributed to successful community involvement, and steps that school districts have taken to eliminate sex discrimination. Finally, recommendations and a plan of action for sex equity in Michigan schools are presented. (MJL) ED 231 899

UD 022 839 Bloome, David School Culture and the Future of Literacy. Spons Agency-National Inst. of Education (ED),

Washington, DC. Pub Date-2 Apr 82 Grant—NIE-G-80-0128 Note-25p.; Paper presented at the Future of Liter

acy Conference (Baltimore, MD, April 2, 1982). Pub Type- Information Analyses (070) - Opinion

Papers (120) EDRS Price - MF01/PC01 Plus Postage.

ED 231 897

UD 022 833 Ward, James Gordon Statistics of Large City School Districts. 1983

Edition. Research Report. American Federation of Teachers, Washington,

D.C. Pub Date-Apr 83 Note—20p.; À publication of the Research Dept. Pub Type Numerical/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Finance, Elementary

efforts to combat sex based employment discrimination. This paper reviews recent litigation applying Title IX to employment and extending the scope of Title VII in wage discrimination controversies. Two cases are reviewed: (1) the 1982 Supreme Court decision in "North Haven (Connecticut) Board of Education v. Bell,” in which the court interpreted the Title IX statutory language as including employees; and (2) the Gunther decision of 1981, in which the court ruled that the scope of Title VII in wage disputes is not bound by the "equal work” principle of the 1963 Equal Pay Act (a law prohibiting employers from discriminating on the basis of sex by paying different wages to employees for jobs requiring equal skill, effort, and responsibility). The paper concludes that court decisions have not clarified the comparable worth concept, and suggests that discriminatory practices that are not remediated can result in potential liability for school administrators. (AOS)

Descriptors-Alienation, Group Dynamics, Interp

ersonal Relationship, *Language Acquisition, Language Usage, *Linguistic Performance, Literacy, Literature Reviews, School Role, Social Change, *Social Influences, *Sociocultural Patterns, Sociolinguistics, Speech Communication, Writing (Composition), *Written Language

The decontextualized nature of literacy has been a recurrent issue in discussions of the consequences of literacy over the last twenty years. The central thesis of these discussions is that the nature of written discourse itself leads directly or indirectly to changes in cognitive processing, linguistic progressing, cultural development, and/or the evolution of society. A more recent view holds that the consequences of literacy derive from the nature of literacy practices during literacy acquisition. The difference between the two views lies in what is assumed to be inherent in written discourse. The paper reviews both sides of the issue and argues that literacy brings about social and cultural changes which in themselves are of a decontextualized nature. It is suggested that literacy be viewed as a social tool involved in "gatekeeping,” the establishment of social relationships, and enculturation. It is further suggested that in American society, schooling has a major role in how literacy is used as a social tool, including the teaching or learning of an alienated linguistic framework. (AOS) ED 231 900

UD 022 841 Education Budget Options, Fiscal Year 1984. Educational Priorities Panel, New York, N.Y. Pub Date-[83] Note—48p. Pub Type-- Numerical/Quantitative Data (110)

Reports - General (140) EDRS Price - MF01/PCÓ2 Plus Postage. Descriptors—*Board of Education Role, *Budgets,

*Educational Finance, Elementary Secondary Education, Public Schools, *School District

Spending Identifiers-Educational Priorities Panel NY,

*New York City Board of Education

This paper presents the suggestions of the Educational Priorities Panel (EPP) to the New York City Council and the Board of Estimate, concerning the city's educational budget for Fiscal Year 1984. Recent trends in New York City's educational services are reviewed. Noting that the public schools have had to reduce their services due to financial difficulties, and that more funds should be available for 1984, the panel calls for the restoration of some of the services that had been curtailed. The proposed education budget for 1984 is analyzed and areas where the panel agrees and disagrees with proposed budget cuts are presented. The EPP then presents its own budget initiatives for 1984. It calls for an additional $49.1 million in order to restore services, including reduced first grade class size, more full day kindergarten classes, expanded vocational education services, summer school programs that allow high school age students to repeat failed courses, and expanded day care services for student parents. The EPP also calls upon the Board of Education to implement administrative cuts expeditiously so that the full savings projected can be realized. (AOS) ED 231 901

UD 022 842 Cambron-McCabe, Nelda H. Recent Sex Discrimination Litigation: Application

of Title IX to Employment and Extension of

Wage Discrimination Claims Under Title VII. Pub Date-Apr 83 Note—23p.; Paper presented at the Annual Meet

ing of the American Educational Research Association (Montreal, Quebec, Canada, April

11-15, 1983). Pub Type Information Analyses (070) — Legal/

Legislative/Regulatory Materials (090)

Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Responsibility, Court

Litigation, Court Role, Educational Administration, *Employed Women, Employment Practices, *Federal Legislation, *Salary Wage Differentials,

*Sex Discrimination Identifiers—*Civil Rights Act 1964 Title VII, *Title

IX Education Amendments 1972

The administration of public schools has been affected by Federal legislation that prohibits employment discrimination on the basis of sex. Two recent Supreme Court decisions that have expanded the rights of female employees under Title IX of the Education Amendments of 1972 and Title VII of the Civil Rights Act of 1964 have led to renewed

ED 231 902

UD 022 843 Bowler, Rosemarie M. And Others Racial Tension in a Multi-Ethnic High School and

a Preventative Intervention. Pub Date-82 Note-32p.; Paper presented at the American Psy

chological Association Convention (Washington,

DC, August 23-27, 1982). Pub Type Reports - Research (143) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Acculturation, *Ethnic Groups,

High Schools, Racial Attitudes, * Racial Bias, Racial Relations, School Desegregation, *Self Concept, Self Esteem, *Self Evaluation (Individuals),

*Student Attitudes, White Students Identifiers—Acculturation Scale (Hopkins), Cali

fornia (San Francisco), Racial Tension Scale (Bowler), *Rosenberg Self Esteem Scale, Schwarzer Self Efficacy Scale

This is a report of a survey conducted to examine self-esteem, self-efficacy, acculturation, and racial tension in a multiethnic San Francisco high school. A questionnaire was administered to a sample of 525 students, consisting of Blacks, Hispanics, Asians, Indochinese, Filipinos, and Caucasians. The questionnaire included demographic questions, the Racial Tension Scale, the Rosenberg Self-Esteem Scale, the Schwarzer Self-Efficacy Scale, and the Acculturation Scale of Hopkins Personality Inventory. The researchers hypothesized: (1) significant differences between ethnic groups on self-esteem, self-efficacy, and acculturation; (2) significant differences in degree of experienced racial tension reported by different ethnic groups; and (3) negative correlations between racial tension and the variables of self-esteem, self-efficacy, and acculturation. Results showed that different ethnic groups do experience differing degrees of racial tension in the same milieu and that significant differences exist between racial groups in self-esteem, self-efficacy and acculturation, as well as in family support and likeability. It is suggested that despite the potential for creating a prejudice-free society by desegregating schools, further efforts are needed to undo racism in an increasingly culturally pluralistic society. Appended to the study are statistical data obtained from the survey. (Author/AOS) ED 231 903

UD 022 848 Triandis, Harry C. Hui, C. Harry Locus of Control in Hispanic and Mainstream

Samples. Interim Technical Report. Illinois Univ., Urbana. Dept. of Psychology. Spons Agency-Office of Naval Research, Wash

ington, D.C. Organizational Effectiveness Re

search Program. Report No.-ONR-25 Pub Date-Dec 82 Contract-N-00014-80-C-0407 Note-16p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Adolescents, Comparative Analysis,

*Hispanic Americans, *Locus of Control, *Military Personnel, *Predictor Variables, Racial Dif

ferences, *Whites, Young Adults Identifiers-National Longitudinal Surveys

Data from the National Longitudinal Surveys of 1979 and 1980 were analyzed: (1) to determine whether the meaning of locus of control differed among different groups (Hispanics versus whites, males versus females, those with low versus those with high socioeconomic status, and civilians versus those in the military); (2) to examine relationships

between locus of control and age, parents' education, religious attendance, job satisfaction, educational attainment, and self esteem; and (3) to examine locus of control among comparable groups. Civilian groups were found to have similar views of locus of control, while military groups viewed locus of control differently from civilians. Among civilians, externality was negatively correlated with age and parents' education, while internality was associated with self esteem. Externality and job satisfaction were positively correlated among military subjects and negatively correlated among civilians. Supportive of previous findings from research on navy recruits, this study, which involved a national sample of civilian and military subjects, found no difference in locus of control between whites and Hispanics. (MJL) ED 231 904

UD 022 849 Marciniak, Ed Reversing Urban Decline: The Winthrop-Kenmore

Corridor in the Edgewater and Uptown Com

munities of Chicago. National Center for Urban Ethnic Affairs, Washing

ton, D.C. Spons Agency–Ford Foundation, New York, N.Y. Report No.- ISBN-0-940-798-00-X Pub Date—81 Note-129p. Available from Institute of Urban Life, 14 E.

Chestnut Street, Chicago, IL 60611 ($3.95 pre

paid). Pub Type- Reports - Descriptive (141) - Books

(010) EDRS Price - MF01 Plus Postage. PC Not Availa

ble from EDRS. Descriptors-Community Characteristics, Com

munity Development, *Community Influence, *Community Involvement, Community Organizations, Community Planning, Economic Factors, Inner City, *Neighborhoods, Political Influences, Population Trends, Urban Areas, *Ur

ban Renewal Identifiers-Illinois (Chicago), *Illinois (Edgewa

ter), *Illinois (Uptown)

This report describes residents' efforts to generate urban change and arrest the decline of their community, Edgewater, a suburb of Chicago, Illinois. The report also examines how events in Edgewater affected and were affected by developments in Uptown (the adjoining predominantly commercial district) and in the Winthrop-Kenmore Corridor that connects the two communities. Concern with upgrading Edgewater is described as the residents' response to a perceived threat to their community's identity (for census and political purposes, Edgewater was combined with Uptown as “Uptown,” Community Area #3). The report describes how the residents organized themselves and formed the Edgewater Community Council, which mobilized neighborhoods to work for the reemergence of Edgewater as a distinct entity from Uptown, which was suffering from urban decay. Political and other issues that influenced this effort are discussed, including various plans designed to improve Uptown and the problems and controversies that these plans engendered. The Edgewater experience is examined as a source of urban revitalization strategies that work, and implementation of some of the strategies is discussed. The report concludes by exploring implications for the future of the Winthrop-Kenmore Corridor, and of the city's decision to designate Edgewater and Uptown as separate Neighborhood Strategy Areas. (Author/MJL)

ED 231 905

UD 022 850 Incorporating Multicultural Education Into the

Curriculum. Grades Four through Eight. Publica

tion No. GC-89-1981. Los Angeles Unified School District, Calif. Pub Date-81 Note-854p.; A publication of the Office of Instruc

tion. Available from Los Angeles Unified School Dis

trict, Instructional Publications Unit, Room G390, 450 N. Grand Avenue, Los Angeles, CA

90012 ($7.50). Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF05 Plus Postage. PC Not Availa

ble from EDRS. Descriptors-Cultural Activities, Cultural Aware

ness, *Cultural Background, *Curriculum Enrichment, Curriculum Guides,

Elementary Education, *Ethnic Groups, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, *Multicultural Education

that responsibility for promoting race relations lies with key government agencies and institutions in Ontario society, a conference was held in January 1982, to discuss the promotion of racial harmony and equality within educational systems. This report summarizes the content of the conference. Five major issues are reviewed: (1) assessing and streaming of immigrant and visible minority students; (2) how curriculum can promote positive race relations; (3) developing effective race relations programs for students and teachers; (4) augmenting good schoolcommunity relations in a multiracial society; and (5) developing and implementing race relations policies. Conference participants' recommendations are outlined. (GC)

This guide for teachers focuses on the educational aspect of cultural similarities and differences and is designed to develop acceptance of individual and group heritage. The materials covered deal with the roots of American culture and the sources of many customs that were brought to this country. The guide is divided into 9 sections: (1) self-identity and awareness of others; (2) family life in many cultures; (3) working and playing together; (4) the universality and differences of foods; (5) traditional folk arts and crafts; (6) variety of folk music; (7) stories and storytelling in many cultures; (8) words and phrases from many cultures; and (9) traditional celebrations. Each section contains activities that relate to interdisciplinary goals and to specific goals and objectives in art, reading, health, physical education, music, language arts, and social sciences for students in grades four through eight. Grids of multicultural similarities and relationships are also provided in each section. Cultural groups discussed include Blacks, European/Mediterranean Americans, Hispanics, American Indians and Eskimos, and Asian Americans and Pacific Islanders. (AOS) ED 231 906

UD 022 851 Green, Thomas F. Excellence, Equity, and Equality. Pub Date—83 Note-25p.; In: Shulman, Lee S., Ed. and Sykes,

Gary, Ed. Handbook of Teaching and Policy. New York, Longman, Inc., 1983. Chapter 13,

p318-341. Available from-Longman, Inc., 19 West 44th

Street, New York, NY 10036 (ISBN-0-582

28375-2, $30.00 for book). Pub Type-- Opinion Papers (120) Document Not Available from EDRS. Descriptors—Academic Achievement, Access to

Education, Educational Attainment, *Educational Objectives, *Educational Quality, Elementary Secondary Education, *Equal Education, Higher Education, *Public Policy, Social Influences

This chapter examines the relationship among three central values that have figured significantly in educational policy-making: excellence, equity, and equality. Arguing that these ideals may conflict with one another as to meaning, levels of aggregation implied, and implementation requirements, the author stresses that all these ideals can be honored through policy that resolves the conflicts. It is pointed out that inequalities in educational achievement or attainment which result from choice, ability, or virtue, are different from those attributable to differences in such characteristics as sex, social class, race, or geography, and that only the latter inequalities are inequitable. In practice, it is emphasized, these factors are difficult to disentangle, but large inequalities generally constitute evidence of inequity. Acknowledging that at different times and in different conditions, one or the other of the three ideals will prevail, the author nevertheless suggests that in educational policymaking, excellence often has priority over equity. While it is admitted that pursuit of excellence is difficult, it is also maintained that such a pursuit offers the best guarantee of equity in the long run, insofar as criteria for excellence are applicable to all. (MJL) ED 231 907

UD 022 852 Race Relations: New Perspectives, New Delivery

Systems for Education. Summary and Recommendations Section of the Proceedings of the Conference on Race Relations and Education (Toronto, Ontario, Canada, January 28-29,

1982). Ontario Human Rights Commission, Toronto. Pub Date—Jan 82 Note-28p. Available from-Entire proceedings available from

Race Relations Division, Ontario Human Rights Commission, 400 University Avenue, 11th Floor,

Toronto, Ontario, M7A 117. Pub Type-Reports - General (140) — Speeches/

Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Board of Education Role, *Cultural

Pluralism, Curriculum Enrichment, Educational Policy, Elementary Secondary Education, Government Role, *Minority Groups, Racial Discrimination, *Racial Relations, School Community Programs

The Race Relations Division of the Ontario (Canada) Human Rights Commission states its primary goal as that of helping the institutional sector of the society to deal with problems of racism and racial discrimination. In order to forward the belief

ED 231 908

UD 022 855 Dreeben, Robert Barr, Rebecca Educational Policy and the Working of Schools. Pub Date-83 Note-14p.; In: Shulman, Lee S., Ed. and Sykes,

Gary, Ed. Handbook of Teaching and Policy. New York, Longman, Inc., 1983. Chapter 3, p81

94. Available from-Longman, Inc., 19 West 44th

Street, New York, NY 10036 (ISBN-0-582

28375-2, $30.00 for book). Pub Type - Opinion Papers (120) Document Not Available from EDRS. Descriptors—*Class Organization, Classroom

Techniques, Elementary Secondary Education, Equal Education, *Mainstreaming, *Policy Formation, *Public Policy, *School Desegregation, School Districts, School Organization, Student Placement, Teacher Role, Teaching Methods

This paper examines the connection between educational policymaking and the organization and functioning of the public schools. First, the authors describe hierarchical levels of educational organization (districts, schools, classrooms, instructional groups, and individual students); consider the linkages between levels; and discuss the distribution and utilization of resources, such as time, materials, and student aptitudes, within levels. It is suggested that, given the distribution of students into classes, teachers are responsible for devising effective instructional programs and learning experiences that take account of the variety of student aptitudes within the class. Next, the authors consider how the distributional properties and productive processes of different levels of school organization are related to school desegregation and mainstreaming policies. It is argued that desegregation does not necessarily improve student performance or alter the way schools operate beyond changing their racial composition, since there can be great variation in aptitudes within racial categories. It is also pointed out that mainstreaming policy, which is oriented toward individual attention for handicapped students, is incongruent with the productive processes of school organizations. What is needed, the authors emphasize, is more knowledge on how to link policy implementation with the productive apparatus of schools. (MJL)

hierarchical order. For grade two, the subjects were assigned to a teacher who was untrained in cognitive therapy, and the trained aide from the first year. In the third year, the experimental subjects were assigned to a regular classroom with a larger class size, while the control group during the first two years was exposed to the experimental conditions of cognitive therapy and a small class size. Achievement testing at the end of the study indicated that experimental subjects showed greater gains than controls after first grade, and continued to outperform the control group during second grade, even with minimum cognitive therapy input. Achievement differences in the third year (when experimental and control groups were switched) were not readily observable. The research demonstrated the importance of teacher training in using cognitive therapy as a compensatory education approach. (MJL) ED 231 910

UD 022 857 Caught in the Web: Misplaced Children in Chica

go's Classes for the Mentally Retarded. Designs for Change, Chicago, Ill. Spons Agency-Wieboldt Foundation of Greater

Chicago, I11. Pub Date—Dec 82 Note-121p.; Also funded in part by the Woods

Charitable Fund, Inc., Chicago. Available from Designs for Change, 220 South

State Street, Suite 1616, Chicago, IL 60604

($4.00) Pub Type— Reports - General (140) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Black Students, *Educationally

Disadvantaged, Educational Malpractice, Educational Responsibility, Elementary Secondary Education, *Grouping (Instructional Purposes), Hispanic Americans, *Labeling (of Persons), *Mild Mental Retardation, Public Schools, School Role, *Student Evaluation, *Student

Placement
Identifiers—*Chicago Public Schools IL

This report examines the problem of misclassification of children into classes for the educable mentally handicapped (EMH) in the Chicago (Illinois) Public Schools. The report claims that 7,000 out of 12,000 students assigned to EMH classes do not belong there and could be moved back to regular classes with extra help; most of these misclassified students are black. The nature and scope of Chicago's misclassification problem are described and contrasted with the problem in other large cities. The history of efforts to end misclassification is provided. Major ingredients of an effective solution to the problem, based on experts' opinions, are also considered as are deficiencies in Chicago's reclassification project. Finally, a series of specific recommendations are offered as to essential changes needed to correct the project, and suggestions are given as to what parents, educators, and

members of the public can do to help make these changes happen. Appended to the report are tables, school data about EMH misclassification, and other data relating to reform efforts of Chicago's EMH program. (AOS) ED 231 911

UD 022 858 Catalog of Instructional Materials in Bilingual/

Bicultural and ESL, 1983-1985. California State Dept. of Education, Sacramento. Pub Date—83 Note-114p. Available from—California State Dept. of Educa

tion, P.O. Box 271, Sacramento, CA 95802 ($1.85

plus 6 percent sales tax for California residents). Pub Type- Reference Materials - Directories/

Catalogs (132) EDRS Price - MF01 Plus Postage. PC Not Availa

ble from EDRS. Descriptors—Bilingual Education, *Bilingual In

structional Materials, Catalogs, Chinese, Elementary Secondary Education, *English (Second Language), *Instructional Materials, Korean, *Multicultural Education, *Multicultural Textbooks, Resource Materials, Second Language In

struction, Spanish Identifiers-California State Department of Educa

tion

This catalog provides price lists and order forms for State-adopted instructional materials for Bilingual/Bicultural and English as a Second Language (ESL) programs in the State of California. The catalog lists publications available from the California State Department of Education. Names of publishers, copyright date, grade levels, term/year, cost, and State ordering code are indicated for each publi

ED 231 909

UD 022 856 Accelerated Academic Program for Low Achievers.

A Program Designed to Raise Aptitude and Achievement of Low-Achieving Elementary Students, August, 1977 - May, 1980. Holly Springs Municipal Separate School Dist., MS. Spons Agency-Mississippi State Dept. of Educa

tion, Jackson. Pub Date-[80] Note-90p.; An ESEA, Title IV-C Project. Pub Type- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Achievement Gains, Class Size,

Cognitive Ability, *Cognitive Development, Cognitive Style, *Compensatory Education, Educational Diagnosis, Educationally Disadvantaged, Learning Problems, *Low Achievement, Primary Education, *Program Effectiveness, Student Teacher Ratio, Teacher Aides, Teacher Educa

tion Identifiers—* Accelerated Academic Program for

Low Achievers, *Cognitive Therapy

In a study of cognitive therapy as a strategy for compensatory education, fourteen low-achieving first graders in the Holly Springs Separate School District (Mississippi) were assigned to treatment conditions consisting of a teacher trained in cognitive therapy, an aide, and a small class size. The therapy relied upon a clinical tutorial model involving identification of cognitive skill deficiencies and tutoring to eliminate the deficiencies in stepwise,

performance of students at all levels and grades improved in Spanish; (3) level 11 students showed a moderate improvement in mathematics, while level 9 and 10 students showed a slight decline; (4) the majority of the students who received instruction in English did well in teacher made tests in mathematics, science, social studies, and native language; and (5) student attendance objectives for the program were met. Recruitment of more bilingual personnel was recommended. Statistical data on staff development is appended to this evaluation report. Also appended are lists of services and cultural activities for bilingual students, and records of parental involvement. (AOS)

ED 231 912

UD 022 864 Guidelines for Affirmative Action Employment

Programs. 1980 Revision. California State Dept. of Education, Sacramento. Pub Date-80 Note-22p.; Prepared by the Office of Intergroup

Relations. Available from—California State Dept. of Educa

tion, P.O. Box 271, Sacramento, CA 95802 ($1.35

ea. plus sales tax for California residents). Pub Type- Guides - Non-Classroom (055) — Le

gal/Legislative/Regulatory Materials (090) EDRS Price - MF01 Plus Postage. PC Not Availa

ble from EDRS. Descriptors—Affirmative Action, *Board of Edu

cation Role, Civil Rights Legislation, *Compliance (Legal), Disabilities, *Employment Practices, *Equal Opportunities (Jobs), Females, Minority Groups, Personnel Policy, State Boards

of Education, *State Legislation Identifiers—*California

This paper presents guidelines designed to provide assistance to school districts, county offices of education, and other educational agencies in carrying out the requirements of California law S.B. 179. The law was passed in 1977 by the State's legislature and required each public education agency to develop and implement an affirmative action employment program that seeks, hires, and promotes women and persons of minority, racial, and ethnic backgrounds. The statute further required the State Board to (1) include handicapped persons within the protection of the law; (2) file an affirmation of compliance with the Department of Education; and (3) file a report to the legislature by July 1, 1979, regarding the number of districts that had adopted and were maintaining affirmative action programs. The guidelines in the paper include recommendations as to the essential elements of a plan and recommended techniques for its implementation. Key terms are defined and concepts explained. Appended to the guidelines are the section of the bill on legal requirements for affirmative action (Education Code Sections 44100-44105), and California administrative code regulations. (AOS) ED 231 913

UD 022 866 Tobias, Robert Spiridakis, John Bronx Multidiscipline Special Education Bilingual

Program. E.S.E.A Title VII Annual Evaluation

Report, 1980-81. New York City Board of Education, Brooklyn, N.Y.

Office of Educational Evaluation. Pub Date-Aug 82 Note-29p.; Project No. 5001-62-07607. For relat

ed document, see ED 230 634. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Achievement Gains, * Bilingual Edu

cation Programs, *Curriculum Development, *Disabilities, Elementary Education, English (Second Language), Hispanic Americans, *Individualized Instruction, Limited English Speaking, *Mathematics Skills, Oral Language, Parent Participation, Private Schools, Public Schools, Reading Skills, Science Education, Second Language Instruction, *Social Studies, Staff Develop

ment Identifiers—Elementary Secondary Education Act

Title VII, *New York Board of Education

This report evaluates a program designed to supplement the basic educational services, provided by New York City's Division of Special Education, for Hispanic handicapped students with limited English proficiency. In 1980-81, the program served 129 students in nine public schools (seven elementary and two intermediate) and one private school in the Bronx, New York. Services provided included direct individualized instruction, resource assistance, staff development, and parent training for greater involvement. The program was evaluated using data from pupil achievement measures, teacher attitude and observation scales, and staff interviews anc classroom observations. Based on the findings, it is concluded that (1) the program provided an effective and comprehensive system of educational services that developed the instructional skills of the staff and the academic skills of the students; (2) the proposed criteria for mathematics, oral-English proficiency, social studies, science, and English reading were met; (3) all classroom teachers manifested a positive attitude toward program services; (4) program-parent communication was maintained through parent workshops and home visits; and (5)

a program guide curriculum in reading, mathematics, social studies, and science was developed for handicapped students. Recommendations include continued emphasis on individualization of instruction, the development of additional curricula and instructional materials for bilingual special education, systematization of parent-involvement activities, and more emphasis on the transition from Spanish to English in language instruction. (AOS) ED 231 914

UD 022 867 Shore, Rima And Others Clara Barton High School. Bilingual Project.

O.E.E. Evaluation Report, 1981-1982. New York City Board of Education, Brooklyn, N.Y.

Office of Educational Evaluation. Pub Date-Feb 83 Note-42p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Allied Health Occupations Educa

tion, *Bilingual Education Programs, *English (Second Language), High Schools, Hispanic Americans, *Limited English Speaking, Mathematics, Program Effectiveness, Program Evaluation, Science Instruction, Second Language Instruction, Social Studies, Spanish Speaking, *Tutorial

Programs, Vocational Education Identifiers—*New York City Board of Education

The report evaluates the Bilingual-Bicultural Project conducted in 1981-82 at Clara Barton High School, in Brooklyn, New York, for 50 Spanish speaking students with limited English proficiency (LEP). The project was designed to provide tutorial support to LEP students and to enable them to be placed in one of the more challenging health profession majors offered at the school. Additional help was provided to students in both English and Spanish language achievement, and in content area courses. The project also sought to help students to organize their studies, develop learning skills, and bolster their motivation to remain in school despite financial, cultural, and academic pressures. Quantitative analysis of student achievement among participants indicates that: (1) Spanish speaking students mastered 1.7 objectives per month of instruction; (2) program students demonstrated gains in pre- and posttest reading scores; (3) students in grades 10 and 12 demonstrated gains in mathematics performance; and (4) program students had better attendance rates than the school average. The report offers several recommendations regarding data collection and recordkeeping, scheduling of tutorial sessions, assessment of program impact, additional second language assistance, more challenging native language classes, formation of a bilingual club, and modification of the program objective concerning the Criterion Referenced English Syntax Test (CREST). (AOS) ED 231 915

UD 022 868 Keyes, Jose Luis And Others DeWitt Clinton High School. Bilingual-Bicultural

Program. O.E.E. Evaluation Report, 1981-1982. New York City Board of Education, Brooklyn, N.Y.

Office of Educational Evaluation. Pub Date—Feb 83 Note—86p.; For related documents, see ED 218

408 and ED 199 375. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Achievement Gains, *Bilingual Education Programs, English (Second Language), High Schools, *Hispanic Americans, Language Arts, *Limited English Speaking, *Mathematics Skills, Parent Participation, Program Effectiveness, Program Evaluation, Science Education, *Second Language Instruction, Social Studies, Spanish Speaking, Staff Development, Student

Participation Identifiers—*New York City Board of Education

The Bilingual-Bicultural Program at DeWitt Clinton High School, Bronx, New York, was designed to provide support services to students with problems in reading and writing skills, and in linguistic, academic, and classroom adjustment. The program offered instruction in English as a Second language (ESL), Spanish for native speakers, Spanish as a second language (SSL), and bicultural content area courses to 214 students in 1982. An evaluation of the program, based on students' achievement in English language development, mastery of their native language, mathematics, social studies, and science showed: (1) levels 9 and 10 students demonstrated a moderate improvement in English, while level 11 students showed a slight decline; (2) the

ED 231 916

UD 022 869 Tobias, Robert Lavin, Claire Early Childhood Language-Centered Intervention

Program. O.E.E. Evaluation Report, 1980-1981. New York City Board of Education, Brooklyn, N.Y.

Office of Educational Evaluation. Pub Date—81 Note-13p.; Project No. 5001-62-06610. Funded

through the Education for All Handicapped Chil

dren Act, Part B. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cognitive Ability, *Cognitive Devel

opment, *Disabilities, Early Childhood Education, *Intervention, Language Acquisition, Mainstreaming, Perceptual Motor Learning, Program Evaluation, *Psychomotor Skills, Skill De

velopment, Social Behavior, *Young Children Identifiers—*New York City Board of Education

This report evaluates the Early Childhood Language-Centered Intervention Program in New York City Public Schools. The program was designed to promote the development of preschool handicapped students in a variety of areas. The program objective proposed that the target students would show statistically significant improvement at the .05 level in each of the following skills: language, fine-motor, gross-motor, cognitive, and social-emotional. The Learning Accomplishment Profile (LAP) was used to evaluate the attainment of the objectives for all areas except social-emotional, which was evaluated through the Levenstein Child Behavior Traits Rating Scale. Results show that (1) the five program objectives were attained, with students scoring statistically significant gains in language, gross-motor skills, fine-motor skills, cognition, and socio-emotional development. Forty percent of the children completing the program were placed in regular kindergarten classes for the following year. The report recommends that more classes be opened to serve children on the waiting list, and that teachers receive training sessions concerning individualization of the instructional program. (ADS) ED 231 917

UD 022 870 Di Martino, Vincent James And Others Grover Cleveland High School. Basic Bilingual

Program. O.E.E. Evaluation Report, 1981-1982. New York City Board of Education, Brooklyn, N.Y.

Office of Educational Evaluation. Pub Date-Mar 83 Grant-G00-790-4435 Note—63p.; For related documents, see ED 218

403 and ED 200 705. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Achievement Gains, *Bilingual

Education Programs, Curriculum Development, High Schools, Hispanic Americans, *Italian Americans, *Limited English Speaking, Mathematics Instruction, *Native Language Instruction, Parent Participation, Program Effectiveness, Program Evaluation, Science Instruction, Social

Študies, Spanish Speaking Identifiers—*New York City Board of Education

This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The major goal of the program was to promote the acquisition of English language skills needed for mainstreaming within a 2-year span, while nurturing strong personal and ethnic identity in the students. Supportive services were provided for staff development, career counseling, and parental involvement through home visits. Evaluation findings for 198182 indicate that students were meeting program objectives in English language development, and

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