Equal Opportunity in Education. Urban Schools Bibliography Series Number 1

DOCUMENT -RESUME

ED 218 412 UD 022 445

AUTHOR Webb, Michael B., Comp.; Maruffi, Brian, Comp. TITLE Equal Opportunity in Education. Urban Schools Bibliography Series Number 1. INSTITUTION Columbia Univ., New York, N.Y. Inst. for Urban and Minority Education.; ERIC Clearinghouse on Urban Education, New York, N.Y. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE 82 CONTRACT 400-77-0071 NOTE 136p.; Not available in paper copy due to institution's restrictions. For related documents see UD C22 446-448.

EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS._ DESCRIPTORS Annotated Bibliographies; *gilingual Education; *Elementary Secondary Education; *Equal Education; *Multicultural Education; *School Desegregation; Urban Education; *Urban Schools

ABSTRACT This bibliography consists of nearly 500 references to works on equal educational opportunity cited between 1975 and 1981 in "Resources in Education." The documents cited, most of which were developed by urban school districts in cities with a population of 100,000 or more, deal primarily with urban education, school desegregation, bilingual and/or multicultural education. Works are listed in order of ERIC document (ED) number. Each reference contains bibliographical information, index terms (ERIC descriptors and ,:identifiers), and an abstract. Also provided in the bibliography are a subject index, an author index, and information for ordering ERIC documents. (GC)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************I*********************************** EQUAL OPPORTUNITY IN EDUCATION

Compiled by

Michael B. Webb

and

Brian Maruffi

U.S. DEPARTMENT OF EDUCATION NATIO AL INSTITUTE OF EDUCATION EOUC IONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received born the person or organization ortgonanng rt Minor changes have been made to improve reproductron Quality

Rg4nts of orew or opinions stated on this docu ment do not necessarily represent official NIE positron or policy

URBAN SCHOOLS BIBLIOGRAPHY SERIES

Number 1

a lERIC1

This publicationwas prepared with funding from d.e Nationalinstituteof Education.U.S. Department of Education, undercontract no. 400-77-0071. The opin- krtz expressed donot necessarily reflect the positions or poLcies of NIE orthe Department of Education.

The National 1116J1111111 Spring 1982 Institute of Education US Demme* of Education Washmvos. D C. 24201 INTRODUCTION The Urban Schools Bibliography Series is intendedto address the distinct informationneeds of urban school personnel,students and others by providingaccess to information on issues, programsand practices relatedto urban education. The series isan outgrowth of a special project conducted by the EduC'atiOnalResources Information Center (ERIC) Clearinghouse onUrban Education in 1981. The purpose of the projectwas to locate and collect documentsdeveloped by urban school districts in order tomake them widely available throughthe ERIC system.

As part of thespecial project, an extensive searchof Resources in Education (RIE),the monthly ERIC abstract journal,was performed to identify documentsalready in ERIC that were developedby urban school districts. Several criteria were employed inselecting documents for inclusion. First, thedocument had to be developedby urban school districts in cities with a populationof one hundred thousand ormore. A document had to be availablethrough the ERIC Document Reproduction Service (EDRS) in microfiche and/orpaper copy. Finally, it hadto fall within a topicalarea, e.g., curriculum, vocational training,bilingual education, educationalpolicy, desegregation, and so forth. In some instances, documentsdeveloped by agencies and institutionsoutside the school district,such as research centers, educational laboratories, State -Departmentsof Education and dissiminationcenters, were included in the series.

In all, over eight hundreddocuments covering the period,January 1975 to October1981, were selected and groupedas four bibliographies: 1) Equal Opportunity inEducation; 2) School 0 Policy, Administration,and Curriculum; 3) Testing,Evaluation, and Academic Achievement;and 4) 2. Career Development, Alternative Schools, and CommunityInvolvement in ... Education. The series consists of annotated referencesto research studies, evaluation reports, and instructionalmaterials including

curriculum guides andprogram manuals. The bibliographies donot include references to journal articles, whichare annotated and indexed in Current Index to Journals in Education (CIJE),ERIC'S guide to the journal literature.

Each bibliography contains a main entry section, anda subject and

an author index to eocuments cited. Entries are arranged by ED (ERIC

Document) identification numbers, which prece'e each citation. Entries contain the title, author, source, publication date, publicationtype (report, bibliography, research, etc.), informationon availability and cost, descriptive indexing terms identif,:ing the subjectmatter of the document, and an abstract. Documents cited can be readat any facility that has an ERIC microfiche collection. In addition, microfiche and/or . paper copies can be purchased from the ERIC Document ReproductionService

('EDRS). Information concerning document --- availability follows the author _------r- --- index at the end of eachbibliography.

The series will be updated annually. For informationon updates, as

well as other publicationsand services, write to the ERIC Clearinghouse ' on Urban Education, Box 40, Teachers College, Columbia University,New York; N.Y. 10027.

1 1 Document Resumes

EQUAL OPPORTUNITY one schools and approximately 353 students par. 0002 ED 127 816 ticipated.Programsinmath,science,social IN EDUCATION New York: Multi-Speak City! studiesmodern language, and creative writing were New York City Board of Education. Brooklyn, offered. The purpose of the program was to offer a 0001 r N.Y.; New York City Economic Development challenging, enrichment experience for high ability ED 127 815 Council, N.Y. students Students were challenged to learn subject Manual for the Development of Instructional Pub Date[75] matter in much greater depth and breadth than their Materials Relevant to the Needs of U.S. Span. Note 137p. regular classroom experience and also were exposed Isis-Speaking Students. Pub Type Guides - General (050) to new ideas and concepts. A specialist in each of San Diego City Schools, Calif. EDRS Price MFOI/PC06 Plus Postage. the subject was provided the instruction. The High Spons Agency Office of BilingualEducation DescriptorsCareer Awareness, Career Planning, Potential Program was very successful according to (DHEW/OE). Washington. D.C. 'Culture Contact, Ethnic Groups, Immigrants, the views of high potential students, parents of stu Pub Date -75 ?. Language Proficiency, Languages for Special Pup dents, and teachers of students. (Author/BW) Note-271p. poses, Language Skills, Language Usage, Mu! tilingualism, 'Second Language Learning, Pub Type GuidesGenera) (050) Teaching Guides EDRS Price MFOI/PCII Plus Postage. Identifiers 'New York (New York) 0004 ED 128 388 DescriptorsBiculturalism, Bilingual Education, This guide was written to help teachers make stu Potter, Anne Berman. Steven Cultural Awareness, Curriculum Development, dents aware of the multilingual and multi-ethnic na. The Individual Pupil Profile (Including Manual). Educatio nal Policy, English (Second Language), ture of New York City in order to experience and New York City Board of Education. Brooklyn, N.Y. EvaluationCriteria, InsquctionalMaterials, explore different languages and customs. New York Office of Special Education and Pupil Personnel is a center for variety in language and culture in the Services. MaterialDevelopment,Spanish, Spanish areas of diplomacy, international commerce, media Spons AgencyOffice of Education (DHEW), Americans, Spanish Speaking, Teacher Devel- and communications, foods and fashion, the per. Washington, D C. oped Materials, Textbook Bias, Textbook Evalua- forming and the fine arts. This guide is a lively, Pub Date-75 tion. Textbook Selection up-to-date look at the city aimed at developing to Note-34p. IdentifiersBilingual Education Act 1968, Ele- students an interest and excitement for second Ian Pub Type Tests/Questionnaires (160) mentary Secondary Education Act Title VII, guage learning and an understanding of the peoples EDRS PricehfF01/PCO2 Plus Postage. Materials Acquisition Project of the city. The book shows how languages function DescriptorsAbstract Reasoning, Academic The Materials Acquisition Project (MAP) was in international relations, tourism, trade, the arts Achievement, Clinical Diagnosis, Communica- and sports and discusses foreign language education founded in 1970 under E.S.E.A. Title VII to collect tion Skills, 'Diagnostic Tests, 'Educational Diag and careers. (CHIC) nosis,EmotionalDevelopment,Evaluation educational materials published in Spanish. and Methods, Guides, Individual Testing, Measure. Ponuguese.speaking countries for ar:stance and ment Techniques, Multiple Disabilities, Percep- use in bilingual education programs in the U.S. tual Motor Coordination, Physical Development, MAP believes in parity in all aspects of bilingual- 0003 ED 128 385 Psychomotor Skills, Self Care Skills, Social Deve- bicultural education and offers guidelines for such Bergelh. Roben L lopment, Special Education, 'Student Evaluation an ideal program. In Section I. a revisions program The High Potential Program hi the Minneapolis Mentitierslndividual Pupil Profile is described which aims to help publishers produce Schools: An Evaluation. Because of the diversity, range, and combination Minneapolis Public Schools, Minn. Dept. of Re materials in keeping with linguistic and cultural of disabilities at the Center for Multiple.Hand. search and Evaluation icapped Children, operated under the auspices of aims and suitable for U.S. schools. Cultural, politi- Report No.C-74.45 the New York City Board of Education, a unique cal, racial, religious, sexual and social biases fre Pub DateAug 75 instrument was needed for assessing functional lee- quently found in Spanish educational materials are Note-37p. els, setting goals, and charting progress of hand- noted. Considerations for the development of in Pub Type ReportsResearch (143) icapped children in special education facilities, structional materials in Spanish for the U.S., defini EDRS PriceMFOI/PCO2 Plus Postage. regular schools, and institutional settings. The major tion of the educational process, reflections on the DescriptorsCreative Writing, Elementary School (Unctionsl areas brought into play in a child's daily Mathematics, Elementary School Science, 'En- future of bilingualbiculturs1 education and general life were defined and the following categories were richmentActivities,'Gifted,'Intermediate delineated as parts of the Individual Pupil Profile guidelines for curriculum development are also dis- Grades. Modern Language Curriculum, Parent (IPP): (I) Intellectual Functioning, (2) Academic cussed. Section II deals with ,state guidelines for Attitudes,ParticipantSatisfaction, Program Achievement, (3) Perceptual.Motor Skills, (4) adoption of instructional materials. The main Part Evaluation, Social Studies, Student Attitudes, Physical Functioning and Self-Help Skills, (5) Com- reviews California and Texas policy ancispecifica- Student Characteristics, Teacher Attitudes munication, and (6) Social-Emotional Develop- tions for textbook selection and evaluative criteria, Identifiers 'High Potential Program, Minneapolis ment.Buildingonexistingstudies,and by laws, calls for bids on materials, and requirements Minnesota Public Schools, Minnesota (Min- consultina with area specialists, rating scales were neapolis) for materials in various school subjects. Section ill devised in areas where existing measures were The Minneapolis Public Schools High Potential inadequate Specifically, scales were constructed to reviews federal and state decrees affecting bilingual Program for gifted elementary children in grades education. (CHK). assess achievement, communication, and social. four through six began December 2. 1974. Twenty. emotional development. For the areas of intellectual 2 Document Resumes EQUAL OPPORTUNITY IN EDUCATION functioning. perceptual-motor skills. and physical situation in the Cleveland public schools In inter- EDRS Price - MFOI/PCO2 Plus Postage. functioning. pre-ixisting tests were modified and preting the es idence in the record. the court faced Descriptors Adapted .Physical Education. Atti- incorporated into the overall structure The 1PP de a number of fec urring questions or problems While tude Measures. Comparative Analysis, Educa- signed to (1) help to fosus each professional in the es idence in this case was solutninous. one ques- tional Objectives. Handicapped Students. High wised On the specifics of the child's behavior and tion which it did not answer directly was what the Schools. Mental Retardation.Peer Teaching. function. (2) encourage group thinking and lead to racial composition of any given residential area was Physical Disabilities. Physical Fitness.Program 3 comprehensive diagnostic pi lure. and (3) estab- at any specific time. This information was crucial in Effects% mess. Program Evaluation, Special Edu- hsh current levels of functioning and lend itself to assessing the intent and effect of many of the local cation. Student Needs both ongoing assessment of progress and to pre- defendents actions Another issue that became one Identifiers Elementary Secondary Education Act scriptise teaching Both the instrument and manual of the most sharply disputed was that of the capacity Title III. Wear Attitude Inventory ate included here (RC) of any given school Much doeumentaiy evidence Physical Education Opportunities for Exceptional was submitted to the court concerning specific as- Learners (PEOPEL) is a second year Elementary signment decisions of the local defendents This eso Secondary Education Act (ESEA) Title Ill project within the Phoenix Union High School System This 0005 ED 128 520 donee has. purportedlyfor clarity 'ssake. been analyzed by geographical area and within such ana program is designed to meet the need for a program PInga. Esteht G at the secondary school level that addresses itself to BilingualBicultural Educatson for Filipino Ameri- lyses. generally in chronological orde Following this detailed examination. the court addresses the meeting physical, social. :motional and mental cans. needs of physically and mentally handicapped and Berkeley Lnified School District, Calif Assail Am general issues of relay classes intact busing, special other exceptional students In 1975.76 the PEO- enean B.lingual Cen:er transfers, facu'ty assignment. housing, and neigh- PEL staffpilot-tested andrevised curriculum Pub Doe -5 Jun 76 borhood school policy (Author/AM) materials and teaching strategies which were devel Notc -10pPaper presented at a BABEL C1MA oped ui 1974.75 A comparison of 54 PEOPEL stu- Conference (June 5. 1970) and published as a sup- dents with 36 other handicapped students not plement to the Asian American Bilingual Center participating in PEOPEL provided evidence that Newsletter. v I n4 July 1976 0007 ED 129 098 the PEOPEL program had a posms c effect on stu- Pub Ty pe Speeches Meeting Paper., 050) Offimbog. Robert M Rodriguez-Acosta, Carlos dents' physical abilities and attitudes Based on find- EURS Price - MFOI PCOI Plus Postage. Title VII Bilingual Project "Let's Be Amigos ": ings of the evaluation. ecommendations were made Descriptors dilingualEducation. Bilingualism. Evaluation of the Sixth Year, 1974-1975. to adopt the PEOPEI. program as a regular program Bilingual Schools. Bilingual Students. BilingS Philadelphia School D.stet. Pa in the Phoenix Union High School System and to leachers. Cultcral Background, Cultural Differ- Spons AgencyOffice of Education (DliEV.), periodically re-evaluate the impact that the PEO- ences. Educational Objectives. Elementary Sec- Washington. D C PEL program has on students' physical and mental ondary Education. English (Second Language). Pub DateJan 76 education (MV) Ethnic Groups. Filipino Americans, inclisidua. Grant 0EG-0-9-480089-3503 Needs. Minority Groups. Models. Jtudcnt Note - -70p; For related documents. s ED 109 Needs 933. ED 102 817. and Ed 083 306. I igures 3.1 Various issues insolsed in the bilingualbiculturai and 3 2 are marginally legible 0009 ED 129 919 education of Filipino Americans are addressed in Pub Type Reports - Research (143) Schemer, Louis And Others this paper Specifically. its aim is to define the role EDRS Price - MFOI/PC03 Plus Postage. Career Opportunities Program in Philadelphia. of bilingual education for the Filipino immigrant DescriptorsAcademic Achicsement. Bicultural- Pennsylvania. Report Number 7623. student Edacationsi goals are con:Acted firstIn ism. Bilingual Education.Bilingual Schools. Philadelphia School District. Pa Office of Research deliberate planning. goal setting precedes assess- Bilingual Students,Bilingual ,Teachers. Cur- and Evaluation ment of the situation The discrepancy between riculum Evaluation. Elementary Secondary Edu- Pub Date Aug 75 goals and what is actually obtained reflects the cation. English (Second Language). Evaluation Note-42p. needs The educational goals in the bilingual pro- Methods. Language Instruction. Languagc Pro- Pub Type Reports - Research (143) gram are not to be different from those in the regular grams. Preschool Education. Program Evalua- EDRS Price - MFOI /PCO2 Plus Postage. program except for the inclusion of the develop- tion.SecondLanguageLrarnine 'Spanish DescriptorsBlacks, Career Ladders. Career Op- ment and maintenance of bilingualism The Filipino Speaking portunities. Educational Objectives. Educational student's needsare discussednextBasically. IdentifiersBilingual Education Act 1968. Ele- Opportunities, Low Income Groups, Minority Filipino Americans need bilingual education. and Groups, ProgramEffectiveness. Program Filipino bilingual teachers are best able to common- mentary Sccondary Education Act Title VII. Eng- Evaluation. Teacher Aides. 'Teacher Education. Cate the encouragement and understanding needed lish Dominant Students Pi!ffilsylvania Teacher Recruitment by students who base recently immigrated. Mamie- (Philadelphia). Spanish Dominant Students IdentillersCarcer Opportunities Program, Ele- nance of Filipino can be achieved without ample- The Let's Be Amigos bilingual cd ication program mcntary Secondary Education Act Title V. Penn- mooing a curriculum wide bilingual instruction served over 2.000 students in 12 schools in Phila- sylvania(Philadelphia). PhiladelphiaSchool scheme A frame work for bilingual education is delphia Model A prosided bilingual education to District PA proposed in the second half of the paper Adoption English and Spanishdominant pupils in prekinder- The Career Opportunmes Program (COP). estab- of this model will allow the F,elipino lank sage to be garten through Grade 6 Model B prosided bilingual lished under Title V of the Education Professions kept as an alternate tool of co?nmunication The instruction to Spanish-dominant pupils in kinder- Development Act of 1967, was implemented in bilingual scheme proposed discusses the elementary garten through Grade 5 IlareAR RIBA component Philadelphia,Pennsylvania from1970 through and high school programs, and staff development pros ided bilingual instruction to Spanish-dominant 1975Itserved low-income persons, primarily (Author /AM) immigrant pupils in Grades 4 through 12 The pro- blacks, who had no other means to enter the teach- gram was generally well managed It received sup- ing profession The prima.y project goals were to port from principals of schools in which it was attract capable persons to education careers, im- conducted The program was effeetise in enhancing prove employment opportunities of the poor, and 0006 ED 128 545 reading and language arts competencies of Spanish- establish productise career lattices for COP re- Robert Anthony Reed, III, et al, Plaintiffs Vs. dominant pupils Longitudinal analysis of the read- cruits Overall. COP attained its major goals while James A. Rhodes. et al, Defendants. Nremoran ing performance in English of Spanish-dominant benefiting all participants-trainees. teachers, pupils. duns Opinion and Order [Relating to Racial elementary school pupils showed that there was principals, and college staff COP was partially suc- Isolation in the Cleveland Public School System more growth in this skill than was observed with cessful in attracting minority, low-income, target j. previously used es aluation techniques Testing of area residents to careers in education The majority District Court. Cleveland. Ohm Northern District high school ARRIBA pupils reading performance of trainees were black community residents, and a of Ohio in Spanish showed that it was poor. probably be- third were Model Cities aides with low incomes Pub Date-76 cause many had several years of alt - English instruc- The project also successfully implemented a vertical Note 200p tion prior to participating in Let's Be Amigos The career ladder. which facilitated trainee movement at Pub Type Legal Legislatise 'Regulatory Materi- high school ARRIBA component clearly enhanced higher level instructional jobs However, horizontal als (090) the probability that tenth-grade Hispanic pupils and diagonal lattices were not implemented Addo EDRS Price - NIFOPPC08 Plus Postage. tional findings are discussed in detail. (Author/RC) DescriptorsBlack Community. Black Education. would gradt, ate from high school three years later Blacks. Bus Transportation. Constitutional Law. English-dominant Model A pupils' reading compie- Coort Litigation.Courts,CulturalIsolation. tencies are substantial, with sixth-grade pupils per- DesegregationLitigation,EducationalPolicy. forming at the third-grade rural Puerto Rican 0010 ED 130 167 Minority Groups. Public Policy, Public Schools. norms (Author /CFM) The Teaching of Values: An Instructional Guide for Racial Factors.Racial Integration. Racial Segre- Kindergarten, Grades 1.14, and Accompanying gation, School Desegregation. Social Isolation. Bibliography. Los Angeles City Schools, Divi- Special Classes, Teaching Assignment, Transfer sion of Instructional Services Publication No. Policy 0008 ED 129 GC-15. IdentifiersOhil (Cleveland). Racial Isolation. Estes. Gory DAnderson. Judith I Los Angeles City Schools, Calif Div of instruc In reviewing statistics of the racial patterns in the An Evaluation of Physical Education Opportuni- tional Planning and Services recent history of the Cleveland public school sys- ties for Exceptional Learners (PEOPEL). Pub Date-66 tem. as well as all of the evidence included in the Phoenix Union High School District, Ariz Note-277p voluminous record in this case, the District Court Spons AgencyBureau of School Systems Pub Typc GuidesGeneral (050) for the Northern District of Ohio sought an answer (DHEVv /OE), Washington, D C Dis of Supple- EDRS Price - M1,01/PCI2 Plus Postage.. to a single question of constitu.ional law to what mentary Centers and Services DescriptorsAnnotated Bibliographies, Elemen extent, deny, were the defendants in this case, pub- Pub DateJun 76 tary Secondary Education, Higher Education. lic officials and public agencies, responsible for Note -44p Ilumarnstic Education. Instructional Materials, creating or for maintaining or both the segregated Pub Type Reports Research (143) Learning Actisitics, Moral Des clopment. EQUAL OPPORTUNITY IN EDUCATION D7ument Resumes 3 gious Education. Staff Role. Teaching Guides. N, aloes readers. Students ui the ESAA Intermediate Read- IdentifiersLos Angeles City Schc Is CA ing Program achieved a median rate of about 3 0014 ED 131148 This guide is a multiple purpose instructional tool gradescore months of comprehension gain for cv Pau S for use in kindergarten through college For stu- cry month enrolled in the program Students in the What Happened to the 'Kids After Their Segre- dents. it is designed to stimulate learning about the Junior High Reading Program made slightly less gated Schook Closed? A Nine-Yesr, Control- nature of Wan. helping pupils develop toward than 2 months gain per month enrolled if such stu- Group FollowUp of Elementary Students. moral matunty through experiences inherent to dents entered the program with pretest grade scores Saint Paul Public \kchools. Minn. education. For staff, the guide explores ways to pro- of 3 9 or less mote the development of values in young people. For Junior High Prograln students Pub Date-31 Mar\76 and makes teachers familiar with the laws and legal entering with grade scores O. 4 0,6 0. the median Note - -34p, Not available in hard copy due to the decisions which affect the teaching of values The monthly gain rate was about 3 Differenccv among print quality and sike of the original document guide contains suggestions for student learning ac- schools in gain rates are discussed in this report. Pub Type ReportsiZescarch (143) tivities and for staff reading and study An an- Reading gains were measured using GatesMac- EDRS Price- MFOI Plus Postage. PC Not Availa- notated bibliography is provided with entries which Ginnie Primary C or Survey D comprehension ble from EDRS. include audio-visual material divided into seven DescriptorsAcademic areas integrity, courage. responsibility. justice. rev- tests, Both programs emphasized the use of Audi. Attendance Re- crerme6,losc. and respect for law and order, In its osisual teaching machines. and commercial and cords. Black Students, *Comparative Ariatx,sis, Desegregation appendix. the guide also provides information about Minneapol-Schools-produced lessons usable with Effects. EducationalEns/iron-. the laws of California as they relate to the teaching these machines The frequency of use of various mcnt. Elementary Educatio\j. Enrollment Rate. of religious material in public schools (Mb materials is reported An evaluation of these pro- Followup Studies. Grade (."Grade 3. Grade 5. grams was conducted by the Minneapolis Schools' Longitudinal Studies. Racial\ Balance, Racial Composition, Racial Distribution, Racial Factors. Kcsearch and Evaluation Department In the event Racial Integration. School Desere>gation. Stu- 0011 ED 130 518 that programs like these are funded in the future. the dent Adjustment The Classical Heritage in America: A Curriculum evaluator recommends (a) changes in pre-post test- Resource. Tentative Edition. IdentifiersMinnesota (Saint Paul) \ ing procedure. including alternate forms and diag- The educational careers of 148 students who were Philadelphia School District. Pa Office of Cur- nostic-typetests.(b)use riculum and Instruction. ofa control-group first, third, or fifth graders at the de facto \egregated Pub Date-76 evaluation design. (e) careful consideration of infor- McKinley School during its last .year of operation Note- -135p, Comic Book Section may not re- mation needs amongstaffand funding agencies are reported Another group of 156 studentsattend- produce clearly before beginning evalua/inn, (d) greater efforts to ing the first, third, or fifth grades it another\school Pub Type Guides General (050) recruit both Notice Americans and teachers with that remained de facto segregated are used as !con- EARS Price - MFOI `PC06 Plus Postage. readingcertificationforstaffpositions(Au- trol group of relatively more segregated students. DescriptorsArchitecture. Art. Classical Lan- thor RC) guages. Classical Literature, Cultural Back- The duration of the follow up the nine-year period ground. Cultural Influences. Curriculum Guides. from the 1966.1967 school year through 1974- Elementary Secondary Education. Government 1975. This study is said to provide answers to set (Ad:run:strati, e oral questions, including(I)how' the school Body).InterdisciplinaryAp- 0013 proach, Resource Materials. Twentieth Century ED 131 126 .ersistence (enrollment and attendance) for these nerature. Lnited Stalls History Iliggiat Paul S two groups of students compared, and (2) hottlic Identifiers- Bicentennial, Greece (Ancient). Rome The Desegregation Counselor Aide Program of the school performance (grades and achievement test (Ancient) 1974-75 MinneapolisEmergency'School Aid Act scores) for }he two groups of students compared. This curriculum resource is intended to help make Project:Staff and Student Perceptions students of Latin: Greek and other subjects more The study provides little evidence that the McKin- aware of America's classical heritage It is designed Minneapolis P Mite Schools, Minn Dept of Re- ley students made either a better or a poorer school to be used selectively by teachers to enrich the regu- search and Evaluation adjustment than the controls The former McKinley lar curriculum in classical languages in elementary Report No C-74-27. students showed the sr.me reasonbly good adjust- and secondary schools In providing background in- Pub DateJun 76 ment. i c 90% overall attendance, similar transfer formation for the teacher and suggestions for in- Note--88p Appendices ikD may reproduce poorly rates, average grade point averages, and somewhat structional activities, it interrelates Latin and Greek due to print quality of original below average test scores and ChM ranks, than the with history, law. literature. art, architecture and Pub Type Reports - Research (143) control group students In reading and math cst other disctplines The 11 chapters deal with (1) the scores, both groups maintained their relative posi- classical heritage in the discovery of America. (2) EDRS Price - IMFOI /PC04 Plus Postage. classical influence in colonial education, (3) Ben- DescriptorsConflict Resolution, Counselors, tions among national norms groups of their same age peers It is concluded that rapid integration has janftraraoklin and the classics. (4) James Logan Elementary Secondary Education: Federal Pro- little effect on school persistence or performance and thevrissics. (5) Benjamin Rush and the classics. grams. Program Effectiveness. Program Evalua- (6) Thomas Jefferson and the classics. (7) revolu- (Author/AM) tionary patriots in the Roman and American repub- tion, Questionnaires. 'Racial Attitudes. School lics.(8)classicalinfluence on the American Aides, School Community Relationship, School government. (9) our legal heritage from Greece and Desegregation Rome. (10) a sampling of the classical influence in IdentifiersEmergency School Aid Act1972, 0015 ED 131 582 20th century American literature, and (I 1) classical Minneapotis Public Schools MN, Minnesota Lindky, Jesse B influence on American art and architecture. A five- (Minneapolis) Title IN Self-Study Report of the Oklahoma City item annotated bibliography and a form for evaluat- During 1974.75, 86 Desegregation Counselor Public Schools. ing this resource conclude the volume. (AuthoriRM) Aides worked in 39 desegregated Minneapolis pub- Oklahoma City Public School System. Okla Pub Date-28 Jun 76 lic schools About three-fourths of thc Aides served Note--197p.: Not available in hard copy due to mar- elementary schools. Aides attempted to resolve stu- ginal legibility of original document 0012' dent-student and student-teacher conflicts, to im- Pub Type Reports - Descriptive (141) ED 131 125 prove interracial attitudes, and to act as liaisons Higgins, Paul S EDRS Price MF01 Plus Postage. PC Not Availa- The Intermediate and Junior High Reading Pro- between schools and the neighborhoods from which ble from EDRS. grams of the 1974.75 Minneapolis Emergency students were bussed. The 5507.625 in ;eiders! DescriptorsAffirmativeAction. 'Athletics. School Aid Act Project: An Evaluation. ESAA funds awarded Minneapolis for operation of Counseling. Curriculum. Elementary Second- Minneapolis Public Schools, Minn Dept of Re- this program were used to employ to hire search and Evaluation ary Education. Employment, Extracurricular Report No. C-74.72 three coordinators of Aides, to conduct pre- and PhysicalEducation,Questionnaires, Pub DateMay 76 in-service training, and to collect queslionnaire data 'School Surveys. Sex Discrimination. Tables Note 58p.: Appendices A-D may reproduce poorly on program activities from school administrators, (Data) due to print quality of original students, and Aides themselves This report de- IdentifiersOklahoma City Public Schools. Title Pub Type Reports - Research (143) scribes the operation of the Program and provides 1X Education Amcndmcnts (972 EDRS PriceMFOI /PC03 Plus Postage. some information concerning Program impact. The Under Title IX of the Education Amendments of DescriptorsCompensatory Education, Federal decision not to measure the Program's stated objec- 1972. institutions affected must engage in appraisal Programs. Intermediate Grades. Junior High and evaluation of current policies. practices, and Schools. Program Effectiveness. Program tives of cduccel interpersonal conflict and improved Evaluation, Reading Comprehension. Reading interracial attitudes was based on consideration of procedures to determine possible discriminatory ef- Improvement, Reading Programs the evaluation budget and other factors Five ques- fects in five areas-athletics counseling, curriculum IdentifiersEmergency School Aid Act1972. tions were addressed in this report (I) How did the and physical education, employment, and extraCut- Minneapolis Public Schools MN, Minnesota ricular activities This report contains thc Oklahoma (Minneapolis) program operate during 1974.75: (2) What contribution did lidos make to conflict resolution, (3) City Public School's self-appraisals in these areas Two Emergency School Aid Act (ESSAunded Also included are a notification of the district's non- What were some of the characteristics of Aides' best compensatory education reading programs served discrimination policy. the members and scope of the 1900 Minneapolis students in desegregated schools work, (4) How great is the need for such a pr.igram. district's Title IX task force, and the Final Evalua- during 1974.75 Both programs generally met their and (5) What recommendations should be made objectives for comprehension gain among disabled tion Survey of the Title IX Sex Discrimination Insti- (Author/RC) tute (Author /IRT) 4 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

mendations. (RC) cate that Total Follow Through exceeds Total Non. 0016 ED 132 128 Follow Through performance in all test areas in John. Thomas kindergarten through second grade, but not in third Junior-Senior High TutorAide Program at Mal- grade Behavior Analysis and Parent Implemented colm X Elementary School: An Esaluatioa 0018 ED 132 170 Models generally exceed their district non-Follow Study. Final Report. Tull Shoran Through groupings spill grade levels, and rank first District of Columbia Public Schools. A ashington. Evaluation of Prekindergarten Head Start. Year 'and second respecti41y. with the Bank Street D C Dept of Research and Evaluation End Report, 1975.1976. Report No. 7700. Model in third place,Quasi-longitudinal analyses Pub Date-30 Jul 76 Philadelphia School District. Pa Offiec 01 Research reseal that Head Start or equivalent experience, Contract-0684-AANS-0-6-GA and Evaluation length of program exposure. and iow absence rates Note--62p Spons AgencyPhiladelphia AnnPirerty Action are consistently associated with higher performance 'Pub Type Reports - Descriptive (141) Commission. Pa in reading and mathematics at all grade levels. K-6. EDRS Price - MFOI 'PC03 Plus Postage. Pub Date Jul 76 Apparently there was sufficient program continuity DescriptorsCompensatory Education. Disachan- Note-111p to produce its intendectIongitudinal effect as 59% of taped Youth. Elementary Schools. Formative Pub Type ReportsResearch (143) the teachers and 64% of the pupils remained in the Evaluation. High School Students. Junior High EDRS PriceMFOI/PC05 Plus Postage. program over the four year span. In the program as SchoolStudents.PecrTeacaing,Student DescriptorsCh' Development, Classroom Dc a whole. 54% of all children had absence rates of 15 E valuation. Tea..ber Aides. Tutorial Programs. sign. Classroom troironment. Classroom Obscr- days or less And. Head Start or equivalent expen- Tutors %anon Techniques. Compensatory Education, ence is consistently associated with higher attend- IdentifiersDistrict of Columbia,Malcolm X Ele- 'Early Childhood Education. Grouping (Instruc- ance. Supportive services information indicates that mentary School tionalPurposes). Handicapped Children.In- 71% of those referred were treated for medical prob- Thts two-year project used students at the Junior dividualized Instruction. hiserviceTeacher lems and dental treatment was provided for 85% of and senior high school level as tutors to elementary Education. Instructional ataterials. Lou Income the referralsPre-program questionnaires comp- students in the basic skills of math and reading Groups, Modcls. Parent Education. Parent Par- leted by principals, teachers and aides indicate that Tutor selection was based on continuing interest, ticipation. Parochial Schools. Preschool Children, the majonty of principals and teachers had positive attendance schollstic achiesement, and overall at- PreschoolEducation,Program Development. attitudes towards the prospective program (MV) titude toward the program. The final es aluative re- Pregram Evaluation. Public Schools. Screening port includes the following information: (I) training Tests. Student Records methods and procedures Instituted in the program: IdentifiersDenver Developmental Screening (2) findings based on the data collected from the Test, Pennsylvania (Philadelphia), Philadelphia 0020 ED 132 225 project, including questionnaire responses from School District PA, Project Head Start Sala. Frank C teachers and tutors, interview and obsersation of The Philadelphia Prelandergar ter Head Start pro- Implementation and Evaluation of a Desegregation tutecs. tutors and teachers. and test.results as re- gram is a child development program for three and Model for Lie Erie, Pennsylvania School Dis- ported by the school system.' (3) conclusions and four-yearold cnildren from low income families trict. specific recommendations forfuture programs. which stresses an interacting and multi-disciplinary Pub Date-76 Thirty-six tables cover detailed results of the project attempt to improve the ehild'g, physical and emo- Note--440p Ed.D. practicum paper, Nova Univer- as evaluated by tutors. tutees. and teachers The tional health, his family relationships. and his abili- isty final obsersation and recommendation is that the ties to function better as a person The program was Pub Type-- Reports - Research (143) program represents a valuable new trend in the designed from the beginning to implement five dif- EDRS Price MFOI /PCIS Plus Postage. teaching-learning process and that the talents of ferent early childhood educational models (Bank DescriptorsAcademic Achievement. Bus Trans- high school and junior high school students were Street. Behavior Analysis. Montessori. Open Class- portation, Court Litigation, Desegregation El- successfully channel .d to minister to the needs of room. and Responsive Learning) The 1975.1976 tech. Elementary Schools. Enrollment under-achieving elementary grade students (JD) evaluation activities for Philadelphia's Prekinder- Projections. Enrollment Trends, Interest Invemo- garten Head Start program continued to focus on ries. Models, Practicums, Program Develop- the major goals for children. There was found to be ment, Program Effectiveness, Program some range in practices among centers in terms of Evaluation, School Desegregation, Self Esteem 0017 ED 132 169 (I) extent of model implementation. (2) classroom IdentifiersEmergency School Aid Act1972. Client. &mine J.And Others differences within a model, (3) number of parent pennsylvania (Erie) Evaluation of Career Education Projects, 1975-- volunteers, (4) grouping practices. and (5) provi- This report presents the evaluation of a cook ap- 1976. Report 'so. 7715. sioning Observation data yielding the above infor- proved desegregation plan for elementary schools in Philadelphia School District. Pa.Offiue of Research mation are summarized according to model and the school district of the City of Erie. Pennsylvania, and Es aluation across the.jotal program. The Denver Deselopmen- starting with the school year in September 1975. Report No.--PSD-7715 tal Screening Test (D.D S.T ) was administered dur- The plan was that the district's elementary school Pub DateSep 76 ing October and April to 82% and 84% of the would house grades K-5. 1 wo elementary schools, Note--153p population respectively. In April only 1 8% of the Garfield and Longfellow, would close and pupils Pub Type Reports - Research (143) population was identified as having a des clopmental would be reassigned The Harding school would EDRS PriceMFOI PC07 Plus Postage. delay as defined by the D D.S T. a decrease of continue as a city wide open enrollment school. Bur- DescriptorsAdult Education. Adult Vocational about 40% from the Fall administration. V. hale Pre- ton school, exempted by court, would not be ba Education. 13;1.ngual Education. Career Educa- kindergarten Head Start children are from families lanced Wayne school would be an elementary tion. Career Planning. Computer Oriented Pro- of loss socio-economic status, the April D D.S T school in transition. housing only grades 3-6. The gran., Consumer Education. Counsel, ir Training. results confirmed. as was the case in 1974-1975. district's middle schools would house grades 6.8. Distributise Education. Elementary Secondary that the population screened had improved after a The academic high schools would house grades 9- Education. Es aluatfon Methods. Guidance Pro- year of program participation so that there were far 12 The report compares projected pupil statistics grams. Home Economics. Home Economics Edu- fewer children "at risk" than were found in the under the proposed plan and actual pupil enroll- cation. Individualized Instruction. Instructional norming population (Author, MV) ment. Also presented are implementation activities Materials. Job Placement. Medicine. Mild Mental for the Emergency School Aid Act; desegregation Retardation. Mobile Educational Services, Paro- plan for the second year. and the conceptualization. chial Schools. Pregnant Students, Program Mae- design. and Implementation of an evaluation to lopment. Program Effectiseness. Program 0019 ED 132 174 measure the effect (if aoy) of desegregation on pupil Esaluation. Public Schools. Resource Centers. Goodwin. Judith achievement, interest in school, and self esteem School Distncts, Special Education. Vocational A Summary of Six Major Evaluation 'Reports on The findings of the study focus on a "smooth im- Education Follow Through in Philadelphia. 1974.1975. Re- plementation of the desegregation plan attnbuted IdentifiersPennsylvania (Philadelphia). Phila port No. 7713., to careful planning and implementation activities". delphia School Distnct PA Philadelphia School District. Pa. Office of Research (Author/R.1) The evaluations of 26 career education programs and Evaluation, which operated in the Philadelphia, Pennsylvania Report No PSD7713 school aistnet from July I. 19'to June 30. 1976 Pug Date,Aug 76 are contained in this report Gc illy the projects Notc25p.: For related documents, see ED 118 0021 ED 133 335 achieved their objectives. with iy a few cum- 629. ED 104 550, and ED 084 276 Evaluation of the Dade County Hearing Impaired .tIons Indications are that the "r development Pub Type Reports - Research (143) Program, 1975-76. programs ci rrently in progress hiladelphia are EDRS PriceMFOI/Pall Plus Postage. Dade County Public Schools. Miami. Fla. Dept. of well adapted to the environment in which they are DescriptorsAcademicAchicvemeot. Achieve- Planning and Evaluation expected to function. and have been developed in ment Gains. Ancillary Services.Attendance, Pub DateJun 76 accordance with the actual needs of the students Comparative Analysis. Compensatory Educa- Note--58p., Document not available In hard copy they are intended to serve Of the 26 projects eva- tion. Disadvantaged Youth. Early Childhood due to marginal legibility of original document Juated, eleven of these were pnmarily concerned Education, Mathematics. Models. Parent Partici- Pub Type Reports - Research (143) with classroom or shop instruction, six with cur- pation, Primary Education, Program Attitudes. EDRS Price - MFOI Plus Postage. PC Not Avails nculum development, and liv c with guidance activi. Program Evaluation, Reading. Summative ble from EDRS. ties The. otherfourprojectsinvolvedstaff Evaluation Descriptors- -Academic Achievement, Auditory development. job placement. and the development identifiers Pennsylvania(Philadelphia).Phila- Evaluation, Elementary Secondary Education, and refinement of a computer management system delphia School District PA. Project Follow Hearing Impairments. Itinerant Teachers, Parent foe the skills centers. Information is presented for Through Attitudes, Program Attitudes. Program Effec- each program separately and includes budget. pro- This report is s non-technical summary of six ma- tiveness, Program Evaluation. Special Educa- ject description. project history. objectives, project jor evaluation reports on the Follov. Through Pro- tion. Teacher Attitudes implementation. and project outcomes evaluation gram inPhiladelphia.1974.75Cross-sectional Identifiers)2de County Hearing Impaired Pro- questions. discussion. and conclusions and recom- analyses of February, 1975 achievement data gram. Florida (Dade County)

; ii sj EQUAL OPPORTUNITY IN EDUCATION Document Resumes 5 For this evaluation, information was gathered from parents of children enrolled in Dade's pro- 0023 ED 133 582 0025 ED 134 669 grams for the hearing unpaired, teachers of the hear- Comprehensive Career Curriculum Fir al Report. Bilingual/ BiculturalEducationProgram; Pro- ing impaired, regular teachers, and records of Des Moines Public Schools. Iowa grama De Education Bilingue/ Bicultural, 1975- children currently in the program. Information was Spons AgencyBureau of Occupoonal and Adult 1976. also gathered fi./m parents of children enrolled at Education (DHEW/ OE), Washington. DC Milwaukee Public Schools. Wis Dept of Educa- the Florida School for the Deaf and Hard of Hearing Report No VT- 103.575 tional Research and Program Assessment. Pub Date-76 at St Augustine, to obtain a relative comparison of Bureau No F713711% Pub Date-:-.1u! 76 Notc--20Ip. that and Dade's program The information gathered Pub Type Reports - Descriptive(141) from these sources was used tovaluate the two Gran'OEG-0-73- 5280 EDRS Price - NiF0I/PC09 Plus Postage. Note - -79p , For related documents sec CE 009 614 basic types of services offered thecaring impaired DescriptorsAcademic Achievement,Bilingual and CE 009 693 by Dade County (I) self-contain Education.Bilingualism.BilingualStudents. services, invols Pub Type Reports - Descriptive (141) ins pt.:cement of a student into a special classroom. Cross Cultural Training. Cultural Background. EDRS Price - MFOI /PC04 Plus Postage.. Cultural Differences. English (Second Language), with resourcmg into the regular school program as Desertptins *Career Education. C omprehencis c Ethnic Groups, Program Content. Program De- warranted, and (2) itinerant teacher services. prov- Programs, Curriculum Des clop:tient. Elemen- seriptuins.ProgramEffectiveness, Program ided for those with relatively little hearing impair- tary Secondary'. Education. Handicapped Stu- Evaluation. Spanish Speaking ment for approximately two hours per week Ses en dents.Insers ice Teacher Education. Program IdentifiersBilingual Education Act 1968. Bilin- major recommendations were made for program im Descriptions. ?rograin Evaluation. vocational gual Programs Elementary Secondary Educa- _Education tion Act Title VII, Wisconsin (Milwaukee) prosement (1) development of an in-sers see orien- A description and evaluation of-the Elementary tation for regular teachers. (2) increasing IdentifiersIowa. Iowa (Des Moines) and Secondary' Education Act Title VII-funded as ailability of appropriate career education and so- Covering the time period of July 1973 to June Bilingual/Bicultural Education Program inMil- cational training opportunities for th'e hearing im 1976, this report describes the procedures and re- waukee. Wisconsin is provided in this report. A paired child, 13) enhancing the 6ml:tun:canon sults of a comprehensive career education project dc% clopmental system of bilingual education ena- et:sting between teachers in the itinerant program 1C-12 in the Dcs Moines Independent School Dis- bled kindergarten through twelfth grade pupils to learn all subject content in both English and Spanish and students' parents, (4) pros tsion of more ade- trict The project consisted of the following 12 major components Elementary, junior high school, in the contest of Hispanic culture The bilingual/ quate facilities for itinerant hearing teachers, (5) senior high school, technical high school, hand bicultural teaching and supers Isory staff developed prosision of in sers ice training for teachers of the icapped career center. dropouts, career guidance curricula to implement program goals aimed at edu- hceing impaired in certain treas. (6) making asaila- services. placement and follow up. vocational youth cating students to feel at home in both the English bk more complete information on incoming stu- and Spanish language and the American and His- organizations, staff dcsclopmcnt. career informa panic cultures. When Bilingual Project participants dentsespeciallyfor teachers fun, tinningin hon, and postsecondary career training Activities were compared with national norms and Title I or se ,f ,.untamed settings. and (') more adequate Included development of curriculum materials and Spanish surnamed comparison groups, standard- pros,sion for certain equipment Items tRC) handbooks and their pilot testing. establishment of ized test results demonstrated that the goal o' -rade career Information centers and a placement center, level progress was achiesed at kindergartc er liners/ice and staff development, increasing com- and upper primary levels in readiness. Englis d- munity awareness of career education. desclopmcnt ing. and mathematics Equivalent progress was not 0022 ED 133 389 of challenge exams, and des clopment of handbooks demonstrated at middle primary grades, but at the Chin Laura. Ed for vocational youth organizations The main body upper primary level. Bilingual Program achieve- The Six-District Plan. integration of the Spring- of the report lists the original goals with procedures ment exceeded that of the Title I reading and mathematics programs (Author /AM) field, Mass., Elementary Schools, A Report of followed. rests,-evaluation. and conclusions and the Massachusetts. Advisory Committee to the recommendations An appended section presents United States Commission on Civil Rights. recommendations for a vocational preparation pro- Massachusetts State Advisory Con uttee to S gram for the handicapped divided into the three 0026 ED 135 823 . Commission on Coil Rights, Boston parts of recommendations for an expanded pro- ESEA Title VII Bilingual. Bicultural Education Pub Date--Mar 76 gran and general recommendations Theicareer in- Program: Programa de Education Bilingue/- formation Bicultural 1975-1976. N otc-65o center sursey form and projectdeveloped brochures arc also appended Milwaukee Public Schools. Wis Dept of Educa- Pub Type Reports - Research (143) (NJ) tional Research and Program Assessment EDRS Price - MFOI 'PC03 Plus Postage. Pub Date-4761 DescriptorsBlack Education. Bus Tramportation. Note--202p Citizen Role. Community Role. Descgregation Pub Type ReportsDescriptive (141) 0024 EDRS Price - SIFOI /PC09 Plus Postage. Methods. Desegregatto 'laps, Eleinentary ED 134 651 DescriptorsAcademic Achievement, Bicultural- Education. Racial Integral. Racial Relations, Title I Evaluation Report 1973.74. Chattanooga .Tsm. Bilingual Education. Career Education, School Desegregation. Success Public Schools. Compensatory Education. Elementary Second- Chattanooga Public Schools, Tenn Identifiers Massachusetts (Springfield), Six ary Education, Evaluation Methods. Parent Atti- Pub Date-74 tudes, Program Descriptions,- Program District Plan Note123p This report resiews the first year of integration Effecoseness. Program Evaluation. Self Con- Pub Type - Reports - Descriptive (141) cept. Spanish Culture. Spanish Speaking, Stand- under the unplernentation of the Six-District Plan. EDRS Price7411:01/PC05 Plus Postage. ardized Tests. Student Attitudes,Teacher of the elementary schools in Springfield. Massa- DescriptorsCompensatery Education, Educa- Attitudes. Test Results. Urban Programs chusetts Through this plan the %hoot department tionally Disadsantaged. Elementary Secondary identifiersElementary Secondary Education Act changed the racial composition in five previously Education.FederalPrograms. 'Mathematics, Title I. Elementary Secondary Education Act Ti- tle VII.Milwaukee Bilingual Education Pro- imbalanced elementary schools and integrated the Program Descriptions. Program Effect's eness. gram. Wisconsin (Milwaukee) elementary school system Redistricting, the reas- Program Evaluation. Public Schools. Reading This is the annual evaluation report of the Title signment of students and the transportation of stu Achievement. *Reading Programs, School Deseg- VII components of the Milwaukee Bilingual/Bicul- dents were major tools in this plan A profile of both regation tural Education Program funded by Title! and Title the community and the school system is provided in IdentifiersChattanooga Public Schools TN. Ele- VII of the Elementary and Secondary Education the report. and the histoncal events that led up to mcntary Secondary EducationActTitleI. Act of 1967 and the Milwaukee Public Schools. The Tennessee (Chattanooga) results of the 1975.76 assessment of pupil progress school integration are reviewed In the description A description and evaluation of 1973.74 pro- toward achievement of the program's academic and of the plan special attention is given to the problem grams funded by the Elementary and Secondary affective goals in elementary and secondary schools of studems from Spanish-speaking backgrounds Education Act. Title I, for the Chattanooga Public are detailedIt includes observations by parents. The city of Springfield was able to integrate its ele- School System in Tennessee. are contained in this teachers, administrators. and the Educational Re- source Team Standardized test results indicate the mentary schools with a minimum of trouble Some document The main project components are read- of the factors responsible for this are The school goal of grade level progress was achieved at kinder- ing and mathematics The major problem associated garten, lower and upper.pnmary in readiness, Eng- department worked over several years to develop with the 197344 Title I programs was a result of the lishreading. and mathematics when Bilingual and implement the plan Both the mayor and the implementation of the Federal Court mandate on Program performance was compared with national school superintendent lent their leadership and sup- school desegregation It caused adminictiativ c and norms and Title I or Spanish-surnamed comparison port In addition. Springfield's prior experience in logistic problems in the schools The performance groups Half-day kindergarten children reached the integrating the junior and senior high schools proba- objectives estaolished by the Chattanonga Public same achievement level as those in full-day classes Equivalent progress was not demonstrated at mid bly facilitated integration of the elementary schools School System for the Title I elementary schools in reading. mathematics. self-image. and responsibility elle primary, the level at which many pupils were The plan is still opposed by many residents who introduced to reading in their second language At provided a basis for evaluation of the TitleI pro- believe that mandatory busing is not the appropriate grams The results of the analysis of each perfor- upper primary. Bilingual Program achievement exceeded that of the Title I Reading and Mathematics path to integration Of much greater seriousness is mance objective indicated that certain objectives the unsolved problem of the Puerto Rican students ProgramsIn addition. Spanish reading achieve- were fully met. certain objectives were partially met. mcnt was high (Author / AM) Both bilingual and comparison and selected objectives were not met (Author/AM) pupils tested positive on a self-concept test. A sam- 6 Document Resumes EQUAL OPPORTUNITY IN EDUCATION plc of students indicated positive athludes toward Mexican and Puerto Rican cultures and a high lesel 0029 of cultural knowledge Career Orientation. Bilingual ED 135 921 0031 ED 135 923 Typing, and English for Latinos were innovative Lohman Maurice 4 Soles. Stanley secondary school courses Secondary students en. Bilingual Pupil Services; School Year 19744975. Bilingual Program In Auxiliary Services for High dorsecl bilingual education Teachers and parents New York City Board of Education. Brookly n!'NY Schools; School Year 1974.75. gas e ihe program high ratings in meeting the goals Office of Educational Evaluation New York Ceky Board of Education, Brooklyn. N Y. of grade level achievement and improved student Pub D;ii-75 ;Office of Educational Evaluation ^Tub Date-75 self.esteern Suggestions for program improvement Note..110p . Appendix A and B are in:await) lero.. were made (RC). ble dueto the print quality Note50p Not available in hard copy due to mar. ofthe original aicu .,gnial legibility of original document ment,Nev.. York City Board of 'Education Pub Type Reports - Descriptive (141) 2Function No 09.51698 EDRS Price M1201 Plus Postage. PC Not Avails. 0021 Eli 135 918 Pub Type ReportsDescriptise (141) ble (ram EDRS. Ii ulu+hm Gerald0 EDRS PriceMFOIr PCOS Plus Postage DescriptorsBilingual Education. Cognitive °b- College Bound Program, Summer 1975. Descriptors Bilingual Education, Bilingualism, raises,,'-English(SecondLanguage). High Nev. York City Board of Education. Brooklyn. N 1 Bilingual Students, Bilingual Teachers, English Schools. Languages, Non English Speaking. Reading Achievement, Reading Centers. Read- .,OfficeofEducational Evaluation (Second Language), Insery ice [Education. Math ing Programs. Reading Skills. Secondary Educa- Report No 13: E09.61622 mains Instruction, Non English Speaking, Pub Date-11 Aug 75 tion - ParairofessionalSchool Note..42p , Not available in hard copy due to Personnel.Reading IdentifiersAuxillary Services for High Schools. mar Skills. Spanish Speaking ginal legibility of the original document New York (New York) Identifiers- Elementary Pub Type ReportsDescriptive (141) Secondary Education This report describes and evaluates the -bilingual EDRS Price MFOI Plus Postage. PC Not Availa.' Act Title 1.New York (Nevoycirk) program of the Auxiliary Services for High Schools ble from EDRS. This report Contains a description and *e-valuatron (ASHS) Program in the New York City Schools for the 197i7,75 school year In 1974.75 there of the Bilingual Pupil Services Program, operated by were 12 DescriptorsBilingual Students. 'College Bound centers for this program distributed throughout all Students. Compensatory Education. 'English the New York City Board of Education. Officeof boroughs of New York City. Spanish was offered (Second Language), Grade 9, Grade 10, 'Junior its Bilingual Education The basic goal of theprogram n ine of the programs. French in two. Greek inone. HighSchool Students,Low. Achievement. was to improve the reading and mathematics abili- and Italian in one The bilingual program provided Remedial Mathematics. Remedial Reading, Span- ties of Hispanic non-English speaking pupils- and for the development of increasing English sio115 ish Sp aking. 'Summer Programs through English as a Second Language (ESL) Idenufki ElMentary Hispanic English speaking pupils whowere one or in. Secondary Education more years behind in reading and mathematics struction ,Beyond the F,SL instruction, the Act Title I. 4v. York (New York) program used the native or dominant language of achiesemnt as measured by teacher made and/or The principal objectives of the College Bound the students to de;clop competenciesin areas of Summer Program, funded under the Elementary Sc. standardized tests The program served 2061 pupils reading development. math. science. social studies, condary Education Act Title I. were to improve in 32 public schools in 13 community school dis- and several other areas Some studentsin Spanish student's reading and mathematics. increase their tricts Hie program provided in-servicetraining to were prcpared for the General Education High ability to do college work, and make the students' paraprofessionals who assisted the regular class. "School Equivalency Examin English or Spanish transition from ,unior h.gh to high school easier. room teacher by providing small group instruction versions The program emphasized bilingual guid- Program participants were selected on the basis of A copy of a test on teaching reading to the bilingual ance any1 counseling for both academic 'and voca- either performance on the Stanford Achievement learrr is included in an appendix (Author /AM) tional r..mds of students About 1.397 studentswere test or recommendations from junior high school served by the bilingual program in the 1974.75 counselors During each 'day of the program,stu- school year Among the major findings of the dents participated in three classes remedial reading, evaluation arc the following 1) students for whom completed test results were analyzed showed sig- correctise mathematics. and a reading or mathemat- 0030 ED 135 922 ics workshop An ESt. program with the same goals, Swum. brae n ificant gains in reading scores. 2) reading in native and using the audiolingual approach. was's part of languages showed significant gains in each of the Bilingual Program In Auxiliary Services for High languages for which test results were completed, 3) the program For ESL classes all materialswere in Schools; School Year 1975-76. achievement in matnematics among the 12 centers English and Spanish and bilingual educationalas- Sew York City Board of Education. Brooklyn,N showed significant differences with the exception of sistants were employed It was found tnat the pro. one school, and 4) for those students whose: tesults gram produced significant gains in reading and Office of Educational Evaluation Pub Date--76 were known, over 80% of the students who took the mathematics for all groups of pantie pants (Au., high school equivalency examination passed (Au- thor'.1M) Note.42p , New York Co Board of Lalucation thor/AM) Function No Q9-67604 Pub Type Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. 0028 ED 135 919 0032 Doyle, Robert E DescriptorsBilingualEducation. Compensa- ED 136 460' tory Education. English (Second Language), McKinght-Taylor, Vary The College Bound Program; Evaluation Period. Summer Program for Hospitalized Handicapped High Schools. 'High School Students, Mathemat School Year 1974.1975. Children, Summer 1975. Evaluation Report. New York City Board of Education. Brooklyn, N Y ics Instruction, Non English Speaking. Reading New York City Board of Education. Brooklyn, N Y. Office of Educational Evaluation Instruction. Secondary Education Office of Educational Evaluation. Pub Date-75 IdentifiersBilingual Education Act 1968. Ele- Stains AgencyBureau of Elementary and Second- Note - -29p, New York City Board of Education =miry Secondary Education Act Title VII. ary Education (DNB% 'OE), Washington. D C. Function No 09.59609 Ncw (New York) Report No --Br E.09.61607 Pub Type Reports - Descriptive (141) Pub Date(75) The bilingual program of the Auxiliary Services Note..44p, EDRS Price - MFOI /PCO2 Pius Postage. for High Schools (ASHS) provides DescriptorsBilingual Education. Cognitive Ob- an alternative Pub Type Reports - Research (143) educational system in New York for students who EDRS Price jectives,College Bound Students.!College 1411:01/PCO2 Plus Postage. Preparation. Disadvantaged Youth.High are bilingual or speak no English but do speak Span- DesetiptorsElementary Education, Exceptional Schools.Mathematics, Program Evaluation, ish, French. Italian. Greek or Chinese Thepro- Child Research. 'Handicapped Children, Hospi- eading Sciences gram's primary purpose is to prepare pupils for the talized Children. 'Hospital Schools. Individual- ized Instruction. Program Descriptions. 'Program IdentifiersCollege BOund Program. New York GeneralEducationHighSchoolEquivalency (New York) (HSE) examination in English or Spanish. therefore Evaluation, Reading instructibn. Urban Pro- grams This report contains a description and evaluation reading and mathematics skills are emphasized. An of the College Bound Program It was designed IdentifiersNew York (New York) to English as a Second Language (ESL)component is Presented is an evaluation of 'a program designed enhance the cognitive abilities of 9.300 high school included for the improvement of English skills to provide intensive reading instruction to students who were eligible for Title I funds The The in- bilingual program uses native dividual hospitalized, handicapped childrenin New program was conducted in 24 high schools with ap- or dominant languages .o improve competency in reading, math York City The project is noted to have served 375 proximately one fourth of the subjects at each grade einatics, and social studies Participants arc helped children in 22 hospital settings and unsolved 32 level The evaluation was designed to investigate the to keep their cultural heritage teachers Reported are findings indicating thatap- effectiveness of the reading, mathematics. science. In the 1975.1976 prosimatrly 927. of the pupils mastered at least one school year there were 12 bilingual centers The social science, and bilingual components qf thepro- objective which they did not master prior to the gram Test results revealed that the project im results of the evaluation showed that the basic program, and that 53% of the pupils mastered at proved standardize:testscoresinallareas. evaluation objectives were achieved by students for least 76S of the instructional objectives to which Statistically significant gains were obtained for the whom data was available English reading improved they were exposed after having demonstratedprevi- reading, mathematics. social studies, science, bilin- significantly Reading in the native or dominant Ian. ous non-mastery Among listed recommendations gual reading and bilingual science components for guagc and to mathematics showed a significantgain are that the program be refunded and the budget be all grade levels and for the ninth grade bilingual For students whose HSE resultswere known. ap increased Appended materials include the CROFT social science component (Author/AM) reading test forms, sample evaluation forms, and proximately 80 percent passed (Author /IM) data collection forms (IM)

1 / EQUAL OPPORTUNITY IN EDUCATION Document Resumes 7 EDRS Price - MFO1 /PCO2 Plus Postage. 0033 daily to improve reading and math skills. Program 'ED 136 4.6I DescriptorsExceptionalChildResearch. 11 evaluation findings are reported, including an im Lodato, Froinis J dividualized Instruction. Mathematics. Mental Noy cment in six specified reading and six math An Evaluation of Outreach Program for Disadvan- Retardation, Paraprofessional Personnel. Pro- objectives for students %kilo participated for the en- taged Mentally Retarded Children. 1974.1975 gram Descriptions, Program Evaluation. Read. tire year. and a mastery of nearly 100% of the in- ing Instruction, Rehabilitation Centers, Remedial School Ye--..r. Evaluation Report Function No. structional objectivesstudents were taught 09. 56607. Programs. Special Programs. Teaching Methods Appended arc tables with student Performance data New York City Board 0SEducation Brooklyn, N Y Identifiers New York (New York) from the Random House Critetion Reading Test Office of Educational Evaluation Presented is an evaluation of a program providing and the American Guidance Associates Kerlitath Spons AkencyBuriau of Education for the Hand- mentally retarded students in two occupational Test. (CL) icapped tDHEW i0E), Washington. D C training centers who were two or more years re- Pub Date(75) tarded in reading and/or mathematics with in Notc-13p idual or small-group instruction supplementing Pub Type Repnrts the basic program. It is noted that 110 participants 0038, ED 136 466 Research (143) were given 2 hours. 15 minutes a week instructional EDRS Price s NIF01, PC01 Pits Postage. Ellis Ronald S c by Paraprofessinnals and teachers An addi- DescriptorsCommunity Services. Dclixery Summer Program for Autistic Children, Summer tional objective of the program is reported to have 1975. Evaluation Report. Systems, Disadvantaged Youth,Excevional been providing for the training of paraprofessionals, Child Research, New York City Board of Education. Brooklyn, N Y Mental Retardation. Outreach workshops for paraprofessionals and teachers. and Programs. Program Descriptions.Program Office of Educational Evaluation development of behavioral objectives antinnova- Spons Agency Bureau of Education for the Hand- Evaluation. Lrban Programs tive teaching methods Among firlings listed are IdentifiersNew York (New York) icapped (DHEW/OE). Washington, D.C. that all program objectives were niet atl, that tfie Pub Date - -(75) Presented is an evaluation of a program serving program proved effective in meeting the needs of Note--33p. 373 disadvantaged mentally retarded children in this population of students for individualizedin- Pub Type. Reports - Research (143) New York Car to on:1.'1de services in the areas of struction Recommendations include that the pro- EDRS PriceMFOI/PCO2 Plus Postage. health. pnysisal and emotional. education. social gram be continued, that procedurel be flexible to, DescriptorsAutism. ElementaryEducation, and recreational needs Reported ,are findings in- allow experimebtation, and that time be allotted for Emotional Disturbances. Program Descriptions. dicating that 94 of the Ssliad 60:1 of or more of informal discussions Appended HMIs includea Program Evaluation. Summer Programs their unmet needs satisfied and that 65'of the Ss pupil profile, progress report, and tabulated data- An evaluation report is presented for a 1975 sum- had 100. of their current unmet needs satisfied (1M) mer program for 25 6- to 12.y earold autistic chil- Recommendations listed include that the program- dren in New nrk City. Evaluative procedures are 'be continued for 1975-76. that the program be ex- described, ant student ratings in four skill areas panded to alhschool districts in New York City, and (basic life skills, orientation to learning,. cognitive 0036 ED 136 464 thaLthe program be funded throughout the sumincr dlicks John S skills, and socialization) are explained Final results (1M) are said to indicate that all Ss demonstrated no de- IndividualizedInstructional Program for Emotion. crease in performance in the four areas. Appended ally Disturbed Children Unable to Participate in arc an observation report form. the rating scale used Formal Educational Programs. (Title 1, I) School in the evaluation, and a list of classroom activities. 003 ED 136 462 Year 1974.75. Evaluation Report. (CL) F's burg Estelle L New York City Board of Education. Brooklyn, N Y. Office of Educational Evaluation. Individualizing Instruction for Physically Hand- icapped and Mentally Retarded Children in Spons AgencyBureau of Education fur the Hand- icapped (13HEW,OE), Washington, D.0 0039 Special Schools. Schdol Year 1974.1975. Evalua- Reporr No B/E-09-56606 ED 136 -.79 tion Report. SiltermanDresner, Toby PrePlacement Program for Severely Multi-Hand- \ CU York City Board of Education. Biooklyn, N Y. NPuobt cp.-3;1P: 174) . Office of Educational Evaluation icapped Blind Children. 1974.1975 School Year. Pub Type ReportsResearch (143) Evaluation Report. Agency. ;Bureau of Elementary and Second- EDRS Price MEM /PC01 Plus Postage. ary Education (DHEW f0E). Washington, D C New York City Bnard of Education, Brooklyn, N Y. Descriptors -- Attendance,EmotionalDisturb- Office of Educational Evaluation. Report No B 'E-0951696 - antes, Exceptional Child Research, Indiv ;dual. Pub Date -(75) Spons AgencyBureau of Elementaryand Second- !zed Instruction, Mathematics. Program ary Education (DREW /OE), Washington, D.0 Note52p s4 Pescriptions:Program Evaluation. /leading In. Pub Datc--(75) Pub Type-- Reports - Research q43) struction, Remedial instruepon,Residential Pro- Note,17p . grams . EDRS Price - MPH /PC03t Plus Postage. Pub Type RepnrtsResearch (143) pescriptors--Exceptional Child Research, Hand- IdentifiersNew York (New York) EDRS PriceNIFOI /PC01 Plus Postage. icappcd Children. IndividyuslizedInstruction. Presented is an evaluation of a program designed DeseQptors *Blindness.Daily Living Skills, Ex- Mathematics, Paraprofessional Personnel. Pro- to provide individualized instruction for 28 seri- cePtional Child Services, Multiple gram DescriptionssoProgram Evaluation, Read- ously emotionally disturbed students in a residential Parent Participation. Preschool Education, Pro- mg Instruction,Remedial Programs.Special psychiatric program in New York City Findings arc gram Effectiveness, Program Evaluation Programs, Special Sci,cols, Urban Programs reported to indicate that the program met its objec Presented is an evaluation of a preplacement pro- IdentifiersNew York (New York) tives in producing significant growth in both reading gram designed to improve the performance of 15 Presented is an evaluation of a program,providing and math achievement, and additionally produced iniAti.handicapped blind children (4.10 years old) physically h'anclicapped and mentally retarded chit- over 100% improvement in attendance It is noted in activities of daily living, an i to involve the par- oren (4.21 years old) in 19 special educational facili- that efforts were-made by the hospital team to keep ents in the children's education Among findings ties in New York City with an intensive remedial and maintain contact with school programs outside reported are that all but one of the Ss improved in of the hospital to which the students would be re- program in reading and mathematics The program, activities of daily Irving as measured by the rating turning Listed recommendations include that ob- involving instruction by paraprofessionals of a mini- scaleIt is recommended that the program be con jectives in reading and math be defirad in terms of tinucd and that staff suggestions be incorporated mum ,if 1/2 to 1 hOur each week for a total of the historical regression formulas. that instruments minimum of 40 hours for each partictpant (except in into future programming Test results are presented used for data collection be improved, and that fund in tabular form (IM) hospital shcools where the minimum was 20 hours), ing for the program be modified Data forms arc is noted to have met all of the objectives with signifi- appended. (IM) cant demonstrated gains by the Si' in achievement an social-emotional development Listed recom- 0040 ED 136 480 mendations, include the recycng of the program, Chorus:, Sherrivod B continuation of the paraprofessional in the trainer 0037 ED 136 465 Summer Program for Reading and htshcmaties role and improvement of diagnostic and prescrip- Gottlieb, Jay for Handicapped Pupils in Special Education tive arogiamming Findings are.provided in tabular Transitional Classes Program. Schnol Year 1975. Classes(DSEPPS)(SeverelyEmotionally forin and test results are appended (IM) 1976. Evaluation Report. Handicapped.HearingImpaired,Multiply New York City Board of Education. Brooklyn. N Y Handicapped, Pre-Placement) Summer 1975. Office of Educational Evaluation Evaluation Report.. Spons AgencyBureau of Elementary and Second- New York City Board of Education. Brooklyn. N.Y. 0035 ED 136 463 ary Education (DHEW/OE), Washington, D C. Office of Educational Evaluation. Levy Marguerite F Pub Date(76) SponsSAgencyBureau of Elementariand Second- Individualized lastruction for Handicapped Stu- Note55p ary.Education (DH EW/OE). Washington, D.C. dents in Special.Schools (Part C). School Year Pub Type ReportsResearch (143) Pub Date(75) 1975.1976. Evaluation Report. EDRS Pricets1F01/PC203 Plus Postage. Note --S Ip New York City Board of Education. Brooklyn, N Y DescriptorsAnthmetic, Elementary Secondary Pub Type Reports - Research (143) Office of Educational Evaluation Education, 'Emotional Disturbances,Program EDRS PriceMFOI/PC03 Plus Postage. Spons AgencyBureau of Elementary and Second- Descriptions. Program Effectiveness. Program Descriptors Arithmetic,CriterionReferenced ary Education (DHEW/OE), Washington. D.C. Evaluation, Reading Improvement, Reading In- Tests. Early Childhood Education, Elementary Report No B/E-09-69698 struction Secondary Education, Ei .otional Disturbat(ces, Pub 'Date) 76) Described is the Transitional Classes Program for Exceptional Child Research, Field Tnps, *Hand- emotionally disturbed children 7-17 years old, It is icapped Children, Hearing Impairments. In- Note-36p explained that individual or small group sessions Pub Type ReportsResearch (143) dividualizedinstruction, MultipleDisabilities. based on individualized programs arc conducted ProgramDescriptions, ProgramEvaluation.

'6 i 8 Document Resumes EQUALOPPORTUNITY IN EDUCATION Re, ding Difficulty. Recreational Aetisitics, So. ETAS PriceNIFOI/PC03 Plus Postage. IdentifiersNew York (New York) ciatization SpecialClasses, "Summer Programs DescriptorsCriterion Referenced Tests. Early Presented is an evaluation of 4 summer program Evaluated was a program designed to provide in Childhood Education,Elementary Secondary ch,:jualized supplementary instruction in reading which consisted of mouidualized and small group Education, Exceptional Child Research, 'Hand- and mathematics for two populations of hand- instruction in reading and arithmetic, recreattonat :capped Children,Ind.vidualized Instruction. &Au. dies and fielo trips designed to promote aca :capped children-mentally retarded and neurologi- Language Handicaps. Mathematics, Mental callyimpairedemotionallyhandicappedin34 demic and socialization skills for 506 handicapped Retardation. Program Descriptions. Program children The program is noted to have had four schools in New York City Among findings were Evaluation. Reading, Recreational Programs. So. that statistically significant gains were made on both componentsseverely emotionally handicapped. cialization. Special Classes. "Speech Handicaps, hearing handicapped, multiply handwapped, and reading and mathematics subtests of the Wide ' Summer Programs Range Achievement Test, and that problems were preplacement (multiple learningdisordered) Evaluated was a summer program of reading and of an administrative nature and easily correctable. Among findings and conclusions discussed are that mathematics for handicapped pupils in %occult edu- Recommendations included that teachers be given at least 93' of the children met at least one instruc- cation classes consisting of two components the more latitude in deciding on the children eligible ti mal objective. that the children revered outstand- speech /language impairment component, including and amount of instruction each pupil wouldreceive; inginstructional experiences, and thatthe 377 students, and the component for mentallyre that only experienced teachers be hired. that esenplary program performance is based. in large tarded pupils, including 315-students The speech/- teacher trainers have a more defined job role, and path upon the system of setting concrete instruc- language component. designed to Improve that physical space allocations be carefully exam- tional goals for each child (criterion referenced test. academic skills through individual or small-group flied (Test results are appended.) (1M) Alsoidentifiedascontributorytothe instruction, lacked good definition of the relation- program's success were excellent staff skills which ship between speech:language improvementcon- provided enthusiastic learning environments and :erns and attempts to improve reading skills and did the concept of breaking the instructional day into not meet the evaluation objective of mastery of at 0045 ED 136 485 academic and recreational segments Appended least one instructional objective by 7r`'e of the Ramsay. JamesG. materials include descriptions of the enterton refe- pupils The mental retardation eompont 1st. largely DSEPPS Supplementary Reading Program for renced tests used and results in ,tabular form (IM) social-recreational in design, exceeded the evalua- Handicapped Children 1975-76. Evaluation Re- nonjabjective of mastery of at least one instructional port. °Weave formerly failed by 70% of the pupils. with New York City Board of Education. Brooklyn, N.Y. nearly 88% mastering at least one new objective Office of Educational Evaluation 0041 ED 136 481 However. higherfunimoning pupils were restricted Spons AgencyBureau of Elementary and Second- Abordo. Enrique J due to an insufficiency of range in portions of the ary Education (DHEW/OE). Washington. D.C. Summer Program of Reading and :Mathematics for training/assessment technique (Criterion Pub Date-4761 HandicappedPupilsinSpecialEducation refereneed testing is explained, and results arc ap- Note50p Classes (Neurologically Impaired - Emotionally pended in tabular form ) (Author /15.1) Pub Type Reports - Research (143) Handicapped. Emotionally Handicapped - A and EDRS PriCe - MFOI/PCO2 Plus Postar.e. B Classes,Neurologically Impaired and/or DescriptorsDiagnostic Teaching,Educational SeverelyPhysicallyHandicapped,andthe Objectives, Elementary Second.. ,Education, Demonstration Classes for the Tsacher Training 0043 \ ED 136 483 Exceptional Child Research. HandicapperIC:.;.- Institute). Summer 1975. Evaluation Report. S.:pets:on GaryA dren. Program Evaluation. Reading Programs, New York City Board of Education Brooklyn, N Y Supplementary Reading and Mathematics I nstrue Remedial Reading, Research Design, Statistical Office of Educational Evaluation tional Skills Program for Handle pped Children. Data Spons AgencyBureau of Elementary and Second- School Year 1974-1975. Evali...ion Report IdentifiersNeu York (New York) ary Education (DREW' /OE). Washington. D C New York City Board of Education. Brooklyn, N Y Reported is the evaluation of the Division of Spe- Office of Educational Evaluation Pub 133lC(75) cial Educationand PupilPersonnelServices Note- 123p Spons AgencyBureau of Elementary and Second (DSEPPS) 1975.76 Supplementary Reading Pro- Pub Type Reports - Research (143) ary Education (DHEW/04,Wnshington. D C gram for Handicapped Children which operated in EDRS Price - 1IFOI/PC05 Pius Pcistage. Pub Date-475J 43 schools in New York City and served 1,578 chil- Descripturs 'Criterion Referenced Teits,Fie- Note-58p. dren (5.16 years old) through two agencies-the Bu- inentary Secondary Education. Etnotiony: Dis- Pub Type Reports - Research (143) reau forthe Educationofthe Physically turbanees. Exceptional Child Uescarch. EDRS PriceMFOI/PCO3 Plus Postage. Handicapped (13EPH) and the Bureau for Children Handicapped Children. Indis tdualizr d Instrue DescriptorsElementarySecondaryEducation. of Retarded Mental Development (CRMD). The t Language Skills. Mathematics, N eurologieal Exceptional Childitesearch. Handicapped Chil- reading program is noted to have employed a re Impairments. Physical, Disabilities. Program Dc- dren.Indicidualized Instruction. Mathematics. pcating sequence ofdiagnosis,prescription, serimions, Program Evaluation. Reading, Severe Program Descriptions, Pri,gremI valuation. remcdiation, and evaluation Among the evaluation Disabilities. "Summer Programs Reading. Skill Development. Special Programs. objectives listed were statistically significant im- IdentifiersNew York (Nov York) Supp:n,,,tmy Education provement of Ss an their reading grade level and Evaluated was a summer program in rcading and Ficsented is the evaluation of a program designed- mastery o eight previously failed instrsictionakob- mathematics for handicapped pupils in special edu- to improve the skills of 2,700 handicapped students jectives in reading Findings are reported in terms of cation class& designed to maintain and improve (5.16 years old) in th, areas of reading and math- evaluation objectives. field evaluation check list. these skills through individualized and small group ematics, using intenstic individual and smell group discrepancy analysis, and recommendations from instruction Initial diagnostic testing using crnetion instruction and supplementing the special education the prior year's evaluation it is concluded that the referenced tests indicated target areas for basic academic program /,mong findings listed arc that DSEPPS Reading Program did produce statistically skills instruction. which was implemented through bran - injured and phqically handicapped children. significant improvement in children's reading level, theuse of a prescnptise multi-modal teaching particularly those in elementary grades. made sig. that it was not demonstrated that 70% of any of the method After retesting. for each of the four compo- mlieant academic gains. and that the program va- groups of children were able to master eight or more nets involved- neurologically impaired /emotion- lied according to program site -among instructional objectives from the California Pre- ally handicapped. emotionally handicapped (A and recommendations noted are that receiving schools scriptive Reading Inventory. that for the majonty of B classes,. neurolog.cally impaired and, or severely cooperate with the program teacher and teacher children, participation in the program resulted in physicallyhandicapped, and emotionally hand. trainer in providing supplementary instruction, that the mastery of instructional objectives which were :capped and neurologically impaired (demonstra- orientation and in-service training for teachers be failed on the pretest, and that the program cotn- non classes) -it was found, in respective order. that held throughout the year, and that teachers be prov- cided with the project proposal Tables with statisti- 91 7", 85 and 789c of the students mastered ided with a curriculum package Appended materi- cal data are provided, and appended materials are als include a classroom observation profile and test given which include a sample information report at least one math object.ve, and 93%. 78%, 875,. and, results in tabular form OW 61"c mastered at least one language objective. Fur- form. a data loss form, and a program abstract. thermore. the results indicated that in either cate- (SB11) gory the majority of participants could obtain from one to four instructional objectives (Appended 0044 ED 136 484 materials include behavioral objectives used and re Goitheb. Joy sults an tabular form) (Author /IN1) 0046 ED 136 486 Supplementary Reading and Mathematics lnstrue Miller. Martin B tional Skills Program for Handicapped Children Mainstreaming-Supportive Educational Services (1974.1975). Evaluation Report. for the Learning Disabled (DSEPPS) 1975- New York City Board of Education, Brooklyn. N Y 1976. Evaluation Report. 0042 ED 136 482 Office of Educational Evaluation Miller. Martin B New York City Board of Education, Brooklyn. N Y. Spons AgencyBureau of Elementaryrid Second- Office of Educational Evaluation Summer Program of Reading and Mathematics kir ary Education (DREW /OE). Washington. DC, HandicappedPupilsinSpecialEducation Spons AgencyBureau of Elementary and Second. Pub Date(75) ary Education (DHEW /OE), Washington, D C. Classes: Speech/Language Impaired Pupils and Note -24p MentallyRetardedPupils. Pub DateP6j Summer1975. Pub Type ReportsResearch (143) Note-24p. Evaluation Report. EDRS Price - MFOI/PC01 Plus Postage. New York City Board of Education. Brooklyn, N Y Pub Type Reports - Research (143) Descriptors ElementarySecondaryEducation, EDRS Price - MEGI/PC01 Plus Postage. Office of Educational Evaluation ' Emotional Disturbances. Exceptional ..Mid Re- Spons AgencyBureau of Elementary and Second- DescriptorsElementary Education, Exceptional search. Handicapped Children. Inclisidualized ChildResearch.IndividualizedInstruction, ary Education (DREW /OE), Washington, D C Instruction, Mathematics. Mental Retardation, Pub Date -(75) Learning Disabilities. Mainstreaming, Neuro- Neurological Impairments. Program Descrip logical Impairments, Program Evaluation, Re Note-!53p lions. Program Evaluation, Reading. Skill Devel Pub Type Reports - Research (143) source Centers, Resource Teachers. Teachers opment. "Supplementary Education Evaluated was the program, which followed the

\. EQUAL OPPORTUNITY IN EDUCATION Document Resumes 9 resource room model, to pros ide supplementary in- skills, vision training. psychomotor an ceptual and emotional behavior, and attitudes toward and disidtall and small group instruction to 360 main- training. socialdeselopnient.ambulation,self. relationships with adults in the educational setting streamed children (in grades k-6) diagnosed as dependence, self-awareness, and awareness of otn neuro1ognally impaired Aside from providing di. ers Objectives of the evaluation were to determine Pre- and posttest data revealed that statistically reel instructional services, program teachers con- if the performance of a majority of students irn significant differences in the direction of gains and sulted with regular class teachers about problems for proved across all items at least one scale point ur the improvement were obtained There was also close students of mutual concern Esaluation of this pro. areas mentioned above, and to determine if parents agreement between staff members that Over 75% of gram requirement (consultation) showed that the were ins olved in the educational and emotional the children had impved moderately or markedly quality of consultation saved as an apparent Joint needs of the children and the rehabilitation methods in attitudes toward sad relationships with adults. function of program teachers' experience and the employed Findings showed that although the pro- (Among appended materials are statistical data and merit of support given the program by school ad ject's first objectise was not met, no child decreased ministrators in the various centers Program objec a sample form used to collect ratings of improve- an terms of ttareas under consideration and par- ment ) (SBH) usesofsignificantlyimprovedreading and ents were Inv cd in the program (Appended are mathematic skills for participating students were the rating scale, a sample interview schedule, re generally achiese :(Author /SBH) sponses to telephone interviews, obscrsation report forms, and a daily schedule ) (SBH) 0051 ED 136 491 Berger. Barbara 0047 ED 136 487 Teacher Training and Program Development in Weinstein. Sanford 0049 ED 136 489 Motor Education for Handicapped Children In Diagnostic and Remediatton Program to Amelio Ellis. Ronald S New York City Elementary Schools. September rate the Reading Disabilities of JHS CRMD Summer Education Program for Neurologically 1974 -June 1975. Evaluation Report. Pupils. February-June, 1975. Evaluation Report. and Physically Handicapped Children. Summer New York City Board of Education, Brooklyn, N.Y. New York City Board of Education. Brooklyn, N Y 1975. Evaluation Report. Office of Educational Evaluation Office of Educational Esaluation New York City Board of Education, Brooklyn. N Y Spons Agency-Bureau of Education for the Hand Spons Agency- Bureau of Elementary and Second. Office of Educational Evaluation ary Education1DHEW 'OE), Washington, D C mapped (DHEWi0E), Washington, D C Spons Agency -Bureau of Education for the Hand- Pub Date -(75J Pub Date-(75) 'capped (DHEW/OE). Washington, D C Note -25p Pub Date-(75) Note-29p Pub Type-- ReportsResearch (143) Note35p Pub Type-- Reports - Research (143) EDRS Price - MIT01/PC01 Plus Postage. Pub Type-- Reports - Research (141) EDRS Price - MFOI/PCO2 Plus Postage. Descriptors- Educational Diagnosis, Exceptional EDRS Price - NIF01/PCO2 Plus Postage Descriptors- ElementarySecondaryEducation, Child Rescarc."ndisidualized Instruction, In- Descriptors-Daily Living Skills. Elementary Se- Exceptional Child Research, Handicapped CH. termed:ate Grad-Junior High Schools, Meotal condary Education. Exceptional Child Research, dren,!risers ice Teacher Educa)or. Mainstream. Retardation. L; Mental Retardation. Pro Learning Disabilities,Motor Des clopment, mg,ParentEducation,'PerceptualMotor gram Evaluation. Reading Difficulty. Reading Neurological Impairments, Parent Pam, Coordination. Program Evaluation, Sensory Programs.Remedial Reading. °Success. Teach. lion. Physical Disabilities. Program Evalua mg Methods Training Rehabilitation Programs. Social Development, leentifiers-New York (New "' Identifiers-New York (New York) 'Summer Programs, Swimming Es aluated was a project designed to pros ide a Es aluated was the Summer Education Program Evaluated was a program designed in improve the supplementary rodidualized reading,remediation for Neurologically and Physically Handicapped perceptual. motor 'sensory skills of 1.002 hand- program for 1.221 educable mentally retarded stu Children, designed to improve the performance of icapped children (5-21 years old) .n New York City dents (12-16 years old) from 41 intermediate or 145 children (6.16Jars old) in the following areas- school'. Program components included motor edu- Junior high schools in New York City The project gross motor skills, swimming, fine motor skills. so- cation training for students, incervice training of goal was to diagnose the reading disabilities of the cializationwith nonhandicapped peers,and classroo.teachers and periodic teacher workshops, students, raise their Ies el af reading proficiency, and independent daily hung skills The program in- and parent education through workshops and spe- a meliorate their readingdisabihucs Teachmgmeth- cluded the following activities pool hydrotherapy cially designed training materials. Findings showed ods included one-to-one and small group instruc- and swimming instruction, physical and occupa- that students made significant gains in motor skills tion. and the use of multisensory instructional tional therapy, reading and mathematics instruc- materials and equipment Lsi .g pre- and post-test as a result of training, that a positive training effect tion, arts and crafts, music, instruction in game was also evident for classroom teachers, and that the es aluation, a was determined that student partici- skills, field day competition. and encouragement of pants in the program succeeded in raising then les parents to assist and participate in the program program proved to have a comparable positive im- els significantly beyond the level anticipated had Findings indicated that the program met its objce- pact on parents as well Recommendations were they not participatedIt was also found that diag- cs of demonstrating a statistically significant un- a made that services be enlarged to include additional nostic procedures were universally applied and uti- pros ement of its participants in program skill areas, classes of learning disabled and blind students, and lized And fianlly,it was found that delays in and that the program as implemented coincided that the scope of teacher training be expanded. (Ap- funding shortened the treatment penod. and that with the program as described in the proposal (Ap- pended materials include sample data report forms, difficulties in hiring prevented much contribution pended materials include sample observation report and copies of the !Amor Proficiency Screening Test, by psychological support personnel to the success of forms, the rating scale. a schedule of daily actisities. the program The aspects of the program which the teacher questionnaire, and the parent question a sample parent questionnaire. and the program ab- nairc ) (SBH) were observed to account for the highly positive stract ) (SBH) results were the individually tailored remechative efforts made possible by small group and one -to -one instruction, and the skill with which teachers ex- 005-2 ED 136 497 ecuted both diagnostic and remediative tasks 0050 ED 136 490 thorISBE)) Ilothrithead, T Dade County Procedures for Providing Special PreSchool Program for Emotionally Disturbed, Education for Exceptional Students. Language and Perceptually Impaired Children Dade County Public Schools, Miami, Fla. Div of (Title VI) Evaluation Period (December 1974- Elementary and Secondary Education 0048 ED 136 488 June 1975),- Evaluation Report. Pub Date--Apr 76 Ellis. Ronald S New York Cat) Board of Education. Brooklyn, N.Y. Note -346p Summer Pre-Placement Program for Severely Office of Educational Esaluation Pub Typc- ReportsRescach (143) MultihandicappedBlindChildren.Summer Spons Agency- Bureau of Education for the Hand- 1975. Evaluation Report. EDRS Price - MFOI /PCI4 Plus Postage. icapped (DHEW/OE). Washington, D C Descriptors- Administration, County Programs, New York City. Board of Education. Brooklyn. N Y Pub Date-(75) Office of Educational Evaluation Note24p Due Process, Exceptional ChildEducation. Handicapped Children. Program Desc-iptions, Spons Agency-Bureau of Education for the Hand Pub Type- ReportsResearch (143) !capped (DHEW 'OS). Washington. D C EDRS PriceMFOI /PC01 Plus Postage. Program Guides, Special Education Pub Date-(75) Descriptors- 'EmotionalDisturbances. Excep- Identifiers---Florida (Dade County) Note -33p tional Child Research. Identification. Interven- Described are procedures and policies of the Dade Pub Typc- Reports - Research (143) lion. Language Acquisition. Learning County Florida Public Schools regarding special EDRS Price - MFOI /PCO2 Plus Postage. Disabilities. Perceptual Motor Coordination, Pre- education Considered are nine basic areas philoso- Descriptors-Children, Communkation Skills, Ex- school Education. Program Evaluation, phy of the program (including an organizational ceptional Child Research, 'Individualized Pro- Remedial Programs, Social Adjustment. Speech grams. Mobility, *Multiple Disabilities. Pareot chart and description of the case staffing proce- Improvement dure). due process guidelines (including (Mew' Participation.PerceptualDevelopment, Pre aluatcd was a program designed to make an gram Evaluation, Psychomotor Skills. Rehabili- procedures and exclusion), contractual services eaoy diagnosis of the emotional problem. and learn- (such as contracts with nonpublic schools), facili- tat:onPrograms, SevereDisabilities.Social ing disabilities of 40 preschool children, and to fur- ties, statistics covering programs and students, in- Development, Summer Programs. Young CU- nishculecationalinterventions so thatthese dre,a problems might be ameliorated before the children service education, federal programs, special state Identifiers-Personal Independence enterformal schooling. The program centered programs, and procedures for providing 12 county Evaluated was the Summer Pre-Placement Pro- around speech and language, perceptual-motor ac- programs (including programs for the educable and gram for Severely Multihandicapped Blind Chil- usuies, and adjustment to peers and adults Evalua trainable mentally retarded, the speech and lan- dren, designed to provide individualized programs lien objectives focused on assessment of guage impaired, and the socially maladjusted) Sug- for improving the performance of 16 children (4.11 improvement of 50% of the participants in areas of years old) in the following areas-communication gested formsare includedthroughout the language, perceptualmotor development, social document. (CI.) 10 Document Resumes EQUAL OPPORTUNITY IN EDUCATION health, self-awareness, and the resource classroom 0053 ED 142 703 as a laboratory in vocational training), and 9 units 0051 ED 143 435 Evaluation of Personalized, Individualized, Voca- relating to career centers. Each unit contains the Luhshuc Anne 31 tional Occupations Training. Final Report. following An oserview, content outline, unit objec- Philadelphia School District, Pa Follow Through Pupil Absence Rates In Phila- tives, and unit description, which prnvides criterion delphia, 1974-1975. Report No. 7701 Spons AgencyNational Center for Educational referenced objectives, learning activities, and a list Research and Development (MI EW/OE). Philadelphia School District. Pa Office of Research Washington. D C of materials Materials lisle I are teacher references, and Evaluation. Bureau No --498AH50297 children's books, study prints, kits, films, filmstrips. Scions AgencyOffice of Education (DHEW). Pub DateMar 77 records and songs, and classroom materials and Washington, D C. Grant-0007500452 equipment used in fie activities Addith,pal es Zlit13- Pub DateJun 76 Note--85p tion suggestions are included for some Units A list GrantOEG-G007502171 Note - -63p. For related documents, see ED 131 Pub Type ReportsResearch (143) of unit authors and their schools concludes the EDRS PriceMFOI/PC04 Plus Postage. guide (TA) 095, ED 132 174, ED 136 941.942, ED 137 317. ED 137 407, PS 009 461.462 DescriptorsAcademic Achievement. 'Audi- os isual Instruction. Bilingual Students. Compara Pub Type ReportsDescriptive (141) rive Analysis, EDRS PriceISIF01 /PC03 Plus Postage. 'Conventional Instruction, DescriptorAttendance. Criterion Referenced Tests, Curriculum Evalua- 0055 ED 143 122 Attendahee Patterns, tion. Curriculum Research. Educational Env'. AttendanceRecords,ComparativeAnalysis, Title IX: Questions, Answers and Comments. 'Compensatory Education, *Demonstration Pro- ronment, Expenmental Groups. High Schools, Los Angeles Unified School District. Calif Inchvidualized Instruction. nob Skills. Mild grams, Earty Childhood Education, Early Ex- Pub DateAug 76 perience. Program Evaluation, Truancy Mental Retardation, Regional Schools. Second. Note - -76p, For a related document. see EA 009 ary Education, Spanish Speaking. Vocational IdentifiersPennsylvania (Philadelphia). Project 768 Education, Vocational Schools. Vocational Train- Follow Through ing Centers Pub Type Guides - General (050) Absence data from the Follow Through program IdentifiersPennsylvan a (Philadelphia) EDRS PriceMFOI/PC04 Plus Postage. in 18 Philadelphia public schools over the 1974.75 A study was conducted to determine whether or DescriptorsAthletics, Awards. Courses. Educa. school year arc presented according to grade. model not the Personalized. Individualized, Vocational tional Facilities, Elementary Schools. Elemen- and tou,1 program The rep In, covering grades K-3, examines both overall absence patterns and differ- Occupations Training (PIVOT) materials developed tary Secondary Education, Employment. by the School Dastnc,t of Philadelphia were capable ences in absence patterns of pupils with and without Extracurricular Activities, Federal Legislation, previous Head Start or equivalent experience. From of developing entry-level competency in secondary Guides. Nondiscriminatory Education, Physical school students in a variety of educational settings a frequency distribution of data obtained, six ab- Education, Secondary Schools, "Sex Dascrimi sence intervals were established. ranging from no (comprehensive highschoolse,, an occupational nation, Student Organizations, Textbooks school for educable mentally retarded, a skills cen- absences to more than 75 The six intervals were ter. and an area vocational technical school) and Identifiers ---Los Angeles City Schools CA. Title recorded for the total population (ALL) and, two subject areas (nurse's aide, industrial electricity, au- IX Education Amendments 1972 subgroupspupils with previous Head Start or tomotive mechanics. and machine tool trades) Ex- This guide is intended to answer questions from equivalent experience (HS) and those without such perimental classes, using the PIVOT materials, were parents, students, community members, and school exposure (NHS) Across models, absence rates at taught by means of individual sound -on -slide pro- staff members concerning the Title IX requirement every gradelevel were Inwer for HS pupils and jectors. while control classes were taught the same that schools provide equal educational and employ. higher for NHS students, as compared to ALL material by conventional methods Comparison of ment opportunity for both sexes. Compiled for the pupils Within individual models. the difference between HS and NHS pupil absenteeism was notable. rates of success on a criterion task in each ,subject Los Angeles Unified School District, the answers frequently 20 or mnre percentage points in favor of arca proved the PIVOT method capable of develop- and comments contained in this paper are poten- ing entry-level competency in each setting No sig- the HS group HS pupil attendance rates were sig- tially valuable to other school districts as well The nificantly better than NHS rates of all grade levels nificant differences were detected however between major areas covered include student activities. ath- effects of the PIVOT materials and conventional in four of the seven models, at three grade levels in methode except for educable mentally retarded stu- letics, student organization,, courses, student and one model, and at twn grade levels in two models dents, who learned significantly better with the PI- staff employment, school facilities, student awards Model programswere. EDC (Educational Develop- VOT materials Repetition of the experiment with and honors. physical education, and textbooks and ment Center). Bank Street. Behavior Analysis. larger groups of students is recommended Appen- instructional materials Also discussed are counsel- Philadelphia Process, Parent Implemented, Bilin- dixes, which comprise three-fourths of the docu- ing materials and practices. student dress codes, stu- gual, and Florida Parent Tables and graphs com- merit. include lists of PIVOT units, the criterion dent records, sex education, discipline. prise approximately half of this report (Author I BF) tasks and checklists for units used in the research. scholarships, pregnant students. and grievance the rating form fly individual slides and definitions procedures. (Author/DS) bf possible defects, samples of printed materials used with the PIVOT units, and the research ques- 0058 ED 143 436 Lukshus. Anne M tionnaires (Author/ BM) ' Continuance and Transience Among Teachers and 0056 ED 143 229 Pupils in the ;ollow Through Program in Phila- Alum. Herbert L delphia, 1971-1975. Report No. 7709. 0054 Title IV-C Pilot Program: An Educational Needs Philadelphia School District., Pa. Office of Research ED 142 782 Projection Model. Project Report. Estimates of Career Education Resource Units: Grade: Special and Evaluation Programs. Personnel Needed and Costs of HISD Bilingual Spons AgencyOffice of Education (DHEW). Newar). School District. Del Education Programs. Washington. D.C. Spons AgencyOffice of Education (DHEW). Houston Independent School District. Tq Pub DateJul 76 Washington. D C. Pub Date-4 'Mar 77 GrantOEG-G-007502171 Pub DateMar 76 Note--39p. Note--5Ip ; For related documents, sec ED 131 095, ED 132 174, ED 136 941.942. ED 137 317. Note- 138p, For related documents see ED 122 Pub Type ReportsResearch (143) ED 137 407, PS 009 460. PS 009 462 041 and CE 011 889.896 EDRS PriceMFOI /PCO2 Plus Postage. Pub Type-- Guides - General (050) Pub Type ReportsDescriptive (141) / Descriptorsnilingual Education, Cost Effective- EDRS PriceMFOI/PC03 Plus Postage. EDRS PriceMFOI/PC06 Plus Postage. ness, 'Cost Estimates, Educational Finance. Edu- DescriptorsBehavioral Objectives. DescriptorsComparative Analysis. 'Compensa- "Career cational Legislation, Educational Needs. tory Awareness. 'Career Education. Criterion Refe- Education.Demonstration Programs, Educational Planning. Models, Personnel Early Childhood Education, 'Faculty Mobility. renced Tests, Curriculum Gu,des, Elementary Needs, Prograir Education, Elementary School Curriculum. Fine School Personnel Program Evaluation. 'School Holding Power. Arts, Humanities, Individual Development. Inte- e The general purpose of this project (Title IV-C 'Student Mobility. Student Teacher Relationship grated Curriculum. Learning Activities, Learn- Pilot Program An Educational Needs Projection IdentifiersPennsylvania (Philadelphia), 'Project ing Laboratories. Physical Education, Primary Model) is to develop procedures for forecasting the Follow Through Education, Resouree Centers. Resource Materi- personnel needed by the school district for a five- This report on Follow Through teacher and pupil als, Resource Units. Self Concept. Special Educa- year period in response to current and expected retention in 18 Philadelphia public schools presents tion, Teacher Developed Materials. Unit Plan, legislation, changing student population, etc. Dur- continuance transience data for the school years Vocational Education ing the first project year, 1976-77. emphasis is 1971.72 through 1974-75. Data are summarized by The units contained in this guide are intended program model and by total program. with teacher placed on forecasting the personnel needed for man- numbers and percentages for each model aggregated primarily as resource materials to assist elementary dated bilingual education programs. This report by grade (K-3) as well There were 350 teachers school teachers in identifying units into which ca- summarizes the "Bilingual Education Cost Anal- assigned to the Follow Through program during the reer awareness concepts can be infused and also in identifying instructional activities that correlate ysis," by Cardenas, Bernal and Kean (1976 a, 1976 four-year span who remained at least five months in basic skills and career education objectives. Intro- b); presents a cost analysis of the Houston ISD'bilin- each year after assignment, of these, 59% continued ductory information includes a definition of caree gual education programs based on existing pro- through 1974.75 Of the 7.936 pupils entering the education and an outline of goals for elementary grams, presents initial estimates of personnel needs program during the four years and remaining at least career awareness,The units are designed to be ap and costs for the Houston Independent School Dis- five months in their initial year, 64% continued propnate for multigrade activities, from kinder- trict. discusses the use of these estimates in an Edu through 1974-75. Pupils with Head Start or equivalent experience continued in the program at a sig garten through grade 5. There are 21 units relating cauonal Needs Projection Model, and includes two to the fine arts (art, music, theater). 7 units relating nificantly higher rate than non-Head Start children, appendices, one comparing the Cardenas et al and in both total program and individual models Of the to physical education, 4 units relating to special edu- the Alston bilingual education cost analyses, and cation(Interne- and speaking seven program models-EDC (Educational Deve- skills,personal the second on the ENP models (Author/AM) lopment Center), Bank Street, Behavior Analysis, EQUAL OPPORTUNITY IN EDUCATION Document Resumes 11 Philadelphia Process. Parent Implemented, Bilin- guage Readiness, Engli..hto Speakers of Other dents' parents The author deseribes the sampling gual, and Florida Parent the Philadelphia Process Languages, Follow Through, Institutions for Neg- procedure. rate of questionnaire return, confidence /node! had the highest teacher-retention rate 03' L lected and Delinquent Children, Learning Centers. limits, and planning use of the ENP model and pre- whiletheFloridaParent model showed most Meet the Artist, Motivation. Multimedia Center. sents a number of statistical tables containing data teacher mobility (467.) Highest continuance rates Out-of-School SequencedScienceExperiences, from a survey that used the ENP model to estimate for all pupils were consistently found in the Bank School-Community Coordinator. Speech and Hear- the number or LESA students in grades 1-3. Also Street model, with the Florida Parent and Bilingual ing. Summa Special Education. W alnut Center. included are tables that present data on LE:A stu- models showing most pupil mobilityIt is concluded oung Audiences and Elementary Mathematics dents b sod on teachers' and counselors' evalua that ( I) the teacher retention rate is sufficiently high Classroom Aides Note Those interested in key thins Lltaj to ensure continuity of treatment. and (2) pupils findings prior to 1975 are referred to the Index remain in the program over a sufficient amount of Volume. Title I ESEA Projects Digest of Annual tone to receive its planned benefits (A uthortBF) Evaluations 1965.36Report No 7681 (ED 113 385) (M1) 0063 ED 144 389 Rico& IreneSung Robert A Multicultural Social Studies Series. Book I. 0059 ED 143 561 Europe. Career Motivation Activities Guide, 4th through 0061 ED 143 713 San Francisco Unified School District, Calif Chi- 6th Grade. Meyer. Jeanie Keens.Lowe. Amid nese Bilingual Pilot Program °led., Public Schools. Ohio Concentrated Poverty and Reading Achievement Sports Agency--011ice of Education (DHEW). Pub Date 75 in Five Big Cities. Washington, D C '.ote-.180p . Best copy available Pub Date-8 Apr 77 Pub Date --77 Pub Type GuidesGeneral (050) Note -44p . Paper presented at the Annual Meeting Note -68p, Best copy available EDRS Price - MFOI /PC08 Plus Postage. of the Educational Research Association (Nev. Pub Type-Books (010) Descriptors Aciv it) Units, Affective Objectives, ork, N Y., April 4-8. 1977) , Best copy available EDRS Price MFOL PC03 Pius Postage. Career Aw. --ness. Career Development. Ca- Pub Ty pe Reports - Research (143) ta- DescriptorsAsian Americans. Bicultural:sm. reer Education. Career Guidance Career Plan- EDRS PriceMFOI PCO2 Plus Postage. Bilingual Education, Chmesc. Chinese Ameri- ning. Cur ,culumGu.des,DecisionMaking, DescriptorsA _hies ernent Gains," Elementary cans, Chinese Culture, Cultural Awareness, Cul- Educational Objeetiv es. Elementary Education, Education. Ethnicity, Low A, him-merit, Low tural Education. Elementary Secondary Goal Orientation, Grade 4, Grade 5, Grade 6, Income Groups, Neighborhoods, Racial Factors. Education, European History. "Instructional Grade 7, Interdisciplinary Approach, Language Reading Achievement. Urban Schools Materials, Learning Activities, 'Social Studies Arts, Learning Activities, Sciences. Self Concept, IdentifiersIllinois (Chicago). Missouri (Kansas IdentifiersElementary Secondary Education Act Skill Development. Social Studies, Special Edu City), Missouri (Saint Louis). Ohio (Cinc.nnati). Title VII cation, Student %lot:yawn,Units of Study Ohio (Cleveland) The text is designed primarily for students who The activities guide is intended primaily to assist This study attempted to determine whether better are continuing in the Chinese Bilingual Pilot Pro- teachers in grades 4-' in teaching career awareness predictions of school-level achievement scores than gram, ESEA Title VII, at the seventh grade level. conceptsInstructional activities correlatebasic have been reported for big city school districts wind This text was written because there is an insufficient skill and career education objectives The 29 units be attained by determining whether concentrations amount of Chinese bilingual materials in the area of cover topics related to social studies (self-aware of poverty and related social characteristics are social studies at the junior high school level The ness, the community, the school, transportation. the related to achievement in such a way as to make it two emphases of the Multicultural Social Studies environment family roles, economic concepts, ad- possible to identify specific threshold points below Series are (I) Social Studies geography. people, cli- vertising. and politics) and science (nutrition. food which urban schools arc not functioning effectively mate, and culture of the countries, and (2) Chinese production. and physiological functions) Material Data on school-level reading achievement w ere ob- Language Artsvocabulary, reading and writing from the fields of art, language, math. fowl home tained from five b,p city school districts Chicago. skills. oral language development and comprehen- economics is also incorporated into ihe units The Illinois. Cleveland and Cincinnati, Ohio. and Kan- sion. This is the first book in the Multicultural Social final chapter presents career awareness activities sas City and St Louts, Missouri. For each city, data Studies Serves which also includes volumes on Asia, and materials for special students in multiple grade were obtained and coded for all elementary schools Latin America and Africa These books are to be levels Topics include (amity roles. the rewards or which included at least grades three through six and used in conjunction with the World Studies Inquiry work, accepting emotions, manners, and salaries which reported achievement scores for most of the Series The same topics are covered in the 14. arid Each unit contains the following grade level desig- years included in the data set available in that city Studies Inquiry Series, which contain pictures and nation, area of interest subject area title. dm clop- Major findings were (1) reading levels for elemen discussion of the subject matter in depth. There is a meritaland behavioral objectives, concepts. tary schools in the cities included in the-sample are maximum of 200 words per lesson and 25 lessons activ ties. media and materials, and evaluative com- highly predictable based on knowledge of neighbor- per text. Main ideas were extracted from the W orld ments by teachers who have previously used the hood characteristics excluding measures of race and Studies Inquiry Series and rewritten in a form suita- unitMaterials listed are filmstrips, possible class ethnicity, (2) in general, the best predictor variables ble for Chinese bilingual students Each lesson has speakers and topics, demonstration paraphernalia, for a given city are relatively stable front year to main terms listed bilingually, explanations in Chi classroomequipment.children'sbeaks,study year and across achievement measures, (3) neigh- ncsc. questions for discussion and follow-up activi- prints, and miscellaneous materials used in the ac- borhood characteristics which best account for ties Answers to questions are located in the back of tivities Supplementary materials include grooming achievement Mere:ices among the schools in this the book (AuthorICFM) pointers. information on selling oneself to an em- study denote differing aspects of social status and ployer. personal data sheet, and a sample employ urban organization, and (4) relationships found be- mcnt form (Author 'DB) tween neighborhood piedictors and elementary sch.sol achievement indicate that concentrations of 0064 ED 144 705 poverty and related characteristics such as high A School and Hurae-Based Bilingual Education family disorganization and high population density Model (Nursery School-Grade 3). End-of-Year 0060 ED 143 700 are associated with low achievement in the public Evaluation Report. 1976.77 (Second -Year Title I ESEA Projects: Digest of Annual Evalua- schools (Author/AM) Evaluation Study). tions. Supplementary Edition 1976.77. Report Askins (B E ) and Ae

-s c!)

EQUAL OPPORTUNITY IN EDUCATION Document Resumes 13 hired a number of minorities. particularly for important adnunistrato c positions. however minorities 0073 ED 145 056 0075 ED 145 072 still remain underrepresented in the system's school School staff (Author, AM) Desegregation in ColoradoSprings, School Desegregation in Portland, Oregon: A Staff Colorado- A Staff Report of the U.S. Commission Report of the U.S. Commission on Civil Rights. on Civil Rights. Commission on Civil Rights. );ashington, D C Commission on Civil Rights,,Washiugton D C Pub Date Sep 77 Pub pate - Feb 77 Note - -24p. For related documents sec UD 017 0071 ED 145 053 D 017 lute --26o, For related documents see 402.418 and UD 017 447.462 School Desegregation in Peoria, Illinois. A Staff 402-418 and UD 017 44",..452 Report of the U.S. Commission on Civil Rights. Pub Type Reports Pub Type Reports - kescarc h (143) Research (143) Ci..unossion on Cie ti Fights. NI ashington. 0 C EDRS PriceNIFOI /PC01 Plus Postage, Pub D313--Jun 77 EDRS Price:01.01/PCO2 Plus Postage DescriptorsBlack Students. Commons Atti- Descriptors - Desegregation Effects. Desegrega s.rit.r 33p .For relat :d =env. see L D 017 non Methods, Desegregation Plans, Integration 402-418 and LD 017 447.452 tudes, Desegregation Effects. Desvgregation Methods, Desegregation Plans High Schools. Readiness. Integration Studies, Racial Relations. P..t. Type ReportsResearch (143) School Desegregation EDRS PriceMFOI PCO2 Plus Postage. IntegrationReadiness.IntegrationStudies. Descriptors Desegregation Effects Desegrega- Mexican Americans. Racal Relations, School Identifiers *Oregon (Portland) lion Methods. D -segregation Plans. Elementary Desegregation, Secondary Education The impetus for public school desegregation in SecondaryEducation. Integration Readiness, Identifiers Colorado (Colorado Springs) Portland came through the efforts of the local Na- Integration Studies. Racial Relations. Sehool The opening of this district's fourth high school in tional Association for the Advancement of Colored Desegregation 1970, which necessitated a redrawing of boundaries People dunrig the 19605 The Portland Board of Identifiers- -*Illinois (Peoria) with a resulting redistribution of students, provided Education mos cd in 1963 to establish a blue ribbon, In 1966 when initial planning for desegregation in the opportunity for the Colorado Springs Colorado independent committee on education and race This Peoria. Illinois began. minority students were eon- school district to correct racial and ethnic imbal- citizen's committee recommended a series of in eenti ated in 9 of Peoria's 39 ..ehools Twenty of the ances in the district's high schools, Parents. teach- div idual actions to be taken by the Portland Board sty's schools had white enrollments of more than ers, students, and representatiscs horn all segments of Education which would be aimed over time at 9b' indicating the most minimal percentage of of the community were ins (dyed in the development desegregating the schools The board of education minority students in more than half the city's of the plan This resulted in good coininunleation accepted the recommendations In 1964 the Port- schools Four schools were totally white The deseg- oetween the school system and the public and in a land board began av oluntary transfer program regation plan implemented in 1968 called for the high degree of support for the new program Strong which involved the transportation of minority stu- realignment of school boundaries, the use of the leadership was pros ided by the school superintend- dents to predominantly white schools The folios. middle sellout concept, a building program for new ent, Most objections were raised by white and schools. one way busing, desegregation training and minority parents whose children were dislocated ing year. substantive educational policy changes prepatat.on programs for teachers and staff. memos- from schools they formerly attended There was were implemented which included the creation of ing efloris to hire minorities. and improvement of never a significant degree of organized opposition model schools, the head start program. and compen the eurneuluni through use of multiracial materials and much of the original dissension dissipated. Most satory learning actismes The voluntary administra- Community leaders in the city including school of those interviewed belies cd that desegregation has tive transfer system was strengthened in1972 board members. business leaders, school adminis- resulted in improved relations between white and through the recruitment of 725 minority students trators. eisil rights leaders, and. to a limited extent. minority students and that increased educational into the program This action was supported by teaehers, parents. political leaders, and the religious opportunities have -been provided for all students more intensive insery lee training for faculty and immunity gave early support to desegregation Virtually all persons interviewed felt that desegrega- staff From 1973 to 1975 the board of education The plan has fried to use up to the expectations of tion of the high schools has been implemented with continueditsbacking of desegregation actions many community leaders It has failed to eliminate a high degree of success and that it has been benefi- through policy statements and guidelines, the deve- segregates from the district's schools, it has failed cial to all The biggest single problem that remains lopment of early childhood centers in the inner city, to reduce the growing gap between minority (nulls is that of the "self-isolation'. of many minority stu- support for rcorgannation. and symbolic moves employment and minority student enrollment, and dents (Author/AM) such as a proposal for an annual school award for it has failed to initiate the middle school program interracial understanding Portland's desegregation' which was designed to bring about desegregation as well as tmproed educational quality (Author: AM) effort has been limited in scope and limited in sue cess Because the desegregation program is volun 0074 ED 145 059 tary.desegregationhasnotProduced change -School Desegregation in Erie, Penns> Ivan's: A throughout the city's schools (Author /AM) Staff Report of the U.S. Commission on Civil 0072 ED 145 054 Rights. School Desegregation In Tulsa, Oklahoma. Commission on Civil Rights. Washington, D C. Commission on Civil Rights, Washington. D C Pub DateMay 77 Pub DateAug 77 0076 ED 145 517 Notc -28p.: For related documents sec UD 017 Cunningham Claude II Note-131p. For related documents see UD 017 402.418 and UD 017 447-452 If :Moms Frank P. 402.418 and UD 017 447-452, Appendix may be Pub Type ReportsResearch (143) Magnet School Project Evaluation First Annual marginally legible due to small print EDRS Price - NIFOI/PCO2 Plus Postage. Report, 1975.76. Pub Type Reports Research (143) DescriptorsBlack Attitudes, Black Students. Bus Houston Independent School District. Tex. EDRS PriceNIFOI/PC06 Plus Posta& Transportation, Desegregation Effects. Deseg- Pub Date-76 DescriptorsDesegregation Effects,Desegrega- regation Methods, Desegregation Plans. *Inte- Note-31p. non Methods. Desegregation Plans. Integration gration Readiness, Integration Studies, Parent Pub Type Reports - Research (143) Readiness. Integration Studies, kacial Relations, Attitudes, Racial Relations. School Desegrega- EDRS PriceNIFOI/PCO2 Plus Postage. School Desegregation tion DescriptorsDesegregationMethods. Elemen- IdentifiersOklahoma (Tulsa) tary Secondary Education, Enrollment. Magnet Up until 1954 all Tulsa schools were totally segre- IdentifiersPennsylvania (Erie) g,ted by race. In the fall of 1955. school attendance In 1968.a determination that (le facto segregation Schools. Nontraditional Education. Progrom was present in the Erie. Pennsylvania School Sys- zones in Tulsa were redrawn, utilizing the neighbor- Esaluation. Racial Distribution, School Deseg- hood school concept, but without regard to race, tem was made This was made on the basis that regation, Student Transportation, Tables (Data) color, religion, or national ongin. The new zones there were six schools having an 80% or more bla k IdentifiersHouston Independent School Distnet placed some black children in previously all white student population. These schools were located in TX schools, and some white children in previously all black areas There were also 16 schools wi'h an 80"I. The Magnet School Plan as presented to ,he court flack schools This realigning of attendance zones, or more white student population located in white and subsequently approsed in July, 1975, ':ontained however, was negated by the school board's policy areas The school district was required to develop a four action areas. (1) reduce the number of schools of allowing any student to transfer from a school ip, plan to effect a racial balance It took 6 years for the that are 90 percent or more white or comlimed black which his or her race was minority to a school w her school district to develop a satisfactory plan The and brown. (2) reduce the number of students at his or her race was a majority upon the request of plan included school pairings, the closing of two tending schools that arc 90 percent or more white the parents.In May of 1965 the Tulsa public schools, the developMent of supportive programs. or combined black and brow n, (3) provide free schools* plan for desegregation was submitted to the and limited busing Erie's desegregation plan went transportation to all students attending magnet U.S Commissioner of Education Since then, al- into effect in September of 1975. Because the plan had only been operating for 7 months at the time the schools, and (4) report student enrollment and though this school district has made progress in teacher assignment by ethnic group in each magnet bringing-about school desegregation, much remains intervrews were held for this report, the Impact of to be done School enrollment statistics for the the plan could not be assessed Generally the ab- school biannually These action concerns have been 1975.76 school year indicate that many schools are sence of strong positive leadership contributed to translated into 34 programs operating in 32 schools still segregated. By choosing to define an integrated the tense atmosphere that preceded desegregation. as either schoolswithin-schools, acid-on programs, school as one having not more than 90% enrollment Minority and white parents, however, were sur- cluster centers. or separate and unicpre schools This of a single race, the Tulsa chstnet has not presented prised and gratified that desegregation occurred as comprehensive report contains ,-valiation of the de- an accurate picture on the status of school desegre smoothly as it did in light of their fears and appre- gree that each program has met its objectives and of gamin White flight from this district to surrounding hensions prior to implementation Contributing to the degree that the total project 'ias met the objec- suburban distnets is a major problem The affirma- the smooth implementation of the plan were two tives for integration as approve .1 by the court. The tive program, tnstouted by the school distnct has factors (1) the desegregation plan called for a small Phase I programs were ablx to achieve 81 5 percent not been carried through Furthermore, the burden increase in busing, and (2) busing when needed, is of their 232 objectives. Pour general problems were of ',using has fallen on the black community On the currently handled by the public transportation sys- reported curriculum development. transportation. positive side, the magnet school plan has been ex- tem and subsidized by the school district (Author - recruitment,Andpurchas^ of materials (Author- tremely successful (Author/AM) /1RT) 14 Document Resumes EQUAL OPPORTUNITY IN EDUCATION EDRS Price - 111E01/PCO2 Plus Postage. ence of Upward Bound with respect to socioeco- 0077 ED 145 6R6 DescriptorsAcculturation, Asian Americans. nomic rating at the time of the study. (Author/AM) Mackey William "'lootsBeebe. ran Nteda Bias, Chinese Americans. Cultural Differences, Bilingual Schools for a Bicultural Community. Cultural Pluralism. "Educational History. Educa- Miami's Adaptation to the Cuban Refugees. tional Legislation, Educationally Disadvantaged. Pub Date-77 EducationalObjectives. Educational 0081 ED 146 300 Note - -223p Educational Trends. Elementary Secondary Edu- Schaff:, Gretchen E Mailablc fromNewbury House Publishers. Inc cation, Ethnic Groups, Ethaa Studio.. Imini- The Unexpected Minority: White Children In an 68 Middle Road. Rowley. Massachusetts 01969 grants.Japanese Americans.Languageof Urban School and Neighborhood. (S 10 95) Instruction. Negatisc Attitudes. Relesance (Edu Pub Date-76 Pub Type Reports - Research (143) cation), Social Discrimination. NT letnaniese Note--196p. Document Not Mailable from EDRS. Acculturation of Asian immigrants to American Available fromUniversity Microfilms Disserta- life through participation in public education is in tion Copies, P 0 Box 1764. Ann Arbor, Michigan Descriptors"Biculturalism. 'Bilingual Education. fluenced by school system ideology. goals, and im- Bilingualism, 'Bilingual Schools. Bilingual Stu- 18106 (Order No 76. 20,232) plementation of goals School system response to Pub Type Dissertations/Theses - Undetermined dents, "Cubans. Educational Policy. Elementary Asian immigrants to the United States in the early SecondaryEducation,Enrollment. (040) Language 20th century was characterized by assimilationist Document Not Available from EDRS. Maintenance. Language of Instruction. "Lan- ideology and by goals emphasizing social mobility guage Programs. Language Usage. "Program De- Descriptors 'Adjustment (to Environment). and Americanization However, these goals were BlackStudents, scriptions, Refugees. Sociolinguistics. Spanish. EducationalEnvironment, ambiguous regarding children of Japanese and Chi- Ethnography. Minority Group Children.ollacial Spanish Americans. Spanish Speaking nese immigrants and discrimination against Asian IdentifiersFlorida (Miami) Relations, Urbad Schools. 'White Students pupils was not unusual Goal implementation varied The purpose of this dissertation. an ethnographic This account of the development of bilingual by school system and there was a general lack of ease stud, of white children attending an urban. schooling in Miami's bicultural community is ad remedial programs to meet special needs stemming public elementary school with a ninety percent dressed to others wishing to apply. modify or mi from linguistic and cultural differences ictnamese black enrollment, is to examine their strategic adap- prose any one of the many types of bilingual refugee children in the middle 1970's. in contrast, tations and to gauge the effect of these adaptations schooling The Dade County bilingual education ex- are entering school systems which arc influenced by on actual cross-racial interactions The data were perience is discussed under the following headings federal and State legislation to recognize and en- collected through participant and non-participant (1) "Language Education in the American Con- force cultural pluralism. provide special help for observation carried out during the 1974.75 school text." (2) "Spanish in Florida and the Cuban Reset- non-English speaking children. and panicle cur- year. The theoretical perspective used in this re- dement." (3) "The Shaping of theBilingual riculum relevant to minority children Goal im- search is symbolic interactionism This point of view _Homeland."(4)"CubanChildreninMiami plementation still sarics. how cs cr. depending upon assumes that social interaction is a dynamic process Schools," (5) "A Bilingual School for Cubans and degree of commitment of school authorities and re- determined in large part by- the participants' prior Americans." (6) "Adapting the Biethnic Model," sources available Data about educational policies of experience, values, information, and on-going as- (") "Expansion and Standardization." and (8)"Sup- school districts in Colorado is presented as an exam- sessment of the situation Four adaptive strategies ple of the recent trend to include ethnic studies in port for Bilingual SchoolingAppc idices include used by white children in their school and neighbor- ( I) a check list of variables in evaluating bilingual the curriculum, to reinforce ethnic identita, and to hood are identified. Briefly they are as follows- (1) encourage minority participation in society education. (2) a discussion of language policy, bilin- The they adapt by developing linguisticversatility conclusion is that changes in school system re- through the internalization of Nits for appropriate gual schooling, and bicultural classes. (31 the Miami sponse- to Asian inintgrants from 1000 to the pre- dec aration of official bilingualism, (4) a survey of code switching -behavior, (2) they use school and sent are due in large part to state and federal neighborhood territory differentially by defining private schools. and (5) highlights of Dade County's Influence onlocal school system policy (Au- bilingual program. 1914.75 A list of books on Nita thor/DB) which locales are supportive and not threatening, guar education and a glossary of terms conclude the (3) they form work and play alliances in order to solume (CLK) form a buffer between themselves and others with whom they do not feel comfortable, and (4) they 0080 find community "brokers" to sus e as a bridge be- ED 146 289 tween themselves and their black pccrs (Autlibr- Bryan. LOUIS Mane /AM) 0078 ED 145 694 Assessments of Upward Bound Participation and Alston. Herbert L the Black Liberation Nfosement as Indicated by Student Data Requirements of Lau Remedies and Data Obtained from a Group of Black Youth in Texas Senate Bill 121. Title 1V-C Pilot Program; Newark, New Jersey. ED 147 411 An Educational Needs Projection Model. Pro- Pub Date 76 0,10a8ilt2dMax. Ed. ject Report: Note-215p. Teaching Ethnic Experiences in Urban America: Houston Independent School District. Tex Available from--University Microfilms. Qisserta- Focus on New York City. Pub Date-6 Jul 77 non Copies, P.O Box 1764. Ann Arbor. Michigan Association for Multiethnic Programs. Inc., New Note -15p 48106 (Order No. 76-29.578) York. N Y. Pub Type Reports - Research (143) Pub Type Dissertations/Theses - Undetermined Spons AgencyOffice of Education (DlitvW), EDRS PriceMFOI. PC01 Plus Postage. Washington, D C DescriptorsAdministrativePolicy,Bilingual Document Not Available from EDRS. Pub Date-77 Education, Bilingual Students, Data Collection. Descriptors'Black Power. Black Youth, Es alua- INotc 202p. tion, "Organizations (Groups). 'Participant Cha- "EducationalLegislation.Educational Pub Type GuidesGeneral (050) Policy, racteristics. Participation. Social Action. Social Elementary Secondary Education, English (Sec- EDRS Price - MFG i/PC09 Plus Postage. Change DescriptorsBlacks. Chinese Americans. Citations ond Language). Language Proficiency. Language IdentifiersBlack Liberation. 'New Jersey- (Ne- Programs. Language Skills. Language Teachers. (References), Cross Cultural Studies, 'Cultural wark), "Upward Bound Pluralism, Curriculum Guides, Ethnicity, Eth- Language Usage. Non English Speaking. Person- The question pursued in this dissertation is how nel Needs. School Districts. 'Student Character- nic Studies, 'Grade 8. "Guides. Immigrants. Ital- two simultaneous influences, Upward Bound par- ian Americans. Jews, Junior High Schools, Puerto istics ticipation and the black liberation movement, are The general purpose of the Title 11/-C Pilot Pro- Ricans. Teaching Models assessed by a group of black residents of Newark, Identifiers--Irish Americans, "New York (New gram (An Educational Needs Projection Model) is New Jersey who were Upward Bound participants York) to develop procedure) for forecasting the prsonnel during 1966.1972, and whether their varying assess- This teaching manual presents a model course for needed by the Houston Independent School Dis- ments reflect any patterns related to their subse- eighth graders ins olving the study of the ethnic trict (HISD) for a five-year period in response to quenteducational achievement, socioeconomic groups that make up an American urban com- current and expected legislation and changing stu- ratings, and personal/social adjustment Data were munity. The course considers cultural, historical dent population The present report reviews (I) the obtained through mailed questionnaires from 113 ,and sociological elements of immigrant groups in apparent student data requirements of Lau vs. Ni- respondents who had participated in any of four New York City, especially the Irish. Italian, Jewish, chols guidelines and Texas Senate Bill 121. (2) cur- Upward Bound Projects The questionnaite In- Chinese. Black and Puerto Rican populations, The rent HISD data collection procedures concerning cluded the Rosenberg Self-esteem Measure, the manual describes the procedures and methodology limited-English-speaking-ability (I.ESA) students. Mathis Environmental Participation Index, and a devised by teachers in a course at New York Uni- and (3) recommendations for a district policy to black liberation identification index constructed for versity. These procedures were used in the teachers' moot the apparent data collection requirements for this study A fourfold typology based on the respon- own classes. The teachers began with a study either LESA students (Author/CIA) dent's assessments of the Upward Bound and black of their own or a nearby community in which a liberation influences was developed. Three areas particular ethnic group predominated. This estab- educational achievement and goals. socioeconomic lished a pattern of study and investigation which natal, and personal/social adjustment were exam- was employed in the examination of other selected 0079 ED 146 094 flied for patterns related to the combined assess- ethnic Communities, In concluding lessons it was Tamminga. Harriet L ments of Upward Bound and black liberation The possible to examine immigrant patterns in h story Past and Present School System Response to patterns of assessments suggested that the influ- and culture in other parts of the country. Two of the Asian Immigrants. ences of Upward Bound and the black liberation teachers' studies are described. Their courses are Pub DateSep 77 movement, wherr both were assessed as positive. outlined in terms of content, teaching methods, for- Note -39p probably reinforced each other with respect to mal lessons, and student assignments. Some student Paper presented at Annual Meeting of subsequent educational achievement and goals, as the American Sociological Association (Chicago. responses, as taken from their compositions. are well as personal/social adjustment The iniluence of presented. Also included in this manual is an exten Illinois, September 5-9. 1977) the black liberation movement when it was assessed Pub Type Speeches/Meeting Papers (150) sive section on the immigrant experience in litera- as positive, seemed more important than the influ- ture. Selections arc taken from works dealing with EQUAL OPPORTUNITY IN EDUCATION Document Resumes 15 the 'iv major ethnic groups mentioned above The prehensive occupational education system (COES) manual is supplemented by a bibliography (GC) based upon the COER (Comprehensisc Occupation 0087 Education Research) Project model des eloped in ED 149 044 New York City After describing the Wel ground. [Vocational Village Staff Handbook]. objectives, and implementation of the COERPun Portland Public Schools, Oreg Area Iii Office 0083 ED 147 419 jcct and briefly explaining the systems approach to Pub DateFeb 74 &dm //. Dora Calhrrine planning, the recommended action steps for plon Note-167p A Longitudinal Analysis of Reading and Arithmetic ning such a system are presented tinder the follow. Pub Ty pe- GuidesGeneral (050) Achievement and CourtOrdered Desegregation ingtwelvemajordivisions a complehenove EDRS PriceMFOIIPC07 Plus Postage. (Wilt' -Forced" Busing) in s Large Urban School occupational education plan (or a majsvt metropoli- Descriptors -- Curriculum Development. District in the South tan area. occupational education and labor market Pub Date -76 'Economically Disadvantaged. Educational In- needs,curriculumdevelopment.coordination novation. Educaticnally Disadvantaged. Guides, Notc f 16p Ph Ddissertation.Universityof involvement. business. Industry. labor, the com Individualized Programs,individual Needs. Florida mutiny.public attitudes,vocationalguidance, NontraditionalEducation, Open Education. 1.saiiaolc fromUniversity Microfilm, DISSVId counseling. placement and follow-up, personnel lion Copies, P O Boa 1764. Ann Arbor. Michigan OpenEnrollment, Program Administration, development, articulation, monitoring and evalua- Program Guides. Records (Forms), Secondary 48106 (Order No 77.1103) tion, remediation. handicapped and bilingual, and Pub type- Doce-tations 'Theses Education, Staff Role. oeational Education, Undetermined planning alternatin facilities for Lomprchcnsiscoc- (040) cupational education, a career development center Vocational High Schools. Work Experience Pro- Document Not Available from EDRS. Finally. guidelines fir planning a career develop grams Descriptors- Aellievement Gains. Black Stu. anent center facility arc presented tillst) IdentifiersOregon (Portland). Vocational Village dents. Bus Transportation. Desegreption Ef- Developed by the total staff at Vocational Village fects. Desegregation Plans. Doctoral (Portland. Oregon). this handbook presents the fol- Dissertations. Mathematics, Racial Differences. lowing (1; information about Vocational Village, a Reading Achievement. School Desegregation. 0085 *14 lute Students ED 148 063 unique alternative high school which offers a pro- Motion Atirrh gram dedicated to helping economically and educa- IdentifiersFlorida (Jacksonville) Summer 1976 Program for Dear Children: Evalua- tionally disadvantaged youth between the ages of This dissertation investigated. under conditions of tion Report, Evaluation Period, July 2-August fourteen and twenty-one become independent. re- couiordered desegregationaccomplishedby 13, 1976. sponsible. and productive citizens through pod- ' -forcedbusing, the assumption that desegregation Ncv., orl, City Board of Education, Brooklyn,', V *nee. Counseling, and an brings achievement gains for blacks but that it has Sports AgencyBureau of Elementary and Second- interdisciplinary' no negatice eflects on white achievement. Reading ary Education (DHEIA /0E), W ashington DC curriculum of basic and career oriented education and arnnmetis achievement of a sample of 429 up Report No --HIE-0941605 adjusted to individual needs, and placement and fol- per elementary students (both black and white, male Pub Date--76 low-up services. (2) a reference explaining the roles. and female) in Jacksonville. Florida was the focus of Note24p Contains some light print duties, and expectations of all members of the the investigationThe sample. of lowability. Pub Type-- Reports - Research (143) faculty and all classified personnel. (3) an explana- achievement, and estimated family income. ap- EDRS PriceNIFOI/PC01 Plus Postage. tion of the procedures and forms necessary to proc peared representative of the population Subjects DescriptorsDeafness. Educational Oliaectis es. es; students into and out ofthisopenentry were desegregated by court-ordered busing at the ElementaryEducation. Hearing Impairments. open-exit program. (4) a bibliography of reference beginning of the fourtn grade Endings indicate that Program Effectiveness. ProgramEvaluation. books and other resources that will enable the staff when language is excepted. blacks showed large in Summer Programs to improve and update methodology and better un- creases in reading aehiesernent during the first year , The evaluation of a summer project for 1,10 deaf derstand educational policies, and (5) a glossary of of desegregation, and whites showed generally sta- children (5.14 years old) describes findings in terms ble levels of achievementHowever. both black terms that have a special or unique meaning for the of project objectives Analy xis of objectiv es is said to school Thc information is presented in five sec- males and whites show ed anomalous declines in lan- indicate that intellectual grovvth took place for most guageIn arithmetic achievement. blacks again tions (I) purpose and goals, (2) curriculum. includ- of the Ss during the program and that thtsuccess ing a sample outline of behavioral objectives for the showed increases, but whites showed very large de- ratio for achieving mastery was high Eight recom- clines Based on the results, it was concluded that mendations are listed, including greater emphasis clerical office practice unit of the clerical occupa tional cluster: (3) administrative procedures (admis- the assumption th:t desegregation brings black on language oriented objectives Statistical data on achievement pins was confirmed, while the as- student performance is appended (a) sions, registration. reporting of achiesement, and sumption that white achievement is unaffected was program completion). (4) staff (code of profession not-This study leaves unanswered the question of ethics. staff improvement, staff responsibilities), and whether these findings are due to changes in the (5) forms (student enrollment and scheduling. at- type of school pccrs'and level of proportion white 0086 ED 148 971 tendance and discipline, academic achievement experienced by each race. or to the general systemic Arneklee. Bruce L. conduct, transportation and safety, and miscellanc disruption of the first year of desegregation Also Year-End Evaluation, Emergency School Aid Act ous) (BL) suggested is that a teaching instructional effect may (ESAA) 1976-77; Tacoma Public Schools. be the root cause of the observed black gains and Tacoma School District 10, Wash white losses (Author AM) Pub DateOct 77 Notc123p : Some parts of document may be mar 0088 ED 149 207 gmally legible due to quality of print Furlong Michael J And Others Pub Type ReportsDescriptive (141) 0084 ED 147 494 Peer Counselor-Consultant Training: A Sell -Help EDRS PriceMFOI/PC05 Plus Postage. StrategyforCross-Cultural. MultiEthnic A Comprehensive Occupational Education System. DescriptorsElementarySecondaryEducation. Research and Experimentation in a Career Doe- Schools. Program Descriptions, Program Effectiveness, Pub Date--Apr 77 lopment Center. Volume I. Planning a Compre- Program Evaluation. Public Schools. School hensive Occupational Education System for a Desegregation Note25p Paper presented at the Annual Meeting of the Western Psychological Association (Scat- Major Metropolitan Ares. IdentifiersEmergency School Aid Act 1972, New York City Board of Education. Brooklyn. N Y Tacoma Public School District WA. Washington tie. Washington, April 77) Do,. of Educational Planning and Support (Tacoma) Pub Type Repor:s - Descriptive (141) Spons Agency--Bureau of Occupational and Adult This evaluation report for the 1976.77 Tacoma EDRS PriceMFOI/PC01 Plus Postage. Education (DHEW /OE), Washington, D C Public Schools Emergency School Aid Act (ESAA) DescriptorsClassroom Guidance Programs. Report No --198AH50188 program is organized around the six priority needs *Counseling. Cultural Differences. Cultural In- Pub Date-30 Aug 17 and eleven related objectives which were specified terrelationships.EthnicRelations.Group GrantG007500677 in the applications for funds Each nevi and objec- Guidance, HumanisticEducation. Individual Note -62p, For related document sec CE 013 385 tive is listed along with related data Conclusions Development, Mous ation , Program Descriptions. Pub Type - ReportsDescriptive (141) about objective attainment are made in terms of Role Models EDRS Price - NIFOI /PC03 Plus Postage, desired progress from 1976 to 1977 as specified in DescriptorsAdministrator Guides. Articulation IdentifiersPeer Counselor Consultant Training the application Thc summary of outcomes indicates This paper discussed the rationale for using Peer (Education), Bilingual Students, Career Guid- that two objectives out of eleven were completely ance. Curriculum Development. Delivery Sys- CounselorConsultant Training (PCCT) in cross- attained during the 1976.77 school year at both the cultural, multiethnic schools PCCT is an eclectic tems. Educational Facilities. Educational elementary and junior high school levels (sociability Planning. Employment Problems. Guidance Cen- system which incorporates a consultation counselor among Native Americans. and emotional stability /- role ters. Guidelines. Handicapped Students, Informa- compliance among blacks and native Americans) model, psychological education, and peer tion Systems. Job Placement. Job,, Training. Partial attainment was realized on all except one of counselor traminp into a school counseling pro- Labor 'Market. Labor Utilization, Management the other objectives (increasing choosing of blacks gram The overall objective is to develop the con Informvion Systems. Metropolitan Areas. Pro- by anglos). It is also noted that several factors were texts in which personal growth and development gram Development. School Community Relation- operating concurrently with the ESAA efforts that can occur Thc advantages of using the PCCT model ship,Staff Development. Systems Approach, may have served to mediate against attainment of at cross-cultural settings are that it. (1) encourages Systems Development. Urban Education, 'Vo- least some of the objectives The relatively constant self-help activity, (2) utilizes modeling to influence cational Education, Youth Employment decrease in the proportion of Caucasian enrollment behavior, (3) is self-motivating: (4) makes informs. IdentifiersComprehensive Occupational Educa- in Tacoma's schools particularly at schools in Cen- Lion explicit and available to everyone. (5) is based tion System, New York (New York) tral and Southeast Tacoma, indicates that the study upon principles of exchange and reciprocity: (6) has intended primarily for directors of occupational be continued for the formulation of a compretien direct classroom applications: and (7) is a subversive education in large cities, this document presents sive long range plan to prevent segregation (Ali suggested guidelines for the development of a cam- activity A discussion of each of these seven points thor /AM) is presented (Author) 16 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

various allocation options for various types of dis- Numerous statistical tables and a summary of re. 0089 - ED 150 209 tricts and to identify more or less successful appro- sponscs to a parent questionnaire are included. Ap Berry, Rug aches to the planning process Although data are pendixes provide ateacherquestionnaireon Integration Update. collected from a variety of sources. the primary cutriculum materials used and ANOVA tables for Rocrauic I. tufted School Distnct. Calif sampling unit in the research design is the student the analysis of data regarding reading skills, attitude Pub DateMay 76 The student sample is drawn from up to four school toward school. self-concept, and attitude toward Note-- I 1p.. Best copy available types within each of the demonstration districts. reading, and for the analysis of teachers' ratings of Available fromSuperintendent Iliverode Unified The basic design is a pre-post 3i1411%, w ith baseline students' attitudes. (GW) School District. 3380 14th St .Riverside. Cali- data collected in 1975.76 under standard allocation fornia 92501 (no cost) procedures to be compared with change data col- Pub Type ReportsDescriptive (141) lected in 1976-77 and again in 1977-78 Data are EDRS Price - MFOI/PC01 Plus Postage. collected at all levels within the district. f;om dis- 0093 ED 152 090 DescriptorsAcademie Achievement. Achieve- trict administrators by informal interview, from par- Chan, You Man ment Gains. Desegregation Eifecti. Desegrega- ants by structured interview, and from principals, A Multicultural Social Studies Series for C.S.L. tion Methods. Sehool Desegregation. Trend homeroom teachers and instructional specialists by Students. Book 1. Europe. Analysis self administered questionnaires (Author/AM) San Francisco Unified School District, Calif Chi- IdentifiersCalifornia (Riverside) 'fieSC Bilingual Pilot Program In this update of thc integration efforts of thc Spons AgencyOffice of Education (DHEW), Riverside Unified School District, it is shown that Washington, D C. the district continues to be committed to the inte- 0091 ED 150 249 Pub Datc-77 gration of the staff It is also committed to search for ESEA Title 1. Evaluation Report. New York State, Note--62p., For related document, sec ED 144 389 minority heritage staff. Along with staffing changes. 1975-76. Pub Type Books (010) there have been major program developments such New York State Education Dept. Albany EDRS Price - MFOI /PC03 Plus Postage. as finding and using ethnic onented material's Sonic Spons AgencyOffice of Education (DHEW Descriptors*Bilingual Education, Chinese, activities that have emerged arc parent advisory Washington, D C 'Cultural Education, European History, In- groups, student involvement in board meetings and Pub Date(761 structional Materials, Language Instruction, Lan- regulationsdevelopment.specialprogramsfor Note -36p guageofInstruction, ReadingInstruction, minority students district reorganization of the two Pub Type Reports - Descriptive (141) Secondary Education, Second Language Learn- year middle schools and four year senior high EDRS PriceISIFOI/PCO2 Plus Postage. ing. Social Studies. Vocabulary, Wcstcrn Chili- schools All these program developments were en- DescriptorsAcademic Achievement. Bilingual zation couraged with thc reorganization orthc district into Education, °Compensatory Education, Data. Ele- Identifiers ElementarySecondary Education a more open management system This system al- mentarySecondaryEducation.Federal Pro- Act Title VII, Europe lowed for muchbroader participation in planning grams. Mathematics. ProgramDescriptions, This text is written primarily for students of Chi- and decision making Student performance has bccn Program Evaluation. Reading nese as a second language who are continuing in the carefully measured over the years of the integration IdentifiersElementary SecondaryEducation ESEA Title VII Chinese Bilingual Pilot Program at effort Achicaement gains for minority students arc Act Titic I, New York the secondary level, and introduces different as- evident for thc primary grades, but for the sixth In this annual summary of achievement data for pects and general knowledge of Europe. The text is grade the findings arc not clearcutIt is cvident. Elementary and Secondary Education Act (ESEA) divided into twenty-five lessons, having the follow- however. that achievement is higher than before Title 1 programs in New York State for the 1975- ing hcadings European Countries. Class. On the desegregation Throughout the desegregation effort, 1976 school year, the three priority areas designated Move, Holland, Europe. Cities, Greece, Rome, community and parent attitude measures have bccn for instruction by the Board of Regents were read- Martin Luther, Renaissance, European Buildings. collected These...indicate very strong community ing, mathematics, and bilingual education The last Nations, Colonies, Life in Europe. Industrial Revo- support Among the conclusions dented from the area was subsequently interpreted to consist of (I) lution. Science. Rousseau. W omen, Karl Marx, Too R vcrside desegregation experience are that (I) in- oral fluency and aural comprehension in English by Many People, Evolution of a Revolution. Germany, terated staffs at all levels arc vital, (2) guidelines sPealcrs of other languages, and (2) visual literacy East Germany and West Germany. Pollution, and and standards for behavior must be clear and firm, in E ,glish reading and visual literacy in Spanish for Living. No more than 50 characters are introduced and (3) an understanding of the goals of public edu- Hispanic Americans Superimposed across all pro- in each lesson At the end of each lesson, there is a cation is vital( Author/AM) jects employing norm referenced tests was the ques- list of terms in both English and Chincac. vocabu- tion.Dideachtreatmentgroupdemonstrate lary, and exercises Answers to the exercises are at achievement beyond expectation (based upon the the back of the book. The text is to be used along pupil's own past performances)/ Overall. the data with the World Studies Inquiry Senes Europe, and 0090 ED 150 248 indicated that as a result of this program in excess A Multicultural Social Studies Series. Europe tUnecAo James JAnd °then of 100.000 Upstate and 180.000 New York City (CLK) ESEA Title 1 Allocation Policy: Demonstration children who were consistently meeting failure in Study.ImplementationDecisionsResearch the basic skills areas wec diminishing the distance Plans. between themselves and the norms by which they Abt Associates. Inc. Cambridge. Mass were being judged. (Author/AM) 0094 Spons ED 152 091 AgencyNationalInst ofEducation K icok. IreneSung, Robert (DREW). W ashington, D C Educational Equity Group A Multicultural Social Studies Series. Book 2. Report No AAI77.19 Asia. 0092 ED 151 766 San Francisco Unified School District, Calif. Chi- Pub Date-177j Lym C Laror Averm, Gael; nese Bilingual Pilot Program Contract NIE-400-75.0074 Report for the Evaluation of the Reading Is Spons AgencyOffice of Education (DHEW). Note--550p..0For related documents sec CD 017 Fundamental Project 1973.74 Research Deport Washington. D.0 917 and UD 017 938 . Sonic parta may be margin. No. 14-289. Pub Date-78 ally legible due to small type Dallas Independent School District. Tex Dept of Note-70p., For related document, sec ED 144 389 Pub Type ReportsResearch (143) Research and Evaluation Pub Type Books (010) EDRS PriceNI F02/PC22 Plus Postage. Pub DateAug 74 DescriptorsChange EDRS Price - MFOI/PC03 PlusPostage. Agents. Compensatory Notc72p Descriptors Asian llistory.*Asian Studies, Bilin- Education. Demonstration Programs. Educa- Pub Type Reports - Research (143) goal Education. Chinese. Instructional Materi- tional Policy. Policy Formation. Program Costs. EDRS Price MFOI /PC03 Plus Postage. Program Development, als. Junior High School Students. Non Western Research Projects, Re- Descriptors'Disadvantaged Yiith, Elementary Civilization,ReadingInstruction.Secondary search Utilization, 'Resource Allocation. State- Education, Evaluation Methods, Instrumenta- Education, Second Language Learning. 'Social ide Planning, Student Charactcnstics tion. 'Parent Attitudes, Program Development, IdentifiersElcmentary Studies, Vocabulary Sc andaryEducation Program Evaluation, Questionnaires, Reading Identifiers Asia. Elementary Secondary Educa- Act Title 1 Programs, Reading Skills. Sampling. Student At- tion Act Title JII This is the first report of research results in the titudes, Student Motivation, Teacher Attitudes This text is designed for students continuing in the study of Title I mos-district allocation mandated by Identifiers Reading Is Fundamental, Texas (Dal- Chinese Bilingual Pilot Program. ESEA Title VII, at Congress in the Education Amendments of 1974 It las) the seventh grade level The text introduces differ- has two major parts The first describes in detail the The Reading Is Fundamental (RIF) program is ent cultural aspects and general knowledge of Asia. changes in allocation policy planned by thc 13 par- designed to give disadvantaged children incentive and is divided into twenty-live lessons, having the ticipating Local Education Agencies (LEAs) The to read by letting them choose books from a wide following headings. Glimpses of Asia; Monsoon; second part describes he research plan for studying variety of paperbacks and keep them as their own Malaysia, Borneo, Asian Countries; Caste in India; the effects of these allocation policies on program This document reports on the evaluation procedures The Women of Asia, Soul in Japanese, Law in Old delivery and associated costs, student composition, and results for the Dallas RIF Project in 1973-1974. student China, Japan, The Changing World. New Days and experiences, and community response Following a description of the project and its objec- Old, School Days in China; The Old and the New Documenting the deliberate changes made by each tives, the document discusses the methodology em- in Medicine, Confucius. Thc Great Philosophcr, of the demonstration districts in the various stages ployed in the evaluation study. giving specific Han Fci Tzu, Siddhartha Gautama. Gandhi), Peace- of the allocation process is the first objective of the consideration to sampling techniques, instrumenta- ful Patriot, A Cry for Change. Food or Famine. research portion of the demonstration studies Thc tion, procedures used in data collection and anla- ChangesinChinese Farming; Poverty, The Olym- second objective is to examine the impact of those ysis, and assumptions and limitations of the study. pic Ideal, Success or Failure. There is a maximum of changes on a number of dependent variables includ- Results are thcn reported with regard to the match- 200 words per lesson Each lessor. includes maw ing program offerings and associated costs. student ing of experimental and comparison schools, pro- terms listed bilingually, explanations in Chinese, ciwaractenstics, and others as listed above The ex- gram implementation, teachers'. students', and questions for discussion. and follow-up activities ploration of the relationships between these varia- parents' opinions of the project, and the effect of the Answers to questions are located nn the back of the bles is designed to assess the gencralizability of program on students' attitudes and reading skills book. (CLK) ti EQUAL OPPORTUNITY IN EDUCATION DocuMent Resumes. 17 EDRSPrice-!s1101 Plus Postage. PC Not Avails.. 0095 ble from EDRS. EDRS Price - MEW Plus Postage. PC Not Availa- ED 152 868 ble from EDRS. English as a ..ccond Language for the Asian DescriptorsCommunity Cooperation. Com- Languages and Cultures. munity Education. Community Involsement, Descriptors Civil Liberties, Conflict Resolution. Los Angeles City Schools. Calif Community Leaders, Community Organizations, CooperatisePlanning,CurriculumGuides. Spans Agency Washington Office of the State Su Community Role. Elementary Secondery.Educa- Depleted Reselnes. Developed Nations, Deve- perintendeht of Public Instruction. Olympia tom, Guides, Information Dissemination. News loping Nations, Economic Factors. Food, Global Pub Date(771 Media. Public Schools. Racial Integration, Re- Approach, Human Dignity. International Rela- Note 75p sources, School Desegregation Pub Type Guides - General (050) tions, Learning Activities, Peace. Physical Envi- The purpose of this manual is to facilitate com- ronment, Political Influences, Poverty. Secordary EDRS Price - N1E01/ PC03 Plus Postage. munity organization and education in order to bring t Education,Social DescriptorsAsian Americans, Cultural Back about successful school desegregationIn itthe Problems. Social Studies, groundCultural Differences, Cultural Influ- process of organization for the desegiegation proc- Technological Advancement. Technology. Units ences, English (Second Language). Non English ess is outlined. The role of both neutral and pro. of Study, Wdrld Affairs, World Problems Speaking. Phonology. Second Language Learn- desegregation coalitions is examined, and Stressing global interdependence. this guide sug- ing S..ciohnguistics, Syntax. Teaching Guides suggestions are offered for forums the latter within gests resomees, materials. and activities related to This guide is designed for classroom teachers who a community Information gathering is stressed as Major world problems. Global interdependence is work with non English dominant Asian students an important aspect in three stages of the desegrega- interpreted as connections between and among na- from China. Japan. Korea. the Philippines. and Viet- tion process. the initiation and effectuation of legal namHistoric information. English as a Second or administrative action, the development of a plan. tions in areas of war and peace, human rights, envi- Language contrasts, and cultural information arein- and the monitoring and implementation of that ronmental use, economics, and international law. cluded The three basic components of the guide are plan. The kinds of information needed and howto The major objective is to help students understand the phonological, the syntactical, and the cultural A obtain and use it are reviewed in detail. Numerous the international moral, political, economic, and studs which describes and compares the sounds of examples of desegregation plans are offered The geophysical dimensions of world problems Follow English. Cantonese. Mandarin. Korean. Japanese. disseminationof educationalmaterials,public ing a discussion of the concept of interdependence 7 agalogSictnamese. and Spanish was conducted in speaking, and contact with the media are all dis- and a listing of resources, the document presents order :o show the differences between English and cussed as part of the effort at community education eight units related to global concerns food and nu- the nor English languages The results of the study Finally, the roles of specific organizations andto- suggest that similarities and differences between the dividuals invoked in community desegregation ef- trition.global economy, human rights, oceans, sounds of the student's name language and English (cuts are examined. Brief suggestions are offered for peace. resource scarcity, scienceand technology., can present a sanely of problems to the learnt, In dealing with anti-integration forces (GC) and international institutions Each unit includes addition to technical difficulties with language. cul- objectives, background, discussion questions. bibli- tural problems of the Asian in the classroom arc ography. resource materials, audiovisual aids, class- described These include problems with the student room activities. field trips, and references Learning teacher tclationship, classroom activities, etiquette, 0098 ED 152 924 camig. superstition A bibliography, arranged by Baker, William PJensen, Henry C activities involve students in educationalgames. country. is included (Author/AM) Mexican American. Black and Other Graduates group discussion and role playing, reading and writ- and Dropouts - II. A FollowUp Study Covering ing assignments, oral reports, writing letters to gov- 20 Years of Change. 1956.1976. ernment agencies in the United States and abroad, San Jose East Side Union High School District. 0096 surveying class and community members on topics ED 152 873 Calif. related to global development, compiling annotated Public Schools of the District of Columbia. 1977 Pub DateJan 78 Annual Report. bibliographies, and arranging class visitations by ex Note-75p perts District of Columbia Public Schools, Washington, Pub Type Reports - Research (143) disarmament, poverty. deselopment, and D.C. EDRS Price - 111:01/PC03 Plus Postage. relayed topics. The units are designed for use as a Pub Date-77 DescriptorsBlack Students. Comparative Anal- complete course, minicourse, or for integration into Note -19p ysis. Dropout Attitudes, Dropout Characteristics. existin; curriculum (Author/DB) Pub Type ReportsResearch (343) Dropouts. Educational Problems. High School EDRS Price - ME01/PCO2 Plus Postage. Graduates. High School Students. Longitudinal DescriptorsAdministration, Administrative Or- Studies, Mexican Americans. Minority Groups. ganization.Annual Reports. Bilingual Educa- Secondary Education, Sea Differences, Student 0100 ED 153 999 tion.Career Education. CompetencyBased Attitudes Kindergarten Screening Instrument. Administra Teacher Education, Curriculum Development, IdentifiersCalifornia (San Jose) Educational Assessment, Educational Plan Lion Manual. Continuing Revision Number 7. As the fifth in a series of follow-up studies eon Item Number 33.2004. ning. Elementary Secondary Education. Informa- ducted every five years by the East Side Union High tion Systems. Public Schools, Special Education Houston Independent School District, Tex. School District, this report is of interest to educators Pub Date-75 identifiersDtstrict of Columbia Public Schools concerned about the educational problems and pro- This report focuses upon the efforts of public gress of Mexican American and black minority Note-84p , For related documents, see TM 006 school educators and administrators in Washington, groups. The study reflects a twenty year pattern of 618.619 DC, to improse teaching and learning through a analysis of the status of Mexican Amican former Pub Type Tests/Questionnaires (160) comprehensive educational plan. One of the goals in students In addition to the special treatment of EDRS PriceN1F01/PC04 Plus Postage. this plan was defined as the promotion of academic Mexican Americans, responses of black former stu- excellence for the attainment of knowledge. compe- DescriptorsAuditoryTests,EarlyChildhood dents are, for the second time, specially classified Education, Eye Hand Coordination. Guides, tencies. and skills Special c..."ation projects under- Groups from the graduating classes of 1973 and taken or expanded in an effort to meet this goal 1975 and alldropouts from the school years Kindergarten Children. Language Acquisition. included programs for the handicapped. bilingual 1972.73 and 1974.75 were studied. A questionnaire Motor Dcvelopmert, Scoring, 'Screening Tests. education pro.,:s career development, environ- was mailed to all 1834 dropouts. Responses were Spanish, Spanish Speaking, Testing, Testing mental education, and sweial programs for talented received from 271 The study presents findings in Programs. Vision Tests. Visual Measures, Volun- and gifted students A systematic plan for ':se con- the following areas' (I) characteristics. activities teers tinuous assessment and evaluation of eo'icational and opinions of graduates and dropouts from the IdentifiersKindergarten Screening Instrument. needs and achievement was also a goal of the plan. 1972-73 and 1974.75 classes; (2) differences in the 'Test Manuals as was the immvement of service and efficiency of characteristics, activities and opinions of Mexican operations in the major support areas of manage- Americans, blacks and other graduates and drop- The Board of Education of the Houston In- ment services Also discussed here are public feta outs, and (3) differences in the characteristics, ac- dependent School District, through the Volunteers tions and communications issues, and labor and tivities and opinions of male and female graduates inPublic Schools, organized the Kindergarten equal employment concerns, A major focus of the and dropouts. The study also determines trends for Screening Project in 1970. The screening instru- plan consisted of ensuring the active participation of each of these groups over a twenty year period. ments and procedures were developed by a commit- all components of the Washington public schools in Modifications in curriculum and guidance programs the Implementation of systemwide competency tee of specialists composed of representatives from as suggested by the findings. are recommended the Houston Independent School District. Baylor based curriculum. Activities and materials designed (Author/AM) to bring this about are described (GC) College of Medicine, Texas Research Institute for Mental Sciences, Child Development Clinic, and the University of Houston. They were based on 0099 standard items representing gross and fine motor 0097 ED 153 923 q ED 152 906 INTERdependence Curriculum Aid. activities, language development. social function- School Desegregation Organizers' Mrusull, School Philadelphia School District, PaWorld Affairs ing. distant vision. and hearing. The volunteer Desegregation /Integration Nottbook. Council of Philadelphia. Pa. orientation and training procedures, and the respon- Amencan Civil Liberties Union. New York, N.Y Pub Date-177; sibilities of the volunteers are described. A check list Pub Date--(77) Note--110p.: Pages 19, 74, 75 contain copyrighted of necessarymaterials Note -66p, For a related document see UD 018 material and have been remosed by ERIC; They for each test is provided Ad- 091, Not available in hard copy due to reproduc- are not included in the pag.nation ministration instructions and examples are given for tion quality of the original document Available fromWorld Affairs Council of Phila- each of the five screening instruments Distant Vi. Available fromPublications Department, Ameri- delphia. John Wanamaker Store, Third Floor Gal- sion. Hearing. Eye-Hand Coordination. Language can Civil Liberties Union, 22 East 40th Street. lery.13th and Market Streets.Philadelphia, earning. and Gross Motor. Supplementary instrue New York. New York 10016 (52 00) Pennsylvania 19107 (53 00, paper cover) Pub Type GuidesGeneral (050) Lions in Spanish are also provided for each instru- Pub Type Guides - General (050) ment (Author /SW)

rl 18 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

0101 ED 154 000 0103 ED 154 089 0105 ED 154 489 &meths., Eugene BAltion Ilerberr L Bennm. David A State Compensatory Education.FinalReport Revised Technical Manual for the Kindergarten Community Involvement in Desegregation: Mil- 1975-76. Screening Inventory. Based on Data from the waukee's Voluntary Plan. Austin Independent School District, Tex Office of 1975.76 School Year. Pub Date-27 Mar 78 Research and Evaluation. tiouston Independent School District. Tex hsotc--15pPaper presented at the American Edit. Spons AgencyDepartment of Health. Education. Pub Date;(76j cational Research Association Annual-Meeting and Welfare, Washington. D C Note-122p . For related documents. see El 127 Pub Date-30 Jun 76 315. TM 006 617.619 (Toronto: Canada. March 27. 1Q78) !sou available in hard copy due to the print quality of the original Note--70p.; For a related document, see EA 010 Pub Type Reports - Research (143) 579. Not available in paper copy due to MT all print EDRS ('riceMFOI/PC05 Plus Postage. document Appendices B. C. D. and E hose been deleted due to poor reproduction quality of parts of the original document: Some tables ca DescriptorsAuditory Tests.EarlyChildhood may by marginally legible Education. Eye Dana Coordination. Guides. Pub Type:- ReportsDescriptise (141) Kindergarten Children. Language Acquisition, Available fromOffice of Research and Evalua- EDRS Price - MFOI Plus POstige. PC Not Availa- tion, Austin Independent School District. 6100 Motor Des elopment. Norms. Predict's e ble from EDRS. .- RacialDifferences.RatingScales.Referral. Guadalupe, Austin. Texas 78752 (S2 45) Descriptors'Community lnvolscment. Desegre- Pub Type Reports - Descriptive (141) ScreenintTests.SexDifferences.Spanish gationLitigation.DesegregationMethods. Speaking. Statistical Data. Testing Programs. EDRS Price. MFOI Plus Postage. PC Not Ai affa- ' Desegregation Plans.Educational Planning. In- ble from EDRS. 'Test Reliability. Test Validity. Vision Tests tegration Studies, Racial Balance, School Deseg- IdentifiersKindergarten Screening Instrument. DescriptorsBasic Skills, Bilingual Education, ' Test Manuals regation, 'Voluntary Desegregation Compensatory Education, Elementary Educa- The Board of Education of the Houston In- Identifiers"Wisconsin (Milwaukee) tion. Program Descriptions. 'Program Evalua- dependent School District, through the thanteers The Milwaukee School System responded to a tion, Tables (Data), Teacher Attitudes inPublicSchools. organized the Kindergarten court finding of segregation by structuring a pro- IdentifiersAustin Independent School District ScreeningProjectin1970 The Kindergarten gram of community involsenicnt to help in the task TX Screening Instrument (KS1) consists of use sub- of planning and implementing school desegregation fhe state-funded compensatory educatior pro- scales tne visual scale measures sisual acuity at The city-wide planning group came to be called the gram instituted in the Austin independent_.0o) 20 feet. (2) the hearing scale measures the child's Committee of 100 The central thesis of this paper District in Texas in 1975 consisted of a basic ..kills ability to hear tape recorded words. (3) the eye- is that the quality of community insolvement is not component(communicationskills/reading and hand coordination state indicates the coordination accidental but is the consequence of purposeful math) for students meeting ESEA Title I criteria, of visual pereeption and fine muscles. (4) the lan- structuring by individuals or groups of individuals and a bilingual component designed to mesh with guage learning scale is s measure of language devel- The administration of the Milwaukee Public schools the ESEA Tit.e VII Bilingual Project Enthusiasm opment in the child's primary language, and (5) the for the program has been high because each school gross motor scale measures the use of large muscles determined that they would provide leadership in structuring Involvement by carefully prescribing the plans its own strategy for implementation, with loin.coordmeted body movement. Both English and cal school staff closely involved in the process Un- SpanishversionsareavailableThistechnical planning domain and by so doing, create the probability of acceptable recommendations coming from fortunately, the extensise planning period required manual presents data on the reliability of the KSI prevented timely implementation of the program, (split half reliability, internal consistency, test-ret- the involvement groups The success enjoyed by this and evaluation of the results as of 1976 is therefore est reliability, inter-scorer reliability. and its validity volunteerplan to desegregate, is considered to be not available The baseline information provided in (content validity. criterion-related predictiveand- due to the successful structuring of community in ity, criterion-related concurrent salidity. construct this report will for that reason be coordinated with solsement combined with the care taken in dese- information gathered in a forthcoming report on the saiidity convergent. and discriminent salidny) In- loping a highly sophisticated student assignment formation is also included on norms. intercorrela- 1976-77 year, in order to evaluate program results system. Several appendices arc included (Author- (Author/PGD) tion of the subtests. and referrals by sex and ethnic /AM) group (Author ,BW)

0106 ED 155 197 0102 ED 164 087 0104 ED 154 488 !lawmen. Gloria BerAcc IlanA State Compensatory Education. Final Technical Test of Auditory Comprehension (TAC) for Hear- Non-public Schools and Desegregation: Racial Report 1975-76. Appendixes. ing Impaired Pupils-Reliability and Validity Factors and Changes its the Share of Big-City Austin Independent School District. Tex Office of Study. White Pupil Enrollment Going to Non-public Research and Evaluation Los Angeles County Superintendent of Schools, Schools. Spons AgencyDepartment of Health. Education, Calif. Pub DateMar 78 and Welfare. Washington. D.C. Spons AgencyCalifornia State Dept. of Educa- Note--42p.: Pages 6 and 7 may' not reproduce well Pub Date-30 Jun 76 tion. Sacramento. due to reproduction quality of the original. Paper Note- -151p; For a related document, see EA 010 Pub DateAug 77 presented at the American Educational Research 580. Not available in paper copy due tosinall print Grant-76.32-D Association Annual Meeting (Toronto. Canada. in parts of the original document Note--49p.; Some parts of document may be mar- March, 1978) Available fromOffice of Research and Esalua- ginally legible Pub Types-- Reports - Research (143) hon. Austin Independent School District. 6100 Pub Type Reports - Research (143) EDRS Price - IsIFOI/PCO2 Plus Postage. EDRS Price - MFOI/PCO2 Plus Postage. DescriptorsEconomic Factors. Elementary Se- Guadalupe. Austin, Texas 78752 (52 65) DescriptorsAuditory Evaluation. Auditory Per- condaryEducation. Enrollment. Enrollment Pub Type Reports - Descriptive (141) ception, Auditory Tests, Diagnostic Tests, Ele- Trends, Inner City. 'Metropolitan Areas. Multi- EDRS Price MFOI Plus Postage. PC Not Availa- mentary School Students. Elementary Secondary ple Regression Analysis. Private Schools. Ra- ble from EDRS. Education. Evaluation Needs, 'Hearing Impair- cial Factors, Statistical Data, Urban Demography. DeseriptorsAdministrator Attitudes. Basic ments. Individual Testing, Listening Compre- 'Urban Schools, White Students Skills, Bilingual Education. Compensatory Edu- hension. Magnetic Tape Cassettes, Norms, Partial The relationship of racial factors to recent trends cation, Data Analysis. 'Educational Assessment. Hearing. Preschool Education, Student Place- in enrollment of white students in private schools is Elementary Education, Enrollment Influences, ment. 'Test Reliability, Test Reviews, Test Va- examined in this paper Demographic and school Interviews, Measurement Instruments. 'Pro- lidity enrollment data on 157 Lt S cities were tethered gram Evaluation. Questionnaires, School Aides. identifiersTest of Auditory Comprehension from the 1960 and the 1970 census In addition. Statistical Data, Student Attitudes. Tables (Data). The Test of Auditory Comprehension (TAC), one data from a 1968 survey of civil rights and school ' Teacher Attitudes component of the Auditory Skills Instructional politics in non Southern cities were used in measur- Planning System, is a comprehensive test instrui. ing the racial, educational and political chastein IdentifiersAustin Independent SchoolDistrict these cities Because of initial differences, and be- TX ment designed for individual use with hearing im cause of distinct patterns of relationships between This material consists of ten appendixes to the paired pupils. four through twelve years of age. for private school enrollment and various predictors. Final Report for 1976-77 on the implementation of assessing receptive auditory functioning Included the South and the non South are analyzed sepa- the Texas state-supported compensatory education in the TAC are ten discrete subtests measuring audi- rately Race related variables considered in the mul- program in the Austin Independent School District tory abilities in three major areas discrimination. tiple regression analysis include black and white as evaluated by that district's Office of Research memory sequencing. and figure - ground, TAC relia- public school enrollment and changes in the teacher and Evaluation. The instruments used in the evalua- bility was derived from the results of 82 hearing impaired pupils who were retested with the TAC and pupil racial segregation indices Non race variation process are described or presented in full, the bles include city size, central city to suburb ratio, within a two -to three-week period after initial test- methods of their-application discussed. and the re- ing. a reliability coefficient of 98 was obtained In and the age of housing. A second set of regression sults explained In tabular or narrative form These analyses were made These analyses employed the addoion, variability was studied with 60 pupils. and instruments consisted of ( 1 ) the California Achieve- former variables together with economic data and no significant differences among examiners were measures of local immigrant of ethnic populations ment Test. (2) the School Sentiment Index. (3) prin- found TAC validity was obtained from the results It is concluded that racial factors in local demogra cipal interviews, (4) teacher interviews, (5) aide of 750 hearing impaired pupils. from 29 schools and phy during the 1960's did affect the level and direc- questionnaires. (6) area director/instructional coor- districts across the country Resultsofdata analysts, tion of change occunng in the use of nonpublic dinator questionnaires, (7) reading teacher inter- as well as eva,uattons of the TAC by participating schooling by white families. An elaboration of this views, (8) education planner interviews, (9) an audiologists, demonstrated its validity Normative model is suggested using sociopolitical sanables attendance study for one sell, ol, and (10) a Work- data were compiled for this sample. grouped by age (Author/GC) shop Evaluation Scale (PGD) and degree of hearing loss, (Author /BW) EQUAL OPPORTUNITY IN EDUCATION Document Resumes 19 Pub Type - Reports- Research (143) 0107 ED 155 278 FORS PriceMFUI /PC04 Plus Postage. 0111 ED 156 382 Berry, Ray DescriptorsAffective Objectives. Cognitive Ob- Punches. Peggy And Others Integration Update. Edueational Objevtives, Elementary "Minority Contributions to Science. Engineering, Risers:de Unified School District. Calif Education. Junior High Schools. Mexican Anicri and Medicine. Pub DateApr 78 cans,Program Descriptions.Program Es alua San Diego City Schools. Calif Note-15p., For a related document. sec ED ISO Pub Date-78 209 non, Reading Instruction. Reading Programs. Note 1'79p. Pub Type ReportsDcsertptive (141) Reading Research. Tcather,Aides. Training Pub Type-- Books (010) EDRS PriceMFOI PC01 Plus Postage. Identifiers Emergency School Aid Act 1972 EDRS PriceMF01/PC08 Plus Postage. Descriptors- Academic Achievement. Desegre- Project Assist." conducted in two elementary Descriptors Achievement, AmericanIndians, gation Effects. Desegregation Plans, Brogram schools and one junior high school, tested the AsianAmericans BiographicalInventories. Development. 'School Desegregation 'Success hypothesis that students in schools with trained in- Blacks. Cultural Ass arencss. *Engineering, Ethnic 'Trend Analysis, Voluntary Desegregation Studies. Health Personnel, Instructional Maten- IdentifiersCaliforma (Riverside) structional reading aides will read better than stu ,als. Leadership, Medicine. Minority Groups. Irthis updated report on the Riverside Unified dents in schools with either untrained aides or no Pharmacy, Physical Sciences, Resource Maten- School Disinct, the district continues with its intr aides This report presents data on the project gath- als. Role Models, Sciences, Spanish Speaking grafi= efforts including major program develop- ered during the 1974-1975 school year The first Offering an histoncal perspective on the development Overthethreeyearsofintegration, section poses "decision questions" regarding con- ment of science, eng neering, medicine, and tech- performance of all children from the three major tinuation of the project, recommends answers to the nology ane...,providing currentrole models for race groups has improved In the primary grades. questions, and offers data support, of the recom minority students, the bulletin lists the outstanding there has been a general trend toward higher read- contributions made by. ( I ) Blacks - medicine. chem. ing actaesement A need for establishing close mendations The next two sections describe the pro- istry, architecture, engineering. physics. biology, home tics at early ages, plus a recognition of the ject and show in narratise and tabular form the and exploration. (2) Hispanos - biomedical research. necessay for strong language development pro- context in which the project operat61 The follow- botany, biology, physics, chemistry. space educa- grams has led to a IIVA kindergarten effort The ing section of the report summarizes the program tion,physiology,mathematics,pharmacology, dist:1_1 continues to conduct boundary analysts with objectives (including cognitive and affective out- meteorology. oceanography, sociology, geology , an- an 'emphasis upon balancing ethnic' enrollment thropology, psychology, engineering, electronics, among the schools One of the key reasons sug- come objectives. process objectives. and input ob jectives),notes their and computers; (3) Asian Americansastronomy, gested for the success of the Riverside effort is that levelof attainment. and engineering, technology, mathematics, medicine, soluntary total initiatives rasher than a court order describes the ev idence through which the levels of health, physics. dentistry, chemistry, and space edu led to the original decision to integrate the schools attainment were determined Summary data and a cation, (4) American Indiansengineering, botany, (Author, Akt) glossary of terms conclude the report Although the physics, architecture chemistry, biology, projectdatafailedtosubstantiatetheinitial agronomy, forestry, environmental science, weather hypothesis. se-vcral positive aspects of the project forecasting science education, audiology, otolaryn- are noted (GW) gology,archeology.nursing,mathematics, an- 0108 ED 155 657 thropology, psychology, dentistry, medicine, and Lee Ann 31And Otlrirs pharmacology. Also listed arc Hispanic Nobel Prize 1973.74 ESAA I Pilot Project Assist Evaluation winners, scientists of the 20th century. and profes- Report. 0110 sors; Moslem and Jewish scientists of Medieval Austin Independent School District. Tex Office of ED 156 362 Spain (circa 900.1400), statistics on the representa- Research and Esaluation Juarez Manuel°Ratmondtc. Att: Mendoza tion of Hispanos in science, programs designed to Sports Agency Office of Education (DIIEVs'). Effects of the Language of the Instructions on Test meet the Hispanos' health service needs. programs Vastungton. D C Performance:CaliforniaAchievementTests. for Indian students and agencies to contact for pos- Pub Date-74 MinlStudy. sible financial aid, groups of special interest to In. Note292p , A number of pages may not reproduce dian students, and available resources and creative well due to poor type, For related document. see Edgewood Independent School District. San An tom, Tex ways to incorporate knowledge and appreciation of CS 004 177 minority contributions into the regular instructional Pub Type Repasts . Research (143) Pub Date (74) - program, (NQ) EDRS PriceMFOI /PCI2 Plus Postage. Note- -146p. DescriptorsAdministrator Attitudes. Elementary Pub Type Reports - Research (143) Education, Junior High Schools, "Measurement EDRS Price - NIFOI/PC06 Plus Postage. Instruments. Mexican Americans. Program De- 0112 ED 156 697 scriptions, Program Evaluation. Questionnaires, DescriptorsAchievement Tests. Bilingual Stu- dents. English. Grade 2, 'Language Dominance, Chem. Hernune JAnd Others Reading Instruction,Reading Programs. Evaluation of Career Education Projects. 1976 Reading Research, Reading Tests. Self Concept Literature Reviews, Mexican Americans. Per- 1977. Report 47829. Measures. Staff Development. Student Attitudes. formance Factors. Pretesting. Pretests Posttests, Philadelphia School District. Pa Office of Research 'Teacher Aides. Teacher Attitudes Primary Education, Regional Dialects, 'Spanish. and Evaluation IdentifiersEmergency School Aid Act 1972 Tables (Data). Testing. Test Results Pub DateJan 78 "Project Assist." conducted in two elementary Identifiers--California Achievement Tests. Test Note 187p. schools and one junior high school, tested the instructions, Texas (San Antonio) Pub Type Reports Research (143) hypothesis that students in schools with trained in- EDRS Price The study examined whether theCalifornia 111E01/PC08 Plus Postage. structional reading aides will read better than stu- DescriptorsAdults. Career Education. 'Career dents in schools with either untrained aides or no Achievement Test (CAT) results would be affected Guidance, Cooperative Programs, Curriculum aides This report presents data on the project gath- if the test instructions were administered in the Ian. Development, Disadvantazed Youth, Educa. ered during the 1973.1974 school year Separate guage the children best understood In a pre-post- tional Assessment, Formative Evaluation. Hand- sections present a glossary of terms, an abstract, a testsequence. 77Mexican American second icappeo Students, Individualized Programs. Job program description, recommended answers to graders between the ages of 7 and 8 of a low socio- Placement. 'Program Descriptions, Program "decision questions" regarding continuation of the economic background attending the same elemen Evaluation, Secondary Education, Student Pro- project. a summary of stated program objectives and jects, Teaching Methods, Urban Programs. Vo the degree to which they were met, and miscellane- tary school in west San Antonio were administered cational Education ous additional information Appendixes present re- the CAT Reading Section. Level 1, Form A In the IdentifiersPennsylvania (Philadelphia). Phila- ports on a satiety of aspects of the program, pretest, the individual classroom teachers gave the delphia School District PA including the followingtests of basic concepts, instructions only in English In the posttest. 28 chil- Evaluations of thirty career education projects in reading achievement, self concept, and reading alit. dren received the instructions in Spanish, 25 in Eng- the school district of Philadelphia, Pennsylvania are tudes that sere administered to students, pupil at- lish, and 21 in the local Spanish dialect. Language contained in this report. Fifteen of the projects con- tendance; observation of aides, teacher, aide and dominance of the posttest subjects was informally cern classroom or shop instruction. six concern de- principal questionnaires, parent, student, teacher. velopment and/or fieldtestingof curriculum and aide interviews, aides' daily activities, and top- rated by their teachers Pre and posttest scores materials, and the remainder involve staff develop- ics used for staff development. Numerous tables are were subjected to Pearson correlations and to anal- ment, installation or shop equipment, job place- included in the report and the appendixes (GIN) ysis of variance Findings included there was a sig- ment,guidanceprogramsand a vocational nificant difference of 008 in favor of the posttest education research project. Each evaluationin- group receiving instructions inEnglish on the cludes a project description and history, project ob- vocabulary subtest; the group receiving instructions jectives asstated intheproposal.project 0109 ED 155 658 implementation, evaluation questions. attainment Lee. Ann M And Others in the local dialect omitted fewer items than the of objectives, and conclusions and recommends- 1974.75 ESAA 11 Pilot Project Assist Final Re- English or Spanish group on the read rig subtest, tions. Projects concerned with instruction cover a port. significant differences were obtained in favor of the range of subjects including warehouse and office Austin Independent School Dtstrict. Tex Office of English group in the vocabulary and reading subt- practices, transcription skills, distributive educa- Research and Evaluation. eats: and an analysis of the gains for each group tion, consumerism, restaurantpractices,crafts, Spons AgencyOffice of Education (DREW), revealed that, in general, higher gams were obtained homemaking and factory work Curriculum devel- Washington, D.0 by the group receiving instructions in the local ilia- opment projects reflect an emphasis on individual- Pub Date-75 ized instruction and involve business, disttibutive Note-78p. A number of pages may not reproduce lea The instructions in Spanish and in the local and cooperative education, home economies. career well due to poor type. For related document. see dialect and the language dominance rating instri exploration and planning. and automotive shop CS 004 175 ment are appended. (NQ) Three job placement projects were also evaluated, as 20 : Document Resumes EQUAL OPP,ORTU :TY IN EDUCATION ,,e1 as three programs involving career awareness Reading, Summer Programs. L rbun Schools EDRS PriceMF0I/PC04 Plus Postage. and pre employment counseling These projects tit Identifiers ElementarySecondary Education Descriptor:Abstracts, Annual Reports. Com ducted medical laboratory experiences at 3 local Act Title I. Pennsylvania (Philadelphia). Phila- scncatory Education, Disadvantaged Youth, Ele- hospital and vocational guidanc c experiences in spe- delphia School District PA mentary Secondary. Education, Program cial') -equipped buses Among procct participants Abstracts of Title I Elementary and Secondary Descoptions.,Progriim Evaluation were d sadsantagcd, pregnant othopedisally and Education Act procct evaluations conducted dar- Identifiers'ElementarySecondary Education menu! y handi-apped students as well as parents ing the 1976 "7 scademo-year in the school district Act Title 1. Pennsylvania (Philadelphia). Phila and staff is embers Included alsous the n311.13(10(10( of Philadelphia. Pcnnsylsama are compiled in this delphia School District PA a three-yea project designed to Lion s classroom volume Information concerning current manage- 1 his supplement provides a historical summary, model for adjusting curriculum and pc ment information. obscrs ed del sums. attainment of for the Philadelphia, Pennsylvania schools, of the simnel in vocational training programs (Author objectives and program impact is provided fur each key findings in the Annual Evaluations of each Ele- JAC) project The abstracts also describe project operat mentary Secondary Education Act Title I project mg years, grades sets cd: number of students, em since 1975 The 1977.1978 management informa ployees, and schools, current budget. and services Lion, the key findings for 1975.1976 and 1976.1977, pro Wed Two series of comprehensive projects as well as the preliminary findings for 1977.1978 are 0113 ED 156 701 were aimed at reducing deficiencies in basic reading included. The preliminary findings are not intended Evaluation of Title ESEA Projects. 1976.77 and mathematics skillsin kindergarten through as a summative evaluation of any project Summa- Technical Reports Report :47'140 twelfth grade students These projects encompassed toe evaluation findings will be included in a later Philadelphia School District. Pa Office of Rescurch individualized instruction, parental ins olvemcnt. report Projects described here include. Affective and Es 331.1d:i011 skills centers, mathematics specialists. scion) ten Education,AlternativePrograms,Benchmark, Spurts AgencyOffice of Education (MIEN 1, tercel instruction for educable retarded children, Bilingual Education. Project Bridge. Comprehen- Washington, D C and resource teachers Remedial assistance in corm sive Mathematics Project, Comprehensive Reading Pub Date--Nos 77 putational skills was provided through classroom. Project. Computer Assisted Instruction. Counseling Grant - CSOE-48-7398-51-500-01, USOE-488 tutorial and individualized instruction Other pro. Services, Educatidu in World Affairs. English-as a 6473.51-500.01 jeers involved introducing students to world affairs Second Language, Project Follow Through. Institu- Node- -254p, For related document. see T \1 007 arid global problems, summer reading readiness, tions. for Neglected and Delinquent Children, 1i9 Best copy available counselingsets ices. aide services. schoolcom- Learning Centers, Motivation. Multimedia Center, Puts Type Reports - Research (143) niunity coordinators, computer assisted instruction, School Community Coordinator. Summer Special EDRS Price - 111E01 /PC1 I Plus Postage. institutions for neglected and delinquent children, a Education, Elementary Mathematics Classroom DescriptorsAcademic Achievement. Basic Skills. multimedia center. summer special education, bilin- Aides, and Preschool Child Development Project Compensatery Education, Disadvantaged gual education. an indisidualized education center. (Author /CTM) ^ inith. Educational Assessment. Elementary intensive reading for secondary students, affective Secondary Education Federal Programs. For - education, and alternatis e programs Summer com- neatnc Evaluation. 'Program Descriptions. Pre ponents fide 1 projects arc briefly abstracted (JAC) gram Esajuation. Remedial Mathematics. 0117 ED 158 188 Remedial Reading, Summer Programs, Urban Vorman L Schools Bibliography on Suicide and Suicide Prevention: IdentifiersElementarySecondary Education 0115 ED 156 729 1897.1957 1958-1970. Act Title I. Pennsylsania (Philadelphia). Phila Forlanu, George National Inst. of Mental Health (DHEW). Rock- delphis School Distract PA Family Living, Including Scx Education. Md This volume compiles technical repots of Title 1 New York City Board of Education. Brooklyn. N Y Pub Date-72 Elementary and Secondary Education Act project Bureau of Educational Research Note-282p Some parts of the document may be es a,uations conducted during the 1976.77 aca Pub DateAug 70 marginally legible due to colored background demic year in the school district of Philadelphia. Note- -110p, For related documents see ED 024 As ailable from--Superintendent of Documents, Pcnnsyls ania The reports include- rationale. ex- 978. ED 043 080, ED 037 803, ED 026 678 , Best S Gos ernment Panting Office. Washington, pected outcomes. mode of operation, previous copy available D C., 20402 (Stock number 1740.0342. $2 00) evaluative fit dings, current implementation, and at- Pub Type ReportsDescriptive (14!) Pub Type Reference Materials Bibliographies tainment of objectives for each project A series of EDRS Price - NIF01 /PC05 Plus Postage. (131) comprehensive mathematics projects encompassed DescriptorsAdults, Basic Skills. Black Studies. EDRS Price - MFOI/PC12 Plus Postage. educable retarded and Title I students in grades 2- Career Awareness. Eleihentary Secondary Edu- DescriptorsBibliographies.ForeignCountries, 12. and focused on remedial assistance in computa- cation. Language Acquisition. Linguistic Compc Prevention. Suicide tionalskillsthroughclassroom,tutorial.and tence. Mathematics. Parent Participation. Research on suicide and suicide presention has indisidualized instruction Included was a project to PreschoolEducation,'Program Descriptions. expended greatly since 1957. when an original bibli reduce mathematics skill deficiencies in grades 2-6 Program Evaluation.Reading Skills. School ography was published in The Cry for Help The by presiding the schools with mathematics-resource Community Relationship. Tutorial Programs current volume incorporates and expands that origi- teachers A series of comprchensise reading pro- IdentifiersNew York(Ffrooklyn), New York nal work in the first section (approxtmatcly 2.100 jects provided millibar 'remedial instruction Other (Harlem),New York (New York). New York items) and adds in the second section an additional projects ins ols cd intensrse reading, bilingual educa- (Queens) 2.542 ;tons which were published between 1957 tion, counseling, computer-assisted instrt.ction. skill This volume describes and csaluates 21 selected and 1970 The references in thts volume were ob- and learning centers, a multimedia center, and ne- New York City Board of Education Umbrella Pro- tained through intensive search of domestic and for- glected and delinquent children Also evaluated grams for the 1974-1975 school year. The programs eignmedical,psychological.sociologicaland were a project to provide high-,school students with include(<1p the parent resource center, (2) the biological indexes Separate author and subject in- cultural and curriculum ennament to motivate teacher self-help program. (3) the East Harlem pre- dexes have been prepared for each part of the babli them to seek pOst secondary education, and a pro kindergarten center. (4)theBrooklyn College ography. (LFB) ject employing local residents as school-community volunteer futonng program. (5) the parent educa- coordinators. Summer components of Title I pro- tion for pupil progress program, (6) the career jects are also examined Favorable learning environ awareness program, (7) teaching English to adults in ments, reversal of some student underachievement their homes, (8) advanced reading development, (9) 0118 ED 15556 trends. and increased parental participation are at- the parent orientation program. (10) community Wtird, Rtiquel And Others tributed to Philadelphia's Title I projects (Author/- and school education development. (II) basic skills Interviews of Teachers in Title VII K-1 Schools JAC) afterschool for pre-kindergarten, (12) the God- ESEA Title VII Bilingual Project. Formative dard-Riverside Educational camp. (13) the Afro Evaluation Report No. 7. Americanhistorycaravan.(14)themental Austin Independent School District. Tex Office of hygiene-linguistic reading program, (15) the High Research and Evaluation, 0110 ED 156 702 Rock educational program. (16) pictures as a basis Pub DateJan 75 Evaluation of Title 1 ESEA Projects. 1976.1977: for teaching reading, (17) developing an informal Note--13p., For related documents, see FL009447 Abstracts. Report =77139. parents group. (18) perceptual conditioning for de- 452 Philadelphia School District. Pa Office of Research coding. (19) reading and language, (20) project Pub Type Tests/Questionnaires (160) and Evaluation miniteacher. and (21) the parent child orientation EDRS PriceMFOI/PC01 Plus Postage. Spons AgencyOffice of Education (MEW), program (Author /AM) DescriptorsBilingual Education, Bilingual Washington. D C Teacher Aides, Cultural Awareness, Educational Pub DateAug 77 Assessment, Educational Needs. Elementary GrantUSOE-48.7398-51-500-01, USOE48B- School Teachers, Federal Progfams, Formative 6473-51.500.01 0116 ED 157 931 Evaluation, Grade I', Inservice Teacher Educa Note-159p, For related document, see TM 007 Title 1 ESEA Projects: Digest of Annual Evalua. non, Instructional Materials, Interviews. Kiader 138 Bons; Supplementary Edition 1977.1978. A his. garten.LanguageInstruction, Languageof Pub Type Refetence Materials - Bibliographies tortesl summary, by the Department of Federal Instruction. Language Programs, Learning Activt (131) Evaluation Resources, of the key findings re- ties. Preschool Teachers, Primary Education, EDRS Price - MFOI /PC07 Plus Postage. ported in the annual evaluations of each project. Program Evaluation. Questionnaires, Second Descriptors -- 'Abstracts, Academic Achievement. Report #7827. Language Learning. 'Teacher Attitudes BasicSkills. Compensatory Education, Cur- Philadelphia School District. Pa Office of Research IdentifiersElementary Secondary Education Act riculumDevelopment. Disadsantaged Youth. and Evaluation. Title VII, Monolingual Teachers Educational Assessment. Elementary Secondary Pub DateMar 78 A summary is presented of interviews with nine Education. Federal Programs. Formative Note - -79p, For related documents, see ED 143 700 kindergarten and first grade teachers. all monoli Evaluation, ProgramDescriptions. Program and 144 987, TM 007 138 and 139 gual, in the four Title VII Bilingual Project schools Evaluation. Remedial Mathematics, Remedial Pub Type ReportsDescriptive (141) where participation includes just kindergarten end

O EQUAL OPPORTUNITY IN EDUCATION Document Resumes 21 first grade Four bilingual teacher aides arc assigned Participation, Parents. Parent School Relation to these schools Intended to provide data for as- EDRS PriceMFOI/PC01 Plus Postage. ship, Parent Student Relationship. Parent Teacher Descriptors--Demonst:ation Programs, Hawaii. sessment of ongoing activities as well as stated oh- Cooperatio, 'Program Evaluation. Question Jo. tis es the interviews were designedao Investigate ans. Intelligenee Quotient. Intelligence Tests. naircs.SecondLanguageLearumg.Spanish Kindergarten, Program Evaluation, Socioeco activities such as duties assigned to bilingual aides. Speaking. Statistical Data fin- service training needs, materials needed. thE nomic Background. Standardized Tests , A summary report is presented of the first of two amount of English and Spanish used in instruction Identifiers--Haw au,Kamehameha Early Educa interviews ssith a random sample of parents of kin tion Program and the amount of help needed by the teachers from the project staff Therefore, the following areas were dergarten and third grade students in the project This report presents a pre. and posttest evaluation covered by the fifteen questions on the interview Undertaken as part of the evaluation of the Parental of the first program year of the Kamehameha Early Corm (I t language instruction, (2) teacher aides ser- Ins ols ement Component of the ESAA - Education Program (KEEP) Each of the 28 chit vices(3.) classroom needs. (4) inservice training Bicultural Project, the Interviews had a twofold ot dren in the KEEP kindergarten class received three needs. (51 supervision and services by the Title t 11 JeCtRC (I) to measure the degree of borne support tests the Wechsler Preschool and Primary Scale of matt, and 16) cultural awareness activities Follow for project students' school actnnics and learning Intelligence (WPPSI). the Metropolitan Readiness mg a discussion of the results of each of the fifteen goals. and (2) to measure the degree of change in Test (MRT), and the Standard English Repetition iteniv. two significant conclusions are drawn (1) :nos support as a result of project activities Two Test (SERI) The testing scores from the fall and because the burden of Spanish instruction fails tin conclusions are drawn from ,an analysis of the re spring were compared on the basis of their correla teachers aides. special training activities for and suits (1) parents' support and knowlcdge of the chit tions with each other and with other variables. such close supervision of the four aides seem necessary. dren's school activities is generally satisfactory, and as socioeconomic factorsImprovement on the and (2) to make up for the current lack of cultutal (2) acquaintance with their children's principal and MRT was only moderately correlated with changes inI Q scores activities. a heavy reliance on the aide for such ac- teacher, visiting the school, and dialogue with other The children with the greatest usities is suggested A copy of the interview forrn parents arc areas needing improvement Most mi. changes in IQ scores tended to have had less and a summary of teachers' responses to each item portantly for the ESAA Bilingual, Bicultural Pro- school experience and came from lower income are attached (AMH) ject, 62% had not received communication about families The high and low MRT change groups the project, and 43% did not feel that they under- showed significant differences on only threcof 100 variables, and the three were not in any particular stood bilingual education The interview form in group of variables, as were significant variables of Spanish and English and an analysis of responses to the high and low I Q change groups SERT scores 0119 ED 158 557 each item by school and grade level are attached Rard. Raquel And Others ( Author /AMH) were highly correlatecEwith all three I Q test meas Interviews of Bilingual Teacher Aides. November ures for both pre- and posttestings, and were con 1974. ESEA Title VII Bilingual Project. Forma. sistently related to socioeconomic factors. While Use Evaluation Report No. S. SERT scores did significantly increase from fall to spring. the change in SERT scores did not correlate Austin Independent School District. Tex Office of 0121 ED 158 559 with initial scores (Author/IMB) Research and Evaluation Ligon. Glynn Pub DateNos 74 Fall 1974Parent Interviews. ESEA Title VII Note.13p. For related documents, see FL009447 Bilingual Project. Formative Evaluation Report 452 No. 8. Pub Type Testsi Questionnaires (160) 0123 ED 153 869 EDRS Peke - MFOUPC01 Plus Postage. Austin Independent School District. lex' Office of Major KEEP Findings, 1971 - 1975. Research and Evaluation Kainchameha Schools. Honolulu. Hawaii, Descriptors -- 'Bilingual Education. "Bilingual Pub DateNov 74 Teacher Aides. Educational Assessment, Educa- Kamehameha Earl) Education Project tional Needs. Elementary Education. Federal Note--42p "or related documents. see FL 009 447- Spons AgencyCalifornia Univ. Los Angeles Programs. Formative Evaluation. Inservice Edu- 452, I nters,cw form may reproduce poorly due to Mental Retardation Research Center., Hawaii light and bi ',ken type. State Dept of Education, Honolulu cation, Interviews. Language Instruction. Lan. Pub Date-174) guagcofInstruction.Language PrograMs. Pub Type Tests/Questionnaires (160) ProgramEs aluation, 'Questionnaires, EDRS'Piice MFOPPCO2 Plus Postage. Note..4p ; For related documents. see PS 009 533. Second 571 and PS 009 573 Language Learning. Spanish Speaking. 'Teaches Descrir torsBilingualEducation,Educational Attourics, 'Teacher Responsibility. Teacher Role Assessment, Elementary Education, Federal Pro- Pub Type Reports - Research (143) IdentifiersElementary Secondary Education Act grams. Formative Evaluation. 'Interviews, Lan. EDRS Price MFOI/PC01 Plus Postage. Tate V II, Teacher Aide Attitudes, "Teacher Aide guage Instruction, Language Programs Parent DescriptorsAcademic Achievement, Curriculum, Role Attitudes, 'Parent Participation. Parents, Parent Demonstration Programs, Early Childhood A sc.amary report is presented of interviews with School Relationship. Parent Student Relation. Education, 'Educational Improvement, Family 28 bilingual teacher aides who work in ten elemen- ship,Parent Teachtr Cooperation, Program Influence. 'Hawaiians, Information Dissemina tary Schools Austin Independent School District Evaluation. Questionnaires, Second Language Lion, Inservice Teacher Education. Pidgins. Re. search. Student Motivation, Teaching Methods The interviews were conducted to provide data to Learning. Spanish Speaking. Statistical Data assist the project staff in assessing ongoing activities IdentifiersElementary Secondary Education Act IdentifiersHawaii, Kamehameha Early Educa of the aide: as well as specific process objectives. Title VII lion Program They. were designed. therefore, with a two.fold pur This report lists the 34 major research findings A summary report is presented of the first of two from the Kamehameha Early Education Program pose, namely to determine to what activities the interviews with a random sample of parents of kin aides were involved and to determine in what areas (KEEP) for the years 1971.1975 Each finding is dergarten, third and sixth grade students in the pro-. accompanied by a listing of KEEP technical reports the aides neededshelp The following areas of par- jest Undertaken as part of the evaluation of the ticular interest were identified for the interviews (I) and working papers which contain information rele Parental Involvement Componentf the Title VII sant to that finding Included among areas covered understanding of their role and lesponsibilities. (2) Bilingual Project, the interviews had a twofold ob- the kind of inservice training desired. (3) the great- in the findings arc. (I) student motivation. (2) jective (1) to measure the degree of home support teacher training, (3) student achievement. (4) cur- est needs in the classroom, (4) help needed from the for project students' school activities and learning project staff. (5) time spent on various activities in riculum, (5) teaching methods. (6) ethnic dialects, goals, a d (2) to measure the degree of change in (7) family background, and (8) information dissemi the schools. (6) planning strategies, (7) subject areas this support as a result of project activities. Two nation. (1MB) usually taught in Spa-fish and English: (8) percent- conclusions are drawn from an analysts' of the re- age of time used for each language, (9) daily and sults. (I) parents' support and knowledge of the chil- weekly scheditles, and (10) general comments on dren's school activities is generally satisfactory: and, the bilingual project Results for each of.the fifteen 0124 questions in the interview form are given, with a (2) acquaintance with their children's principal and ED 158 870 brief discussion of each. In addition to several spe- teacher, visiting the school, and dialogue with other Galhinore. RonaldTharp. Roland G. cific conclusions. it is noted that, generally, averages parents are areas needing improvements. Most im- KEEP Five-Year Summary Report. Kamehameha for the aides reveal levels of performance compara portantly for the Title VII Bilingual Project. 37'f. Schools. Honolulu. tfawaii tale to those in the Title VII Project's proposal A had not received information about the project and Kamchamcha Early Education Project copy of the interview form and a list of additional 23% did not feel that they understood bilingual cdu Spons Agencytaliforma LimyLos Angeles. comments are attached (AMH) cation The interview form in Spanish and English Mental Retardation Research Center,Hawaii and an analysis of responses to each item by school State Dept. of Education, Honolulu, and grade level are attached (AMH) Pub DateMar 76 Note..9p., For related documents. see PS 009 53 ?- 572 0120 ED 158 558 Arce Aaron Pub Type ReportsDescriptive (141) Soso. Xavier EDRS Price Parent Iateiview ESAA Bilingual/Bicultural Pro- 0122 ED 158 834 MFOI/PC01 Plus Postage. Galhmore, Ronald And Others DescriptorsAgency Cooperation. Demonstra ject. Formative Report No. 6. tion Austin Independent School District. Tex Office of Pretest and Posttest Results of the First KEEP Programs, Early Childhood Education, 'Research and Evaluation Program Year. Technical Report Educational Improvement, Guidelines, Hawai- Pub Date-74 Kamehameha Schools: ians. Research Design. 'Research Projects. Re. Honolulu. Hawaii search Utilization No related documents. see FL 009447. Kamehameha Early Education Project 4te.128p:52 For IdentifiersHawaii, Kamehameha Early Educa- Spans AgencyCalifornia Univ. Los Angeles tion Program Pub Type Tests/Questionnaires (160) Mental Retardation Research Ccntcr.Hawaii EDRS PriceMFOI/PCO2 Plus Postage. State Dept of Education, Honolulu This brief summary outlines the activities and findings of the research and development efforts of Descriptors--BilingualEducation. Educational Pub Date-1731 the KamehamehaEarly Assessment, Elementary Education. Formative Education Program Note-.18p., For related documents, see PS 009 531. (KEEP) from 1971 to 1976 The paper suggests that Evaluation. Interviews. Language Instruction. 536 and PS 009 538.573 Language Programs. the original goals of the program were met and that Parent 'Attitudes, Parent Pub Type ReportsResearch (143) the initial operating procedures agreed upon by 22 Document Resumes EQUAL OPPORTUNITY IN EDUCATION KEEP and the Newell' State Department of Educe. American Indian foods) The Introduction identifies EDRS Price tion were followed throughout"the 5-year period MFOI/PCI3 Plus Postage. use iegional Native American cuisines as follows in DescriptorsComparative Analysis, Creative De- The phasing of the program and the guidelines the Southwest, peppers and beans were made into , which shaped the research projects are described velopment, Disadvantaged Youth, 'Early Child- chili, soups. guacamole, and barbecue sauces by the hood Education, Educational Research, and some research findings are briefly summarized Pueblo. Papago, and Hopi tribes, in the Northwest. (BD) Educational Strategies, Instructional Materials, seafood recipes were the contributions made by the Intervention. Learning Activities. Manipulative Tlingit, Kwakiutl, Saba, and other tribes, in the Matertalsr'Sensory Integration.'Teaching Great Plains, roasted buffalo was the contribution Methods. Verbal Ability, 'Verbal Development IdentifiersClay 0125 ED 159 230 the Sioux and the Cheyenne, in the South, Handbook for the Human Relations Approach to the'rokee and other tribes contributed stews, Three hundred twenty-six disadvantaged boys Teaching. soup .and an assortment of cornbreads. in the andgirls in pre-kindergarten and kindergarten were Buffalo Public Schools N 1 Human Relations Pro Northeast. the clam bake and baked beans were pre- and post-tested in clay seteptunng, drawing and verbal cognitive abilities to determine whether Act i.f Resters N 1 . contributions made by the Narrangansetts, Penob- teaching children through a non-verbal art medium, Sp, os Agency- Buffalo Public Schools. N 1DIN scots. and Powhatens 'Exemplary recipes found in of Curriculum Evaluation and Development this document include fry bread (Navajo, Chip- clay, would improve their verbal skills Assessment Pub Date--70 pewa. and Dakota style), water cress soup, berry instruments were developed. Children were as- Note--97p soup, fried wild rice casserole. venison and beef signed to I of 4 treatment groups in which teachers Pub Type --. Guides - General (050) jerky. Zuni mutton stew. buffalo steak with wild rice (I) encouraged children's clay activities: (2) prov- EDRS Price - MFOI/PC04 Plus Postage. dressing, smoked venison. muskrat, quail,fruit ided guidance through discussions of how' to solve DescriptorsClass Activities, Curriculum Guides, leather, thistle salad, wild teas. Seminole sour bread, clay sculpturing problents; (3) supplemented discussion with demonstrations of techniques for working Elementary Secondary Education.Humanistic Shawnee blue bread. etc (IC) Education, Human R. lotions. Intergroup Educa- with clay; and (4) provided no special treatment tion. Interpersonal elationship. Sensitivity (this group served as a control) The data analysis Training Teachingtildes, Units of Study focused on 3 research questions: (I) Does interven- This is an activities guide for teachers who arc 0128 ED 160 279 tion through clay make a difference in the develop- looking for techniques and strategies that will help A School and Home-Based Bilingual Education ment of children's verbal cognitive achievement? them ti. "humanize" the curriculum Section I gases Model (Kindergarten-Grade (2) Does the it,-thud of teaching clay make a differ- 4):End-of-Year ence in the development of children? and (3) What activities so develop positive self concept The ac- Evaluation Report, 1977.78 (Third-Year Evalua- tivities prOposed in Section II are intended to make tion Study). type of clay teaching program is best for which type students aware of their own feelings toward others of children? Children in the combined experimental Askins (B E ) and Associates. Lubbock. Tex., CION is teaching programs made significantly more im- Section III suggests techniques for making students Public Schools, N Mes Texas Tech t nos., Lub- aware of discrimination In Section IV the problems provement than the control group in clay, drawing, bock and verbal cognition achievement, and the tech- and importance of nonverbal as well as verbal com- Spons AgencyOffice of BilingualEducation munication are addressed. Amines designed to nique teaching approach was most effective In deve- (DREW /OE), Washington. t) C lopingclay, drawingand verbal cognitive help the process of values clarification are proposed Pub DateJun 78 in Section V Section VI consists of group tasks or canabilities in all boys and girls These and other GrantG007507036 findings are discussed in detail Appendices provide problems which are to be solved by groups Pos- Note29p4 For related document. sec ED 144 705 sibilities forthe use of music, art, poetry, and drama information on testing and teacher-training materi- are listed in Section VII (MC) Pub Type Reports - Descriptive (141) als used in the study. (Author/SE) EDRS Price - MFOI/PCO2 Plus Postage. DescriptorsAcademic Achievement. 'Bilingual Education. 'DemonstrationPrograms. Early 0126 Childhood Education.English (Second Lan- 0130 ED 162 064 , ED 160 268 Tucson Career Gurnoe. Kurhertne JSkjervold. Christian. Ed guage sv Evaluation Methods, Intervenhon, Lan - Education Project.Tucson, Indian Legends. guage Acquisition, Mexican Americans, Program Arizona. School District No. 1. First Funding Minneapolis Public Schools, Minn Dept. of Inter- Evaluation, Reading Achievement, School Readi- Year, June, 1976. Final Project Performance group Education. ness, 'Spanish Speaking Pub Date--76 IdentifiersNe Mexico (Clovis) TucsoPrRenPublicSchools, Ariz Spons Note--37p Designed to develop, over a 5-year period, a AgencyOfficeofCareerEducation Pub Type Guides - General (050) model.K6 bilingual program, the project provided (DREW /OE), Wash ;ton, D C EDRS Price - NIFOli PCO2 Plus Postage. early childhood bilingual education intervention to Pub DateJun 76 Descriptors American Indian Education, AMe(1- facilitate the learning of English and Spanish simul GrantG007502314 can Indians. 'Cultural Background. 'Elementary laneously in an effort to effectively develop the Note- -59p.: Not available in 1 and copy due to Education. Illustrations, Legends, Supplemens child's cognitivc..affective and psychomotor skills broken print in original docun.unt. For related taryReadingMaterials. Teacher Developed Innovative and tested instructional bilingual-bicul- documents see ED 114 586 and ED 120 411 Materials-. Tribes Pub Type Reports - Descriptive (141) tural materials were implemented to assist children EDRS Price Ideatifiers --Ojibwa (Tribe). Stolle (Tribe). Win- with limited English speaking ability from low' in- 111F01 Plus Postage. PC Not Availa- nebago (Tribe) ble from EDRS. come families Located in the Clovis, New Mexico Descriptors--Attitude Change. Bilingual Educa- Presenting American Indian legends, this material municipal schools, the project was divided into two tion. provides insight into the cultural background of the 'Career Awareness. Career Counseling, programs kindergarten and grades 1.4 The primary 'Career Education, Career Exploration. Dropout Dakota. Ojibwa. and Winnebago people Written in focus of the 1977.78 external evaluation was to a straightforwand Programs,Elementary SecondaryEducation, manner, each of,the eight legends measure the project's impact on student achieve- Employment Opportunities. Fused Curriculum, is assoctated with an Indian group The legends in- -menu in language dm elopmenr. leading. and math cludeerhere are titled as follows Minnesota is Mina: Job Placement, Job Search Methods, Learning skills /Assessed were bilingual language develop- Activities, Minority Group Children. Occupa- ' bozho's Land (Ojibwa). How We Got the Rainbow ment, school readiness, and basic skills in the kin-, (fan extension of the Ojibwa Mmabozho legend). tional Information, Spanish Speaking, Teacher dcrgarten and language development, reading, and, Attitudes How' the Birds Came to Have Their Many Colors math skills in grades 1.4 The kindergarten evalua- 1 (no tribal designation), The Story of Coyote and IdentifiersArizona, Education Amendments tion design consisted of a pre- and -posttest one 1974. Tucson School District No 1 toradjawmga (Earth Wanoerer-a Winnebago leg- group design and a special regression model The end). The Four Rinds (Sioux). The Great Circle The project was designed to accomplish three ma- Grades .1-4 Program was evaluated with a two group jor goals to broaden occupational understandings of (Dakota). Legends of the Pipestone Quarry. The pupils K -12, to expand employment opportunities Three Maidens and The Dakota Buffalo Maiden (treatment and control) pretestposttest covariance Story (both Dakota) Each of the narrative. model Results indicated that the kindergartemstif- of minority youth dropouts or 'otential dropouts, eludes and to develop long-term cooperation and com- complementary illustrations A five -item nogra- dents made significant gains in school readiness and phy is also included (IC) basic skills but not in language desclopmcni and, munication between the school and community em- Ciere was no significant difference between the ployers or agencies. Major project accomplishments treatment (bilingual) and control groups in terms of fell into four categories (1) changes in teacher am-- English and Spanish :anguaic development and tudcs toward career education. (2) changes in 0127 dcselopmental skills in reading and math, except in, learner behavior, (3) specific products. and (4) ac- ED 160 269 tivated processes and strategics. At the elementary Guenoe, Katherina J SAjenvId. Chnstutn,Ed the area of reading at the second ;rade levet. with's American Indian Recipes. the difference in favor of the control group (Au leveLemphases in five target schools were on cur- Minneapolis Public Schools, Minn Dept of Inter- thor/NQ) riculum infusion and career awareness In junior group Education. high:and high school, curriculum infusion and ca- Pub Date-74 reer awareness were carried on with teachers and in Note--28p. class groups. Other functions such as job survival, Pub Type Books (010) 0129 ED 161 5J6 career exploration, counseling, and placemedt were EDRS Price - MFOI/PCO2 Plus Postage. Improving the Verbal Cognitive Skills of Disad- accomplished in small groups The dropout component required an individualized approach, but some DescriptorsAdult Education.Amenean Indians, vantaged Preschool Children Through the Arts. 'Cooking Instruction, Cultural Background, Ele- Project Terntinalion Report. job survival counseling occurred in small groups. Generally, the project objectives were attained. One mentary Secondary Educatio Food, Geo- Columbus Public Schools. Ohio. graphic Regions Spons project accomplishment was the training of teach- AgencyBureauof School Systems ers. administrators, and counselors in using infusion IdentifiersNative istmencans. Recipes (DHEW!OE), Washington. D.C. Presenting some 60 to 70 Native American strategies and in assisting youth with career selec- Pub Date-31 May 77 tion and goal-seeking. Also noted was the school recipes, this document includes a brief introduction ' Note- -323p: Best copy available personnel's accompany and a suggested reading list (15 citations related to attitude shifts from Pub Type Reports - Research (143) negative/apathetic to positive. Minority youth. in- EQUAL OPPORTUNITY IN EDUCATION Document Resumes 23 eluding dropouts, were provided with specialized ondary teachers and 19 administrators completed a assistance which had been otherwise unavailable. questionnaire about their abilities to tees h hand Bilingual career education materials were deve- 0136 ED 163 038 loped (CSS) icapped learners Results were analyzed in terms of Chern. Permute J And Others contact with the handicapped, willingness to work Evaluatl of Career Education Projects. 1977- with the lizndicapped. accommodation a the hand- 1978 Report #7905. icapped. teacher attitudesregarding the hand- Philadelphia School District, Pa.O(fice of Research and Evaluation. 0131 ED 162 475 icapped, practicality of mainstreaming. and needed Rumble Richare D Pub DateSep 78 Nfainstresming the Handicapped in Vocational assisance Among results were that ten,. hers and Note-152p Education. Literature Review. (A Research Pro- administrators were sufficiently concerned about Pub Type ReportsResearch (143) ject in Vocations! Education In the Portland the topic, teacher contsyt with handlopped stu EDRS Price MEOUPC07 Plus Postage. Public Schools). dents was somewhat related to the s.ze of the hand- DescriptorsAdult Education, Adult Programs, Portland Public Schools. Oreg icappedpopulatton, andinircasedpaperwork, Course Evaluation. Disadvantaged, Educational Assessment, Elementary Secondary Education, Pub Date:Jan 78 inability to individualize, too many students, and NOlc471); For related information, see EC 112 Occupatiunal Home Economics. 1gram De- 558. 561 too many other responsibilities were among factors scriptions.PrograMDevelopment, Program Pub Type Reports - Research (143) which teachers felt made mainstreaming tmpractt- Evaluation, Special Education. Trade and indus- EDRS Price - MFOI/PCO2 Plus Postage. cal. (CL) trial Education, Vocational Education DescriptorsFederalLegislation. °Handicapped Identifiers Pennsylvania(Philadelphia),Phila. Children. Literature Reviews. Ma.nstreatning. delphia School District PA Models, 'Research Reviews (Publications). Sec- This document is a compendium of evaluations of ondary Education. Success. Vocational Educa- 0134 ED 162 478 27 federally funded vocational education programs tion ,_ Rumble. Richard R,, in the school district of Philadelphia: Pennsylvania as of the end of Vie fiscal year, June 30, 1978. Six IdentifiersEducation for MI Handicapped Chil- A Survey of the Attitudes of Secondary Vocational dren Act projects which were scheduled but not implemented The first alive reports from a project on main- Cluster Teachers Toward the Mainstreaming of arc briefly described Twenty-four of the imple- streaming the handicapped in vocational education Handicapped Learners. (A Research Project in mented projects were concerned directly with class- pri.rsents a literature review, drawn from an ERIC Vocational Education in the Portland Public room or shop instruction, including three concerned (Educational Resources Information Center) search Schools), with instruction of out-of-school youth and adults and responses by Hi secondar$t school curriculum Portland Public Schools, Orcg Five projects were designed to serve the career needs of trainable and educable mentally hand- leaders. The review touches upon the following top- Pub Date -78 icshistory, P.L. 94.142 (the Education for All icapped studentssocially handicapped, and the Handicapped Children Act), mainstreaming, the Note--17p ; For related information. see EC 112 emotionally disturbed. Several projects emphasized population, specialization, current program models, 557 - 561 individualized programs. Several projects were able ,00perative Mori, experience and placement, re- Pub TypeReports - Research (143) ti' provide students with direct bends-on experi- gional support, and aspects of successful programs EDRS PriceMF01/11:01 Plus Postage. ences. Sume administrative problems associated (such as individualized instruction, flexible grading, with project implementation are mentioned (Au- Descriptors Exceptional Child Research. Hand thor /CTM) and coordinated leadership) (CL) mapped Children, Mainstreatning, Secondary Education, Teacher Attitudes. Vocational Edu canoni Vocational Education Teachers 0132 ED 162 476 One-hundred andtwentyvocationalcluster 0137 ED 163 668 Rumble, Richard R teachers completed a questionnaire on their atti- Boyce. Douglas A. Ekey Erseman F. A Synthesis of Information Obtained from a Liter- A Study of the Vocational Adequacy bf Former tudes toward the integration of handicapped stu- Special Education Students Folle.iwing High ature Review and Field Research Activities Re- dentsintovocational programs. gardingthe Mainstreaming of Handicapped Results were School Graduation. Learners in Vocational Education. anal) zed mums of coniut and willingness to work San Francisco Unified School District, Calif. Portland Public Sc:, teals. Oreg. with the handkapped, teacher attitudes, accommo- Spons Agency California State Dept. of Educa- Pub Date-78 dation of the handicapped, needed assisiance, and tion. Sacramento. Note - -22p, For related information, see EC 112 practicality of mainstreaming Among major find- Pub DateI5 Sep 78 557 - 561 Note--85p. ings were a clear relationship between contact with Pub Type Reports - Research (143) Pub Type-- Reports - Research (143) the handicapped and teacher contort, concern about EDRS Price - MFOI/PC01 Plus Postage. EDRS Price - NIFO I Plus Postage. PC Not Availa- Descriptors FederalLegislation. Flandicapped personal liability in working with the handicapped; ble frOm EDRS. Children, and indications of need for extra support personcel, DescriptorsEmployment, Followup Studies, Mainstreaming. Orgameational Ef- Graduate fenveness,SecondaryEducation,Success. training in instructional methods, and curriculum Surveys,Handicappcd Children, Teacher Atutudes,Vocational Education development. (CL) High Schools, Program EffectivenesseSceond- Identifiers---Edus.ation for All Handicapped Chil- ary Education, Vocational Educatton- dren. Oregon (Portland) Identifiers*California (San Francisco) The report-, second in a series of five on main- A study was made of the effectiveness of the San Francisco Unified School D,istiices Special add Va. streamed handicapped students in vocational cdu- 0133 ED 162 479 cation,synthesizes findings from a literature review catiunal Educational Programs in preparing hand- S'touell Mary Anne icapped students forAtje work world. Ninety-eight and an organizational capacity study of the Port- high land, Oregon, school district. Considered are such Handicapped Learner Participation in Vocational school gradUateswere dividedinto two topics as the status of the art, organizational issues Education: A Report on Student, Parent and groups-those who had received vocational training (including mservice programs and planned w ork ex- Teacher interviews. (T) and thoie who hadn't (NT)-and were interviewed along with their parents, employers, and for- perience), issues related to teacherattitudes, in- Portland Public SehoOls. Oreg structional equipment, And structural barriers. The mer teachers. Among the findings were that more T Pub Date---78 then NT graduates had held a job since graduation prognosis for implementing P L. 94.142, the Educa Note - -16p, For related information. see EC 112 non for All Handicapped Children Act, is consid- and that their jobs tended to be of a higher les el, that ered in terms of facilitating factors (such as the 557 560 a greater percentage of the NT group were very existence of good support systems and agreement Pub Type Reports - Research (143) dissatisfied with their jobs, and the, T group workers EDRS Price needed less supervision and onthe-;ob training than on the importance of preparation for work) and in. MFOI /PC01 Plus Postage. did NT workers Among the recommendations re- Minting factors (such as funding restrictions) (CL) DescriptorsEmployment. Exceptional Child Re- suking from the survey were that there be provi- Search. Hancheapped Children, Mainstreaming. sions made for earlier detection of handicapping Parent Attitudes. Secondary Education, Stu- conditions in students at the elementary and junior 0133 ED 162 477 dent Attitudes, Teacher Attitudes. Vocational high levels, and that continual and intensive coun- Rumble, Richard R Education seling be provided for handicapped students during high school. (DLS) A Survey of the Attitudes of Secondary Teachers The last in a series of reports from a project con- Toward the Mainstreaming of Handicapped cerning mipostreaming handicapped students in vo- Learners. (A Research Project In Vocational cational ethic:atm programs presents results of Education in the Portland Public Schools). 0138 Portland Public Schools, Oreg. interviews with orthopedically handicapped, hear- ED 164 564 Pub Date - -78 ing impaired, mildly retarded, emotionally hand- McNamara. Thomas Follow Through Pupil Achievement Characteris- Note--42p., For misted information, see EC 42 icapped, and visually impaired students,their 557 - 561 tics in Philadelphia Quasi-Longitudinal Data parents; and special education teachers and counse- 1975.1976 and 1976-1977. Report 47870. Ap- Pub'Type Reports - Research (143) lors Survey findings are discussed, and are said to EDRS Price - MFOI/PCO2 Plus Postage. pendices Volume. indicate that a high percentage of the handicapped Philadelphia School District, Pa Office of Research DescriptorsAdministratorAttitudes,Excep- and Evaluation tional Child Research, Handicapped Children, Ss were mainstreamed into the regular school curriculum, that all students expected to be employed Spons AgencyOffice of Education (WHEW), Secondary Education, Teacher Attitudes, Vo- Washington, D.C. cational Education at some point, and that both parents and students As part of a project on mainstreamed hand- Pub Date ---May 78 tended to be uninformed about vocational educa- Note547p ; Not available in hard copy due to mar- icapped students in vocational education, 402 section offerings in the school district. (CL) ginal legibility of original document. For earlier 24 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

reports, see ED 136 941 and 942 Pub Type Reports Research (143) 0140 ED 164 649 0142 ED 164 772 EDRS Price - MF02 Plus Postage. PC Not Avails. Berry-Caban. Cristobal & Project EPIC. Educational Preparation for In ble from EDRS. A Survey of the Puerto Rican Community on in Careers. Career Education Demon- DescriptorsAcademit Achievement, Achiev e Milwaukee's Northeast Side in 1976. stration. K-I2 Low Income Students. Final ment Rating. 'Attendance Patterns. Compensa- Milwaukee Urban Observatory, Vi is Report. 1975-1976. Educafion. Data Analysis. Educational Pub Date-77 Jefferson County Public Schools, Louisville, Ky. Of- tory fice of Career Education Expenenee, Elementary Education,Group Niate--56p ; Pages 2 (map) and 41.52 (appendices) may not reproduce well due to reproduction qual- Spons AgencyOfficeofCareer Education Norms. Longitudinal Studies. Performance Fat - (DHEW /OE), Washington, D.C. tors, Program Effectiveness. Program Evalua. ity of the original document Pub Type Reports - Research (143) GrantG007503402 n. Program Length. Tables (Data),. Note -423p . Not available in hard copy due to re- FORS Price - MFOI/PC03 Plus Postage. (Philadelphia).Phila producibility problems: For related documents 1de millers- Pennsylvania DescriptorsBiculturalism, BilingualEducation, delpluashoot District PA. "Project Follow see CE 017713-716.ED 114 586 and ED 120411 Community Characteristics. 'Community Sur- Pub Type ReportsDescnptive (141) Through. Project Head Stare veys, 'Ethnicity, Housing Deficiencies, Immi- Qu.io.longitudinal data on student achievement. EDRS Price - MFO1 Plus Postage. PC Not Availa- grants, Income, Language Handicaps. Political ble from EDRS. drawn from a computenzed file on about 50.000 Attitudes. Puerto Ricans, Recreation. Religion. DescriptorsCareer Awareness, 'Career Educa- children, essentially consist of cross-sectional per. 'Socioeconomic Status tior. "Career Exploration, Career Planning, Com- formanee data analyzed in terms of length of pro- Identifiers'Wisconsin (Milwaukee) munity Involvement. Curriculum Development. gram exposure while allowingforanalysisof Based on a research study carried out in the mid- Decision Making Skills, Economically Disad- post-program performance on the basis of program 1970s, this paper traces the Puerto Rican immigra- :vantaged, Elementary Secondary Education, Ex- exposure The data are also anal) zed according to tion into Milwaukee and provides an overview of perientialLearning. Low incomeGroups, themajor variables of.Head Start or equisalent ex the economic and social conditions which fostered Program Administration. Program Development. penence, and yearly absence rates. Performance is the growth of Milwaukee's Puerto Rican popula- ProgramEffectiveness, 'Program Evaluation. anal) zed in the forni of effectis eness scores, which tion Also discussed -re Puerto Rican family and Questionnaires. Self Concept, Surveys, Tables (Data), 'Urban Schools, Vocational Education, msolve (I) ratio of actual to possible instances of household characteristics, religion, jobs and income, and health care. The Puerto Rican neighborhood is Work Attitudes higher performance; (2) comparison of Follow IdentifiersEducation Amendments 1974 Through groups with total city and non-Follow examined in terms dm housing, community organizations. recreation, and transportation The politi- Proje^t EPIC (Educational Preparation for In- Through: and (3) percentile ranks above the 50th cal climate of the Puerto Rican community is- volvement in Careers) was designed for the needs of and below the ffith in reading and mathematics described as being marked by indifference and low income, inner city students (K -12) The cur- achievement The findings indicate that low absence disunity. The various stages that the educational riculum was divided into three phases. awareness (focusing on a basic foundation in the areas of aca- and, or Head Start or similar early experience poo- process has undergone through the years in meeting h% ely affect achievement Very extensive data ta- demies, work, self concept, decision making, and the needs of Puerto Rican students are described. community for grades K-6), exploration (focusing oles are appended which present achievement data with partrculgr attention given to the growth of for different Follow Through programs and grade on additional skill training, hands on experiences. bilingual/bicultural programs In addition, the pros- greater self analysis: and in-depth exploration of lever.; (Author/GDC) pect of Puerto Ricans maintaining their ethnic iden- jobs for grades 7-9), and preparation (focusing on tity into the 1980s is discussed. Appendices list the selection of job or educational preparation pro- comments by Puerto Rican individuals regarding grams and further skill training and occupational such factors as language problems. health care, exploration for grades 10-14). A product evaluation 0139 ED 164 573 youth problems. neighborhood problems. recrea- was conducted to assess the student outcomes in the Maraschiello. Richard tion. transportation, and organization participation , following categories. (1) knowledge of occupa- Post-Program Achievement of Prekindergarten (EB) tions/job clusters; (2) knowledge of career concepts; Children inPhiladelphia: Quasi-Longitudinal (3) decision-making skills, (4) improved self con- Data. 1974.1975 Through 1976-1977. Report 4 cept; (5) career planning, (6) school es preparation; 7901. and (7) identifying desirable work habits. Overall, Philadelphia School District. Pa Office of Research 0141 ED 164 771 survey and test results indicated that most students Crow, Karen. Comp met or surpassed the established criterion in each and Evaluation Martin. Joan, Ed. Consumer Education: Consumer Education I and category, with some exceptions in category 5. A Pub Date--Jun 78 Consumer Education II. Course Objectives, Con- process evaluation was conducted to insure a dc- Note--37p . For related document. sec TM 00' 721 tent Analysis. Supporting Objectives and Con- tailed description of -the installation/implementa- Pub Type Reports - Research (143) tent Generalizations. - tion of the program and to provide a monitoring EDRS Price - MR)! /PCO2 Plus Postage. San Diego State Univ , Calif , San Diego Unified system to detect deficiencies in the design or im- DescriptorsAcademic Achievement.Attend- School District, Calif. plementation. This was iccomplished through the ance Patterns. Compensatory Education, Early Pub DateMar 78 use of Management Information System and several Childhood Education. Larly Expenence. Educa Note - -60p, Not available in hard copy due to light teacher questionnaires, interviews, surveys, and tional Experience. Longitudinal Studies. Per- pnnt in the original document classroom observations. (A major part of this document contains appended materials. including prod- Preschool Education, formance Factors. Pub Type Guides - General (050) uct and process evaluation data and instruments.) Program Effectiveness. Program Evaluation EDRS Price - MFOI Plus Postage. PC Not Availa- (BM) IdentifiersPennsylvania(Philadelphia).Phila- ble from EDRS. delphia School District PA. Project Follow Descriptors -- Career Education, Consumer Edu- Through, Project Head Start cation. 'Course Content, Course Descriptions. Data are reported on the performance of the total Course Objectives. "Course Organization. Cul- 0143 ED 166 228 available prekindergarten population affiliated with tural Awareness, 'Curriculum Development. Cur- Evaluation of Title I ESEA Projects. 1977-1978. the School District of Philadelphia as its "gradu- riculum Guides, Decision Making. Family Life Abstracts: Report 47876, Education, Home Economics Education Human ates': proceeded through the school years The re- Philadelphia School District. Pa Office of Research Development. Money Management, Program and Evaluation. port covers three cohorts-those entering Development, Purchasing, Secondary Education Pub DateAug 78 kindergarten in the fall of 1974, 1975. and 1976 - IdentifiersCalifornia (San Diego) KOte--144p. from the two major prekindergarten programs in the Consumer education course objectives. content Pub Type Reports - Research (143) city for which data were available back to Septem analysis, supporting objectives, and content general. EDRS PriceMFOI/PC06 Plus Postage. Cr, 1974 This report provides three years of infor- nations are presented in this teacher's guide for DescriptorsBilingual Education. 'Compensatory mation on kindergarten performance, two ears on Consumer Education 1 and 2 for the San Diego Education, Educational Assessment, Elemen- first grade performance, and one year on second Unified SchoolDistrict. Course objectives are tary Secondary Education, Privatc School Aid, grade performance. Compared to total city perform- aimed at several areas of consumer arid family stu- ProgramDescriptions, Program Evaluation. ance. prekindergarten expenence generally pro- dies consumer education, cultural awareness, hu- "Remedial Mathematics.Remedial Programs. 'Remedial Reading. School Community Rela- duced higher reading and mathematics man potential (including sex stereotyping), and career education. A grid is included to summarize tionship. Social Sciences, "Summer Programs. Ur- achievement The data, however, did not support a ban Schools and show quickly how each course objective relates differential effect for a specific type of prekinder- Identifiers"ElementarySecondaryEducation garten expenence Follow Through expenence fol- to these four emphases A course rationale, descrip- Act Title I. Pennsylvania (Philadelphia). Phila- lowing prekindergarten had a consistently positive tion, objectives. and goals are given for Consumer delphia School District PA Education effect on mathematics peeormance. Of the onginal I and 2 Areas studied under content Evaluation of 33 Elementary Secondary Educa% analysis include: life styles; decision making-con- Follow Through programs, the Behavior Analysis tion Act Title I projects, together with 14 summer sumer behavior; consumer in the economy; rights components, inthePhiladelphia. Pennsylvania model, combined with prekindergarten experience, and responsibilities: money management, savings; resulted in higher achievement than any other school system are summarized. After the summary, borrowing; buying (food niarketplace, clothing. each of the projects are described separately. The model This group's performance also exceeded transportation, housing and home furnishings); en- project reports include identification and descrip- three fourths of the non-Follow Through compari- vironment, and employment and employability tive data followed by comments on observed activi- son groups It was also found that low absence while Suggested time sequences are also listed. These ties. attainment of objectives, and impact. The in Follow Through enhanced the performance of same areas are then considered from the standpoint summer component reports provide comments on children with prekindergarten expenence(Au- of objectives and accompanying content generaliza- goals set, activities employed to attain the goals. thor /GDC) tions. (CT) goals attained, goals not attained, and changes sug-

.,. EQUAL OPPORTUNITY IN EDUCATION Document Resumes 25 gested by project administrators The six project late with verbal /pposation to busing in public opin categones are (I) comprehensive reading, (2) com- Concept Scale These were administered on a pret- ion surveys Given the undesirability of white flight, est-posttest basis along with a wnting skill testIn- prehensive mathematics, (3) programs for limited antibusing claimants should be included in pluralis- English-speaking-ability pupils, (4) social sciences, terviews and questionnaires were administered to tic brrgaining over the desegregation plan (Au- advisory council members, staff, administrators. (5) supportive services, and (6) nonpublic school thor I WI) projects (Author/ CTM) parents. and students. Additional information was obtained from records, documents, and observations The conclusions drawn from these findings were as follow: (I) D.C. EBCE is reaching its goals 0146 ED :66 315 and is supported by school administration, the com- 0144 ED 166 240 Beck, William W Bonin. Barbara H munity, and parents, (2) more development of re- Dallas School Desegregation: History and Prece- source sites is recommended for future years, (3) the Milwaukee Bilingual Education Program 1977- dents. 1978. (ESEA Title VII Bilingual Grant # G D.C. EBCE's academic program is sound; (4) much Pub Date-13 Oct 78 progress has occurred in the area of career develop- 007507202). Note - -lip; Paper presented at the Texas Council Milwaukee Public Schools, Wis Dept of Educa- ment; and (5) the Far West Laboratory model for the Social Studies Annual Convention (26th, adapts well in the Washingtnn, D.C., environment. tional Research and Program Assessment Corpus Christi, October 13. 1978) Pub Date-78 (Data tables and sample questionnaires are in- Pub Type Reports - Research (143) cluded.) (CT) Note-- I 38p . For related document. see ED 135 823 EDRS Price - MFOI /PC01 Plus Postage. , Page 139 is in Spanish DescriptorsBlacks, Bus Transportation. Com- Pub Type Reports - Research (143) munityAttitudes,CommunityInvolvement. EDRS PriceMF01/PC06 Plus Postage. "Desegregation Litigation, Elementary Second- 0148 ED 166 889 DescriptorsAcademic Achievement, 'Bilingual ary Education, Equal Educatinn. History. Magnet Education. 'Educational Assessment. Elemen- Ehrlich, Virginia Z Schools, Mexican Americans, Parent Participa- The Astor Program for Gifted Citildren: Pre- tary SecondaryEducation. LanguageSkills. tion. School Desegregation, 'Urban Schools. Mathematics. Multicultural Education. Parent Whites Kindergarten Through Grade Three, Attitudes. ProgramDescriptions.Program Columbia Univ.. New York, N Y Teachers Col- IdentillersTexas (Dallas) lege.. New York City Board of Education, Brook- Evakation,ReadingAchievement."Spanish Since the 1954 Brown decision, Dallas residents Speaking, Student Attitudes. Typewriting lyn, N.Y. have engaged in avoidance. resistance, legal battles Spons AgencyVincent Astor Foundation, New IdentifiersElementary Secondary Education Act and, finally, cooperation and compromise in the York, N.Y. Title VII, Milwaukee Public Schools WI, Wiscon- desegregation of Dallas schools It nov appears that sin (Milwaukee) Puh DateOct 78 Dallas is making some' progress tow rd desegrega- Note- -268p. This evaluation report describes the outcomes of tion. Except for some segments of the black com- Pub Type-- Reports - Descriptive (141) Reports the third year of an ESEA Title VII continuation munity, who felt they had been betrayed because of grant to reline an exemplary bilingual/bicultural - Evaluative (142) a remaining all-black subdistrict, the 1976 Dallas EDRS PriceMFOI/PCII Plus Postage. kindergartenpnmary prototype program and to desegregation plan has received strong support from develop three new secondary subjects: 'mglish for DescriptorsCurriculum, "Gifted, "Preschool virtually every segment of the Dallas community Education, Program Administration. Program Latinos, Bilingual Typing, and Career Orientation Although there is continued controversy over the The 1.004 pupils in the 1976-77 program variedin Descriptions. Program Development, Program pupil assignment plan and the effectiveness of mag- Evaluation. Resource Centers, Talent Identifies- language dominance from monolingual English net schools, the number of one-race schools in Dal- through bilingualism to monolingual Spanish. For tion las has been reduced by over 50 percent ina IdentifiersAstor Program for Gifted Children these pupils in a "developmental" model, bilingual two-year period. Present trends in Dallas, however, teachers presented the regular cumcula in both The report presents a summative evaluation of the make the future of Dallas schools uncertain Several Astor Program for Gifted Children, which devel- Spanish and English in a program emphasizing His- individuals believe that "freedom of choice" cou- panic culture. The bilingual /bicultural program and oped a resource center and also implemented a pled with quality education are more important than "host school" concept for intellectually gifted pre- the evaluation design are described Results are pre- complete integration and the elimination of one- sented for kindergarten, English reading, Spanish schoolers in New York City The program director's race schools There is also a concern about retaining tasks in coordinating a resource center are dis- reading. bilingual language skills, mathematics, sec- or regaining support of the middle class and about ondary school programs, English for Latinos, and cussed, including involving policy makers at high the role of the community in enacting urban school levels of authority, public relations, information and bilingual typing Additional studies include atti- changes In addition, despite numerous innovative tudes toward school, a parent survey, a bilingual consultant services, and citywide conferences and approaches and significant desegregation progress, training institute) Some guidelines for the functions typing survey, a modified doze test for Spanish the trend persists that Dallas Anglos often have dif- reading comprehension, a censusoflimited- of a resource center are also presented. The pro- ferent perceptions of their schools than do either gram's planning and administration are discussed in English-speaking pupils, and evaluation of a preset- blacks or Mexican-Americans (Author/EB) vice workshop (Author /CTM) terms of teacher selection - which gets a special focus in a later section - selecting participating districts and schools, and some early problems. Pupil selection is reviewed, a;ong with various back- 0147 ED 166 422 0145 ED 166 267 ground data on the participating students and their An Evaluation Study of the District of Columbia families. The curriculum itself is examined, includ- Weatherford, M Srephen Experience Based Career Education Program. Popular Participation and Representation in the ing the standard skills, special interest topics, and Final Report. individual talents it covered, as well as character Urban Environment: The School Desegregation Creative Research Associates, Inc, Silver Spring. Issue in Los Angeles. Md. development and personal growth. The evidence is said to indicate, among oti.--r things. that the Astor Pub Date SponsAgencyTJ,strict ofColumbia Public Programfostereisignificantgainsinstudent Note--33p., . riser prepared for presentation at the Schools, Washington. D C Dept of Career De- Annual Meetingof theAmericanPolitical achievement, "specificallyin the areas of work velopment.; Office of Education (DREW), Wash- knowledge. reading, and mathematics, and .n love Science Association (New York. New York, Au-. ington, D.C. gust 13-Sepiember 3. 1978) Pub DateSep 78 of learning and enthusiasm for school, Various Pub Type Reports - Research (143) forms, questionnaires, andlistsare appended Contract-0589-AA-NS-0-7-6A (DLS) EDRS PriceMFOI/PCO2 Plus Postage. Note -I 17p. Descriptors8os Transportation, CivilRights, Pub Type ReportsEvaluative (142) Community Involvement, Desegregation Litiga- EDRS PriceMFOI/PCOS Plus Postage. tion, Desegregation Methods, Elementary Sec- DescriptorsAcademic Education, Basic Skills, 0149 ED 166 992 ondary Education, 'Group Behavior, Parent 'Career Development, 'Career Education, Ex- Attitudes, Public Opinion. Public Policy, School ,Shon, Mary Lee periennal Learning, Indivadualized Programs, Korean Children's Day. Hanguk Orini Nal. Desegregation, Segregationist Organizations Program Development, Program Effectiveness, IdentillersCaliforma (Los Angeles), National Los Angeles Unified School District, Calif. 'Program Evaluation, Resource Centers, Second- Pub Date-76 Association for Neighborhood Schools, United ary Education, Sex Fairness Parents Against Busing Note--24p ; A cassette is available to accompany IdentifiersDistrictofColumbia,'Experience the text. Most scholarly literature on school desegregation Based Career Education, Far West Laboratory for treats opposition to busing as racist, reactionary, or Available fromPublications Unit, Los Angeles Educational R and D CA Unified School District, 450 N. Grand, Rm. as springing from deeper conditions of alienation or A third-party evaluation of the District of Co- anomie. From this viewpoint, antibusing demon- G230, Los Angeles. California 90012 lumbia Experience Bared Career Education Pro-' LanguageKorean; English strations are episodic, unorganized and not founded gram (D.C. EBCE) was conducted in 1978. The on any thoroughgoing comprehension of the im- Pub Type Guides Classroom - Learner (051) program involved tenth- and eleventh-grade stu- Creative Works (030) mediate policy issue. Busing is merely the triggenng dents in an individualized program of study that event which releases the individual's anger at social EARS PrieeMFOI/PC01 Plus Postage. included academic instruction and career develop- DescriptorsBilingual Education, Cluldrens Lit- injustice. A case study of opposition to busing in Los ment opportunities. Using the Context, Input, Proc- Angeles (surveying its leadership, members, activi- erature, Cultural Awareness, Elementary Educa- ess, and Product (CIPP) design, the evaluation tion, Instructional Materials, 'Korean, "Korean ties. and organizational characteristics) challenges determined the program's success in meeting its this description. The account of the antibusing Americans, Korean Culture, 'Language Instruc- goals, which included gaining support of administration, Reading Instruction, Reading Materials, movement which views it in terms of the collective tion and parents; implementation, in terms of man- mass behavior outbursts hypothesized by mass so- 'Second Language Learning,Uncommonly agement, staff, and effectiveness of the resource site; Taught Languages ciety theones is found to be inappropriate. The rea- academic quality; career development; and sons individuals join and participate in anti-busing sex Identifiers "KEYS Project, Knowledge of English equity. Evaluation instruments included the Every- Yields Success Project organizations appear to be quite different from the day Skills Test (reading and mathematics), the Ca- "symbolically racist" characteristics which cone- This bilingual-bicultural reader in Korean and reer Maturity Inventory, and the Tennessee Self English is intended for elementary school children EQUAL OPPORTUNITY IN EDUCATION 26 Document Resumes EDRS Price - MFOI/PC12 Plus Postage. in a bilingual education setting Penand inkdraw. mental histories Social sersice workers made 6.030 fannly contacts focusing on attendance and recruit DescriptorsAcademicAchievement,Achieve- ings Illustrate the story about twoKorean-American ment Gains, Basic Skills, Bilingual Education, children celebrating thetsx.. atm Children's Day ment Approximately 85`"e of the PKHS Instruc- tional staff attended stall development workshops Compensatory Education, Elementary Second- (NCR) Respondents indicated that the workshops had ary Education, Evaluation Criteria. Federal Pro- greatest impact in two areas basic skills and sus- grams. Program Attitudes, Program pected child abuse and neglect. Seventy-eight per- Development, Program Evaluation. Question- naires, State Programs, Surveys 0150 ED 167 114 cent of 565 parents attended at least one meeting. :fuser. Arthur 4 And Others activity, or workshop during the year All data col- IdentifiersTexas lection instruments are appe, Jed (Author /CP) The Texas State Compensatory Education pro- Rightist Public Schools ComputerAssisted In- gram (SCE) had three co.nponents. (I) basic skills; struction Project: A Program to Meet Disadvan (2) bilingual education; and (3) planning-including taged Students' Individual Needs for Basic Skill specification of competencies for grades K-6. Title Development: F- -'al Report. 1 model program development; and coordination of Highline Public Seri, ols, Seattle. Wash 0152 ED 167 583 Final Technical Report 1976.1977. Systemwide Title 1, Title I Migrant, and SCE for effective use of Pub Date-30 Jun 77 federal resources Evaluation focused on thirty deci- Note114p.. Parts marginally legible due to print Evaluation. Publication Number: 76.69. Austin Independent School Distil,. t, Tex Office of sion questions. This document describes test ad- gust:1y ministration, and tabulates the results of the sixteen Reports Pub Type ReportsEvaluative (142) Research and Evaluation. instruments used to collect data regarding these Research (143) Pub DateJun 77 Note378p For related document, see TM 008 questions Two of the instruments were standard- EDRS Price MFOU PC05 Plus Postage. ized tests (California Achievement Tests and Bo- Descriptors Arithmetic, Basic Skills, Computer 300, Not available in hard copy due to marginal ehm Test of Basic Concepts)The remaining Assisted Instruction. Economically Disadsan- legibility of original document instruments were developed by the school district to taged Educationally Disadvantaged. Language Pub Type Numerical/Quantitative Data (110) interview, survey, or observe principals, teachers. Skit's. Nontraditional Education. Parent Atti- ReportsResearch (143) students. and other SCE personnel Some of the tudes. Program Effectiseness. Program Evalua- EDRS Price - MFO) Plus Postage. PC Not Asaila instruments are included, and the evaluation question, Reuding Skills. Secondary Education. Skill ble from EDRS. tions relevant to each instrument are discussed Development, Student Attitudes. Teacher Atti- DescriptorsAcademic Achiesement, Achieve- (CP) tudes ment Tests. Basic Skills. Educational Assess- This description of a computer-assisted instruc- ment. Elementary Secondary Education. tion project. which provides an alternative approach Mathematics. National Norms, Program Descrip- to individual instruction in basic skills for economi tions. Reading Achiesement. Surseys. Tables 0155 ED 167 586 cally and educationally disadvantaged students at (Data), Testing Programs. Test Results Final Evaluation Report 1976-77. State Compen- the secondary level, includes the results of evalua- identifiers Austin Independent School District, satory Education, Publication Number 76.61. tions conducted at the end of each of three school TX, Boehm Test of Basic Concepts. Metropolitan Austin Independent School District, Tex. Office of years Instruction in pnonty areas - arithmetic. lan- Readiness Tests. Sequential Tests of Educational Research and Evaluation. guage arts. and reading-was administered to stu- Progress. Texas (Austin) Pub Date-30 Jun 77 dents seserely deficient in one or more skill areas in A series of reports describes the activities of the Note--132pFor related document, see TM 008 a different manner within each school Management Office of Research and Evaluation and compiles 305, Some tables may not be legible due to small and student outcome objectives were evaluated by data descriptive of the Austin (Texas) Independent print size in original document ntten documentation and data on student pre- and School District This report consists of four appen- Pub Type Reports - Descriptive (141) Reports posttests Data indicate that student use was excel- dices, one for each of four test batteries California Evaluative (142) lent during the 1974-1975 school year, outcome ob- Achievement Tests, Sequential Tests of Educational jectives were met. and response by students. EDRS Price - MFOI /PC06 Plus Postage. Progress. Boehm Tests of Basic Concepts, and Met- DescriptorsAcademic Achievement, Achieve- parents. and faculty was generally positive Man- ropolitan Readiness Tests Data are provided in dement Gains. Basic Skills, Compensatory Educa- agement and student outcome objectives in the sec- tailBrief comments describe the meaning of the tion, Elementary Secondary Education, ond yearof implementation met or exceeded results, compare scores with the previous year. and Institutional Characteristics. 'Program Attitudes, expectations, student and teacher involvement in' identify strengths and weaknesses in the school pro- parent. and Program Descriptions, Program Development. creased remarkably. and student, gram. (CPA) Program Evaluation, School Involvement, 'State faculty attitudes were especially positive Objective Programs data for the third year of operation produced the IdentifiersElementary Secondary Education Act most outstanding results, indicating that the pro- Title 1, Texas gram was highly successful and that computer- 0153 ED 167 584 The Texas State Compensatory Education pro- assisted instruction is a viable method of building FinalEvaluationReport.. 1976.1977Project gram (SCE) had three components (I) basic skills. basic skills with eligible students (CWM) P.A.V.E. Evaluation, Publication Number: 76.57. (2) bilingual education, and (3) planning-including Austin Independent School District. Tex Office of specification of competencies for grades K-6. Title Research and Evaluation. I model program development, and coordination of ED 167 581 Pub Date-30 Jun 77 Title 1. Title 1 Migrant, and SCE for effective use of 0151 Note-60p ; Best copy available federal resources. Because of the diversity of pro- Prusso. Kenneth W ifaraschielle. Richard F Pub Type ReportsDcscriptise (141) Reports grams planned by the ten schools in the basic skills Prekindergarten Head Start Evaluation. Year End - Evaluative (142) component and the four schools participating in the Report. 1977-1978. Report No. 7916. EDRS Price - MFOI /PC03 Plus Poster-, bilingual component, the SCE evaluation was not Philadelphia School District, Pa Office of Research Descriptors Academic Achievement. Career objectivesbased, instead, it focused on thirty deci- and Evaluation Counseling. Counseling Effectiveness. Educa- sion questions regarding the program's potential for Pub DateOst 78. tional Assessment, Educational Objectives, High generalization to other funding sources and other Note73p , Parts may be martnally legible due to Schools. Program Descriptions, Program Devel- schools. since refunding of SCE was unlikely Most type opment. Program Evaluation, Special Education, of the questions addressed the planning of SCE pro- Evaluative (142) Pub Type Reports Vocational Education grams and staff development workshops, implemen- EDRS Price - NIFO1lPC03 Pius Postage. IdentifiersProject PAVE tation (in general and by individual schools), and Descriptors Child Development. Classroom Ob- Project P A V.E . >crying senior high schools in the role of area directors and instructors Several sersation Techniques, Compensatory Education, Texas, focused on four areas crucial to the education questions dealt with academic achievement as mea- Disadvantaged Youth, Educational Methods. of handicapped students parental involvement, aca- sured by the California Achievement Tests and the Educational Objectives. Federal Programs. Par. demic achievement. vocational programing, and ex- Boehm Test of Basic Concepts The remaining ques- ent Participation. 'Preschool Education, Program tracurricular opportunities This report describes tions involved attendance, student attitudes, and Evaluation. School Hearth Services, Social Ser- the administrative arrangements of the program, use of SCE instructional materials. (CP) vices. Staff Des elopment (Philadelphia).Phila- and evaluates the results of the program for 1976 IdentifiersPennsylvania 77. largely in comparison with stated goals and with delphia School District PA, Project Head Start, The Prekindergarten Head Start (PKI1S) program the previous year. The evaluation focused on the viability or the program and efforts to systematize, ED 167 613 emplocd five different instructional models Bank ,,0156 . decision making Twenty-fise out of27 activity ob- Radar. Mark J. Street (BS). Behavior Analysis (BA). Montessori The Effects of Budget Reductions on Program (M), Open Classroom (0C). and Raponsive Learn- jectives were successfully implemented during this year. (CT8e1) Evaluation in a Large Urban School System: ing (RL) All program components education. so- Providing Services Beyond Resources, cial service, health and nutrition, staff development, Pub DateMar 78 and parent involvement performed as expected. Note31p., Paper presented at the Annual Meeting Data from classroom observations indicate activi- 0154 ED 167 585 of the American Educational Research Associa- ties involving the following developmental catego- tion (62nd, Toronto, Ontario, Canada, March 27- often addressed: social Final Technical Report 1976-1977. State Compen- ries were most 31. 1978) interaction trappon. language 'vocabulary. and fine satory Education: Publication Number. 76.60. Austin Independent School District, Tex. Office of Pub Type Reports - Descriptive (141) Spee- MOON manipulation. A comparison of the develop- ches /Meeting Papers (150) mental status (as reported cm the Developmental Research and Evaluation Pub Date-30 Jun 77 EDRS Price - MP01/PCO2 Plus Postage. Behavior Checklist) of PKHS children with the total DescriptorsElementary SecondaryEducation, prekindergarten population showed PKHS children Note--278p, For related document, see TM 008 306 . Parts marginally legible due to print quality: Finiincial Problems, Job Layoff, Problem Solv- performed successfully on the same or a greater ing. Program Esaluation.Research Coordinating number of items than the total prekindergarten Best copy available Pub Type Reports - Evaluative (142) Reports "Units, School Community Relationship, School populationSeventrfour percent of the PKHS Districts, School District Spending populition received physical exams and develop- Reseatch (143) -- Tests /Questionnaire (160)

1 EQUAL OPPORTUNITY IN EDUCATION Document Resumes 27 Identifiers-Pennsylvania(Philadelphia). Pinta- EDRS Price MFOI Plus Postage. PC Not Availa- delphni School District PA ble from EDRS. 0161 ED 168 175 To examine Philadelphia's 1977 school budget Descriptors--Black Students Desegregation Ef- Campbell, JeanneSruder, Sharon crisis, a chronology of events-from receipt of the fects. Desegregation Litigation. Elementary Sec- Eliminating Sex Bias-Pipe Dream or Possibility? proposed budget to final court approval-is listed ondary Education. Enrollment Influences, A Program Description and Evalustion Sum- Many parties were Involved within the school dis- Enrollment Projections. Enrollinent Trends, Ra- mary of the Title IV/C, ESEA Project, "ElImi- trict and in the community Frequently. one or more cially Balanced Schools,Racial Segregation. Re- noting Sex Bias in Education." parties blamed other parties for creating the prob- search Reports, School Desegregation. School Minneapolis Public Schools, Minn lem Directors of each of the five service compo- Resegregation, Urban to Suburban Migration, Pub Date-I5 Jul 77 nents inPhiladelphia's Office of Research and White Students Note--13p. Evaluation prepared statements detailing the im- Identifiers-Tennessee (Memphis). White Flight Pun Type- Reports - Evaluative (142) pact of budget restrictions, particularly staff layoff, This report argues that recent court decisions and EDRS Price - MFOI /PC01 Plus Postage. on their respective divisions The five components the subsequent implementation of desegregation Descriptors- ElementarySecondaryEducation, are administrative and survey research, testing. fed- plans have contributed to rapidly increasing meg- Inserviee Education, Instructional Materials, In- eral evaluation, praonty operations, and instruc- reganon of the public school populationOfficial terviews, Observation, Program Descriptions, tional research and development Directors enrollment data for the Memphis City School Sys- Program Evaluation. Questionnaires, Sex Das. reported that the main effects of the budget crisis tem from 1963 to 1976 as used to (I) examine en- emanation, State Programs, Statistical Analysis, were low morale, unfulfilled potential, and interrup- rollments in light of induced desegregation from its Student Attitudes. Teacher Attitudes, Textbook tion of program evaluations and report t:Auction Inception in the 1972-73 school year to 1975.76, (2) B.as, Validated Programs Recognizing that the budget crisis isa perennial project the racial composition of the school system, Identifiers-Elementary Secondary Education Act problem, the Small Project Assessment Service was particulany white enrollment, for future planning 1965 Title IV,Minneapolis Public Schools MN initiated to provide &rectors of projects V. ith limited purposes, and (3) identify some possible conse- This paper descnbes a three-year project funded funds and with technical expertise from the Office quences of those projected enrollments as they re- by Title IV/C of the Elementary and Secondary of Research and EvaluationWhile the Service late to planning procedures Taken into Education Act (ESEA) and initiated by the Min needs some revision, the concept is a good one- consideration are normal white attrition rates and nesota state board of education to reduce sex bias especially in financially troubled times. ICP) the annexation of Raleigh area schools which repre- among students and teachers in Minneapolis Em- sented 20 percent of the school system's total white phasis during the first year of the project was nri the enrollment Numerous tables and graphs provide development of nonsexist curriculum materials to comparative enrollment data for grades 1.12 in the be used in intermediate and secondary classrooms. 0157 ED 167 631 school system Appendices include a list of 1975.76 During the second year. lessons were developed for Cunningham ClaudeII pnvate and parochial school enrollment figures, and use in primary classrooms The third year focused An Evaluation of Houston's Magnet School Pro- black and white birth rates for Memphis and Shelby on the extent of attitude change. By the end of the gram. Counties (1959.1965) (EB) project. 95 percent of Minneapolis teachers had re- Pub Date -Mar 78 ceived insery ice training in nonsexism with the un- Note23p Paper presented at the Annual Meeting derstanding they would teach the nonsexist lessons of the kmenean Educational Research Associa- in their classrooms. Data were collected via question. (62nd. Toronto, Ontano, Canada. March 27 0159 ED 167 666 tionnaires. interviews, and observationsResults 31. 1978) School Integration Surveys: Preliminary Report. showed that the use o! nonsexist curriculum materi- Pub Type- Speeches' Meeting Papers (150) - Re- San Diegc Unified School District. Calif als changed student and teacher attitudes to a significant degree With the exception of the secondary portsEvaluative (142) - ReportsDescriptive Pub Date-May 77 (141) Note-81p, For a related document, se: UD 019 teachers reported they and their students EDRS Price - MF0I/PC01 Plus Postage. 151 'Weal= more aware of the need to focus on the Descriptors-Academic Achievement, Achicve- Pub Type- Numerical /Quantitative Data (110) enination of sex bias from the educational system. ment Gains. Blacks, Desegregation Litigation. EDRS PriceMFOI/PC04 Plus Postage. The ',poi; hypothesized that because students con Descriptors -Administrator Attitudes. Bus Tran- tinually chaa,ze classes at the secondary level, there Magnet Schools. Mexican Ameneans. Nontra- is less chance for any single teacher to serve as a role ditional Education. Progrun Attitudes. Program sportation,*Community Attitudes, Counselor At- titudes. Elementary Secondary model Also, nonsexist lessons being taught become Descriptions.ProgramEvaluation.'School Education, MagnetSchools,Parent much more diffused when they' are only a part of a Desegregation, Student Recruitment, Teacher In- Attitudes,School Desegregation. Student Attitudes. Tables one-hour class (Author /LD) tegration, Whites ,(Data). Teacher Attitudes Identifiers-Houston Independent School District identifiers-Califorma (San Diego) TX. Texas (Houston) In this report, six surveys dealing with attitudes A projectwnie evaluation of the Houston, Texas towards integration of San Diego schools are pre- 0162 ED 168 328 magnet school program indicated that it success- sented Groups surveyed were registered voters. Sanros. Rolando A. fully implemented four court-defined desegregation parents, certificated personnel. classified personnel, A Special Christmas (Mg PinaLatanging Pasko; goals (I) fewer schools which are 90% or nu) e secondary school students. and elementary school haisangsangayan A Paskua). white or combined blact and Mexican-Amer:cal,. students Field work for each separate survey is le- Los Angeles Unified School District. Calif. (2) fewer students who attend such schools; (3) free scribed Survey questions are lasted and answ crs are Pub Date-77 transportation for magnet school students; and (4) tabulated (WI) Note-25p; For related document, see FL 010 165 an ethnically balanced instructional staff. Data re- Available from-Publications Unit. Los Angeles ported by the 50 individual magnet schools and sub- Unified School District, 450 N. 'Grand, Rm stantiated by program audits and site visits indicate G230, Los Angeles, California 90012 that the program provided high quality alternative 0160 ED 167 667 Language- Tagalcg; Ilokano; English educational programs which attracted students from School Integration Surveys. 1978 Report. Pub Type- Guides ClassroomLearner (051) - all geographic and ethnic sectors of the district. The San Diego Unified School District, Cal.( Creative Works (030) programs represent grades preK through 12.0f the Pub Date-May 78 EDRS Price - MFOI/PC01 Plus Postage. 231 proposed objectives, 36 were not accomplished. Note-114p.; For a related document, see UD 019 DesCriptors-Bilingual Education, Childrens Lit- Some of these objectives were in areas of primary 150 erature, Cultural Awareness, Elementary Educa- concern, such as recruitment and enrollment, ove Pub Type- Numerical /Quantitative Data (110) tion. Filipino Americans. Instrucnonal rail academic achievement, and achievement in the ELMS Price MFOUPC05 Plus Postage. Materials. Language Instruction, Reading In- magnet schools's specialty area Achievement gains struction. Reading Materials.Second Language Descnptors-Black Students. Elementary Second- Learning, Tagalog. Uncommonly Taught Lan- on magnet campuses were significantly greater than aryEducation,EnrollmentTrends,Magnet on non-magnet campuses, for grades 3 to 4. there guages Schools. Public Opinion. School Desegre- Identifiers- Ilokano, KEYS Project, Knowledge of were no significant differences at other grade levels non, Surveys, Urban Schools, White Students Responses of 2.931 students, parents, teachers, and English Yields Success Project. Philippines Identifiers-California(SanDiego),Learning This trilingual-bicultural reader in Pihpino (Taga administrators were not overwhelmingly positive Center Program. Voluntary Ethnic Enrollment toward the program; many respondents felt the pub- log), Ilokano, and English is intended for elemen Program tary school children in a bilingual education setting lic had inadequate information The Magnet Pro- Surveys dealing with school desegregation in San gram was, however, much more successful than Penand-ink drawings illustrate the story of a Filipi- Diego, California and results are provided for the noAmerican family celebrating Christmas (NCR) previousdistrictintegrationplans-freedomof following areas (I) registered voters: (2) parents choice. school pairing, and the Singleton ratio. (CP) whose children are not participating in the Magee' or Voluntary Ethnic Enrollment (VEEP) programs, (3) parents with children in VEEP; (4) parents with 0163 ED 168 329 children enrolled in the Learning Centel Program. 0158 Sanros. Rolando A ED 167 659 (5) parents with children attending Magnet School Rice Harvest (Anlhan; Pinagard Id Pagay). Stephens. 0. Z programs, (6) parents of white children who left the Los Angeles Unified School District, Calif. Induced Desegregation: Its Effects on White Pupil San Diego City Schools between March I and Octo- Pub Date-75 Population and Resegregation In the Memphis ber 7, 1977. (7) certificated personnel, (8) classified Note- -25p.: For related document, see FL 010 165 City School System. personnel. (9) students enrolled in secondary Mag- Available from-Publications Unit, Los Angeles Pub Date -19 Mar 76 net School programs; (10) students enrolled in ele- Unified School District. 450 N. Grand. Rm Note -127p , Not available in hard copy due to mar- mentaryMagnetSchoolprograms,and (Ii) G230, Los Angeles, California 90012 ginal legibility of original, Appendix A. pages students enrolled in the Learning Center Program. Language-Tagalog, Ilokano, English 81.92 (copynghted material) has been deleted The methodology and respondent sample for each Pub Type- Guides Classroom - Learner (051) - Pub Type- ReportsResearch (143) survey presented is briefly described (Author/EB) Creative Works (030) 28 Document Resumes EQUAL OPPORTUNITY IN ,EDUCATION

EDRS PriceMFOUPC01 Plus Postage. the Filipino American population. background In- Groups. Resource Materials. Social Values Descriptors -Bilingual Educati, n4. hildrens Lit- formation about the Philippines becoming a U S IdentifiersKEYS Project. Knowledge of English erature, Cultural Awareness. Elementary Educa- territory. early immigration and more recent immi- Yields Success Project tion. Materials, Instructionel Language grationtotheUnitedStates.American-born These instructional materials on Korean Amen- Instruction.ReadingInstruction,Reading Filipino Americans. Filipino American culture. and cansforelementarystudents were developed Matenals.Second Language Learning.Tagalog, general information about the Republic of the Phil- Uncommonly Taught Languages through the K.E.Y.S. project (Knowledge of English ippines Filipino American culture includes pre-His- Yields Success) Information is included about early Identifiersllokano. KEYS Project, Knowledge of pan,. influences. Hispanic influences, American English Yields Success Project.Philippines immigrants, the second generation, student groups. influences, and the Philippine Republic Resource war brides, recent immigrants, and third and fourth This trilingual-bicultural reader in Pi Immo (Taga- guides describe the purpose of the unit, how to use log), llokuno. and English is intended for elemen- generations A chart of traditional and modified val- the guide and instructional materials, questions to ues of the Korean culture is included Resource tary school children in a bilingual education setting determine cultural comprehension, and suggested Perand-ink drawings illustrate the storyof a guides describe the purpose of the unit, how to use actis ines Resource guides include "Harvest Fests the guide and instructional materials, traditional Filipino gamily and the events involved in a rice vel. Teacher's Resource Guide for Poster"; "The besot (NCR) Monkey and the Turtle, Teacher's Resource Guide and modified customs, and suggested activities Re- for Filmstrip"; and "Rice Harvest. Teacher's Re- source guides includr "Korean Children's Day, source Guide for Booklet." Activity units list con Teacher's Resource Guide for Booklet"; "Korean cepts and/or skills involved, materials, prikedure, New Year, Teacher's Resource Guide for Poster"; 0164 ED 168 330 suggested activities. and additional information and "Korean Thanksgiving, Teacher's Resource Asian Pacific Perspectives. The Chinese American: Activity units are on Bibingka (Rice Cake), Jingle Guide for Booklet "Activity units list concepts and. Inscrutable to Some. Bells (Pilipino).Letse Plan (Carmel Custard), /or skids involved, materials, procedure, suggested Los Angeles Unified School District. Calif Manida (Doll), Pabitin (Dangling Treats). Pero! activities, and additional information. Activity units Pub Date-77 (Star Lantern), Planting Rice Is Net er Fun song and arc on. Chima and Chogori (Wraparound skirt and is.ne--99p . For related documents, see FL 010 144. dance. Pritong Saging (Fried Platanosj, Sampaguita oiouse). Chogon (Shirt), Cho Raan (Date Balls), 150. 165.168 (Lei), and Sungka (Parlor Game) (SW) Chumoni (Pouch), ung Dan (Sesame Rice Cake). Mailable fromPublications Unit. Los Angeles In liyung (Doll). Jango (Hourglass Drum), Jingle Unified School District, 450 N. Grand. Rm Bells (Korean). Jool Deng GI (Tug of War). Kang G230. Los Angeles, California 90012 Gang Suw011e dance. Kim Chee (Pickled Vegeta- Pub Type-- Guides - Classroom - Teacher (032) 0166 ED 168 332 bles), Mu Kung Wha (Rose of Sharon), New Year's EDRS PriceMFOI,PC04 Plus Postage. Asian Pacific Perspectives: Japanese Americans. Song, Norigae (ornament), Pali (Trousers), Song DescriptorsChinese, "Chinese Kmericans, Chi- Los Angeles Unified School District, Calif Pyon (Thanksgiving Rice Cake), Vak Sik (Sweet firstCulture,Cultural Awareness. Cultural Pub Date-76 Rice Cake), and Yut Non (Counting Game) (SW) Background, Culturall Education. Elementary Note-137p ; Fpr related documents. sec FL 010 Education. 'Ethnic Groups. History Instruction, 142.143. FL 010 149. FL 010 164.168 Immigrants. Instrucnonal Materials, Minority Available fromPublications' Unit. Los Angages Groups. Resource Materials. Social Values Unified SchoblDistrict. 450 N. Grand. Rm 0168 ED 168 334 lantsfier *KEYS Project, Knowledge of English G230. Los Angeles, California 90012 Asian Pacific Perspectives: Samoans in the United 1 ields Success Project Pub Type Guides - ClassroomTeacher (052) States. These instructional matenais on Chinese Amen- EDRS PriceMFOI/PC06 Plus Postage. Los Angeles Unified School District. Calif. cansforelementarystudents were developed DescriptorsCultural Awareness. Cultural Back Pub Date-78 tt,rough the KEYS projcc: (Knowledge of English ground. Cultural Education. Elementary Edi.ca- Note--82p For related documents, see FL 010 146, Yields Success) The contents include a "social in- non. Ethme Groups.HistoryInstruction. FL 010 148, FL 010 164.167 troduction;' Which emphasizes the fact that the Immigrants. Instructional Materials. Japanese. Mailable from--Publications Unit, Los Angeles Chinese American is not a foreigner. information Japanese American Culture, Japanese Ameri- Unified School District, 450 N Grand, Rm: about immigration, Chinatown. jobs and income. cans. Minority Groups, Resource Materials, So- G230. Los Angeles, California 90012 language skills, three Chinese American approaches ca! Values Pub Type Guides - Classroom - Teacher (052) to life, and culturalpractices, including foods, IdentifiersKEYS Project. Knowledge of English EDRS PriceMF01/ PC04 Plus Postage. names. celebrations. religion, proverbs, and greet- YieldsSuccess Project DescriptorsCultural Awareness.Cultural Back- ings Resource guides describe the purpose of the These instructional materials on Japanese Amen- ground. Cultural Education. Elementary Educa- unit how to use the guide and instructional maten cansforelementarystudents were developed tion.EthnicGroups,History al, traditional and modified customs, and suggested Instruction, through the KEYS p,oject (Know ledge of English ImmigrYnts. Instructional Materials.Minority activities Resource guides include "Chinese New Yields Success) Information is included on early Year. Teacher's Resource Guide for Booklet"; Groups. Resource Materials, Samoan, Samoan immigrants, theirhistorical and cultural' back- Americans, Social Values "Dragon Boat Festtval, Teacher's Resource Guide ground. and current problems of Japanese Altlen IdentifiersKEYS Project, Knowledge of English for Booklet and Poster", "-Little May's Family, Tea- cans. Resource guides describe the purpose of the cher's Resource Guide for Booklet"; and "The Yields Success Project unit. how to use the guide and instructional materi- These instructional materials on Samoans in the Magic Brush. Teacher's Resour,c Guide for Film- als. traditional and modified customs, and suggested strip" /kens its units list concepts and/or skills in United States for elementary students were devel- activitiesResoutze guides include"Children's oped through the K E V.5 project (Knowledge of solved, materials, proccdure. suggested activities, Day. Teacher's Resource Guide for Poster"; "Chil- and additional information Activity units are on, dren's Day with !chum Teacher's Recoureekuide English Yields Success) Infotmation is included about Samoa, migration of Samoans to the United Butterfly Treats, Catchi.ig the Dragon's Tail, Chi- for Booklet", "Gins' Day with Amy, Teacher's Re- nese Jump Rope, Dauh-Sa Baau (Sweet Bun), source Guide f sr Booklet". "Isamu. Teacher's Re- States, cultural background, and Samoan students Dragon Boat. Dragon Head. Gong Jai (Doll) source Guide for Resource guides describe the purpose of the unit, Booklet ",and"Shoogatsu, how to use the guide and instructional materials. Happ) New Year Song Jingle Bells (Cantonese), Teacher's Resource Guide " Activity units list con- Thong Ornament. Li See (Red Enselope). Merry cepts and/or skills involved, materials, procedure, traditional and modified customs, and suggested ac- Christmas Song. Narcissus Flower. New Year suggested activities, and additional information, tissues Resource guides include "Getting Ready Scroll. Paper Lantern. Peach Blossom Scroll. Peanut Activity unis are on Daruma (Wish Fulfillment for Flag Day. Teacher's Resource Guide for Book- Crunchies, Pyramid of Oranges and Tanenne, and Doll). Flagons and Hane (Battledore and Shutt- let ",' Ta'alolo Day. Teacher's ResourceVA;cfor Ribbon Dance (SW) lecock) Jingle Bells (Japanese), Kabuto (Warrior Poster", "Tolo Goes Fishing, Teacher's Resource Helmet). Koi Nobori (Carp Banner). Koi Nobori Guide for Booklet." Activity units list concepts and- (Carp Banner Paperfold). Koi Noboru song. Mocha /or skills involved, materials, procedure. suggested (Sweet Rice Cake), Momo no Hans (Peach Blos- activities, and additional information. Activity units 0163 ED 168 331 soms), Nigin (Rice Balls), Ohinasama (Emperor are on: 'Ala (Rope), Aute (Hibiscus Flower). Fa'i Asian Pacific Perspectives. Filipino Americans: A and Empress Dolls), Okasarne Mocha (Layered Fa'alifu (Banana with Coconut Milk), Feta (Mat); Portrait, Rice Cakes), Sakura Mochi (Cherry Blossom Rice Fale (House). le Lavalava (Skirt), Jingle Bells (Sa- Los Angeles Unified School Distract. Calif Cake). Shibon (Tie and Dye), Tern Teru Boon moan). Pale (Headband). Panikeke (Donuts). Pepe Pub Date-75 (Sudshine Doll), and lime (Flowering Plum) (SW) (Doll), Poi Ball, Sasa (Sitting Dance),'Siapo (Taps Note--82p , For related documents, see FLO10 162- Cloth). Teu Fau (Porn Porn), Tin (Decorative Over- 168 skirt). 'Ula (Lei), and 'Upeti (Board with Carved Available fromPublications Unit. Los Angeles Design). (SW) Unified School District. 450 N. Grand. Rm. 0167 ED 168 333 G230. Los Angeles, California 90012 Asian Pacific Perspectives: Korean Americans. Pub Type GuidesClassroomTeacher (052) Los Angeles Unified School District. Calif. EDRS PriceMFOI/PC04 Plus Postage. Pub Date-76 0169 ED 168 772 DescriptorsCultural Awareness. Cultural Back - Note-138p.. For related Documents, see FL 010 Holley, Freda M. sround, Cultural Education, Elementary Educa 145, 164.166, 168 Evaluation Design 1977.78. ESEA Title I Migrant twitEthnic Groups, FilipinoAmericans, Available fromPublications Unit, Los Angeles Program November 15, 1977. Publication No. History Instruction, Immigrants, Instructional LtiNITid School District. 450 N. Grand, Rm 77.10. Materials, 'Minority Groups. Resource Materi 02,30. Los Angeles, California 90012 Austin independent School District. Tex. Office of als, Social Values, Tagalog Pub Type GuidesClassrooliTeacher (052) Research and Evaluation. identifiers 'KEYS Project. Knowledge of English EDRS Price MFOI/PC04 Plus Postage. Spons Agency--Department of Health, Education, Yields Success Project, Philippines DescnptorsCultural Awareness, Cultural Back- and Welfare. Washington. D.C. These instructional materials on Filipino Ameri- ground, Cultural Education, Elementary Educa- Pub DateI5 Nov.77 cansfor elementary students were developed tion.EthnseGroups, HistoryInstruction. Note--44p,; Small print may be marginally legible through the K E Y S project (knowledge of English Immigrants,instructionalMaterials.Korean, Pub Type ReportsEvaluative (142) Reports Yields Success) The contents include statistics on Korean Americans, Korean Culture. Minority - Descriptive (141) EQUAL OPPORTUNITY IN EDUCATION Document Resumes 29 EDRS PriceMFOI/PCO2 Plus Postage. lowest achievement levels Teacher expectation was DescriptorsAcademic Achievement.Bilingual 0171 ED 169 977 either unrelated to student achievement or un- Education, Data Collection,Educational As- Evaluation of Title I ESEA Projects, 1977.1978: measurable through questionnaires (Program de- sessment, Elementary SecondaryEducation: Technical Reports Report Number 7877. scriptions and characteristics of the participating Ev aluanon Criteria. Evaluation Methods. In Philadelphia Sc hool District. Pa Office of Research s ale are provided) (CP) formation Sources. Migrant Education..Parent and Evaluation Participation. ProgramDescriptions, Program Pub Date -Oct 78 Evaluation. Staff Development. Student Recruit. Noir-218p ; For related d.seurnent. Sec TM 008 ment 203 0173 ED 170 370 IdentifiersAustin Independent School District Pub Type ReportsEvaluative (l42) Reports House. Gary D TX. Elementary Secondary Education Act Title - Descriptive (141) A Comparison of TitleIAchievement Results 1 Migrant EDRS Price - MFOI /PCOVPius Postage. Obtained Under USOE Models Al, CI and a Evaluation of the Austin Independent School Dis- Descriptors -- Academic Achievement, Annual Re- Mixed Model. trict Elementary and Secondary Education Act ports. Bilingual Education. Compensatory Edu Pub DateI2 Apr 79 (ES EA) Title I Migrant Program involves collecting cation. Educational Assessment. Elementary Note--32p . Paper presented at the Annual Meeting and disseminating information relevant to eleven Secondary Education. Private School Aid. Pro- of the American Educational Research Associa- decision questions addressing both the system and gram Descriptions, Prograin Evaluation, Pupil tion (63rd. San Francisco, California, April 8.12, program levels At the system level are questions of PersonnelServices. Remechal Mathematics. 1979) w hether the district should have a migrant program Remedial Programs. Remedial Reading. School Pub Type Speeches/Meeting Papers (150) Re- and how coordination with other programs should Community Relationship. Social Sciences, Sum- portsResearch (143) be improved Nine program level questions are con- mer Programs. Urban Schools EDRS PriceMFOI /PCO2 Plus Postage. cerned with such subjects as changes in academic lacntifiers *Elementary Secondary Education DescriptorsAcademic Achievement, Aclueve- areas and expansion or modification of ancillary ser- Act Title I. Pennsylvania (Philadelphia), Phila- ment Gains, Age Differences, Arithmetic, Com- vices, recruitment procedures, parental involve. delphia School District PA parative Analysis, Educationally Disadvantaged. ment programs, and staff development Three basic Technical reports of projects funded under the Elementary Education. Equated Scores. t)pes of data are required needs assessment, proc- Elementary and Secondary Education Act Title I Evaluation Methods. Mathematical Models. ess, and outcome data This document summarizes and summer components of the projects in the Program Effectiveness. Reading Comprehension. the information sources for each area covered by the Philadelphia. Pennsylvania school system arc pre- Remedial Programs. Research Design. Research evaluation An overview of each decision question sented Follow ing a summary statement. each pro- Reports. Statistical Analysis. Test Interpretation includes evaluative questions and objectives. infor- ject is described separately and contains Identifiers *Elementary Secondary Education mation sources for the data needed, and the date the information on the project's rationale. expected out- Act Title I, Missouri (Saint Louis). Saint Louis information is due. Another portion of the docu- comes. mode of operation. previous evaluative find- Public Schools MO ment summarizes information sources on migrant ings, current implementation, and attainment of The equivalency of achievement results obtained students. I e . various tests, teacher reports. inter- objectives. Summer progiam components focused under Title 1 evaluation models Al and CI was s !VAS and numerous forms and questionnaires. Also on students in various institutions for neglected and examined Data were reading comprehension and included are a timetable osting the data to be col- delinquent children. Information for cash compo- arithmetic scores on the Iowa Tests of Basic Skills. lected by various school personnel, a descnprion of nent includes goals set. activ tiles employed to attain administered to fourth. sixth. and eighth grade stu- the program itself. and a table entitled "Evaluation goals,goalsattained, goalsnotattained,and dents .n St Louis. Missouri The St Louis Public Time Resources Allocation Summary (DS) changes suggested by project administrators Title I Schools had traditionally used Model Al, a pretest- programs were divided into six categories (1) com- post test design in which the pretest is not used for prehensive reading; (2) comprehensive mathemat- selectionModel CI is the regression-projection ics. (3) programs for limited modeLin which only data on students identified as 0170 ED 168 773 Englishspeaking-ability children, (4) social eligible anl served by a program are used to assess Ligon Glenn ,ind Others sciences, (5) supportive services, and (6) nonpublic the impact of Title I programs against a statistical AISD Title VII Bilingual Project 1974-1975. school projects (MU) expectation The expectation is derived from a no- Interim Evaluation Report February 1975. Pub- treatment group containing pupils who were eligi- lication No, IM.26. ble. but scored above the cutting score for selection, Austin Indeper t School District. Tex Office of and were not served by the program Results in- Research and ..v-luation. 0172 CD 169 080 dicated, among other findings. that Model Cl pro- Spans AgencyDepartment of Health. Education. Final Evaluation Report. 1976-77. ESEA Title I duced higher cs mates at grade 4. while Model Ai and Welfare. Washington. D.0 Program. Publication Number: 76.63. produced higher estimates at grades 6 and 8 The Pub DateFeb 75 Austin Independent School District, Tex Office of results also raised questions about the selection crit- Note-89p Best copy available Research and Evaluation eria used to identify program participants. Although Pub Type Reports - Descriptive (141) Reports Spons AgencyDepartment of Health. Education. the models were not found to be different, definite Evaluative (142) and Welfare. Washington, D.0 conclusions could not be drawn about their equiva- EDRS PriceMFOI/PC04 Plus Postage. Pub Date-30 Jun 7" lence (Two brief post hoc studies, using non-Title DescriptorsAmerican Indians, Bilingual Educa- Note 141p I pupils and a mixed model, are appended) (GDC) tion,Bilingualism. Curriculum Development, Pub Type Reports - Evaluative (142) Elementary Education. English (Second Lan- EDRS Price- MFOI Pits Postage. PC Not Availa- guage). Ethnic Distribution, Evaluation Meth- ble from EDRS. ( AS, Formative Evaluation. Instructional Design, DescriptorsAcademic Acmes ement.Attend- 0174 ED 170 384 Mexican Americans, Non English Speaking.Var- ance Patterns, Basic Skills, Compensatory Edu- Losegidge. Robert L And Others cation, ent Participation, Program Descriptions, Program Elementary Secondary Education. ParentPerceptions of Magnet Schools as a Evaluation. Staff Development, Teachers, Test Expectation, Guidance Programs, Identification. Method of Desegregation. Results Institutional Characteristics. Low Achvement. Pub Date -3l Mar 78 IdentifiersAustin Independent School District Nceds Assessment, Parent Participation. Paro- Note--19pAppendices may be marginally legible TX. Elementary Secondary Education Act Title chial Schools. Program Administration. Pr due to small print. Paper presented at the annual VII. Texas (Austin) gramEvaluation.ReadingInstruction.Staff meeting of the American Education Research As- Utilization, Student Evaluation, Student Needs Austin Independent School District's Elementary sociation (Toronto, Canada, March 27-31. 1978) IdentifiersAustin Independent School District Pub Type Reports - Research (143) Speeches /- and Secondary Education Act Title VII Bilingual TX, Elementary Secondary Education Act Title Program, begun July 1.1974, serves 2,406 students Meeting Papers (150) I. Texas (Austin) EDRS PriceMFOI/PC01 Plus Postage. in grades K-6 on 16 campuses Both Enp.lish and Austin's Title I program provided 6.300 students Descriptors Spanish are used for portions of or all the curriculum 'Busing. Bus Transportation, 'Edu- with supplemental reading instruction, guidance cational Quality, Elementary Secondary Educa- with the amount of time and treatment accorded to and counseling, and parent involv erne,' srrvic.s tiqn, Magnet Schools. 'Nontraditional each language commensurate with the pupils in- The evaluation focused upon aniwrang and prr aid- Education, Parent Attitudes. Private Schools. ' dividual needs Three basic stalling patterns include ing supporting dais, for two systen -level and rlye Public Schools. Questionnaires. Racial Factors, a bilingual aid working with (I) a bilingual and program-level decision questions. i",-(rtyonr ev .1u4- 'School Desegregation, Surveys monolingual teacher. (2) two or more monolingual non findings were reported. Supporting data were IdentifiersMissouri (Saint Louis) teachers in a self-contained classroom; and (3) a collectedfriar' classroom observation, question- Presented in this report are the findings of two team of teachers of from two to six who may or may naires for tea hers, parents. principals, and Title I surveys which were administered to parents of chil- not be bilingual Charaetenstics of the instructional itaff, student records, and standarized tests. The dren attending magnet schools in St Louis Results model include beginning reading taught only in the majority of Title I students achieved below the na- of the surveys, thc Magnet/Pilot Parent Question- child's dominant language, inclusion of' the chil- tional norms ;or reading and mathematics at al' naire and the Parent Participation Questionnaire dren's culture heritage in the curriculum, and small grade levels except first, and fell progressively be- are used to illustrate. (1) how parent participation group instruction with grouping by lanivage domi- hind through the fifth grade Needs were identified differedin magnet, other (non-magnet) public nance and instructional levet Describing the pro- in the areas of reading and mathematics achieve- schools. and non-public schools. (2) how magnet ject's status as of January 17. 1975. this interim ment and attendance. Coordination of Title I activi- schools were viewed as a means of desegregation. report discusses the instruction, staff development, tieswithothercompensatoryprogramswas (3) how satisfied parents were with the quality of the curriculum development, and parental involvement minimal. The program's use of school staff and par- magnet schools, and (4) what differences existed components of the program The evaluation design ems did not produce improved achievement. No between the perceptions of black and white parents. for the project is presented in full with student out- answer was available about the best grade level for and parents of bussed and non-bussed children. It as comes objectives. process objectives, and input ob- delivery of Title I services. The methods.for identi- pointed out that the results of the surveys indicate jectives specified for the student needs of Spanish fying Title I schools and students were-successful in thatif educational alternatives such as magnet and English communication skills. Spanish/English locating schools with the lowest average achieve- schools are used, parents of the school community math skills. and self-concept enhancement (DS) ment, and students within those schools with the will become more involved in educational processes 30 Document Resumes EQUALOPPORTUNITY IN EDUCATION students Specific activities of the first year included EDRS PriceMFOI /PCO2 Plus Postage. and be more satisfied with the education their chil- Achievement, Career dren are receivingIt is also pointed out that this the following conduct a comprehensive needs as- DescriptorsAcademic sessment, implement insersice training for 25'1 of Awareness, Career Education. Educational Ob- increased satisfaction and msolvemcnt occur in- 'Experiential dependently of race and does not appear to be nega- the school staff, adapt, adopt develop curriculum jectives, Evaluation Methods, Learning, Program Attitudes, Program Effec- tivelyinfluencedbybusing Tablesshowing modules to be Infused into the existing curricula, statistical results gathered from the two question- increase community awareness and involvement in tiveness, Program Evaluation, Program Im- naires and samples of the questionnaires are ap- the schools, and develop a comprehensive evalua- provement. Secondary Education, Self Esteem. pended (Author 'EEO tio-. design fnr the second phase of the project. For Sex Discrimination the needs assessment, a IV, random sample stra IdentifiersExperience Based Career Education lied by grade was used to obtain data from students A third-party evaluation was conducted to assess in grades 7.12. To obtain Information relative to the second year's operation of the Experience Based Career Education (EBCE) program at Wiciuta 0175 ED, 170 385 student needs in grades k6, alt elementary teachers NAACP Report on Quality Lducation for Black were surveyed Other surveys Included all educators (Kansas) High School East The program proposal contained fourteen process objectives and twelve Americans: An Imperative. in the fourteen experimental schools, intact com- National Association for the Advancement of Col- munity groups, and principals Participants in the outcome objectives The ?tams of the process objective achievement was determined by interviewing ored People. New York. N.Y fifteen staff development workshops were included program personnel and examining project records Pub DateSep 77 in the staff development evaluation, and project Note--200p, Proceedings of the NAACP ins na- staff members presided necessary Information for Outcome objectives were assessed by administering tional Work Conference (Chicago Illinois, May the evaluation of the curriculum Identification/- several instruments A pretest-posttest design was used to evaluate the attainment of the outcome ob- 6-8, 1977) development effort and implementation procedures A vailaole fromNational Office. NAACP, 1790 (Evaluation resultsare summarized for each survey jectives associated w ith academic achievement, Wi- and sexbias A Broadway. New York. New York 10019 (55 00) or component ) (BM) est:ern,careerorientation, Pub Type ReportsResearcl, (143) Collected self - administering check list /open-ended response WorksProceedings (021) form was used to collect summathie impressions of Document Not Available from EDRS. the program from students, parents, and site re- Education, Blacks. Cur- ED 170 470 source people Three site visits were also made. A Descriptors13lack 0177 change in program structure also was evaluated riculum Des elopment, Educational Administra- Denton, Witham T Quality, Elementary Students were allowed to enroll in the EBCE pro- non. Educational K-12 Urban Career Education Infusion Project gram for the entire school year, the first semester, Secondary Education,GuidancePrograms, Needs Assessment- Higher Education. Intergroup Relations, Re- Dallas Independent School District. Tex Dept of or the second semester The objective measures of search Reports, School Desegregation. Special the achievement of EBCE program objectives re- Research and Evaluation vealed only minor differences between EBCE and Education. Teacher Education, l rban Education Spons AgencyOfficeofCareer Education fdentifiersNational Association Advancement control groups. which are suggestive of marginal (DHEW,OE), Washington. D.0 achiesementof objectives. The third-party assess- Colored People Report No SE77-049.6.7 ment labeled the program a success and cited im- This report is s compilation of reports from ten Pub DateMay 77 Task Forces convened by the National Association provement made in formerly problematic areas Note-83p For a related document see CE 019 352 identified by the first year's evaluation (available as for the Advancement of Colored People (NAACP) Pub Type Reports - Research(143) in May 1977. The chahenge was to examine what *ED 150 285) (The major portion of this document Tests /Questionnaires (160) contains appended materials ) (BM) quality education is. what it takes for the system to EDRS PriceMF01/PC04 Plus Postage. deliver quality education to every student. and why Descriptors -Academic Achievement, Blacks. the system has failed with many clack youths. Ways Career Education, Community Attitudes, in which teacher education could be Improved are Demonstration Prograins. 'Educational Objec- 0179 ED 170 920 discussed Suggestions for changing curricula are tives, Elementary Secondary Education. 'Meas- made There follows a discussion of the kind of Clarvar, Barry J Levine Jonathan urement Instruments, 'Needs Assessment, Race and Ethnicity as Factors in Winning School teachers needed for quality education and of ways ProgramAttitudes,Questionnaires, Student of assessing teacher performance. Special education Board Elections: Predicting Ethnic Composition Needs, Surveys, Urban Schools of Community Sch ool Boards. for blacks is examined in light of Public Law 94.142. IdentifiersDallas Independent SchoolDistrict Guidance and counseling programs are analyzed in Pub DateApr 79 TX, Texas (Dallas) Note--15p Paper presented at the Annual Meeting terms of counselor competencies and training re- A career education needs assessment conducted of the American Educational Research Associa- quirements and curriculum implications at the ele- by the Dallas (Texas) Independent School District mentary secondary level The oblem of intergroup tion (San Francisco, California, April 8.12, 1979) fikused on fourteen schools (K-12) located in the Pub Type Reports Research (143) Speeches/ - relanons and sources of ways to reduce intergroup East Oak Cliff Subdistrict. a predominantly (98%) hostility are examined Urban education is defined, Meeting Papers (150) black urban community Work already completed EDRS Price MFOI/PC01 Plus Postage. and recommendations are made for the develop- by the Partners in Career Education (PCE) project, ment of programs The types. role, and levels of DescriptorsAnalysis of Variance, Board Candi- in which the District was a participant,,was used for dates. Boards of Education, Cultural Influences, administration appropriate to black education are the inundation of the needs assessment The 177 examined The role and responsibility of the stu- Elections, Elementary Secondary Education, basic learner outcomes Identified by PCE were di- Ethnic Distribution, Ethnicity, Racial Distribu- dent, parent. and community in the achievement of vided into nine learner outcome categories across quality education are outlinedFinally, the im- tion, 'Racial Factors, Speeches grade levels K-I2 Instruments developed by PCE IdentifiersNew York City Board of Education plementation goals of desegregation tintegration are (including a community survey, building level discussed. including monitoring and the question of In 1969 the New York State Legislature decent educators survey, and 9.12 survey) were used in the iralized the New York City Public School System State responsibility (MC) needs assessment with some mochficatinns In addi- "into 32 elected school districts with a limited tion, two instruments were developed and used by amount of authority over elementary and junior the project evaluation staff (a middle school survey high schools. The legislation provided for com- and elementary school survey) The community and munity school boards to be elected by district resi 0176 ED 170.469 educator tiespondents were highly supportive of the Devon, William TKleck. Wil dents. An analysis of election results in 1975 and basic tenents of career education Secondary school 1977 showed that neither the race nor the ethnicity K-12 Urban Career ESIIICaltIOD Infusion Project. students seemed to relate w ell to' he career educa- Final Evaluation of individual candidates was significantly correlated Dallas Independent School Distract, Tex Dept of tion knowledge instrument, although there .ere to winning (see ED 151 951). This document re- needs exhibited in each of the learner outcome ports on a followup study exaii,itnng the relation- Research and Evaluation Education categories The greatest need was in the area of ships between the condo:Imes' racial and ethnic SponsAgencyOfficeofCareer economic factors influencing careers, skills in hu- (DHEW10E), Washington, D.C. backgrounds, the ethnic character of their districts, man relations, and career informationMiddle and their rate of electoral success The authors Report No SE77-049-8-7 school students demonstrated many of the some Pub DateAug 77 found that the percent of candidates from an ethnic Note--38p For a related document see CE 019 353 charactenstics as secondaryistudents Sued on the gtbup is overwhelmingly correlated to the percent survey, thehighestpriority Pub Type Reports - Evaluative (142) elementary school of that ethnic group in the school district popula- learner outcomes were those that could be regarded tion. The percentage of school board seats won by EDRS Price 111F01/PCO2 Plus Postage. DescriptorsAcademic, Achievement,Blacks, as desirable for a good student and worker To de- whites tends to be greater than the percentage of Career Education, Community Attitudes, Cur- termine academic needs, achievement tests were white candidates, while blacks and Hispanics tend riculum Development, Demonstration Programs, given in grades 2, 4. 6, 8, 9. and 12 (Survey Instru- to win proportionitely fewer seats (Author /PGD) Elementary Secondary Education, Fused Cur- ments are appended). (BM) riculum, Needs Assessment. Program Attitudes, 'ProgramEffectiveness,Program Evaluation, ED 171 438 School Community Relationship. Staff Develop- - 0180 ment, Student Needs, Urban Schools 0178 ED 170 576 MatuszeA.PaulaHoskin. Christine IdentifiersDallas Independent SchoolDistrict Crawford. George Aide. Cecil Who Are the Disadsantaged and What Should We Do for Them? The Relationship of FamilyVaria- TX, Texas (Dallas) Experience Based Career Education at Wichita, p East High School: A Third-Party Evaluation for blesto Achievement and Some Implications for The K-12 Urban Career Education Infusion Pro- Educational Programming. Pliblimilion No. 77.- ject of the Dallas (Texas) Independent School Dis- Year Two, 1977-78. trict focused on fourteen schools located in the East Spons AgencyWichita Public Schools, Kans. 40. Oak Cliff Subdistrict, a predominantly (98%) black Pub Date-30 Jun 78 Pub Date-78 community. Conducted an two phases, the project Note42p For a related document sec ED 150 285 Note -20p.; Paper presented at the annual meeting attempted to demonstrate that through infusing ca- Research conducted by the Office of Career of the American Educational Research Associa- tion (Toronto, Ontario, 1978) , Best copy availa- reer education into the existing curriculum, trained Education teachers can influence academic achievement of Pub Type Reports - Evaluative (142) ble

0 EQUAL OPPORTUNITY IN EDUCATION Document Resumes 31

Pub Ty pe Reports - Research(143) Tests 'Questionnaires (160) Speeches /Sleeting 0182 ED 172 479 0184 ED 173 216 Papers (150) Staff Handbook: MGM Pasadena Program Col& rt. Theresa: EDRS Price - MFOI 'PCOI Plus Postage. Pasadena City Unified School District. Calif Ethnic Heritage Studies: Ethnic Heritage Foods. DescriptorsaAi adernic Achievement. Anglo Pub Date-77 Experimental Unit. Americans, Black Students. Community Surveys. Note--53p. Heritage Corp. of Louisville and Jefferson County. Disad-rantaged Youth, Elementary Education, Available fromMGM, Pasadena Unified School Ky , Jefferson County Public Schools, Louisville, FamilyCharacteristics,LowAchievement, District, 351 South Hudson, Pasadena. California Ky, Louisville Unsv, Ky School of Education. Mexican Americans. Parent BackgroundPer- 91109 (S5 00, plus postage and California sales Spons AgencyBureau of Postsecondary Educe. tax where applicable) formance Factors. Predictor Variables. Qucs- tion (DHEW/OE), Washington. D.0 Div of In- , Pub Type Guides - Non-Classroom (055) tionnair Reading Habits, Soc.xconomic Re- ternational Education. InfluenceS conomic Status. Surveys ports - Descriptive (141) EDRS Price - MFOI Plus Postage. PC Not Availa- Pub Date-77 Identifiers AustinIndependent School District. Note--70p : For related documents, see ED 150 043 TX. Texas (Austin ble from EDRS. DescriptorsAdmission (School), Elementary Se- and SO 011 776.786 The relationships o nous different variables Pub Type Guides - Classroom - Teacher (052) which had been used to define socioeconomic condary Education, Gifted. Guidelines, In- dividualCharacteristics.ParentParticipation. EDRS Price - MFOI /PC03 Plus Postage. status (SES) to achievement for second- and fifth- DescriptorsBehavioral Objectives. Cooking In- grade students were esaminedIntersaeus were Program Descriptions, Program Development. struction, 'Cultural Awareness, 'Cultural Plural- conducted with 533 parents across the Austin In- 'School Responsibility. Talent Identification. 'Teacher Responsibility ism. Educational Objectives, Elementary dependent School District to obtain information on Secondary Education, Ethnic Groups. Ethnic job status. age. income, education, attitude toward IdentifiersPasadena Unified School District CA The handbook describes the program of the Studies. 'Food, Foreign Countries. Home Eco- education, amount of reading in the home, mobility. Pasadena Unified School District for Mentally time spent watching TV. relationships with the nomics Education, Multicultural Education. So- Gifted Minors (MGM). The legal requirements for cial Studies. Teaching Guides school. and the child's preschool. day care and kin- admission to the program are cited and characteris- dergarten experiences Phone inters lev.s were con- IdentifiersEthic Heritage Studies Program Act tics (intellectual, physical. and social/ emotional) of Designed to foster communication across inter- ducted. those parents not reached by phone were gifted students arc outlined along with possible interviewed in person The initial analysis was ,a culturallethme lines. this teaching guide focuses on problems stemming from the identified characteris- ethnic foods and their influence on and contribu- summary of the distribution of the responses Any tic The identification procedure is explained and item for which more than 90. of the respondents tions to America's eating habitsIt is part of the questions for and by parents of gifted children are Louisville Area Ethnic Heritage Project described answered the same was not studied further. Either presented The responsibilities of various school a calculation of the correlation coefficients of each in ED 150 043 The objective of this unit is to deve- personnel including classroom teachers, resource lop a knowledge and an appreciation of the food variable related to reading achievement or a calcula- coordinators. principals. school psychologists, and heritages of six ethnic groupings Northern Europe. tion of the mean reading achievement scores and an program directors are listedSpecific instructions anai,sis of variance was conducted for the remain- for implementing the program are provided A de- Southern Europe. Afro-American. Middle and Far ing variables. Results acre then merged with the scription of Pasadena's MGM programs is given East. Kentucky, and Latin America The guide in- achievement scores on the California Achievement Appended are the procedures for using petty cash eludes a pretest, six behavioral objectives accom- Test administered the previous year In summary. vouchers, writing case studies, finishing the year. panie-1 by instructional strategies and facilitating the survey indicated that for the school district, the and ordering Also appended arc sample forms used materials, and six worksheets wing questions most consistent indicators of children with lower in the MGM program (PHR) about Afro - American, Japanese, British. Chinese, achievement were those most "traditionally" used French. German, Italian.Latin American, and for SES - parental income, education, and job status Scandinavian foods Also included are recipes. the For identification of low SES students for Title I and key to the pretest. a posttest, a checklist of foods other special programs, these measures would be the 0133 ED 173 183 sampled and the student's feelings about those best single measures to use None of the other varia- Ranks. Samud I.... Ed food. and a bibliography of resources and materials bles exaMmed was asconsistentlyrelatedto 5-6 Social Studies Skills for the Human Behavior The unit can serve as a supplement to home eco- achievement. (NQ) and Urban Studies Program. nomics courses. with a suggested time period of two Baltimore City Public Schools. Md or three weeks. (Author /CK) Pub Date (76J Note-286p 0181 ED 172 465 Available fromBaltimore City Public Schools. 3 Leisure Activities for Retarded Children. A Task East 25th Street. Baltimore, Maryland 21213 (No 0185 ED 173 217 price quoted) Analysis Approach. Integrating Trainable Men- Yang. pansy Pub Type Guides - Classroom - Teacher (052) Ethnic Heritage Studies: Arts and Crafts of East tally Retarded Children Through Community EDRS Price MFOI /PC12 Plus Postage. Education. ESF.A Title 15. Part C. Asia. Experimental Unit, DescriptorsCommunicationSkills.Consumer Minneapolis Public Schools. Minn Heritage Corp of Louisville and Jefferson County. Education, Democracy. Democratic Values. Ele- Ky Jefferson County Public Schools, Louisville, Spons AgencyBureau of Elementary and Second- mentary Education, Ethnic Studies. Interpretive KyLouisville Limy . Ky. School of Education ary Education (DHEWIOE). Washington. D C. Library Skills, Listening Skills. Map Skills. Pub Date-78 Process Education, Racial Discrimination. "Skill Spons Agency -- Bureau of Postsecondary Educa- Note-397pFor related information, see EC 114 Development. 'Social Studies. Teaching Guides. tion (DHEW/OE). Washington. D C Div. of In- 766 'Urban Studies ternational Education. Available fromMinneapolis Public Schools, Spe- This guide was developed to aid elementary stu- Pub Date-77 cial School Dis:nct No 1. Prescriptive Instruc dents deal with life experiences through skill devel- Note--26p , For related documents, see ED 150 043 lion Center. Special Education Service Center. opment. Majorskillsstressedare.locating. and SO 011 775.786 254 South Upton Avenue. Minneapolis. Min- organizing, and evaluating information. acquiring Pub Type Guides - Classroom - Teacher (052) nesota 55405 (512.50) information through listening. observing, and read- EDRS Price - MFOI/PCO2 Plus Postage. Pub Type Guides - Classroom - Teacher (052) ing, communicating orally and in writing. interpret- Descriptors- -'Art. 'Art Activities. Behavioral Ob- EDRS Price MFOI Plus Postage. PC Not Availa- ing pictures. charts. graphs. and tables, and working jectiv es. 'Cultural Awareness. Cultu:al Pluralism. ble from EDRS. with others. Arranged according to grade level and Educational Objectives, Elementary Secondary DescriptorsBehavioral Objectives. Games. 'Lei- to a hierarchy of skills. each section lists major and Education. Ethnic Groups. Ethnic Studies. nor- sure Time. Mental Retardation. Moderate Men- sub-skills to be developed. behavioral goals, and eignCountries.Haiku.ManuscriptWriting tal Retardation. Physical Activities. Recreation. sample activitiesActivities at the kindergarten (Handlettering). Multicultural Education. Social Recreational Activities. Skill Analysis, Task level include naming family members, dramatizing Studies. Teaching Guides, Theater Arts Analysis. Teaching Guides emotions, studying ethnic groups, studying national IdentifiersAsia (East). Ethnic Heritage Studies Designed to meet the need of trainab:: mentally symbols, and preparing a "family booklet." At grade Program retarded persons for recreation skill training and for one, students learn cardinal directions. study maps. This teaching guide focuses on four forms of arts opportunities to experience leisure/social skill deve- service professions, and ethnic groups, and catego- and crafts popular in China. Korea. and Japan. and lopment m a community setting, the packet pro- rize consumers and producers Grade two empha- explores the effects, if any. on American culture It vides task analysis information on 114 activities sizes visits by police and fire officials. team based is part of the Louisville Area Ethnic Heritage Stu- Information is provided on behavioral objectives. games, and a study of urban neighborhoods. Grade three students use library references, take walking dies Project described in ED 150 043 The objective basic skills required. materials and procedures. task tours through new developments and blighted areas, of this unit is to help students understand and ap- steps, teaching hints or game variation, and a grid and research the names of city leaders At grade preciate East Asian calligraphy, haiku, ikebana, and sheet of analyzed steps for each skill Activities are level lour. students study West Africa, the lives of shadow theater. Suggested time period is one or two classified according to the following seven types the Cherokee and Choctaw Indians. world food pro- weeks, The guide includes a pretest. four behavioral (sample activities in parentheses) ball activity (vol- duction, assembly line production. and credit buy- objectives accompanied by instructional strategies leyball and ball tag), active games (pin the tail on the .ng Grade five activities focus on a study of racial and facilitating materials, and three worksheets il- donkey, ping pong. and tossing games), music, card prejudice Students analyze television programs and lustrating haiku, ikebana, and calligraphy A post- games (solitaire), skill activity (pick up sticks and study the state and national constitutions Grade six test asking for definitions of the crafts, examples of ball rolling). table games (silly sandwitch, checkers, examines discrimination, drug abuse. crime, citizen use in Louisville. and student feelings about East and tic tic toe). and active circle games (ring around participation in government. and the democratic Asian art is included, plusabibliography of re- the rosie) (CL) process. (KC) sources and materials (Author /CK)

1) '77 32 Document Resumes EQUAL OPPORTUNITY IN EDUCATION Study Gun:'" A bibliography of resource material als These are designed to ferret out and discuss 0186 ED 1)3 218 is included yAi,:hor/CK) student and media attitudes about both males and //.11s,11. tley:eek females. encourage reading, discussion, and opinion Ethnic Heritage Studies: Themes in Black African formation based on objective analysis Two work. and Black American Literature. Experimental sheets are included to aid the student in analyzing Unit. 0188 ED 173 221 women on television, and women in employment A Heritage Corp. of Louisville and Jefferson County, Brothers. Lynn bibliography of resources and materials conclude Ay., Jefferson County Public Schools, Louisville, Ethnic Heritage Studies: Family History Project. the unit. (Author /CK) Ky, Louisville Urns , Ky School of Education Experimental Unit. Spons Agency.-Bureau of Postsecondary Educa' Heritage Corp of Louisville and Jefferson County, non (DREW /OE). Washington. D C Div of In. Ky.: Jefferson County Public Schools. Louisville, ternational Education KyLouisville Univ . Ky School of Education 0190 ED 173 223 Pub Date-77 Spons Agency-Bureau of Postsecondary Educa- Allen. Talbott Note-23p, For related documents. see ED :50043 tion (DHEW OE). Washington. D C Div of In. Ethnic Heritage Studies: GermanAmerican Pro- and SO 011 775.786 ternational Education files and Contributions-Major Figures. Experi Pub Type- Guide. - Classroom - Teacher (052) Pub Date-76 mental Unit. ELMS Price - MEM, PC01 Plus Postage. Note-.46p For related documents. see ED 150 043 Heritage Corp of Louisville and Jefferson County, Descriptors- Afnean Literature, Behavioral Ob- and SO 011 775-786. Map of Kentucky on page Ky , Jefferson County Public Schools, jectives. Black Literature. Cultural Awareness. 13 may not reproduce clearly in paper copy due Ky., Louisville Univ., Ky School of Education. Cultural Pluralism. Educational Objectives. Eth- to small print type of original Spons Agency-Bureau of Postsecondary Educa' nic Groups, Ethnie Studies. Foreign Countries. Pub Type- Guides - Classroom - Teacher (052) Lion (DHEW/OE), Washington. D C Div. of In. Multicultural Education. Secondary Education. EDRS PriceNIFOI /PCO2 Plus Postage. ternational Education. Social Studies. Teaching Guides, United States Descriptors-Behavioral Objectives, Cultuial Pub Date-76 Literature Awareness, Educational Objectives, Elementary Note-29p . For related documents, see ED 150 043 Identifiers-Ethnic Hentage Studies Program Secondary Education.Ethnic Studies, Family and SO 011 775-786 This-teaching guide emphasizes the strndarity of (Sociological Unit), Family Characteristics. In- Pub Type- Guides - ClassroomTeacher (052) themes in black Afncan and black American litera- terviews, Multicultural Education. Social His- EDRS Price MFOUPCO2 Plus Postage. ture and the contribution black writers have made tory, Social Influences. Social Studies. Descriptors -Behavioral Objectives. Cultural to American literatureIt is part of the Louisville Socioeconomic Background. Student Research, Awareness, Cultural Background, Educational Area Ethnic Heritage Studies Project described in Teaching Guides Objectives, Elementary Secondary Education, ED 50 043 The project miterials are designed to Identifiers-Ethnic Heritage Studies Program Ethnic Groups. Ethnic Studies, Foreign Coun foster communication across intercultural/ethnic This teaching guide presents a personal approach tries, Foreign Culture, Immigrants. Mullicultural lines The objectives of this unit ate to recognize to America's past by having students prepare the.r Education, Social Studies, Teaching Guides common themes in black African and black Ameri- own family's social geneological history It is part of Identifiers -EthnicHeritageStudiesProgram, can literature and to appreciate several literary se- the Louisville Area Ethnic Heritage Studies Project German Americans lections by black American authors as described in ED 150 043 The project materials are This teaching guide focuses on several prominent representative of their contribution Planned as a designed to foster communication across intercul- German- Americans andtheircontributionsto supplement for an English course, suggested time to tural/ethnic lines The objective for this unit is to American life. and provides some insights into Ger- allocate for the unit is at least two weeks The guide develop an understanding of the ways in which an man culture. It is part of the Louisville Area Ethnic includes a pretest, a posttest. and four behavioral Individual's lifeis affected by his family back- Heritage Studies Project described in ED 150 043. objectives accompanied by instructional strategics ground Planned as a supplement for social studies The project materials are designed to foster com- andfacilitating materials These encourage defining courses. suggested time allotment is one to two munication across intercultural /ethnic lines. The terms, reading. discussion, and writing composi- weeks The guide is comprised of a pretest, four objectives for this unit are to accoaint students with tions and reports, among other activities A bibliog- behavioral objectives accompanied by instructional German - Americanssuch as Albert Einstein. raphy of resources is appended (Author. CIO strategies, and a listing of facilitating materials Also Dwight Eisenhower. Lilli Lehmann, John Stein. included are 10 worksheets for the student a family beck, "Babe" Ruth. and Karen Homey. to help stu history chart, family group sheet, tips and suggested dents recognize contributions to and effects on questions for in siewing: a list of gencological American life of these prominent people:. and to 0187 ED 173 220 sources of infor,..ation. suggestions on how to - provide background information on German cul- Redford, Dale gonize a report, and tips on how to write and analyze ture Suggested time allotment is one to two weeks Ethnic Heritage Studies: Cultural Pluralism. Ex an obituary A posttest and bibliography of re- The guide includes a pretest. posttest. and five perimental Unit. sources' conclude the unit (Author/CK) behavioral objectives accompanied by instructional Heritage Corp of Louisville and Jefferson. County, strategies and facilitating materials. including group Ky . Jefferson County Public Schools. Louisville. discussion. independent research, and role playing. KyLouisville linty . Ky. School of Education A worksheet, designed to aid the student in doing Spons Agency- Bureau of Postsecondary Educa- 0189 ED 173 222 independent research, lists the prominent persons tion (DH /OE), Washingte.i. 0 C Env of In Keepers. Beverly A bibliography of resources concludes the unit. (Au. ternational Education. Ethnic Heritage Studies: The American Woman. thor/CK) Pub Date-71 Experimental Unit. Note--40p . For related documents. see ED 150 043 Heritage Corp of Louisville and Jefferson County. and SO 011 775.786 Ky.: Jefferson County Public Schools, Louisville. Pub Type- Guides Classroom - Learner (051) - Ky.: Louisville Univ.. Ky. School of Education 0191 ED 173 225 Guides - Classroom - Teacher (052) Spons Agency-Bureau of Postsecondary Educa' ireepartner. Susan EDRS PriceMFOI/PCO2 Plus Postage. non (DHEW'/OE). Washington. D C Div of In. Ethnic HeritageStudies: Northern European Descriptors-Behavioral Objectives. Concept ternational Education. Foods. Experimental Unit. Teaching. Cultural Awareness. Cultural Back. Pub Date-76 Heritage Corp. of Louisville and Jefferson County, ground. Cultural Pluralism. Discussion Groups. Note--29p.. For related documents, see ED 150 043 Ky.. Jefferson Count, Public Schools, Louisville, Educational Objectives, Ethmeity. Ethnic Stu- and SO 011 775.786 KyLouisville Univ, Ky School of Education. dies. Multicultural Education. Secondary Edu Pub Type.- Guides - Classroom - Teacher (052) Spons Agency - Bureau of Postsecondary Educa- cation. Social Problems. Social Studies. Study EDRS Price MFOI/PCO2 Plus Postage. tion (DHEW/GE). Washington. D C. Div. of In. Guides, Teaching Guides. Teaching Methods Descriptors-Behavioral Objectives, Commercial ternational Education. identifiers-Ethnic Heritage Studies Program Television, Educational Objectives. Employment Pub Date-76 A variety of individual and group activities which Opportunities,Ethnic Studies. Family Chraf.- Note--29p., For related documents. see ED 150 043 require students to examine their ethnic background wishes. Females, Role Perception, Sccor.dary and SO 011 775.786 and their personal values related to cultural plural- Education. Sex Role. Sex Stereotypes. Social Pub Type- GuidesClassroom Teacher (052) ism are included in this teaching guide. The unit is Studies, Student Attitudes, Teaching Guides, EDRS PriceMFOI/PCO2 Plus Postage. part of the Louisville Area Ethnic Heritage Studies Television Research, Descriptors-Behavioral Objectives. Cultural Project described in ED 150 043 The project Identifiers - Ethnic Heritage Studies Program Awareness. Educational Objectives, Elementary materials are designed to foster communication Providing information and activities designed to Secondary Education, Ethnic Studies. Food. across ir iercultural/ ethnic lines The objectives for dispel sex role socialization, myths, and stereotypes Foreign Countries, Multicultural Education, So- this unit are to ensure that students understand the as bases for prejudiced views. ;his teaching guide cial Studies, Teaching Guides positive aspects of our pluralistic society, recognize focuses on the Amman woman's image and di Identifiers-EthnicHeritageStudiesProgram, diversity of culture, ethnicity, and cus:om as a verse roles in our society. It is part of the Louisville Europe strength, examine real problems and real people of Area Ethnic Heritage Studies Project described in This teaching guide focuses on the Northern various cultures, and participate in experiences that ED 150 043 The project materials are designed to European food heritageIt is part of the Louisville will help build positive attitudes and acceptance of foster communication across intercultural/ethnic Area Ethnic Heritage Studies Project described in their own and other cultural groups. Suggested time lines Major objectives for this unit are to help stu ED 150 043. The materials are designed to foster allotment is one to two weeks. The guide includes dents become aware of their anitudes toward the communication across intercultural/ethnic lines a pretest, posttest. and five behavioral objectives image and roles of Americar ~omen, and to recog- The objective of this unit is to gain familiarity with accompanied by instructional activities, facilitating nize women as individuals Planned as a supplement and appreciate foods from Scandinavia, the Soviet materials, and comments to the teacher. There are to social studies, home economics, and English Union, the Netherlands. the Balkan,. Germany, Po. eight study guides in the appendices "Why Cultural courses, suggested time allotment is one to three land, Belgium. Switzerland, and France. noting cul Pluralism?." a glossary of terms. "Inner Values weeks The guide includes a student attitudinal sur- tural, historical. social, and religious influences on Related to Culture." "Group Processes." two dia- vey meant to be used as both pretest and posttest. foods. Planned as a supplement for a gourmet foods grams for discussion leaders, "Conducting a Class and eight behavioral objectives accompanied by in- course, suggested time allotment is one week The Meeting." and "Contemporary American Problems structional strategies and listing facilitating maten- guide includes a pretest. five behavioral objectives '

EQUAL OPPORTUNITY IN EDUCATION Document Resumes. 33 accompanied by instructional strategies and facili- toting .assimilation tating materials, and three worksheets asking ques problems.a poste si,and bibliography of resources conclude theunit (Au tions about Scandinavian, Russian, and German thor/ CR) 0196 ED 173 999 cooking A posttest. key to the pretest, and bibliog. Asian Pacific Perspectives. raphy of resources and materials conclude the.unit. (Author iCK) Los Angeles Unified School District, Calif. Pub Date-74 0194 ED 173 736 Note -378p Berton. ;Wham P.Kemp. Edith S Available fromPublications Unit. Los Angeles 0192 ED 173 226 Urban School Dropouts: Data Collectionand Anal- Unified School District. 450 N. Grand, Rm. Pecpartner. Susan ysis in Philadelphia. G230. Los Angeles, Calfiorma 90012 EthnicHeritageStudies: Southern European Pub Date-79 Pub Type GuidesClassroom - Teacher (052) Foods. Experimental Unit. Notc--22p , Paper presented at the AnnualConfer- EDRS PriceMFOI/PC16 Plus Postage. Heritage Corp of Louisville and Jefferson County, ence of the American Educational Research As. DescriptorsAsianAmericans, Bibliographies, Ky , Jefferson County Public Schools, Louisville, sociation (San Francisco. California. April8.12, Bilingual Education, "Cultural Background, 'Cul- KyLouisville Um Ky School of Education 1979), Table 1 of marginal reproducibility tural Education. Elementary Education, Enghsh Spun' AgencyBureau of Postsecondary Educa Pub Type Speeches /Meeting Papers (150) (Second Language), "Ethnic Groups. Immigrants, Iron (DREW 10E). Washington, D C Div of in- Re. ports = Research (143) Nunerical/Quantsta. Instructional Materials, Language Instruction, ternational Education. tive Data (110) Minority Pub Date-76 Groups,MulticulturalEducation, EDRS Price - MFOI /PC01 Plus Postage. Phonology, Resource Materials, Syntax Note..30p ,For related documents, sec SO 011 775.786 Descriptors 'Data Collection,'Dropout Re- IdentifiersKnowledge of English Yields Success search, Dropouts, Minority Groups, Program Project Pub Type Guides - Classroom- Teacher (052) EDRS Price - MF0I/PCO2 Plus Postage. Development. Racial Factors. "School Holding This multicultural guide contains classroomse DescriptorsBehavioral Objectives, Cultural Power, Secondary Education, SexDifferences, tivnies that have been prepared for use in the pd. Awareness, Educational Objectives, Elementary Statistical Data, Unemployment. UrbanSchools, mary grades The guide is divided into five sections. Secondiry Education. Ethnic Studies. Food. 'Urban Youth (I) multicultural, (2) phonology, (3) syntax, (4) Foreign Countnes. 'Multicultural Education, So- IdentifiersPennsylvania (Philadelphia) comprehension, and (5) resources. The multicul- cial Studies, Teaching Guides In the late1960's. educators and researchers tural unit discusses twenty activities from Asian IdentifiersEthnic HeritageStudiesProgram, became concerned with the dropoutproblem in countries, some involving arts and crafts andsome Europe large urban school districts. In Philadelphia,the involving classroom discussion. The phonologyunit This teaching guide focuses on the Southern Division of Pupil Personnel and Counseling(PPC) is designed to help Asian Amencanstudents im- European food hentage It is part of the Louisville is responsible for collection of thisdata and reports prove their oral/aural discrimination skillsin Eng- Area Ethnic Heritage Studies Project described in this information to thestate. The process has been lish. Each of the 30 lesson units ED ISO 043 The project materials represents a are designed to computerized to cope with the large volume ofdata pronunciation problem for three or more of the five foster communication across IWO rcutturaliethnic Tate PPC file has become the basis for annual lines The objective of this unit is'to gain familiarity drop- Asian language groups The syntax unitis designed out reports. Four general categories ofdropouts to give Asian American students a better under- with and appreciate foods from Spain, France.Por- have been defined A survey questionnaire tugal, Italy. and Greece. noting cultural, historical, was also standing of English sentence structureas well as developed which indicated differentialpatterns of knowledge of the American Culture. The social, and religious influences on foods. Plannedas compre- a supplement to a gourmet foods'course. suggested chopping out by race, sex and grade, andalso shows hension unit is developed to assist students whoare that many dropouts continue their education learning English as a second tinguage to time allotment is one week The guide includesa on a express pretest, five behavioral objectives accompanied by part-time basis or through the GED program There themselves orally in English The resourcesunit Instructional strategies and facilitating materials. has been an overall decline in the dropoutrate over contains three bibliographies. (I) "Asian American and.four worksheets asking questions about Italian, the last five years, although the majority ofdropouts Bibliography. Adult Reading," (2) "AsianAmen- French. G reek, Spanishrand Portuguese cookingA leave school because they are over -aged Thesurvey can Multi-Media Materials, K-3," and (3) "Bibliog. posttest, key to the pretest, and bibliography ofre- reveals differences in official records and personal raphy of)Asian American Children's Books, K-3." sources and materials conclhde theunit(Au. reasons for leaving, however. Each time thestudy. is (NCR) thor/CK) conducted; 50% report unemployment,suggesting that new approaches arc requiredto solve problems of unskilled teenage employmentThe appendix includes dropout statist,cal tables andstatus surveys 0197 ED 174 038 0193 ED 173 227 (Author/ BEF) Al+tun, Berbers L And Others Langnehs. Chic Utility of LESA Criteria for Estimating The Num- Ethnic Heritage Studies: The Immigrant Experi. ber of LESA Students. encg: The Long. Long. Journey. Experimental Urt. 0195 Houston Independent School District, Tex. Heritage Corp of Louis-ville and Jefferson County, ED 173 764 Pub DateApr 79 Reading Disability Prevention for 5 YearOlds. Note.-11p; Paper presented at the American Ky , Jefferson County Public Schools, Louisville. Portland Public Schools, Greg Edu- Ky.; Louisville 1.:niv, Ky School of.Education cationalResearchAssociationMeeting (San Spons AgencyBureau of Postsecondary Educa- Spons AgencyOffice of Education (DREW), Francisco, California. April 1979) Washington, D.C. Pub Type Tests/Questionnaires (160) tion (DHEW /OE), Washington, D.C. Div of In- Pub Date-77 Spee- ternational gducation ches/Meeting Papers (150) Note -210p. Pub Date-76 EDRS Price MFOI /PC01 Plus Postage. Note -27p.. For related documents,see SO Oil Available fromESEA Title 4C, PortlandPublic DescriptorsBilingual Students, Communicative Schools, Area 1. 6318 Southwest Corbett 775.785; Certain pages may not reproduce clearly Strcct, Competence (Languages),Elementary Educa- in paper copy from EDRS due to bleeding through Portland, Oregon 97201 (54 50) tion, English (Second Language), Language Flu- of words throughout original document Pub Type Guides - Classroom - Teacher (052) ency, Language Programs, "LanguageSkills, Pub Type Guides - Classroom- Teacher (052) Document Not Mailable from EDRS. EDRS Price - MFOUPC,02 Listening Comprehension. Questionnaires, Read- PlusPostage. DescriptorsAuditory Discrimination. Curriculum ing Comprehension, "Second Language Learning, DescnptorsAcculturation,BehavioralObjec- Guides, Mservice Teacher Education, 'Kinder- tives. Cultural Awareness, Cultural Pluralism, Spanish Speaking, "Student Evaluation garten, Language Acquisition, Parent Participa- Studies conducted concerning numbers of limit- Educational Objectives. Elementary Secondary tion. Perceptual Motor Coordination, Prevention, ed-English-speaking-ability (LESA) students and Education. Ethnic Groups, Ethnic Studies, Primary Education, Program Guides,Reading Immigrants.Multicultural Education, Social utility of criteria for estimating this populationare Failure, Reading Programs, ReadingReadiness, discussed. A sample of 287 students in kindergarten Studies. Teaching Guides "Screening Tests. Visual Perception IdentifiersEthnic Heritage Studies Program through grade three, whose parents had responded A program designed to detect andprevent reading This teaching guide focuses on the dreams to a Language Resource Questionnaire, werese- and disability in kindergarten is outlined inthis cur- realities of one family's immigration and assimila- riculum guide. A modification bf lected for study The teacher of each studentwas the Santa Clara administered the Langbage Resource Questionnaire tion into the American society It is part of the Inventory of Developmental Tasks Louisville Area Ethnic Hentage Studies Project de- is used as the for Te.,..hers, which concerned the student's ability baste screening and diagnostic instrument, scribed in ED 150 043. The materials are designed a td in- to use and understand English in the classroom. structions are provided on how to to foster communication across intercultural/ethnic use the instru- Each student was administered the Shutt Pnmary lines. The objective of this unit is to help students ment for both purposes. Detailedsections on teacher training, implementation, Language Indication Test to assess their proficiency understand and appreciate the immigrant experi- parent involve. in English and Spanish. The intercorrelations of key ence. stressing such concepts as assimilation,con- ment, and evaluation of student progressare in- items on both questionnaires and subtests ofthe formity. prejudice, discnmination, poverty,and cluded. Reading readinessareas covered P are Shutt test were calculated. Key items on theparent peer group Planned as a supplement for socialstu- language development, visual and auditoryweep dies or English, it is suggested that one week be questionnaire included whether the student was non, concept development, and motor coordina- born outside the United States and whether spent on the unit The guide includes a pretest and tion.The appendixesinclude information on the seven behavioral objectives accompanied by in budget, tests and inventones, format household language was other than English. Key for volunteer items on the teacher questionnaire included the structional strategies and listing facilitating materi- training sessions, supplemental programs for chil- stu- alsThe film '"The 'Immigrant Experience. The dent's understanding of instruction in English and dren continuing at nsk, suggestedmaterials are sup Long. Long Journey" is used for class discussion, plies. project developed the student's ability to speak English. Kcy subtests prescriptive activities. and on the Shutt test were listening comprehension in analysis, :nay wnting. 'and role playing A work- suggestions on how to deal with specific learning sheet suggesting ideas for a tole-playing skit illus. handicaps. (MKM) English. reading comprehension in English (third grade only). and English verbal fluency (SW) 34 Document Resumes EQUAL OPPORTUNITY IN EDUCATION Metric System. Oceanugiaphy. Physics. Science (ESL). Both mathematical instruction andacquisi- 0198 ED 174 733 Instruction, Science Laboratories.S..ience tion of English mathematical terminology are cm- 'Scott. Elms Skeen Materials. SecondaryEducation. Secondary = phasized The book is divided into chapters that Programmatic Needs and Satisfaction of Hispanic SchoolScience. Second LanguageLearning. comprise a Spanish-English glossary of mathemati- Parents to the Buffalo. New York Tiff. I Bi lin Space Sciences, Spanish. Spanish Speaking. cal terms, simple exercises involving the Roman and goal Program. 1977-1978. Zoology Mayan number systems, consumer arithmetic, frac- Pub Date(791 This course guide is intended for classroom use by tions, decimals. positive and negative numbers, sets, r Note-- lip.Foi related documents. see UD 01.9 teachers of secondary level science to Spanish- graphs. equations, and geometry. (JB) 673.676. Page 8 may be marginally legible due to speaking students of English as a second language print quality in the original document (ESL) Both science instruction and acquisition of Pub Type Reports - Research (143) English scientificterminology are emphasized, EDRS Price MFOI/PC01 Plus Postage. within the framework of increasing overall student 0203 ED 176 533 DescriptorsBilingual Education, Elementary Se- proficiency in English. The book is prefaced with a Azios, Maria LeticiaAnd Others condary Education. Language Programs, Par rationale to guide the teacher Units preent drills in Teaching English as a Second Language: A Hand- entAttitudes.ParentParticipation,Parent repetition, substitution, and question answering book for Language Arts. Curriculum Bulletin School Relationship. Spanish Speaking. Surveys Topics covered include the metric system. matter Number 75CBM3, Secondary Level. IdentifiersNew York (Buffalo) -and temperature. solutions. the microscope, the cell, 'Houston Independent School District, Tex. paper lists the questions distributed to par- mitosis, genetics, taxonomic classification. record Pub Dare-75 ents of children in this bilingual prolamin in order to breakers among animals, the human ear. the skeletal Note168p determine their perception of ne.Mt, and SulT11713 system, digestion, flowers and seeds. the structure LanguageEnglish, Spanish rites the responses of the few who returned the of the earth, the water cycle. oceanography. astron- Pub Type Guides - Classroom - Teacher (052) questionnaire It is concluded that the weakest area omy. anthropology, and space exploration Ample EDRS Price MFOI/PC07 Plus Postage. of the program ISparent involvementSeveral illustrations atprovided laboratory activities are DescriptorsAmerican Indian Languages, Bilin- suggestions are made for increasing the participa described, and Spanish translatious of many assign- gual Students, Capitalization (Alphabetic), Cloze tion of parents in the educational process of their ments are provided to assist the student in master- Procedure, Course Descriptions. 'English (Se- children (EB) ing new terminology (.18) . condLanguage), Form Classes (Languages). Grammar, Instructional Materials, Language Arts, Language Instruction. 'Language Skills. Linguistic Borrowing, Morphology (Languages), 0199 ED 176 331 0201 ED 176 531 Nonverbal Communication, Paragraph Composi Malloy. lone M Avos. Muria Leticia And Others tion, Phonology. Punctuation, Secondary Educa- Curriculum Guide: Irish Literature and Related Teaching English as a Second Language: A Hand- tion, Second Language Learning, Sentences. Arts. Grades 11 and 12. book for Social Stuides. Curriculum Bulkiiin Spanish.SpanishSpeaking,Verb!, Writing Boston Public Schools. Mass Number 75CBM6, Secondary Level. (Composition), Writing Skills Pub DateMay 77 Houston Independent School District, Tex. IdentifiersSlang, Tense (Verbs) Note 275p. Pub Date-,-75 This course guide is intended for classroom use by Pub Type Guides - Classroom - Teacher (052) Note--119p. teachers of English as a second language (ESL) to EDRS Price 111'01/PC11 Plus Postage. Pub Type Guides - Classroom - Teacher (052) Spanish-speaking secondary school students. Each DescriptorsArt, Audiovisual Aids. Biographies, EDRS Price MFOI/PC05 Plus Postage. unit offers exercises and activities to facilitate in Cultural Awareness, Cultural Bac! ground. Cur- DescriptorsBilingual Students. Course- Descrip- creased proficiency in some aspect of English gram- riculum Guides. Drama, Films, Foreign Coun- tions, Cultural Educatnan, Educational Media. mar or usage. The book is prefaced with a rationale tries, History. Learning Activities. Literary English (Second Language), Geography. His- to guide the teacher. Topics covered include sound Criticism,LateratureAppreciation.Mini. tau. Instructional Materials. Language Instruc- discrimination through minimal parrs, the Cloze courses. Music. Novels, Poetry. Secondary Edu- tion, Material Development, 'Mexican American method, word borrowing from Indian language to cation. Short Stories History. Mexican Americans. Secondary Educa- Spanish, word borrowing from Spanish to English, Identifiers--Ireland, Irish Literature tion, Second Language Learning. 'Social Studies, slang, gestures and expressions, punctuation, capital Des eloped to meet the needs and interests of elev- 'Spanish, Spanish Speaking, Units of Study letters, count and non-count nouns, action and 'lilt- enth and twelfth grade inner city students who de- !dent ifiersTexas ing verbs, past tense of regular verbs, regular and mand thatliterature be relevinttolife,this This hook of activities and exercises is intended as irregular verbs, irregular past tense, adjectives, parts curriculum guide provides material for a mmicourse a guide for a course in secondary level English as a of speech, stressed and unstressed syllables. tech- in Irish literature that aims at a comprehensive ex- second language (ESL) for Spanish spcaking (espe- niques of description, comparison of adjectives, posure to Irish culture through Irish literature, his- ciallyMexican - American)students Increased writing a recipe, logical sequence. accents. homo- torical accounts, music. and att. It contains detailed proficiency in English is fostered by the examina- nyms, types of sentences, sentence construction, guides fOr helping students to learn about the fol. tion of the Mexican - American cultural heritage sentence variety, news reporting, paragraphs, ad- loyiing. three plays; the nov el."The Informer" by The material presented is useful in a variety of ESL verbs, modal auxiliaries, identifying root words, and Liam O'Flaheny; a film version of "The- Informer ", teaching activities, including drills and exercises in prefixes and suffixes. (iB) Brendan Behan's autobiographical story, "Borstal repetition, substitution, transfoemation, memoriza- Boy"; four short stones, seven films; the develop- tion, directed questioning, and guided discussion ment of Irish family tree:; the Irish newspaper; lim- The book is prefaced with a rationale to guide the ericks; two poems: art: and music. Supplementary teacher, and each unit offers apccific suggestions for 0204 materials include suggestions for teaching appro- ED 176 552 audiovisual materials and other teacher aids to be Ligon. GlynnAnd Others aches for the minicourse, a first-day handout to incoroorated into the classroom presentation The Final Technical Report. ESEA Title VII Bilingual stimulate students' interest in Ireland, suggestions units cover the following subjects: self-concept, civil for a "slide min" of Ireland. bioaphical informa- Project 1974.1975, rights, racial and ethnic groups in America, social Austin Independent School District, Tex Office of tion about Brendan Behan and about 15 Irish patri- awareness, music and culture, wedding customs, the Research and Evaluation. otshonoredbythe Irishgovernmentwith folk tale, poetry, using maps. the Indians of Texas, Spons AgencyDepartment of Health, Education, commemorative postage stamps, an account of the the U.S. government, the industrial revolution, and Welfare, Washington. D C. early Irish- American connection, a crossword puz- World War II. and world geography. The course is Pub DateJun 75 zle related to Ireland, anda selected bibliography of unified by the continuing project of constructing a Note--490p.; Project N. S0163SA print publications and phonograph records about bulletin board time-line of Mexican history. (JB) Pub Type Reports - Descriptive (141) Ireland Appendixes provide information about the EDRS Price Irish uprising from 1916 to 1922 and words to a MF02/PC20 Plus Postage. phonograph record of iongs about the uprising; an DescriptorsAcademic Achievement, Bilin,:al outline of Education, Bilingual Schools, Bilingual Stulents Irish history; an educational bulletin 0202 ED 176 532 'Educational Assessment, Educational Environ about Northern Ireland. and review questions for Arlo& Marta Leticia And Others meet,EducationalObjectives.Educational filmstrips about Ireland. (GT) Teaching English as a Second Language: A Hand- Policy, Elementary Education, Language Domi- book forMathematics. CurriculumBulletin nance, LanguageInstruction,Language Pro- Number 7SCBM4, Secondary Level. grams, 'Program Evaluation, School Districts, Houston Independent School District. Tcx. Second Language Learning, Spanish Speaking 0200 ED 176 530 Pub Date-75 Arial Maria Leticia Identifiers Bilingual Education Act 1968, Ele- And Others Note-88p. =nary Secondary Education Act Title VII Teaching English as a Second Language: A Hand- Pub Type Guides - Classroom - Teacher (052) This Bilingual Project reviewed here included 2,- book for Science. Curriculum Bulletin Number EDRS Price MFOI/PC04 Plus Postage. 406 students in grades kindergartekthrough 6 on 16 7SCBMS, Secondary Level. Descriptors Arithmetic, Bilingual Students. Con- campuses in 3 types of project schools. Student out- Houston Independent School District, Tex sumer Education, Course DescriptiOns, Decimal comes are viewed in relation to. the instructional Pub Date-75 Fractions, 'English (Second Language), Frac- NoteI 58p. processes conducted andtheinputsprovided tions, Geometry. Glossaries, Graphs, nstruc- through project resourcesAll this is considered LanguageEnglish, Spanish tional Materials, 'Language Instruction. Material within the context of the overall instructional pro- Pub Type Guides - ClassroomTeacher (052) Development, Mathematics Instruction, Math. gram A generally high level of attainment was EDRS PriceMFOI/PC07 Plus Postage. emetics Materials, Numbers, Number Systems, DescriptorsAnatomy. found for objectives related to instructional pro- Anthropology, As. Secondary Education, 'Secondary School Math. cesses and project inputs On the other hand, it was tronomy, Bilingual Students, Biology, Botany, emetics, Second Language Learning, Set Theory. found that development of local curriculum units Chemistry, Course Descriptions, English (Sec. 'Spanish, Spanish Speaking did not occur, and that parent Zolunteers were fre- ond Language). Genetics, Geology, Instructional This course guide is intended for classroom use by quently not present during classroom instructional Materials, Laboratory Procedures. 'Language In- teachers of secondary level mathematics to Spanish- time In addition to the measurement of project ob- struction, Material Development, Measurement, speaking students of English as a second language jectives. four areas of special interest were investi- EQUAL OPPORTUNITY IN EDUCATION_ Document Resumes 35 gatedResult: of these studies showed that(1) students receiving bilingual instructionlearned 0207 more Spanish and just as much English as those ED 177 252 0209 ED 177 317 Offenberg. Robert .8/ And Otto rs Wheeler. Jeanette D.And Others students in non-bilingual clones, (2) parents who Project PACT, Parent and Children 'Together:, are interviewed by a community representativ Case Studies and Promising Approaches. V.oca- Evaluation of the First Year, 1977-1978. tional Education Equity Study: Final Report: develop more knowledge and support to 01°01 at, Philadelphia School District, Pa Office of Research Volume III. us ices. (3) Spanish is used widely in instruction, but and Evaluation American Institutes for, Research in the Behavioral English is used more for informal activities. and 14) Spoils Agency Office of Educatiim Sciences. Palo Alto. Calif bilingual project classrooms were more task-ori- ashington. Spons AgencyOffice of Education (DHEW), ented more positive, and produced more teacher- Report No PSD-79 I Washington, D C student contact than nonproject classroom on the Pub Date Oct 78 Report No AIR-6660I-3/79-FR(3) same campus (Author/AMR) Grant-000770414 Pub DateMar 79 Notc -21p Contract-300.77-03I8 Pub Type Reports - Descripose (141) Note- -240p, Some of the tables in this document EDRS Price - 1%1E01 ;PC01 I'lus Postage. may not reproduce well due to light print. For 0205 ED 176 55,3 Descriptors-- Academic Ashicsement, Adult related documents see CE 022 751-755 Sung. flobar Education. Adult Programs Elementary Sec- Pub Type Reports - Descriptive (141) Reports Fa Kett Reading Series. Book I. - Research (143). ondary Education, Impros ement Programs. Par- EDRS Price MFOI/PCI 0 Plus Postage. San Francisco Unified School District, Calif Chi- entEducation, Kirent Participation. Parent nese Bilingual Pilot Program DescriptorsActivities. Case Studies, Information Role. Parent School Relationship. Parent Student Sources, Program Costs, Program Descriptions, Spons AgencyOffice of Education (DHE14), Relationship. Program Descriptions. Program Program Development, Program Effectiveness, ashington, D C Effectiveness, Spanish Speaking Program Evaluation, Sex Discrimination, Sex Pub Date-78 IdentifiersPennsylvania (Philadelphia) - Fairness. Sex Stereotypes, Vocational Educa- Note 140p . For related document see FL 010 570 Project PACT was designed to complementa tion Language--Chinese. English bilingual program at Potterq'homas school by in- Information on programs and activities which Pub Type Guides - ClassroomLearner (051) volving Hispanic parents in the education of their have been developed to reduce sex inequities in vo- EDRS PriceMF0I/PC06 Plus Postage- children The emphasis was on improving the aCa cational education is provided The document is or- Dtscriptors Bilingual Education, Chinese, Chi- demic performance of Hispanic pupils by teaching ganized into two sections section I contains case nese Culture, Cultural Education. Grammar, their parents and other adults how to reinforce studies of twelve programs selected from a nation- Language Instruction, Language Skills. Learning classroom instruction. At the end of the first year, wide search, and section 2 contains brief descrip- there was evidence that parent participation in the tions of twelve promising approaches to reducing s Activities.Literature,ReadingInstruction, ReadingMaterials; summer program was associated with higher read- sex inequity, also selected from the nationwide Textbooks,Vocabulary. search Each of the case studies includes the follow- Hord Study Skills ing scores The effect of parent participation on stu-. dcnt behavior Ourtng the school-year program could ing components program overview, background IdentifiersBilingual Education Act 1968. Ele- not be determined because of external problems and development, program description, target popu- mentary Secondary Educatior Act Title VII Howes er, more Hispanic adults than expected lation, staff, facilities, and activities (recruiting, in- This is the first of a reading series designed earned high school equivalency diplomas during the struction, support services, job development and prima.tly for students who are interested in continu- school-year programIn conclusion. the summer placement, community involvement, and support), ing to learn Chinese in a Chinese bilingual program program appears to have worked well as designed costs and funding sources, program effectiveness, at the secondary levelIt follows "The Golden and was associated with superior pupil behavior program future, replicating the program, and contact person and program address Each of the ap- Mountain Reading Series" developed for students The school-year program had some Successes, but proach descriptions includes m the elementary grades Each lesson contains the needed modifications, (Author /EB) the following following elements. vocabulary, explanations, idi- components. target population, purpose, idea for replication, activities, csaluation and dissemination, oms. questions for discussion. and exercises on `funding source, and contact person and address. structure and usage of words and phrases. Also in- OH) cluded are exercises to disongaish synonyms, an- 0208 ED 177 31'6 tonyms. homonyms. and classifiers. The reading Steiger. JoAnnAnd Others selections are taken from Chinese literature, both Literature and Secondary Data Rev,ieu of the classical and contemproary The topics cosered in Vocational Education Equity Study: Final Re- 0210 ED 177 391 the reading selections include the introduction and port: Volume II. Norris, Carol A.Chan, Susy S appreciation of wnting styles, practical wirtings, Steiger. Fink, and Kosecoff. Inc. McLean. Va Bostrom Alternative Center for Education: In- translations, student's writing!, newspaper articles, Spons AgencyAmerican Institutes for Research terim Evaluation Report. and essays written by Chinese Americans. The se- in the Behavioral Sciences, Palo Alto, Calif Of- Phoenix Union High School District, Ariz. ries was developed around the interests and experi- fice of Education (D1IEW), Washington. D C. Pub Date Apr 79 Report No.A1R66600-3/79FR(2) Note--59p ences of the students for whom it was intended In Pub DateMar 79 Pub Type -- ReportsEvaluative (142) Reports addition to objectives directly connected with lan- Contract-300-77-031S Descriptive (141) guage skills. cultural and affective objectives of the Note-261p.; Some of the tables in this document EDRS Price - 11.1E01/PC03 Plus Postage. series are stated (Author AMH) will not reproduce well due to small, broken type. DescriptorsCounseling Effectiveness. Dropout For related documents sec CE 022 751.755 Programs, HighSchoolStudents,Minority Pub Type Reports - Research (143) Informa- Gr,oups.Nontraditional Education, Program De- scriptions,ProgramEffectiveness,Program 0206 tion Analyses (070) ED 177 242 EDRS Price MFOUPC11 Plus Postage Evaluation, Secondary Education, Student Atti- Napier. Shirley tudes, Student School Relationship DescriptorsData Collection, EducationalHis- Multicultural EdueationPA Concept Paper. identifiersostrom Alternative Center for Edu- tory. Federal Legislation. Literature Reviews. Re- cation Pub Date-179j search Reports. SexDiscrimination. Sex The nodyear evaluation of the Bostrom Alterna- Note-10p Fairness, Sex Role, Sex Stereotypes, Vocational Pub Type. Opinion Papers (120) Education tive Center for Education (BACE) during its third EDRS Price111E01 /PCOl Plus Postage. year of operation (1978.79) reviewed student char- IdentifiersEducation Amendments 1976 acteristics, student termination, and results orstu- Descriptors 'Administrator Role. Cultural Plural- This report provides a resicw of the literature and dent, parent and staff surveys. Students (N=334) ism, Educational Administration, Educational secondary data on sex discrimination and stereoty- attended Bostrom Center during the first semest..r. Improvement. Elementary Secondary Education. ping in vocational education. Chapter 1 providesan The academic program had the largest student en- MinorityGroups.MulticulturalEducation, executive summary of the findings of the review of rollment (158), Life Skills (89) and GED (87) had Opinions, Political Influences. Public Education. secondary data Chapter 2 presents findings, organ- similar size of enrollment The majority of the stu Social Influences ized according to eighteen major topics used to dents' ages ranged from 15 to 18 years old. Students This paper explores some reasons why the con- guide the search for data Some of the topics include were primarily Hispanic, black, and white, with a cept of multicultural education did not exist until the following number of males and females with large proportion of non -white minority students. recently, what the concept is. and some directions jobs in occupations for which vocational students Most students had less than AO credits earned to- that educational administrators might take to pro- are trained, male and female students' vocational ward graudation About one-third of the students mote cultural pluralism in education. Social and competencies, and employers' satisfactionwith were dropouts for one or Mote years Most of them political conditions which led to the idea of mut- male and female employees who graduated from came from schools within the Phoenix Union High vocational programs. Chapter 3 presents a review of School System and many had attended Bostrom ticultulal education are reviewed, It is argued that Center previously Students were referred to Bos- minority group dissatisfaction with the educational the literature on sex role socialization` Review topics include some of the following. women in the trom through school counselors, friends, proba- system's focus on homogeneity was the stimulus for tion/parole officers. About 23% of the students the development of the concept. Multicultural edu- labor force, sex fairness in education, and sex roles and career choice Chapter 4 reviews the history of were on probation /parole at the ':me of enrollment cation is descnbed as a commitment to a social sys-, the sex fairness of the vocational education portion By January 1979, 134 students were terminated. tern that will revere human dignity and the worth of The dropout rate was about 22 5%. Among all ter- of the EdUcation Amendments of 1976. presenting the individual Factors that should be considered by minated students, 63% withdrew for non-positive the specific language of relevant sections of the law reasons, 11 obtained their GED Certificates. In gen- educational administrators in an effort to develop a and regilations. Finally, the bibliography for chap- climate of interest, concern and involvement in mul- eral, students, parents and staff all endorsed the pro- ters 2 (by topic). 3, and 4 concludes the document. gram as a saccess. ticultural education are outlined. (Author/EB) (JH) Individualized support for student academic air socialiproblems. understand-

, 36 Document Resumes EQUAL OPPORTUNITY IN EDUCATION mg staff, small classes and self-paced learning Teachers. English (Second Language). 'Evalua helped change students' attitudes toward school tion Methods. Language Skills, 'Program Evalua- GED and vocational orientation in curriculuM, Or20,1u5se tion, Screening Tests,Spanish, State Programs. ED 178 260 coordination among staff members, and frequent Student Evaluation k. Pa:Patsy F. And Others parental contacts also facilitated student perfor Evaluation Design: ESEA Title I Migrant Pro- mance. (Author) IdentifiersAustin Independent School District, Bilingual Education Act 1968. Bilingual Pro. gram. Publication No. 79.03. gram's. Elementary Secondary Education Act Ti. Austin Independent School District. Tex. Office of tle VII Research and Evaluation. Spons Agency--Department of Health, Education. 0211 ED177 516 The evaluation design of the 1978.79local/state bilingual education program of Austin Independent and Welfare, Washington. D.C. Higher Horizons 100. 1978.1979; Hartford Moves Pub Date-79 Ahead: An Evaluative Report. School District is presented Theprimary focus of Hartford Public Schools. Conn the evaluation is the assessment of the objectives Note85p , Not available In paper copy due to small in print size Pub Date-79 language development and concept development Pub _Type Reports - Evaluative (142) Note -49p, For related documents.see ED '058 submitted to the Texas Education Agency Ase- 345, ED 068 618. ED q98 267, and ED 120 294 condary focus isthe collection of information Price MFOI Plus Postage. PC Not Availa- ble from EDRS. PO Type Reports - Evaluative (142) related to the limited English speakingability EDRS Prices MFOI/PCO2 Plus Postage. (LESA) student identification process The coke. Descriptors Ancillary Services, Educational As- sessment.Elementary DescriptorsAcademic Achievement. Achieve. non, compilation, and reporting of the datais a sig. Secondary . Education, mcnt Gains, Attendance Patterns.Educationally nificant portion of the evaluation effort. Evaluation Evaluation Methods, Evaluation Needs. In- Disadvantaged,HighSchocits, structional Programs, Migrant Education, Mi- JuniorHigh questions concerning the new identificationproce- Schools. Mathematics, Program Effectiveness, grantHealth Services.Needs dure include: (I) Hoe many students didthe Assessment, Program Evaluation. Reading Achievement, Objectives. Parent Participation. Preschool Edu- 1978.79 LESA identification procedureidentify as Secondary Education, StudenmAtmudes, Stu- compared to past years that used other identifica- cation. Program Design, Program Evaluation. dent Improvement. `Supplementary Education tion procedures? and (2) How may students qualify Public Schools During itstourteenth year. the HartfOrd (Connec- Operating on a budget of $845.745. the 1979.80 ticut) school district's Higher Horizons 100 Pro- to exit from the bilingual program by the end ofthe 1978.79 school year? A second accountability-type Austin Independent School District Title I Migrant gram (Hlit00). a supplementary program providing Program for current and former migrant childre, _roues of 100 educationally disadvantaged students question concerns what type of bilingual program at the Austin school district shoulditase. The levelsof preschool through high school levels centers around %sub an integrated as.ademic, cultural, and counsel- student recruitment and parental involvement, ing program, produced a series of substantial stu- attainment for each of the project objectivesarc a dent gains. In all but 'one instance, fall to spring presented. and a listing is included of all schoolsin pending at-home program for children aged 2.3,a preK through 12 instructional program. and scores on reading and mathematics achievement the program and the distribution ofresource teach. health and clothing support services Program evaluation tests showed gains that were statistically significant. ers, other teachers assigned to the bilingualpro. These gain levels produced changes tri relative per- gram, and aidesInformation needs for project will involve two major activities (I) the production centile standings ranging from 5 to 36 points. In evaluation and the appropriate information of a Final Report Summary and a Final Technical sources Report, which will present decision information addition to achievement test gains. HH100 students are outlined, and information is presentedon dis- re- produced attendance patterns substantially higher semination activities, data to be collectedin the garding the continuance and/or modification of the program's instructional and other components, and tnan those expected for their host school and grade schools, and the allocation of time forproject activi. These gains ranged from 3 2% to 16 9% abovepro- ties by staff members. (SW) (2) the production of an Annual Evaluation Report jected levels. While it was not determined whether for the Texas Education Agency. documenting the HH100 students improved their attitudes unsaid achievement of program objectives regardingaca- themselsee and their schools, the attitudes them- demic achievement, parental. involvement. and. selves were highly positive (Author /RL) 0214 ED177 861 meeting the health and clothing needs of migrant And Others students. These reports will require needsassess- Evaluation Design. 1978-1979. ESEA TitleVII ment, process, and outcome data from numerous Bilingual Program. sources, all of which are cross referenced. The 0212 ED 177778 Austin Independent School District. Tex Officeof evaluation design includes a complete information Career Erucation Program for the Talented. Research and Evaluation. dissemination schedule and an evaluation time 're- Allegheny Intermediate Unit. Pittsburgh, Pa. sources allocation plan. (SB) Spons AgencyOffice of Education (DHEW), Spons AgencyDepartment of Health. Education, Washington, D C and Welfare, Washington. D C. Pub Date -"8 Pub Date-79 Note 47p Note-40p.: Small print may be marginally legible Pub Type Reports 0216 ED 178 647 Pub Type Guides - ClassroomTeacher (052) Descriptive (141) EDRS PriceMFOI/PCO2 Plus Postage. School Desegregation in Boston; A Staff Report EDRS Price MFOI /PCO2 Plus Postage. Prepared for the Hearing of the U.S. Commis- Descriptors Aesthetic Education. Art Education, . Descriptors=-Accountability.Bilingual Education, Cultural Background, Curriculum Development. sion on Civil Rights in Boston, Massachusetts, Bchasioral Objectives, 'Career Education, Com- June 1975. munications. Demonstration Programs. Educational Objce. CreativeWriting,Curriculum Commission on Civil Rights, Washington, D.C. Guides. Dance. Drama. Elementary Education. oyes, Elementary Education, English (Second Pub DateJun 75 Junior High Schools, Learning Activities. Music. Language), Evaluation Methods. Federal Aid, Note-164p. Talent Federal Programs, Inservice Teacher Education, Pub Type Reports The curriculum packit - General (140) cibjeetisies'and Instructumal Materials. Language Skills, Parent EDRS Price MFG{ /PC07 Plus Postage. ties used in a career education program in which Participation, PireiftSchootRtlationship, Preset.- talented students in grades 4.9 interacted with prat vieeTeacher Education, Program Evaluation, DescriptorsAgency Role. City Government, !icing professionals in sm arts areas (an. creative Spanish, Student Evaluation, 'Teacher Community Characteristics, Court Litigation. Education Demography, Desegregation Litigation. *Deseg- writing, dance, drama, media, and music) Informa- IdentifiersAustM Independent SchoolDistrict, tion is presented according to session sequence, and regation Plans. Elementary Secondary Education. Bilingual Education Act 1968, Bilingual Pro- Federal Courts. (Federal Government, Govern- includes descriptions of such aspects as introduc grams, Elementary Secondary Education Act Ti- tory activities, materials, discussion topic. media, tle VII ment Role. Law Enforcement, Police, School Desegregation. State Agencies and time schedules. Among the suggested activities A s summary is presented of the Austin Independ- hoed are designing a personal portfolio, pencil IdentifiersMassachusetts (Boston) ent School Distnct's demonstration bilingualpro. drawing (art); advertising, theaterientertaintnent ject. whichis This report provides an overview of school deseg- writing (creative writing). creativity discussions, funded under Title VII of the regation efforts in Boston, Massachusetts. Back-_, dance therapy (dance), mime, painting to music Elementary and Secondary Education Act The purpose of the five-year project is (1) to build ground information on the city and its school (drama). phi,to-silkscreens (media), and music per- up the system is provided. Included are demographic sta- formance (music). (CL) district's capacity to implement bilingual educaorin through staff development, curriculum develop- tistics about the Boston area, a description of the major components of the educational structureat ment, and parental involvement, and (2) to demon- the local end State level, a review of the history of strate the effectiveness of selected processes in staff school desegregation in the city, and a summary of development and parental involvementThe in- 0213 ED177 855 key findings in the 1974 FcJeral districtcourt dem Weibly. Gary And Others structional component is designed to provide Win sion regarding racial imbalance in the Boston school Evaluation Design, 1978-1979. Local/State Bilin- gustinstructionalactivitiesinlanguagearts, reading. and math The staff development system The desegregation plan ordeted by the dis- gual Educatioa Evaluation. compo trict court is described and remaining problem ncnt is responsible for developing prescrsicc and areas Austin Independent School District, Tex. Office of are outlined Also discussed are the authonty and Research and Evaluation. inservice training for bilingual program personnel Spons AgencyDepartment of Health. Education, In the curriculum development responsibility of various Federal agencies, :n school component. special desegregation cases and the activities of these and Welfare, Washington. D.C. emphasis is placed on the identification and adapta agen- Pub Dite-79 lion of culturally relevant instructional materials. cies in Boston. In addition, the structure of State Niite38p., Small print may be marginally legible and local enforcement agencies are examined'ard The parental involvement component focuseson as their involvement in desegrcgationrelated assign. Pub Type Reports - Evaluative (142) -g schools in developing and implementing pro- EDRS Price MFOI/PCO2 Plus Postage. ns that will lead to improved schoolhome mcnts since September 1974 is described. Ap- pendedare chartsshowingthe DescriptorsAccountability. Ailingual Education, relations. Program evaluation objectives, decision institutional . CognitiveObjectives, CommunityPrograms. hierarely of Boston's educational and rime sys questions, information needs. disseminationactivi tems, as welt -as a chronological outline of legal Educational Assessment, Educational Objec- ties, information Sources, and data tcr be collected in tives, Elementary Education. Elementary School the schools are summarized, (SW) developments under Phase I of the city's school desegregation plan. (EB)

4 ) EQUAL OPPORTUNITY IN EDUCATION Document Resumes'- 37 Hawaiians. Indochinese, Japanese Americans, - 0217 ED 179 324 0219 Frtednum. Myron And Others ED 179 568 Korean Americans, LessonPlans, Resource Dade County Test of Language Development Materials. Teaching Guides ESEA Title I Migrant Program. Final Technical (Receptive). Test-1 Elementary. Aural Compre- This comprehensive Asian American curriculum Report. June 30, 1979. hension. Test -B000klet. Teacher's Manual. Re. and resource guide for elementary school teachers Austin Independent School District. Tea Office of wised. consists of lessons developed as part of an in-service Research and Evaluation Dade County Board of Public Instruction. teacher education workshop. The guide is divided Spans Agency-Department of Health. Education. Fla into three topic areas. stereotyping; similarities; and and Welfare, Washington, D C Pub Date-Sep 76. differences. The format for lessons in all sections Pub Date-30 Jun 79 Note-69p ; Best copy available Teacher's Manual contains atitle.key concepts. generalizations, in English and Spanish behavioral objectives, teaching procedures, and Note -660p Pub Type- Tests/Questionnaires (s60) re- Pub Type- Reports - Evaluative 1142) sources and materials The lessons sre designed to Reports EDRS Price - MFOI Plus Postage. PC No: Avails.- be used for different subjects including social Descriptive (141) bit from EDRS. stu- - dies, art. math, music, reading. languagearts, and EDRS PeleeMF03/PC27 Plus Postage. Descriptors- Bilingual Students, Educational Test- home economies Specific materials and worksheets Descriptors-Academic Achievement, Achieve- ing. Elementary Education, English (Second follua each lesson. These materials includeinstruc- ment Tests, Bilingual Education. Comparative Language), 'Language Acquisition, Language tions for activities such as Chinese character writ- Analysis, Early Childhood Education. Educa- Prmiciency, Language Tests, Listening Compre- ing. origami, and tangrams. hension. ttional activity tional Assessment. Elementary Secondary Educa- ListeningComprehension Tests, sheets and supplementary matett are includedin tion. Followup Studies. Migrant Education. Scores, Spanish Speaking. Student Placement. a guide to integrating Asian Ame can lessons into Tests, Visual Measures the classroom A short evaluation form for evaluat- Migrant Health Services. Parent Associations. Identifiers-Dade County Tests Parett Participation. Program Descriptions, Pro- of Language ing Asian American classroom materials and a brief Development, Florida (Dade County) annotatedbibliography are included (Au- gram Effectiveness, Program Evaluation, Ques- Four booklets comprise this document One is the thor/PMR) tionnaires, 'SchoolHealthServices.Teacher Dade County Test of Langugae Development kvaluanon. Teacher Qualifications (Receptive). Test 1-Elementary, a series ofpictures Identifiers-ElementarySecondaryEducation used to measure the aural comprehension of de- Act TitleI.Migrant Education Amendment. mentary school students whose primary languageis 0222 ED 179 659 Texas (Austin) npt English There are English and Spanish editions Asian American Curriculum Guide: Secondary. A comprehensive evaluation of Austin Independ of the teacher's manual, which includetesting in- Saint Paul Public Schools. Minn structions and descriptions of five levels of English Spans Agency-Office of Education (DHEW), ent School District's Migrant Program for 1978.79. competence-The fourth section provides the this document identifies program accomplishments corre- Washington. D.C. lation between test scores and the classificationof and areas wherE further action is needed and Pub Date-Jun 79 pro- students of limited English speaking ability. Thcst Note-23 tp.; Not available in papercopy due to vidgs extensive documents SUP, orting the decision items cover pronunciation. plurals. comparisons. reproduction quality of original document, For and evaluation questions published in the project pronouns; double negatives, contract of present related documents see UD 019 997 and UD 019 evaluation design. Academic ach,evement of stu- progressive, contrast of going to. future,present. 999 dents at several levels (pre-Ks12) and delivery of progressive, and preterit, and contrast of affirmative Pub Type-7 Guidei . Classroom and negative. - Teacher (02) health services to 907, of the migrant pretK students EDRS PriEw MFOI Plus Postage. PC Not Availa- are among the positive findings summarized. Super- ble from EDRS. vision of migrant teachers, implementation of diag- Descriptors -Asian Americans, BehavioralObjec- nostic-prescriptive teaching approach, and 0220 tives. Chinese Americans, Cross Cultural Stu- ED 179 609 dies. Cultural Differences, *Curriculum 'Guides, standardization of the quality of programs in grades. Scott. riots M Skeen Ethnic Stereotypes. Ft' ,,,n 6.12 are areas requiring action. Appendices Buffalo Public Schools Spr !h-Englisn Program Americans. Hawaii- contain ans, High School Stu, cnts,Indochinese. Japa- detailed information on adhievement testingproce- Evaluation 1977.1978. nese Americans, Junio H ;,,h School Students, dures and results, migrant attendance, Pub Date-1791 type and Note-23p Korean Americans, Lesson Plans, Resource amount of instruction received by migrant students. For related documents see CD 019 Materials,Secondary Education,Teaching clothing purchases, health services, and 673.676 and UD 019 712-713 Guides parent advi- Pub Type- Reports - Evaluative (142) sory committees Interviews with teachers, adminis- EDRS Price Created as part of an in-service teacher education MF01/PC01 Plus Postage. workshop, this guide for a secondary school Asian trators. and migrant parents are reported, concerns Descrtptors-Admission Criteria. Bilingual Edu sere each group's knowledge of the range of ser- American curriculum is divided intoa section. for cation, Compensatory Education. Cooperative junior high students and a section for senior high vices provided by the Migrant Program, satisfaction Programs, Coordination. Educational Improve- with the program, and perceived needs Migrant students. In each section, the same pattern is fol- ment. Elementary Secondary Education. Fed- lowed Lesson plans are arranged by subject and teacher performance is discussed and favorably eral Programs, Insery ice Teacher Education. grade and arc followed by student worksheets when compered to performance of locally funded teach- Program Effectiveness. Program Evaluate m. they are needed for the lesson. All lessonsare struc- ers. (JH) Teacher Aides, Teacher Attitudes tured to include a title, key concepts, generaliza- Identifiers-ElementarySecondaryEducation Act Title I, New York (Buffalo) tions, behavioral objectives. teaching procedures, evaluative procedures, and resources and materials. This evaluation :report presents the results ofa Lessons are designed to be used in subject fields survey of staff members participating in a Title 1 0218 ED 179 566 such as social studies, reading. and homeeconom- bilingual education program in Buffalo Includedare ics Topics covered in lessons include stereotyping. Oral I rngusge Prof,ciency Scale. ESOL Place- the questions that were asked of bilingual teaching ment Interview. Guidelines. Revised. personnel and bilingual aides during the course of holidays, food, stories, historical facts, and values. A Dade County Board of Public Instruction, Miami, section on supplementary materials includesre- the evaluation. Specific issues addressed include the sources for studying the Indochinese. These re- Fla. value of inservice programs, student selectionern, Pub Date -78 eria, student characteristics. classroom sources include reprints of newspaper stories about manage- the refugees and the boat people An annotated Note -14p. ment, program coordination, and staff bibliography of print and non-print materialsabout Pub Type- Tests/Questionnaires (160) responsibilities. A discussion of each questionsum Asian Americans is also included. (Author/PMR) EDRS PriceMFOI/PCOI Plus Postage. marizes the opinions of the staff members about the Descriptors-Cubans, Educational Testing. Ele program and its impact Recommendations made by the staff members and observations andrecommen- mentary Secondary Education, English (Second dations made by the evaldtitor concerning the Language).Individual Testing. Interviews, Lan- effec- 0223 ED 179 660 tiveness and improvement of the programare Ae guage Proficiency, Language Skills, Language outlined. (EB) American Curriculum Guide: Elementary. Tests, Screening Tests, Spanish Speaking, Speech Saint Paul Publ.: School-. Minn. Skills, Student Placement, Tests Spans Agency-Office of Education (DHEW), identifiers -ESOL Placement Interview, Oral Washington, D.C. 0221 Pub Date-Jun 79 Language Proficiency Scale ED 179 658 Note 91p.; Not available in paper copy due tore The Oral Language Proficiency Scale is used to Asian American Curriculum Guide. . Saint Pr_. Public Schools, Minn production quality of original document; For determine initial placement of Spanish-speaking related documents see UD 019 997.998 students in English as a second language (ESOL) Spins Agency-Office of Education (DHEW), Pub Type- Guides Washington, D.C. ClassroomTeacher (052) programs. at one of five ESOL proficiency levels Pub Date-Jun 78 EDRS Pike MFOI Plus Postage. PC Not Availa- Proficiency is assessed in four areas: oral ble from EDRS. ,:ompre- Note-259p.; Not available in paper copy dueto hension, gramma,. pronunciation. and vocabulary. reproduction quality of original document, For Descriptors-Asian Americans, Behavioral Objec- The scale is based on student response'sto a 20- related documents see UD 019 998.999 tives, Childrens Games, Chinese Americans, question individual interview; the first e.ght Pub Type- Guides Cross Cultural Studies, Cultural Differences, are in- ClassroomTeacher (052) CurriculumGuides. tended to put the student at easewhile the EDRS Price MFOI Plus Postage. PC Not Availa- Elementary Education. ble from EDRS. Elementary School Students, Ethnic Stereo- remainder measure language proficiency.('This types, Filipino Americans, Hawaiians, Japanese document contains the Oral Language Proficiency Descriptors-Asian AmeaeirGehavioral Objec- tives, Chinese Americans, Americans, Korean Americans. Lesson Plans. Scale, the ESOL Placement Interviews, Elementary Cross Cultural Stu- Resource Materials, Teaching Guides and Secondary Level, and directions for administer- dies. Cultural Differences, Curriculum Guides. Designed to meet the need for elementary school ing and scone.) (CP) Elementary Education, Elementary School Stu- student: to understand the status, needs, snd contn- dents, Ethnic Stereotypes. Filipino Americans, butions of Asian Americans, this curriculum guide 38 DoCument Resumes EQUAL OPPORTUNITY IN EDUCATION

was developed as a result of an inservice teacher Workshops were held in one school as a pilot for the composed of two parts. (I) basic concepts, anu (2) education workshop The basic premise of the guide project and subsequently in seven other rather typi- a glossary of technical terms The first part contains is the recognition that student awareness and under- cal elementary schools in the Dallas (Texas) In- standing of Asian Americans should be developed brief "lessons" pertaining to the subject area and dependent School District Prior to the workshops, provides key concepts in summary form Preceding through integrating an Asian American curriculum all professional staff members who were to partico into ongoing curricula. Lesson plans for the guide pate responded to an stutudinal questionnaire to the Vietnamese lessons is an outline in English are arranged in grade level order from kindergarten determine their level of sex bias The two to four which is meant to serve as a content guide for the through sixth grade with one lesson for grades five hour workshops consisted of films. questionnaires. teacher (Author/AMHY through nine. Lessons are included for subjects such and small group activities aimed at uncosering sex as social studies, music, math. reading. and language role stereotyping Posttests indicated a significant arts All lessons follow the same format, with a title. decrease in sex bias The behavioral goals of ti key concepts. generalizations, behavioral objec program' were to reduce the ratio of girls to buys 0228 ED 180 222 uses, teaching procedures. evaluative procedures. involved in disciplinary procedures by 15 percent. Do. Dinh TitanAnd Others and resources and materials Worksheets follow to decrease the divergence between the grades of U.S. History: A Vietnamese Supplement. A High- each lesson when needed Supplementary materials boys and girls by 15 percent. to raise the level of School Bilingual Handbook for the Vietnamese pros 1de additional information on specific aspects integration of boys and girls into physical education Student. Indochinese High-School Supplements. of the Asian American heritage These materials programs by 10 percent. and to raise the number of Title VII Midwest Resource Center, Arlington include games and an annotated bibliography of boys participating in choral programs by 5 percent. Heights,111 print and non -print materials (Author/PMR) (Author/JM) Spons AgencyOffice of tducation (DHEW), Washington. D C. Pub Date --Jan 77 Note-111p. 0224 ED 179 673 0226 ED 180 141 LanguageVietnamese Williams. Georgia Laren. Sherry Katz. Gwynne Pub Type GuidesClassroom School Resegregation: Residential and School A Theoretical Model for Assessment of Adoles Learner (051) Process Study; A Collaborative Leadership Plan. EDRS PriceMFOI/PC05 Plus Postage. cents: The Ecological/Behavioral Approach. DescriptorsAcademic ning/Training Project.ExecutiveSummary, Madison Public Schools. Wis Dept of Specialized Education.'American Third Year Report: 1978-79. Educational Services History. Bilingual Education, 'English (Second Berkeley Unified School District. Calif Pub DateJun 75 Language). History Instruction. 'Indochinese, Se. SponsAgencyNationalInst ofEducation Note-77p condary Education. Study Guides. Supplemen- (DHEW), Washington. D C Educational Equity Pub Type Reports Descriptive (141) Informa- tary Reading Materials, Textbooks. United Group Desegregation Studies Div tion Analyses (070) States History. 'Vietnamese. vocabulary Pub Date-79 EDRS Price MFOI/PC04 Plus Postage. Identifiers--Bilingual Education Act 1968. Ele Contract-400-76.0104 DescriptorsAdolescents. Behavior, Conceptual mentary Secondary Education Act Title VII Note75p Not available in paper copy due to re- Schemes, Emotional Disturbances, Ensiron This handbook in United States history is one of production quality of original document. Attach- mental Influences. Models, Psychological a series of handbooks designed for the indochmese ments A and B may be marginally legible Evaluation. Research Reviews (Publications). student in American high schools. Like. the other Pup Type Reports - Descriptive (141) Social Influences books in the series, it is not intended to replace the EDRS Price -111E01 Plus Postage. PC Not Avails.. The paper discusses an ecological model of assess. Me from EDRS. English-language textbook, but ss designed. to help merit (i.e.. one which examines the interaction be- the student understand the textbook The material DescriptorsBlacks. Desegregation Plans, Ele tween the child and his environment) and how it presented was compiled and adapted from high mentarySecondary Education. Leadership. might be used with emotionally disturbed adoles Leadership Training, Minority Groups. Models, school texts so that the terms and concepts would cents A literature review focuses on current trends be applicable to standard secondary textbooks. The Program Descriptions.RacialComposition, _in assessment: the origins of the ecological perspee. Residential Patterns. School Communtiy Reis. use, and the ecological perspective in the school handbook is composed of two parts. (I) basic concepts, and (2) a glossary of technical terms The first tionship, School Desegregation. School Reseg environment, in special education in general. and in rcgation the special education of adolescents. Research in part contains brief "lesson's" pertaining to the sub- IdentifiersCalifornia (Berkeley) the areas of ecological as,essment, behavioral-cc° ject area and provides key concepts in summary This is the final report of a research project de- logical assessment, and behavioral-ecological pro. form Preceding the Vietnamese lessons is an out- signed to develop a model for leadership in school graming isalsoreviewed Sometheoretical line in English which is meant to serve as a content desegregation The model was to be based on a col- considerations for an ecological assessment model gu.dc for the teacher (Author /AMH) laborative process involving city and school deci- arc discussed. including delineating the primary en sion makers in Berkeley. California. As part of vironments in which the child operates. and deter. background information, the racial composition of mining w here there is a "poor fit" between child and the Berkeley Unified School District is described environment which has led to the referral. An ex- 0229 ED 180 223 The history of school desegregation in Berkeley. tended example is used to illustrate the ecological. Do. Dinh Than And Others including a tendency toward resegregation since behavioral assessment of adolescents, using an Physics: A Vietnamese Supplement. A High- 1972. is reviewed Activities of the leadership plan. assessment model that is dis Ida into five major School Bilingual Handbook for the Vietnamese rung 'training project. designed to explore and re- phases referral, expectations of the child's behavior. Student. Indochinese High-School Supplements. verse the resegregation process, are outlined and behavioral descriptions summary of data, and es. Title VII Midwest Resource Center, Arlington major findings for each of the three years of the tablishment of reasonable expectations. (DLS) Heights. III. project are presented. Numerous shortcomings of the proje t are mentioned, including the absence of Spons AgencyOffice of Education (DHEW), Washtngton, D.0 participation of the University of California and of Pub DateSep 76 other sectors of the community, gaps in general data 0227 ED 180 221 Note133p. and in information on groups other than blacks and Do. Dinh Tuan And Others whites. and insufficient dialogue regarding dissemi- Biology: A Vietnamese Supplement. A High. LanguageVietnamese nation and analysis of previous project reports School Bilingual Handbook for the Vietnamese 'ub Type Guides ClassroomLearner (051) Nontheless. it is held that the model developed is Student. Indochinese High-School Supplements. EDRS PriceMF01/PC06 Plus Postage. viable and exportable to other communities for Title VII Midwest Resource Center. Arlington DescriptorsAcademic Education, Bilingual Edu- purpose of providing leadership training for top Heights. III cation, English (SecondLanguage), Indo- city 'school dicision makers Appended to the re- Spons AgencyOffice of Education (DHEW), chinese,Physical Sciences, 'Physics. Science ports are data on student enrollment in Berkeley. Washington. D.C. Curriculum. Science Instruction. Science achievement test results, as well as excerpts from Pub Datc-76 Material., Scientific Concepts, Secondary Educe. previous project reports (GC) Note131p tion, Sr ondary School Science. Study Ounies. LanguageVietnamese Supplementary Reading Materials, Textbooks, Pub Type Guides - Classroom - Learner (051) Units of Study, Vietnamese. Vocabulary EDRS Price - MFOI/PC06 Plus Postage. 0225 IdentifiersBilingual Education Act 1968. Ele- ED 180 101 ,Descriptors.Academic Education, Btlingual Edu. mentary Secondary Education Ac Title VII Marlin. Andrew And Others cation, Biological Sciences. Biology. English Supervising the Development and Presentation of This handbook in physics fs one o, a series of (Second Language), Indochinese, Science Cur. handbooks designed for the Indochinese student in a Pilot Program to Reduce SexRole Stereoty. riculum, Science Materials. Secondary Education, Ping in Dallas Public Schools. American high schools. Like the other books in the Secondary School Science. Study Guides. 'Sup. series. it is not intended to replace the English-lan Pub Date-30 Mit 79 plementary Reading Materials, Textbooks. Units Note-169p.. Group Practicum Nova University. of Study, Vietnamese guage textbook, but is designed to help the student Occasional pages may not reproduce clearly IdentifiersBilingual Education Act 1968. Ele understand the textbook. The material presented Pub Type Reports - Descriptive (141) mentary Secondary Education Act Title VII was compiled and adapted from high school texts so EDRS Price - MEDI /PC07 Pius Postage, Vois handbook in biology is one of a series of that the terms and concepts would be applicable to DescriptorsElementary SecondaryEducation. handbooks designed for the Indochinese student in standard secondary textbooks. The handbook is Pilot Projects. Program Descriptions, Question- American high schools. Like the other books in the composed of two parts (1) basic concepts, and (2) naire:, Sex Discrimination. Sex Fairness. Sr ernes it is not intended to replace the English-Ian. a glosshry of technical terms The first part contains Role. 'Sex Stereotypes, 'Student Attitode, btu. gusto textbook, but is designed to help the student brief "lessons" pertaining 'to the subject area and dent Behavior. Teacher Attitudes. '`'.'orkshops understand the textbook The material presented provides key concepts in summary form. Preceding This paper describes a project to increase staff and was compiled and adapted from high school texts so the Vietnamese lessons is an outline in English student awareness of sexrole stereotyping and to that the terms and concepts would be applicable to which is meant to serve asacontent guide for the decrease sexist practices of students and teachers standard secondary textbooks The handbook is teacher (Author/AM H) EQUAL OPPORTUNITY IN EDUCATION Document Resumes 39 Evaluative (142) 0230 ED 180 224 0232 ED 180 866 EDRS PriceMFOI /PC03 Plus Postage. Do Dinh Tuart And Others Course of Study: Afro-American History. Grades Descriptors-Achievement Gains, Mathematics: A Vietnamese Supplement. A High I I and 12. Revised. Attendance. Pittsburgh School District. Pa 'Compensatory Education, Early Expenence, School Bilingual Handbook for the Vietnamese Elementary School Student. Indochinese High - School Supplements. Pub Date-Jun 77 Mathematics, Elementary Title VII Midw est Resource Center. Arlington NOte--237p SecondaryEducation. LongitudinalStudies. Heights. Ill Pub Type- Guides,Classroomleacher (052) Models.Preschool Education, Program Effec- EDRS Price Spons Agency-Office of Education (DHEW). MFO1 iPC10 Plus Postage. tiveness. Reading Achievement, ,Research Re- W ashington, D C Descriptors-African History. American His- ports. 'Teaching Methods tory. Black Culture.Black History Black Lead- Pub Date -77 Identifiers-Pennsylvania (Philadelphia). Phila- ership, Black Power. Coal Rights. Civil War delphia School Note-.146p (United States). Colonial History (United States). District PA. "Project Follow Language -Vietnamese, English Grade 11, Grade 12, History Instruction. Recon- Through Pub Type- Guides - ClassroomLearner (051) struction Era. Revolutionary War (United States). A longitudinal analysis was conducted of school EDRS PriceMFOI,PCO6 Plus Postage. Secondary Education. Slavery. Teaching Guides. performance by children enrolled in kindergarten Descriptors-Academic Education. Bilingual Edu Untied States History between 1958 and 1978 The total Follow Through cation. English (Second Language). Geometric Secondary level units, written in outline form. Program was studied, as well as each of the seven Concepts. 'Geometry, present the historical influence and significance of 'Indochinese, Math blacks in American history !nit)! mation is arranged teaching models, focusing on achievement, school ematical Vocabulary, Mathematics. Secondary into two major parts Part one offers a chronological experience type, absence. and prekindergarten data. Education, SecondarySchoolMathematics, approach to black history. Part two presents a tope A base-year and a later year acre identified for each Study Guides, Supplementary Reading Materials. cal approach Part one includes 14 units Units 1. II, comparison The percentages of children remaining 1 exabooks. Vietnamese and III discuss a rationale for a course in Afro- at or above the 50th percentile, nationally, in read- Identifiers-Bilingual Education Act 1968. Ele- American history. African backgrounds, and the ing and mathematics achievement were compared mentary Secondary Education At Title VII slave trade Unit IV focuses on slaver) :n colonial for Follow Through versus the non-Follow Through America and black participation in the American This handbook in mathematics is one of a series comparison group Data indicated that only the of handbooks designed for the Indochinese student Revolution Units V through VIII tract the. role of the' black through Reconstruction Topics include Educational Development Center Model had a con- in American high schools Like the other books in the slavery system. slave recoils and insurrections. sistent positive, long-term effect on children's post. the series. it is not intended to replace the English- the Abolition Movement, and the Cod W at Unit language texibook, but it program achievement (grades 4.9) Two models is designed to help the IX discusses the role of the Negro in western expan appeared to have a positive effect on children's student understand the textbook The material pre. mon and industrial growth Unit X traces the rise of scritcd was compiled and adapted from high school achievement during program years: the Behavior Jim Crowism. the Booker T W ashington philoso- Analysis Model and texts so that the terms and concepts would be appli phy, and opposition to that philosophy by W E B thePhiladelphiaProcess cable to standard secondary textbooks The hand. DuBois Units X1 through XIV concern the black in Model The Follow Through Program, studiedas a bookis composed of two parts(Ij geometry the 20th century Topics deal wish the black renais- single unit, appeared to have a positive effect, on Postolates and theorems in both Nietnamese and sance of the twenties, the depression years. the New mathematics achievement during both program and English. and (2) a glossary of technical terms (Au- Deal, blacks in World War I1, the contemporary post-program years Prekindergarten experience or black revolution, and the 1970s Part two presents low absence rate appeared to have a long-term posi thor AMH) ten topical units which include Life Under Slavery. Negro Participation in American Wars. Recon- tive effect o5 mathematics achievement participat struction and Segregation. The Negro's Quest for ing in four of the seven models (Author/CDC) Freedom. The Negro's Role in the Grow th and Ex. 0231 ED 180 472 pansion of American Society. Development of lorry's. Rita, Comp And Oth,rs Black Awareness, and the Report of the National Multicultural Multilingual Resources: A Vendor Advisory Commission on Cod Disorders Student 0235 ED 181 066 Directory. activities are included with each unit Objectives 1977.78 Evaluatioii Findings. Publication Number California Ethnic Services Task Force. Santa Bar- and a list of relcsant textbooks are provided (KC) 77.59. bara Austin Independent School District. Tex Office of Pub Date --79 Research and Evaluation Pub Date-Jul 78 Note233p For related documents, see IR 007 0233 ED 180 944 925.926. IR 007 935, and IR 007 937 Washburn. David E Note--332p. Pub Typc- Reference Materials-Directories Multicultural Education Programs, Ethnic Studies Pub Type- Reference Materials- Bibliographies Catalogs (132) - ReportsResearch (143, Curricula, and Ethnic Studies Materials in the (131) - Reports - General (140) EDRS Price - MFOI/PCIO Plus Postage. United States Public Schools. F.DRS PriceMF01/PCI4 Plus Postage. Descriptors -American.Indians. Asian Americans. Pub Date-74 Descriptors-Academic Achievement. Annotated Blacks.Comparatice Analysis,Directories, Notc -40p Pub,Type- Reports - Research (143) Bibliographies, Annual Reports,BasicSkills, Ethnic Croups. Library Acquisition. Library Bilingual Education. CoMpensatory Education, Materials. Mexican Americans. Public Libraries. EDRS PriceMFOI /PCO2 Plus Postage. Publishirl Industry. Descriptors-CulturalPluralism.'Curriculum, Educational Assessment, Elementary Secondary Resource Materials Span- Elementary Secondary Education, Education. Extracurricular Activities, "Federal ish Speaking. Surreys, Vietnamese People Ethnic Stu- dies. Instructional Materials. Instructional Pro- Programs. Low Income Groups. Migrant Educa- This directory of library materials vendors is de grams, Multicultural Education. Public tion. Minimum Competency Testing, Parenthood signed for use by medium-sized public libraries to Schools. School Districts. Sociocultural Pat- Education. Parent Participation, assist librarians in developing collections for the terns. Surveys Program Evaluation. "Research multicultural, multililgual emmunities which they A survey querying 715 school districts in the Projects. 'School Dis- setae. and includes information on vendor profile, United States with regard to the presence and the tricts, Special Education, Vocational Education preorder sersices provided, and customer satisfac extent of their multicultural education curricula and Identifiers-Austin School District TX, Elemen- LionThe directory concentrates on four major instructional activities reveals that 72.5 percent of tary Secondary Education Act Title I, Elementary groups in California. Asian American-of Chinese. the respondent districts have introduced ethnic stu- Secondary Education Act Title VII, Emergency dies curricula into their elementary or secondary School Aid Act 1972. Texas (Austin) Japanese. Korean. Pilipino and Vietnamese descent; school programs. Included in the research report are Summaries are presented of allresearch and Black.Chicano 'Spanish-speaking.andNative percentage breakdowns of the ethnic composition of American An ethnic vendor is anyone who supplies both the school children and the teachers and edu- evaluation work conducted by the Austin independ- materials about the history and culture in English or cational administrators who participated in the sur- ent School District during the 1977.78 school year in the languages of the particular group or groups. vey, as well as an investigation of the specific Summaries are divided into the following areas. whether exclusively or as part of his stock A ma- curricula content of the ethnic studies programs. 1978 at a glance, district priorities, basic skills chine-readable questionnaire and letter were sent to Much information is presented in tabular form achievement, systemwide achic cement profiles, low 430 vendors and 100 libraries and library systems (LH) socioeconomic status (SES) achievement. grofes- throughout California The 140 vendor and 23 sional personnel evaluation, minimum competency:- brary responses were tabulated for a print-out in. locsl/state bilingual, Elementary Secondary Educa eluding 61 comparative data responses 0234 ED 181 033 tion Act (ESEA) TitleI, ESEA Title I migrant; (self evaluation by the vendor plus at least one li- Maraschiello. Richard ESEA Title VII bilingual, state compensatory edu. brary evaluation), 79 vendor-only responses, and 41 Longitudinal Analysis of Follow Through Partici- cation, Emergency School Aid Act (ESAA) basic, vendors evaluated by at least one library A subject pants, 1968-69 through 1977.78. Report Number ESAA pilot, education for parenthood pilot, Project 7971. index provides vendor names as sources of (I) gen- Parental Involvement. Academic Achievement. Vo- Philadelphia School District, Pa Office of Research eralized Asian American materials in English, (2) cational Programming, and Efitra.Curricular Op- materialsintheChinese,Japanese, Korean. and Evaluation. Him°. and Vietnamese languages. (3) Spons Agency-Office of Education (DHEW), portunities (PAVE). ad-hoc studies, and occasional Black Washington, D.C. papers. on such topics as minimum competency re materials; (4) Chicano/Spanish language materials; Pub Date-Jun 79 quircments, teacher competency testing. time use in and (5)NativeAmerican materials (Au. Note -70p thor/CWM) schools, data processing systems for testing pro- Pub Type- Report' - Research (143) Reports - grams, and communication skills (MH) 40 Doriment Resumes EQUAL OPPORTUNITY IN EDUCATION EDRS Price MFOI Plus Postage. PC Not Availa- 0236 ED 181 118 0238 Cann, Arthur A ED 181 122 ble from EDRS. Final Evaluation Report. School Year 1977/78. E.S.E.A. Title V;1- Multilingual Descriptors Bilingual Education, 'Bilingual Programs PartI: ESEA Title I. Part Ii: Impact Aid Schools,Bilingual Students, Elementary Educa- (S.U.B.E. AVANT!. HABILE), Final Report. Programs. 1977-78. tion. Multicultural Education, Program Descrip- Community School Distnct 7. brow.. N.Y tions, 'Program Evaluation, Spanish Speaking Community School District 32, Brooklyn, N Y. Pub Date-78 Pub Date 78 IdentifiersBilingual Education Act 1968, New Note- -196p; Not available in paper top) dueto York (New York) Note--89p.; Not available in paper copy dim to re- reproduction quality of original document This report evaluates the bilingual programs production quality of .ortgo.... document , Pre- at six Pub Type Reports - Evaluative (147) pared through the Office of Funded Programs public schools in New York City whose basic goal Pub Type Reports - Evaluative (142) was the development and maintenance of profi- EDRS Price - NIFOI P'us Postage. PC Not Availa- ble from EARS. EDRS Price MFOI Plus Postage. PC Not Availa- ciency in-two languages, Spanish and English, in u ble from EDRS. multicultural setting. The evaluation procedureen- Descriptors Academ chievement, Bilingual DescriptorsBasic Skills, tailed interviews with supervisors, teachers, and Education. Elemenzar, Schools, Elementary Sec- Bilingual Education. "Compensatory Education. Elementary Second- parents as well as testing, visits to classa, andex- ondary Education, French, 'Haitian Creole, aryEducation, Mmority Groups. 'Program am 'nation of training and instructional materials. Mahan. JuniorHigh School,. Mathematics. Evaluation 11 e report includes detailed observations of each of Multicultural Education. Parent Participation, Identifiers 'ElementarySecondary Education the six schools with special attention to thecur- Program Evaluation, Reading. 'Span sh, Staff Act Title I, Impact Aid Programs. New York riculum tools used in each locale. It concludes with Development. Teacher Role (New York) an evaluation of the program and recommendations IdentifiersBilingual Education Act 1968. New for its more effective implementation. Tables of York (Brooklyn) This report determines the congruence between the designs of the ESEA Title 1 and Impact Aid pretest and posttest data are provided (WP) This evaluation covers the Spanish. Italian. and Proarams and the actual implemented products, and Haitian bilingual components funded throuh Title VU m Endollyn, New York's Community"School also assesses the worth of these prpgramsin terms of their outcomes. The aims and purposes ofpro- District 32 The three programs discussed are (I) 0241 ED 181 125 S U.B E (Success under Spanish Bilingual Educa- grams relating to the strengthening of verbal (including .bilingual) and mathematical skills fox. Louise W.And Others tion), for grades K -6, (2) AVANT! (an approach tti. among elementary and junior high school students are dis- Final Report, ESEA Title VII, Program for Italian bilingual education), for grades 1-9. and (3) Achievements in Chinese. English and Spanish HA BILE (Haitian Bilingual Education), comprising cussed; observed programs arc described, and evaluations are presented Recommendations (PACES), 1977-78. both Creole and French as well as English for grades are included for each area and the reriort is buttressed Community School District 2. New York, N.Y. 1.8 Eagh program is described in terms of objec- Spons AgencyBureau of Elementary and Second. tists. implementation. staffing, student participa- by pretest and posttest scores which aid in evaluating the effectiveness of the programs. Tables are ary Education (DHEW' /OE). Washington, D.C. tion. staff development, parent involvement. school included. (WP) Div. of Bilingual Education and community activities, and evaluation proce. Pub Date-78 dures. Student achievement data, in tae form of G rant G007700415 pre iriott program test scores it reading and math- Note--39p.; Not available in paper copy dueto re: ematics. are presented It is recommended that all production quality of original document 0239 ED 181 123 Pub Type Reports three pikrams be contlnued, although criticism and fox. Louise W And Others Descriptive (141) Reports - Evaluative (142) suggesuims for improvement are noted Consult- Bilingual-Bicultural Program. District 2. 1977-78. ants' resumes, evaluation forms, and observation Final Report. Title VP,. EDRS Price - MFOI Plus Postage.I'C Not Availa- guides are appended to the report (GC) ble from EDRS. Community School District 2. New York. N.Y Pub Date-78 DescriptorsBdingual Education, Bilingual Stu- GrantG007604682 dents, Bilingual Teachers, 'Chinese, English (Se- cond Language), Junior Note42p Funcice by ESEA Title VII Grant High Schools. 0237 ED 181 121 Multicultural Education. Non English Speak- Pub Type Repo' ts - Descriptive (141) Reports arveitAa. &hived S B - Evaluative 1;42) ing, Program Evaluation, Spanish Speaking, Final Evaluation Report for the Rafael Cordero Teacher Education Bilingual School (At 2.11.S. 45). 1977-1978, EDRS Price MFOI/PCO2 Plus Postage. Identifiers"Bilingual Education Act 1968, New Funded Under art ESEA Title VII Grant. DescriptorsAsian Americans. 'Bilingual Educa- York (New York) tion. Bilingual Students. Bilingual Teachers. "Chi- Community School District 4, New York. N.Y. This report reviews the bilingual program ofa nese Americans. Pub DateI Dec 78 Elementary Education. Nev. York City school district (with largeconcen- Gran : G007503636 MultictItural Education, Spanish Speaking trations of students of Chinese and Hispanic back- IdentifiersBilingual Education Act 1968. New grounds) whose goals were the training of bilingual Note--59p., Not available in paper copy due tore- York (New York) production quality of original document personnel, the development of a bilingual.bicultural Pub Type Reports - Evaluative (142) This report evaluates the bilingual-bicultural pro- curriculum, and the development'of a bilingut!re- grant in a New York City School District where EDRS Price - MFOI Plus Postage. PC Not Maila- source center Discussed are the implementation of ble from EDRS. more than half the 20.000 school children are of the program and evaluation plans; teacher attitudes DescriptorsActidemic Achievemem. Bihngual Asian (mostly Chinese- American) orHispanic on college training in bilingual education; and an Education. Junior High Schools. Mathematics, background. The goal of the program was to provide observer report on the effectiveness of the district's Multicultural Education. 'Program Evaluation. for the linoistic and academic needs of these chil- bilingual program and data on instructional objec- dren and to capitalize on their native language profi- tives. Conclusions and recommendations arein- Reading Programs, 'Spanish Speaking. Staft cluded. (WP) Development. Student Attitudes, Teacher Ato- ciency while competency was developed in English fades The following factors are analyzed instructionalac- tivities, staff development, community and parent IdentifiersBilingual Education Act 1968. New YOrk (New `fork) 3 involvement, curriculum development, and resource centers The involvement and attitudes of 0242 ED 181 139 This evaluation focuses primarily on student Gibson, Jessie M achievement in a Title VII bilingual/bicultural edu teachers in the program are reviewed. with special cation program at Junior High School attention to the usefulness of college eqprses relat- Affective Parent Education in Philadelphia.' in New ing to bilingual education, and a report by an outside Philadelphia School District, Pa Yon: City's East Harlem The program, which Pub Date-78 served approximately 325 predoMinantly Hispanic observer on the effectiveness of the program.s included, The evaluation design and methodologysr: Note - -15p, Not available in papercopy due to re- students in 1977.78. is described in terms of itsin- described Tables are presented and summarized production quality of original document structional components, student group.ng. evalua- along with the conclusions reached by the evalua- Pub Type ReportsDescriptive (141) tion procedures. and staffing Data are presented on tors on the effectiveness of the program (WP) EDRS Price MFOI Plus Postage. PC Not Availa- ,student achievement in English reading. Spanish ble from EDRS. reading, mathematics performance in both lan- Descriptore *Academic. Achievement,Black guages for English and Spanish dominant students. Culture. Blacks, "Family Environment, Parent and student attitudes (achieseinent motivation). In 0240 ED 181 124 Attitudes, "Parent Education. Parenthood Educe- addition, a staff development f.omponent of the Ti- Sanchez Li/han L tioi.. Parent Influence tle VII program is described nand teacher' opinions Final Evaluation IdentifiersAffective Education Program, Elemen- presented Report,1977 78, Title VII It is eoncluded that. (I) the seventh ESEA-Bilingual School Complex. tary Secondary Education Act Title 1. Pennsyl- grade English domman: !fro .7, failed to achieve all Community School District 8. Bronx, N Y vania (Philadelphia) of its four performance objectives; (2) the seventh Spins AgencyBureau of Elementary and Second- It is apparent that the family, and the parentsin grade Spanish dominant group demonstrateda ary Fducation (DHEW /OE), Washington, DC. particular. are powerful influences on the child's nixed pattern of achievement; (3) eighth grade Div, of Bilingual Education learning, even before the child reaches school The' English dominant students, as a group, achieved Pub Date---78 home is the place where children learn first, and the their performance obi' etives for all area-, except GrantG007503697 extent to which they learn later in life is determined math in English. (4) the eighth Lade Spanish domi- Note-72p ; Not available in paper copy due to greatly by what goes on at home. The Affective nant grounachieved all of its four objectives, and (5) re- Education Program, a Title I funded program, deve- though sta.' attitudes toward the program are production quality of original document, Pre and gener- Post Test Data Report and principals statements loped the parenting aspect of the program with the ally positive. 'here is still a need for improving train- black parent and child in mind Some of the special reviewing the evaluation have been deleted due to ing in the areas of management skills and teacher reproducibility factors concerns one should be attentive to when working attitudes. Appended to the report are copies of In- with the black community include. (1) prioritiesare Pub Type Reports - Descriptive (141) Reports struments used in the evaluation. (GC) - Evaluative (142) different-maintenance and survival are primary concerns, (2) there is a general distrust and susm- EQUAL OPPORTUNITY IN EDUCATION Document Resumes 41 con of institutions and the people who run them (3) The solume is a composite of final reports written there os a need for parents to share valuable insights jointed instructional program Case studies of ten for nine special education research and evaluation schools in New York City were conducted to iden- learned through generations of Using in oppression, studies conducted by the Dallas (Texas) Independ- but there also is a need to be open and flexible to tify the ways in which special programs were coor- ent School District during the 1978.79 schoryear dinated with classroom Instruction Summaries of new ideas in order to help the child adjust to present Each report includes three components an excess- realities (4) the constant bombardment of negative the case study data include information on instruc- use summary of research or csaluation questions tional goals, school organization, special programs, stimuli from a hostile society produces low expects and responses, an abstract with information on pro- thins at school and home. (5) there is an ambiance coordination of instruction in the schools, staff gram objectives, sampling, design, and outcomes. training, district coordination of instruction, parent of physical danger in the black community and and "googlesr brief notes on critical aspects of the educators should be aware of Its effects on the par- advisory councils, and concerns about special pro- study Three program studies are covered forma- grams stated by district and schoo,personnel. Fac- entchild relationship, (6) the incidence of teenage tion of a special education data bast of demographic pregnancy is high and there should be some prepa tors which influence program coordination at the information, a context evaluation of the implemen- district and school levels are also discussed Con- ration for, and some awareness raised about, the role tation and operation of the special education pro- of parents (Author ,RLV) straints on instructional coordination. particularly gram. and an evaluation of Child Find Services Six those related to school organization, are examined. special projects are included three on KIDS (Kin Recommendations for change at the Federal. State. citing Individual Development Systems), an early district, and school levels are made (RLV) 0243 intervention program for desclopmentally delayed ED 181 156 and physically handicapped children 0 to 5 years tit/hams. Georgia old, a project for severely /profoundly handicapped o School ResegregatiOn: Residential and School students, a structured environment approach with 0247 Processlitudy. A Collaboratise Leadership Plan- the emotionally disturbed, and the Multiple Careers ED 182 377 ning /Training Project, Third Year 1978-79. Fi- Cohen. Mary Shapiro. Richard r> nal Report. Magnet and Assessment Centers program which Report of the High School Articulation Project. provided career training for mildly handicapped se- New York City Board of Education. Brooklyn. N Y. Berkeley Unified School District. Calif condary students (CL) SponsAgencyNationallnst ofEducation Office of Educational Evaluation. (DHEW). Washington, D.0 Educational Equity Pub DateSep 79 Group Desegregation Studies Div Notc-65p Nftt available in paper copy due tore- production quality of original document Pub Date --Aug 79 0245 ED 182 215 Pub Type Reports - Research (143) Contract-400.76-0104 1 he Ethnic History of South Carolina. American Note-302p., Not available in paper copy due to EDRS Price. MFOI Plus Postage. PC Not Avail*. History, South Carolina History. Grade 8. Me from EDRS. reproduction quality of original document. For a Charleston County School District. North Charles. related document see U0 020 052 ton, S C Div. of Instruction Descriptors *Articulation (Education). Bureauc- Pub Type ReportsDescriptive (141) racy. Educational Counseling. Feeder Patterns, Spons AgencyOffice of Education (DHEW). High Schools. Institutional Cooperation. tumor EDRS Price MFOI Plus Postage. PC Not Maila- Washington, D C. ble from EDRS. EthnicHeritageStudies High Schools, Program Evaluation. Racir. Rela- Branch tions. Student Promotion Descriptors Annotated Bibliographies, 'Com- Pub Date-75 munity 1nsolvement. Court Litigation, Educa- Note--306p IdentifiersNew York (New York) The administrative process relateeto the transi tional Legislation, Program Descriptms, Racial Pub Type Guides - ClassroomTeacher (052) Segregation. Residential Patterns. School Com- 'non of students from intermediateor junior high EDT.S Price - MFOI /PCI3 Plus Postage. school is called articulation Articulation has several munityRelationsh:p. School Desegregation. Descriptors American Indians, Blacks. Essays, *School Resegregatton. Staff Rule stages. identifying student Interests, needs and abili- Ethnic Studies. Fused Curriculum. Grade 8. ties, getting information to students and parents; IdentifiersCaliforma (Berkeley). Collaborative Jews. Models. Secondary Education, State His- Dialog for Change in Desegregation helping students apply to the school of their choice; tory, Tcachcr Developed Materials, Teaching informing students and parents of rejections and This report summarizes the work undertaken by Guides. United States History the Berkeley Unified School District's (BUSD)pro- acceptances, checking and forwarding student re- IdentifiersEthnic HeritageStudiesProgram, cords, and designing students' individual prbgrams ject to define a colmboratise leadership planning/- South Carolina training 'model to combat school resegregation In for the first term of high school. The primary objec This guide for eighth grade teachers was the pro- byes of this study of articulation in the New York 1972, four years after full desegregation, the BUSD duct of a Title IX ethnic studies project The guide experienced a marked shift in the school population City Public Schools are (1) to identify articulation was designed to supplement the regular South strengths and problems, and (2) to make recommed and its distribution In 1976. the BUSD committed Carolina state history textbooks and place vra more itself to cooperative action between school officials nations for improving the articulation process A positive frame of reference the ethnic contributions major finding of this study is that many parents. and municipal decisionmakers to resist apparent that specific ethnic groups have made to South resegregatiorr trends The first years of the three- students and staff are dissatisfied with articulation Carolina history Written by teachers, the guide is* practices Many feel that the process IS poorly year federally funded study witnessed the definition model of the fusion of U.Shistory and South of the problem and the development of a collabora- managed and unnecessarily complex It is felt that Carolina state history. It contains 18 historical es- some problems of articulation stem from racial ten- Jive hypothesis During the second year attention says Presented in chronological order, each essay was iodised on the inside factors which tend to sions and others from the immense size of the contains a descripturn of the national scene followed school system and its rigid bureaucratic structure cause resegregation, such as the flight of white stu- by a description of events as they happened in South dents to prisatc schools, segregation of students Data analysis identified specific elements of articu- Carolina during the same period Ethnic contribu lation that need improvement and highlighted those within schools, staff ethnic patterns and staff age irons of Black Americans. French Americans. Ger- Also examined were factors outside schools which features of the school system that impede the articu- man Americans. Creek Americans, Scotch -Irish lation process (RLV) could cause resegregation, such as housing patterns. Americans, Jewish Americans. and American Indi- employment realities, court decisions and legisla- ans are presented in each essay when appropriate. tion The Collaborative Dialog for Change in Deseg- Biographical sketches are Interspersed throughout regation (CDCD) was developed in the project's the work At the end of each essay or chaptcr. nu- 0248 ED 182 386 third year. The basic assumption of CDCD was that merous activities are listed for students with a wide a continuing, guided, collaborative action between Benedict, Annelle range of abilities Students make models of a planta- Title VII Bilingual-Bicultural Program, Final schools and city decision-makers would ameliorate tion, write poems, role play, participate in ethnic or avoid a natural tendency toward school resegre- Evaluation Report, 1977-1978. dances, debate topics, prepare ethnic food, write Community School District 23. Brooklyn. N Y gation It specified the strategies and resources to be, biographical sketches, and do library research Also mobilized in counteracting the resegregation trend. Spons AgencyOffice of Education (DHEW), provided at the end of each essay are student and Washington, D.C. Appended to this report are an annotated bibliogra- teacher bibliographies. (Author /RM) phy of recent literature on desegregation and reseg- Pub Date-78 regation, summartesof relevant court cases and Grant G007604856 legislation, and a listing of technical assistance re- Note- -31p.; Not available in paper copy due to resources (RLV) production quality of original document 0246 ED 182 372 Pub Type Reports - Descriptive (141) Truesdell. Lee Ann Reports sa - Evaluative (142) Funded Programs and Comprehensive'Planring. EDRS PriceisfF01 Plus Postage. PC Not Avail* New York City Board of Education. Brooklyn N.Y. 0244 ble from EDRS. ED 181 661 Div. of Funded Programs Descriptors In Retrospect 1978.79: Special. F.ducation Re- Pub DateMay 79 'Bilingual Education. Bilingual Stu- search. dents, Bilingual Teachers, Elementary Education, Note -96p.; Not available in paper copy due to re- English (Second Language), Inservice Teacher Dallas Independent School District, Tex Dept. of production quality of original document Research and Evaluation. Education. Multicultural Education. Non English Pub Type Reports - Research (143) Speaking. Parent School Relationship, Program Pub DateOct 79 EDRS PriceMFOI/PC04 Plus Postage. Note--130p Descriptions, Program Evaluation. Spanish Descriptors -- Administrate Role,*Cooperative Pub Type Reports - Descriptive (141) Reports Speaking Programs, Coordinatio'Educational Coopera- Identifiers 'Bilingual Education Act 1968, 'New - Evaluative (142) tion, Elementary Seco dary Education, Federal EDRS PriceMFO1 /PC06 Plus Postage. York (New York) Aid, Program Admini oration, School D.stricts, After reviewing recent legal decisions on bilingual DescriptorsCareer Education, Data Collection, SchoolOrganizati n, 'Special Programs, Demography, Elementary Secondary Education. education, this report describes the goals and -e- Teacher Education quirements of a bilingual program in a New York Ilandicapped Children. Infants, Intervention, Identifiers Elements Secondary Education Act City community school district with a large number Program Development. Program Evaluation, Title I. New York (New York) Recordkeeping. Sesere Disabilities of Spanish speaking pupils, and the methods by Students partiCipat ng In special programs funded which these goals were to be attained The training .lderitifiersChild Find. Final Reports, Texas under Title I of the (Dallas) ementary and Secondary Edu- and responsibilities of staff are discusSed, with par- cation Act may eeence a fragmented and dis ticular attention to the participation of bilingual 42 Document Resumes EQUAL OPPORTUNITY IN EDUCATION teachers in :risers ice workshops The program is Programs in a Queens, New York. school district. evaluated and the extent to which its objectives 0251 ED 182 390 The following activities. conducted in elementary were fulfilled is discussed Areas evaluated include Ba7za. LeonardPollack. Eileen and junior high schools, are analyzed reading re- student growth in verbal and mathematical skills A Survey of the Occupational Education Delivery source centers, an oral communication laboratory and ultaral history. cross cultural activities for stu- System In the Borough of Brooklyn. New York program, a non-public school component, bilingual dents, parent-school rapport, and the development City, Region 2. and mathematics resource centers, and the optional of a multi-media laboratory Tables are included New York City Board of Education. Brooklyn. N.Y. assignment remechation program Each activity is Center for Career and Occupational Education (Author / V4P) described in terms of its organization, objectives, Pub Date-May 79 implementation, and effectiveness. Where available. Note--65p , Not available in paper copy due to repre- and post-test scores are provided In addition. production quality of original -document. For the evaluation procedure is discussed, especially In related documents see UD 020 137.141 relation to parent involvement in a program deve- 0249 ED 182 388 Pub Ty pc-leports - Descriptive (141)- Numeri- loped to increase skills of parents in evaluating Fed- Hozza, LeonoraPollack. Eileen cal/Quantitative Data (110) erallyfunded programs. (WP) A Survey of the Occupational Education Delivery EDRS Price - MFOI Plot Postage. PC Not Availa- System in the Borough of the Bronx, New York ble from EDRS. City. Region 2. Descriptors -- Demography. Employment Oppor- tunities. Minority Groups. New York City Board of Education. Brooklyn. N.Y Program Descrip- 0254 ED 182 412 tions, Secondary Education. Vocational Snonden. Petra Elizabeth Center for Career and Occupational Education Education. Vocational Schools Urban Education: The Z'slationship Between Pub Date-May 79 Identifiers-New York (Brooklyn) Schools and the Urban ..ilieu. Nute--46p.; Not available in paper copy due to re- This report examines occupational education in a Pub Date-80 production quality of original document. For New York City Borough with the purpose of provid- Note--16p. related documents see UD 020 137.141 ing an informational base fot.effective planning in Pub Type- Opinion Papers (120) this area The study reviews'population trcnds in Pub Type- Reports Descriptive (141)- Numen. EDRS Price - MFOI/PCOI Plus Postage. Brooklyn in general and in its high school popula- caUQuantitative Data (110) Descriptors-Board of Education Role. Curriculum tion in particular. The types of occupational educa- Problems, Elemcntary Secondary Education, Fi- EDRS Price - MF6I Plus Postage. PC Not Availa- tion available in the high schools of the Boroughare nancial Needs. Minority Groups, Policy Forma- ble from EDRS. delineated. Employment opportunities arc also ex- - tion, Poverty.PublicSchools.Relevance 'Descriptors- Demography. Employment Oppor- amined with specific reference to the availability (Education). School Community Relationship, .unities. Minority Groups. Program Descrip. and student use of matching training programs in School Districts, Urban Environment, Urban tions, Secondary Education. the high schools Included are tables indicating eth- Planning. 'Urban Population, Urban Problems, S, oc anoint( nic distribution of the population and student en- Education. Vocational High Schools 'Urban Schocils rollmentsindifferenttypesofoccupational Changes in the metropolitan environment and its Identifiers -New York (Bronx) education programs (Author /WP) population, and the inability of public school sys- This report examines occupationaleducation in a tems to respond to these changes, are discussed in New York City Borough %utiise purpose of provid- this paper. The author states that public school sys- ing an informational base for effective planning in tems are closed systems which are inflexible and this area The study reviews population trends in the 0252 ED 182 391. resistant to change, and are therefore unable to meet Buz-a. LeonardPollack. Eileen Bronx in general and in its high school population the challenges posed by Lie massive changes that A Survey of the Occupdtional Education Delivery have taken place in urban areas Recommendations in particular The types of occupational education System in the Borough of Richmond, New York are made for restructuring the city school system as available in the high schools of the Borough are City, Regiosk 2. part of a total urban planning strategy; for recon delineated Employment opportun.ties arc also ex- New York City Board of Education. Brooklyn. N.Y. structing educational bureaucracies into open sys- amined with specific reference to the availability Center for Career and Occupational Education _tems responsive to metropolitan dynamics, and for and studcnt use of matching training programs in Pub Date--May 79 the design of new curriculum models that meet the Note -33p., Not available in paper copy due to represent needs of urban students (Author /WP) the high schools Included are tables indicating eth- production- quality of original document. For nic distribution of the population and student en- related documents see UD 020 137.140 rollmentsindifferenttypesof occupational Pub Type-- Numerical/Quantitative Data (110)- education programs (Author /WP) Reports - Descriptive (141) 0255 ED 182 416 EDRS Pricetv1F01 Plus Postage. PC Not Availa- Project CAI. Career Aspiration and Self Congru- ble from EDRS. ence In the Education of Puerto Rican Youth. Descriptors -- Demography, Employ mcnt Oppor- Meet'. vthe Vocational Education Needs of 0250 ED 182 389 tunities, Minority Groups. Program Dcscrip- Special i'opulations. Bozza. LeonardPollack. Eileen tions. Secondary Education. Vocational Hartford Public Schools, Conn. A Survey of the Occupational Education Delivery Education, Vocational High Schools Spons Agency-'Bureau of Occupational and Adult Identifiers-New York (Staten Island) System in the Borough of Manhattan. New York Education (DHEW /OE), Washington. D C. Div. This report analyzes occupational education in a of Research and Demonstration. City. Region 2. Newt ork City Borough with the purpose of provid- Pub Date-(76] New York City Board of Education, Brooklyn. N Y. ing an informational base for effective planning in Note--148p.. Not available tr paper copy duc to Center for Career and Occupational Education this area After reviewing population trends in the light and broken type Pub Date-May 79 Borough of Richmond in general. and high school Pub Type- Reports - Research (143) Note-46p , Not available in paper copy due to re- population in particular, the study describes the var- EDRS Price MFOI Plus Postage. PC Not Availa- iety of occupational education programs available in ble from EDRS. production quality of original document: For the high schools of that borough Employment op- related documents see UD 020 137.141 Descriptors-Academic Achievement. 'Bilingual portunities are also analyzed with particular refer- Students, Career Awareness. Career Choice. Ca- Pub Type- Reports Descriptive (141) - Numeri- ence to the availability and studcnt use of matching reer Exploration. Curriculum Development, In- cal /Quantitative Data (110) training programs in the schools Included arc tables termediate Grades,JuniorHigh Schools. EDRS Price - MFOI Plus Postage. PC Not Availa- delineating ethnic distribution of the population and Occupational Aspiration. Program Effective- ble from EDRS. student entollments in different types of occupa- hess. *Puerto Ricans, Self Congruence tional education programs (Author IWP) Descriptors-Demography, Employment Oppor- Identifiers- Connecticut (Hartford) tunities. Minority Groups. Program Descrip- A study was conducted to assess the career aspiration and self-congruence of Puerto Rican Youth, as tions. Secondary Education, Vocational well as to develop a pilot curriculum designed to Education, Vocational Schools 0253 ED 182 393 increase these students' awareness of. the world of Identifiers -New York (Manhattan) An Evaluation of the ESEA Title 1 and Impact Aid work A pre-post control group design was used. All This survey of occupational education delivery Programs. Community School District 27; New students involved in the research were seventh- and York City Board of Education. 1977-1978. Final eighth-graders in the Bilingual Cluster at Quirk services in Manhattan represents an initial step in Report. the development of a borough-wide plan The study Middle School of Hartford Public Schools (Connec- Community School District 27. Queens. N Y ticut). None of the students had previously been' ' provides a basis for assessing the potential training Pub Date-Jul 78 exposed to a career awareness/exploration pro- resources within the present school structure, as Note-178p.; Not available in paper copy due to gram. The experimental students were exposed to well as a detailed outline of the present scope of light print three career-related and career-infused lessons per services Elements which have been included in this Pub Type- Reports - Evaluative (142) day for a six-week period while the control group EDRS Price - MFOI Pius Postage. PC Nit Availa- students were not There were fifty:two students in study include. a review of population trends in the ble from EDRS. entire Borough and in the high school population in the experimental group and thirty-seven in the con- Descriptors-BilingualEducation. Compensto trol group. The Pier-Harris Test and the Compre, particular for the period 1976 to present: population tory Education. Elementary Education. 'Math- hensive Career Assessment Scale were flow (migration and out-migration), special geo- ematics Instruction. Parent Participation. Pa..sit administered to all students in the classrooms by graphic features, transportation facilities. labor mar- School Relationship. Private Schools,. Reading their teacher. Although mean scores were higher in ketinformationspecifictothe borough: and Programs the experimental group than in the control group. assessments of the scope and nature of local busi- Identifiers-ElementarySecondary Education they were not significantly higher It was suggested Act Title I. New York (Queens). Private School that had the program been used for an entire school ness A detailed analysis of present facility and Relationship training resources is provided (Author / UN) year the increases might have reached a level of This report evaluates the Title I and Impact Aid significance. Although the results were not signill-

A A EQUAL OPPORTUNITY IN EDUCATION Document Resumes 43 Cant. the students' scores in the academicareas improved as a result of this program (A major portion covering such aspects as parent and student rights, ways parents can help, advocacy, advocacy groups. IdentifiersEthnic Heritage Studies Program Act. of this document contains appended materials, Five State Multi Ethnic Training Project among which is a copy of the program curriculum parent councils. spacial needs groups and agencies. and information and referral agencies Section 3 Thc document provides an outline and support (B11) materials describing a project designed by the Eth- lists and describes various special programs andser- vices (including prevocational and vocational) for nic Cultural Center of the Minneapolis public schools to train classroom teachers to incorporate handicapped students in Boston. along with thetele- phone number of each (DLS) multi-ethnic concepts into the social studies cur- 0256 ED 182 730 riculum. The objective of the report is to update and Special Education Tr Reading Program. Final supplement information contained in earlier interim Report. progress reports. The first section.describes project District of Columbia Public Schools. Washington. 0258 activities from July 1, 1976 to June 30, 1977;com D C Dept. of Research and Evaluation ED 183 263 Offenberg. Robert At- And Others pares project activities with projected accomplish- Pub Date-79 ments; examinesfeedbackfrom Note--53p Project PACT (Parents and Children Together): workshops, Evaluation of the Second Year, 1978-1979. Re- describes participation by the advisory councilon Pub Type ReportsEvaluative (142) port No. 8037. project activities; and identifies deviations of the EDRS Price - NIFOI/PC03 Plus Postage. Philadelphia School District. Pa Office of Research project from the proposed pkgram The remaining Descriptors--AudiovisualInstruction. Elemen- and Evaluation sections, which comprise the bulk of the document, tarySecondaryEducation.Mainstreaming. contain appendices. These present correspondence Program Evaluation. Spons AgencyBureau of Elementary and Second- Reading Achievement. ary Education (DHEW/ OE). Washington, D C. relating to project activities. a directory of advisory Reading Instruction. Reading Programs, Read- Pub DateDec 79 committee members, sample curriculum materials------ing Skills, Special Education. Student Attitudes, GrantG007700414 evaluation instruments, and position-paperSIDB) Teaching Methods. Television. Television View- Note - -19p. ing Pub Type Reports - Evaluative (42) IdentifiersElementary Secondary Education Act EDRS Price Title IV M101.CPC41"PTurPosIllee- 0260 Descriptortr--Academic Achievement,, Adult Edu- ED 183 477 The District of Columbia Public Schools' Special Tipple. Bruce E {i'hirehead. Pamela cation. Adult Programs, Adults. EducationalPro- Education Television Reading Program was a one- grams. Field Trips, Language Arts. Parent Minneapolis Multi-Ethnic Curriculum Develop- year program designed to improve reading skills and Education. Parent Influence. Parent Participa- ment Teacher's Guide, achievement through the use of intrinsically moti- tion, Parent Workshops, Program Evaluation. Minneapolis Public Schools, Minn Dept. of Inter- vating materials and activities and to serve as s vehi- Spanish Speaking. Summer Programs. Teaching group Education. cle for students to move from special environments Skills Spons AgencyOffice of Education (DHEW), to the mainstream of regular education Approxi- This study was designed to evaluate Project Washington. D C.EthnicHeritageStudies, mately 200 students in fifth through eighth grade PACT (Parents and Children Together), which Branch. and in eleventh grade in learning centers, special was Pub Date-75 reading classes, and regular education settings developed to complement the existing Let's Be were Amigos Model A bilingual program at Potter- Note-- 330p.; For related documents,see SO 012 involved in the project, A total of 27 teacherspre- 414.423 and ED 171 594; Not available from pared and implemented language arts activities Thomas School in Philadelphia, by involving His- panic parents in theeducatiodof their children The, EDRS in paper copy due to small print andcol- relating to popular television shows Drawing from,,t,PACT project consists of two major ored pages of original document a video tape library covering topics such a science. programs (1) a summer program designed.to teach parents how Pub Type Guides - Classroom- Teacher (052) drama, history, and personal awareness, the teach- to complement the education their children receivein EDRS Price - MFOI Plus Postage. PC Not Availa- ers devised script activities using the vocabulary and school. and (2) a school-year ble from EDRS. dialogue of the actual tapes. The program was program gclred to eva- DescriptorsAcculturation,Cultural luated to determine the reading achievement of the enhancing the basionscademte competence of adults Pluralism, of the Potter-Thomas School community Thema- "'Educational Objectives. Ethnic Groups. Eth- students, their attitudes toward reading, the rateat which the students were mainstreamed. and their jor activities of the project include teaching parents nicity. Ethnic Studies,Family (Sociological free reading behaviors. The findings revealed that about school operation and curriculum, offering Unit). Immigrants, Individual Power, Learning Spanish and English GED courses and Spanishand Activities, Migration, Multicultural Education, students in the program showed greater mean gains English language arts courses, and acquainting in reading than they had in previous years, that their par- Political Power. Secondary Education. Social Dis- ents with the cultural resources of Philadelphia and crimination. Teaching Guides. Teaching Meth- attitudes toward reading changed in a positive direc- ods tion, and that they were mainstreamed at a faster neighboring cities Pupil performance on standard. ized tests and pupil attendance were used tomeas Identifiers2-Ethnic Heritage Studies ProgramAct. rate during the project year than before Free read- ure the effect of one or two years of participation by ing was inadequately recorded and no change: Minneapolis Multi Ethnic Curriculum Project could be ascertained. (FL) parents in the summer program of the project. Chit- The teacher's guide describes learning activities drcn of participant parents had better Engli.h and and teaching methods for the Minneapolis Multi- Spanish reading scores than did other pupils inthe Ethnic Curriculum Project for secondary schools.It school, and there was some evidence thatparent is divided into eight sections Section I lists knowl- participation was related to better pupil attendance. 0257 ED 182 898 edge generalizations and important concepts for Analysis of interviews with parents conducteddur- each section. The remaining seven sections are enti- (*flume. Paul W. Ed Clayton. Shelley Bakst. Ed ing the summer program revealed Connections: Parent and Student Guide. A Pa- a statistically sig- tled ethnicity. migration, acculturation, ethnicen- rent/Student Guide to Special Education Ser- nificant gain in their knowledge of ways to help their claves, family, prejudice and discrimination. ane vices la the Boston Public Schools. children in school work The Spanish languagearts power. Topics include values and behavior, celebra- class attracted too few participants to Boston Public Schools, Mass Federation for Chil- meet its en- tions and ceremonies. various ethnic groups, immi- dren with Special Needs, Boston, Mass. rollment objective, but in general the languagearts gration and emigration. geography, occupations, Pub Date(79) - -and-GED-Fistruction of the school-year program family trees. United States history, and leadership. Note--62p. appeared to have an effect on the participantsas Sample activities offer suggestions for researching. many of them earned GED high-school equivalency making collages, reading, viewing films and film- Available fromBoston Public Schools, The De- diplomas. (MP) partment of Special Services. 26 Court St., 7th strips, analyzing charts and graphs. hypothesizing, Floor, Boston. MA 02108 (Free, postage reim- role playing, simulation gaming. interviewing, clas- bursement may be required) sifying, and taking surveys Each section offers from nine to 15 activities designed to develop social sti Pub Type GuidesGeneral (ow Reference 0259 MaterialsDirectories /Catalogs (132) ED 183 427 dies skills, especially those related to multicultural EDRS Price MFOI Plus Postage. PC Not Avails- Five-State I'dilti-Ethnic Training Project, Min- education Each activity includes an introduction. ble from EDRS. ',spoils Pub c Schools, Ethnic CulturalCenter. three to five educational objectives. a detailed litt of Final Pro Report. July 1. 1976 through needed materials, the estimated teaching time (usu- DescriptorsChild Advocacy. Due Process. Equal June .30, 197 Education, Handicapped Children, Identifica- ally from I to 3 class periods). and detailed guide- Minneapolis Public Schools. Mtnn lines for teaching methods and follow-up activities. tion, Individualized Programs. Parent Participa- Spons Agency - {Office of Education (DHEW), tion, Prevocational Education, Services. 'State Student worksheets with answer sheets when appli- Washington, D C.EthnicHentageStudies cable are included in each section. Other egis)ation.5tudent Evaluation. Student Rights, Branch. compo- Vocational Education nents of the project are presented in SO 012 Bureau No.-54 JAH60360'. 414-423. (CIO) IdentifiersComprehensvieEmploymentand Pub Date-25 Jul 77 Training Act. Massachusetts (Boston) GrantG007603094 . Intended for handicapped students and their par. . ents, the booklet presents a guide to special educa- .Note-152p Forirelated documents, see ED -171 tion services in the Boston. Massachusetts, public -594; Not available from EDRS in paper copydue 0261 ED 183 478 to poor reprodtkibility throughout original Tipple, Bruce E Whitehead. Pamela schools, focusing on Chapter 7(.6. a Massachusetts Pub Type Reports law that guarantees every child the right to a free Descriptive (141) Minneapolis Multi-Ethnic Curriculum Project EDRS Price MFOI Piss Postage. PC NotAvaila- and appropriate public education. Section 1dis- ble from EDRS, Overviews: Student Reading Booklets. cusses the evaluation process. covering such aspects Minneapolis Public Schools, Minn. Dept. of Inter- DescriptorsActivities, 'Cultural Pluralism. Cur- group Education as the prereferral period, the early childhood riculum Development, 'Educational Objectives. screening program, referral, notification of patents, Spons Agency -Office of Education (DHEW), Elementary Secondary Education, 'Ethnic Stu- the assessment and planning penod, the evaluation Washington. D C EthnicHeritageStudies dies, Evaluation Methods. Inservice Teacher Branch. team. the evaluation conference. the individualized Education, Pilot Projects, Program Descriptions. education plan, quarterly progress reports andan- Pub Date-75 nual reviews, parental decision, and the appeals Program Effectiveness, Social Studies. Staff De- Note--103p, For related documents, see ED 171 velopment. Student Projects, Sum mauve Evalua- 594 and SO 012 414.423 process Section 2 focuses on parental involvement. tion. Teaching Methods, Training Methods Best copy available. Pub Type Guides - Classroom - Learner (051) 44 Document Resumes EQUAL EDRS Price - MFOUPC05 OPPORTUNITY IN EDUCATION Plus Postage. ;- EDRS Price - MFOI/PCO2 Plus DescriptorsAcculturation.CuituralPluralism, Postage. EDRS Price Ethnic Groups, Ethnicity, Ethnic Descriptors --' American MF01/PCO2 Plus Postage. Studies, lm. Indians. Case Studies, Descriptors -- American migrants, Indisidualover. Migration, Mul- Chinese Americans, Culture.Ethnic Groups, Indians.- Blacks.Com- ticiatural Education. Political Power.Secondary Ethnicity,Ethnic Studies, Food, munity Action, Community Influence.Com- Italian Ameri- munity Education. Vietnamese cans, Japanese American Culture, Jews,N1ut- Organizations,EconomicFactors. Identifiers'- Ethnic Heritage StudiesProgram Att, ticultural Education. Polish Americans.Religion, Ethnic Groups. Ethnic Studies,Individual Minneapolis Multi Ethnic CurriculumProject Secondary Education Power, Italian Americans, Jews.Labor Condi- The document presentssix 10.20 page student IdentifiersEthnic Heritage StudiesProgram Act. tions, M ulticultural Education, PoliticalPow er, booklets for the Minneapolis Multi-Ethnic flutterites. Irish Americans.Minneapolis Multi- Secondary Education. Unions Project - for secondary schools. Booklet I,"AcciAturation," Ethnic Curriculum Project Identifiers -Alinsky (Saul), Chicanos. - discusses how immigrants became The student booklet Ethnic Her- Americanized presents short case studies itagb Studies Program Act,Minneapolis...Multi through education and intermarriageBooklet 11 de- illustrating the ethnicity unit of"the Minneapolis Ethnic Curriculum Project ----- fines and enlarges upon various Multi- Ethnic Curriculum Project concepts relating to for sci.oncau-- The..studentboollet presents shortchapters 'Bus- ethnicity Booklet 111presents background informa- schools Twelve brief chapters -Iratin& the powerunit of the Minneapolis Multi- tion on the Vietnamese immigration pects of thelife.-values describe-vat-Min as- Booklet IV sor. eduoation, cut- Ethnic Curriculum Project forsecondary schools discusses physical. social.economic. o pea religious ceremonies and feelings Nine brief chapters describe moral, ethical pow erSariou*-ars of individuals, organiza- cis of migration different ethnic groups in theUnited States They tions, and labor unions and their ttitchaing emigration and relationship to immigration are summa-. Nest.: stories. of individualsin groups such as the power in the United States. Chapter 1 nzed in Booklet V The finalbooklet, "Enclaves.' Huttente.. Japanese Buddhists, describes the Jews. Irish Ameri- early history of the InternationalLadies Garment examines ethnic neighborhoods Each bookletpre- cans. subu-banites, Polish Americans. sents clear definitions, is illustrated with Chinese Am- corkers Union, while Chapter IIpresents labor drawings ericans, American Indians, and ItalianAmericans or photographs, includes pages asking One chapter lists Polish conditions in the Mesabi Iron RangeChapters III for thoughtful customs throughout the through VI offer brief biographies input by students, and ends witha page encouraging of Saul Alinsky, y car, another discusses Italian food, stillanother a professional community students to hypothesize about thetopic Other com- describes the Tamburitzan, organizer, Corky Gon- ponents of the project arc presented an East European per- zales. a Chicano youth trader, in SO 012 414- forming folk group The chapteron American Indi- Barbara Jordan, a 423 (CK) black member of Congress.and ans focuses on the language and listsplaces and Fiorello La states with Indian names Many of Guardia, the Italian Americanmayor of New York the storks are City Chapter VII covers the presented in first personaccounts. although urine Human Organizational arc descriptive All stress ethnicity (CK) Political and Economic Development.Inc. (HOPE) 0262 ED 183 479 in Houston. Texas. a black SAjerssdd Chnittan K And Others community organization Chapter VIII describes theMilwaukee Indian Com- Minneapolis Multi-Ethnic CurriculumProject- munity School. while Chapter IX discusses Acculturation-Unit. of a Spanishspeaking the job 0264 court interpreter. All the Minneapolis Public Schools. Minn.Dept of Inter ED 183 481 group Education SIvervold Chnsrwn K And Others chapters focus on individual.group, community, Minneapolis MultEthnic CurriculumProject- political, or economicpower (CK) Spons AgencyOffice ofEducation (DHEW), Family Unit. Washington. D.0 EthnicHeritage Branch Studies Minneapolis Public Schools,Minn Dept of Inter- Pub Date-75 group Education. Spons Agcney-.=43flice of 0266 Note - -44p, For relateddocuments, see SO 012 Education WHEW). ED 183 483 414.423 Washington. D C Ethnic Heritage Skirtvoid. Clintrian K.And Others Branch Studies Pub Type Guides- Classroom Minneapolis Multi-Ethnic Curriculum Learner (051) Pub Date -,-75 Project- EDRS PriceNIFOI/PCO2 Plus Postage. Prejudice/Discrimination Unit Note - -61p; For related documents. Minneapolis Public Schools. Minn DescriptorsAcculturation. Arabs. nineStu- see SO 012 Dept of Inter- dies, Dialects. Ethnic Groups. Ethnic 414.423 group Education. Studies, Pub Type Guides Classroom Immigrants. Indochinese.ItalianAmericans, - Learner (051) Spons Agency Office ofEducation (DHEW), Jews, Mexican Americans, EDRS Price MFOI/PC03 Washington. D C. Slulticultural Educa- Plus Postage. EthnicHeritageStudies Descriptors Adoption. American Branch. tion. North Americans. SecondaryEducation, Indians. Blacks. Vietnamese 'CaseStudies.Chinese Americans. Ethine Pub Date-75 Identifiers Groups. Ethnic Studies, Family Note - -56p, Photographs Ethnic Heritage Studies ProgramAct, (Sociological throughout document German Americans, Minneapolis Unit), Family Characteristics. Multi Ethnic Family Life, Indio may not reproduce clearly from EDRSin paper Curriculum Project. Scandimaians Chinese, Italian Americans, JapaneseAmericans. copy. For related documents, The student booklet presents . see SO 012 414.423 short case studies .Jews, 'Multicultural Education.Puerto Ricans, Pub Type Guides- Classroom - Learner (051) illbstrating the acculturation unit Secondary Education. Slavery of the Mtnneapo EDRS Price - NIFOI/PC03Plus Postage. hs Multi-Ethrue.Curriculum Projectfor secondary IdentifiersArmenians, Ethnic Heritage schools It is presented in Program Act. Minneapolis Studies 'Descriptors American Indians.Bias, Blacks. Chi- nine chapters Chapter I Multi Ethnic Cur- nese Americans, Citizenship. Ethnic provides background informationon immigration riculum Project. Scandinavians Groups. and "points out ways acculturation The student booklet presents Ethnic Studies. Indians. JapaneseAmericans. takes place short c. se studies Labor Conditions. Multicultural Chapter 11. "Barrio Boy." tells of Mein a Mexican illustrating the family unit of theMinneapolis Mul Education, Or. American neighborhoodChapter tiEthme Curriculum Project for ganizations (Groups). Polish AmericansPuerto 111 explores secondary schools Ricans, Racial Segregation, Secondary "Minnesota Norsk," the languageof Norwegians in 1 hirtecn brief chaptersdescribe family life and pat- Es. ,cation, Minneapolis in the process of becoming terns of different-ethnic groups Slascry. SocialBias, Social Discrimination, American. in the United States United States History tied Chapter IV explains howa Vietnamese refugee They present stories of individuals family became self-sufficient. Chapter in groups such as IdentifiersChicanos, Ethnic Heritage V is an au- Puerto Ricans. SwedishAmericans, Jews, Viet- Studies Pro- tobiographical a.count of the life ofWilliam Hum. namese refugees. gram Act. Minneapolis Multi EthnicCurriculum mel, a German immigrant The Japanese Americans, Blacks Project success story of Italian Americans. ArmenianAmericans, American Found Sa'sd, an Egyptianimmigrant who designed Indians, and Chinese Americans The student bookletpresents short chapters illus a low-cost mesh° for making mos ies, Chapters also de- trating the prejudice/discrimination is told in Chap. scribe adoption procedures, thecustom of Japanese unit of the ter VI A short biography of Less Minneapolis Multi-Ethnic Strauss is pre- picture brides, how to do a familytree, and the Curriculum Project for sented in Chapter VII ChapterVIII tells of an changing Chinese view of womanhood secondary schools Fifteen brief Italian immigrant boy and his A chapter chapters describe feelings of futility on family patterns presents a chartcomparing the the ways Americans have and stilldo discriminate while hunting for a job Thefinal chapter suggests characteristics of a traditional family against the people of various ethnic a learning activity in which the with the ch.' groups. Topics role of * State Vietnamese student plays the racier:sties of first and secondgeneration ethnic cover the history and policies of theKnow-Nothing Resettlement Committee families in the United States political party in the 1850s. member and must recommend Many sty les of living the life and job of a steps to be taken ,are described. including single Polish sweat-shop girl. relating to education. ,:mployment. parent families, and a slave's work in the cotton location, hous- families headed by grandparents fields. Chinese laborers ing, and family sets ices for the Vietnamese Some of the stn. on the transcontinental rail- (CK) refugees net are first person accounts, whileothers arc de- road, the living conditions of senptive (CK) Mexican Americans in the valley of the Rio Grande Riverand of Puerto Ricans in the barrios of NewYork City, and the fight for citizenship by Dr.Pandit, an East Indian Two chapters describe school 0263 ED 183 480 0265 segregation cases, one Riervo/d. Chruttan K And Others ED 183 482 relating to Japanese American Sktervold. Chruttan K And Others children in San Fran- Minneapolis Multi-Ethnic CurriculumProject- cisco and the other relatingto Mexican American Ethnicity Unit. Minneapolis MultiEthnicCurriculum Project- Power Unit. students. A photo essay illustratesthe internment of Minneapolis Public Schools, MinnDept of Inter-' Japanese Americans during WorldWar II Contem- group Education Minneapolis Public Schools.Minn Dept of Inter- grobp Education, porary discrimination is discussed intwo chapters, Spons Agency-0011.c ofEducation (DHEW). one presenting the findings ofa study by the No- Washington, D C Ethnic Spons AgencyOffice ofEducation WHEW), HeritageStudies Washington.D.0 none Center for Urban EthnicAffairs on ethnic Branch EthnicHeritageStudies discrimination in the corporate o,Pub Date-75 Branch wor1d, and the other on the legality of private club discrimination Note - -46p, For related Pub Date--75 The documents, sec SO 012 Note-35p. final three chapters trace the 414.423 For related documents.see SO 012 development of the Pub Type Guides 414.423 Japanese American CitizensLeague. the National ClassroomLearner (051) Association for the Advancement Pub Type Guides- Classroom - Learner (051) of Colored Peo- ple, and American Indian militancy(CK)

Aav EQUAL OPPORTUNITY IN EDUCATION Document Resumes 45

0267 ED 183 484 0269 ED 183 595 ED 183 663 Minneapolis Multi-Ethnic Curriculum Project EgIsaer, RichardMatuszek, Paula Migration Unit. Patton.0Pa2 ?wi Richard II.And Others Project P.A.V.E. Evaluation. Technical Report Resolving the Desegregation-Issiiiinihe St. Louis Minneapolis Public Schools. Minn Dept. of Inter- 1977.78. Publication Number: 77.49. group Education Poblic-SetiOids: Summarg_pf Events Since 1972; Austin Independent School_District ex Office of Spons AgencyOffice of Education (DHEW). Analysis of Policy Considerations; Strategies for iicsearch-and-EvilniTiOn Resolution. Washington, D Clnthn» Heratage., _Studies-- PUb Date-30 Jun 78 Missouri Univ., St. Louis. Center for Community Branch Noe--82p.. Some appendices magmail) legible _Pub- Oa and Metropolitan Studies Pub Type Reports - Research (143)- Reports Spons AgencyNationalInst of Note - -70p, For related documents. sec SO 012 Es aluanve (142) Education 414.423 Tests /Quo tionnaires (160) (DHEW), Washington. D.C. EDRS Price - MFOI/PC04 Plus Postage. Pub DateFeb 78 Pub Type Guides ClassroomLearner (051) DescriptorsAcademic Achievement. Attendance. Contract--400-76-0103 EDRS Price - 111E01/PC03 Plus Postage. CareerCounseling,EducationalAssessment, Note--109p ; Not available in paper copy due to Descriptors Arabs Blacks, Chinese Americans. "Experimental Programs, Extracurricular Activi- reproduction quality of original document, Fo: a 'Ethnic Groups Ethnic Studies. Immigrams, ties. High Schools. Institutional Cooperation. Par- related document see UD 020 285 Jews. Korean Americans. Mexican Amencans, cnt Participation. "Program Attitudes. Program Pub Type Guides Non-Claisroom (055) Re- "Migration. Migration Patterns. "Multicultural Development, Program Effectiveness. Program ports - General (140) Education, North Americsns. Secondary Educa- Validation, Questionnaires, "Special Education, EDRS Price MFOI Plus Postage. PC Not Avails- tion. Slavery, United States History Student Improvement, Vocational Education ble from EDRS. IdentifiersChoctaw (Tribe), Ethnic Heritage Stu- identifiersAustin School District TX, 'Project Descriptors--Community Involvement.'Court dies Program Act. Minneapolis Multi Ethnic Cur- PAVE. Texas (Austin) Litigation,'DesegregationPlans,Elementary riculum Project. Scandinavians, Slays Project PAVE was implemented in Travis High Secondary Education,'MetropolitanAreas, The student booklet presents short chapters illus- School, Austin. Texas, to extend and coordinateser- "School Desegregation trating the migration unit of the Minneapolis Multi- vices for certain high school special education stu- Identifiers-- Mis.ouri (Saint Louis) Ethnic Curriculum Project for secondary schools. dents. Four components were crucial to the Project This handbook was written for those residents of Sixteen brief chapters describe migration. immigre PAVE modelparentalinvolvement. academic St Louis who would like to involve themselvesin tion. and emigration in the United States. The first achievement, vocational programing. ano extracur- the social. political, and public education tasks six chapters offer first person accounts of immi- neuter opportunities The project evaluation.con- which are central to the desegregationprocess. See- grants from Norway, Korea, Egypt. Hitler's Ger- ducted in 1977.78, focused on whether PAVE tinn I presents a factual summary of evernskin the many and Yugoslavia These are of both early and activities should be disseminated to other school school desegregation case beginning kith the riling contemporary immigrants Other chapters, present districts and whether PAN E should be adopted by of the initial suit in February of 1972. Section II brief histories of immigration in the United States other schools in the Austin Independent School offers an analysis of the current status of the school including a discussion of taws and quotas. and the District The following areas were investigated. (I) desegregation process in St Louis It is drafted from Chinese. Mexican, and Finnish migrations One special student participation in school activities. (2) a perspective which views the desegregation process chapter describes the slave le and offers a related attendance and dropout statistics, (3) fulfillment of as a complex social, political and legal phenonme- simulation game. while an ler relates the story of project objectives, (4) credits caned toward gradua- nun with profound and far-reaching effects. Section the removal of the Choctaw Indians from Missis- tion, (5) low-cost activities, (6) stairs time require- ell outlines the components and workings ofa com- sippi to Indian Territory The final two chapters ments and perceptions of project effectiveness, (7) munity-based process through which the Courtcan discuss the contemporary mos ement of blacks to implementation in other Austin schools. (8) utiliza- pursue formulation of a court-ordered plan should it so choose The final section of this report addresses Atlanta, Georgia and patterns of movingin the tion of planning process activities, (9) newtypes of United States today (CK) decision nuking and involvement of parents, itself to the process of plan implementation. Draw- stu- ing on the lessons learned in other cities, general dents. and counselors. (10) achievement gains. (1 I) student participation in socational activities, and tenets of conflict resolution, and familiarity with the (12) changes in teaching practices and attitudes St. Louis community. the essential components ofa 0268 comprehensive strategy for implementation ofa ED 183 485 (Data pertaining to these questions are summarized. court-ordered plan are presented (AuthorlRLV) Skjervold. Chnstian K And Others and questionnaires used to collect dataare ap- Minneapolis MultiEthnic Curriculum Project- pended) (GDC) Enclaves Unit (Andj The First Original New Ethnic COMIC Book. 0272 ED 183 678 Minneapolis Public Schools, Minn. Dept of Inter- 0270 Hanusey. Richard D group Education ED 183 639 Desegregation of Urban Schools... Is it Possible? Iadicola. PeterMoore. Helen Spons AgencyOffice of Education (D".F.W). The Philadelphia Story. Washington. D C EthnicHeritageStudies The Desegregated School and Status Relations Pub Date[79 Branch among Anglo and Minority Students: The Note-10p., Not available in paper copy due tore- Pub Date-75 Dilemma of School Desegregation. production quality of original document 'Note -32p. 7-.orrelater) documents, see SO 012 Spons AgencyNational Instof Mental Health Pub Type Reports - Evaluative (142) 414.422 (DHEW), Rockville, Md EDRS Price - MFOI Plus Postage. PC Not Availa- Pub Type Guides - Classroom - Learner (051) Pub DateJul 79 ble from EDRS. EDRS Price MEM/ PCO2 Plus Postage. GrantPHS-MH-26607-03 DescriptorsBasic Skills, 'Desegregation Meth- DescriptorsBlacks, Note--4 I p . Not available in paper copy due to light ods, 'Desegregation Plans. Elementary Second. BuildingTrades, Cubans. print Ethnic Groups. Ethnic Studies. "Multicultural ary Education, Magnet Schools. Multicultural Education. 'Neighborhoods. Occupations, Sec- Pub Type Reports; Research (143) Education, Nontraditional Education, 'School ondary Education. Social Discnmmation EDRS Price - MFOI Plus Postage. PC Not Avalla Desegregation,UrbanSchools.'Voluntary ble from EDRS. IdentifiersCajuns. Ethnic Hentage Studies Pro- Desegregation gram Act. Minneapolis Multi Ethnic Curriculum Descriptors--Acculturation, Black Students. IdentifiersPennsylvaina (Philadelphia) Project. Mohawk (Tribe). Moslems 'Desegregation Effects. Elementary Secondary Philadelphia's voluntary schooldesegregation The student booklet presents short chapters illus- Education, Grade 6. 'Racial Relatinns, -"School plan is designed to offer pupils the opportunity for trating the enclaves unit of the Minneapolis Multi. Desegregation. 'Self Concept, Sex Differences, educational experiences in multicultural. multiracial Ethnic Curriculum Project for secondary schools A "Social Status. Socioeconomic Status. Spanish schools, and to prevent white flight from the public Speaking, White Students seven page comic book is also included in the docu schools. Strategies for achieving desegregation in. This paper discusses the possible incongruence elude the creation of magnet schools. voluntary ment Six brief chapters to the student booklet de- between the two policy goals of desegregation. school pairing, the Alternative for Middle Years scribeethnicneighborhoods and occupations assimilation and improvement of intergroup relations program, and "academics plus" schools Magnet Chapter I discusses the Cuban refugees in Miamias schools at the junior and senior high school levels well as their life. customs, bilingualism, and need through the reduction of prejudice by means of to equal status contacts betw een students The have beer. successful in drawing students from all preserve their ethnic hentage Chapter II presents congruence between the two goals was tested by determin- over the city and from private schools in order to the Arab Muslim community in Dearborn, Michi- ing the effects of a school environment conducive to study music and arts, engineering, science and gan and their religion and family life Chapter III is mathematics In order to avoid the danger that mag- entitled "A Visit to Cajun Country" and tells stories assimilation upon status relation? between sixth grade Anglo, black, and Hispanic students net schools might detract from the quality of in- about life with the Cajuns in Louisiana Chapter III It was found that as both the percentage of Anglo students struction in other schools, the city has developed a lists the ten best cities in the United States for blacks and socioeconomic status of the school plan to raise the academic achievement of all stu- for economic, political, and cultural development increases, so does the level of status inequality between Anglo dents through alternative schools and back-to-bas- and rates them for overall quality of life. Chapter V and minority students Black males and Hispanic ics programs in which students, parents. and school offers a brief overview of occupations that have been female, were found to experience the highest level personnel all participate in decision making. Finally, traditonally identified with certain ethnic groups status inequality in their relations with Anglo the pairing of predominantly white with predor ii- The fI chapter tells of the Mohawk Indian tribe namly black schools has resulted in successful merg- and ti studentsThus,itwas shown that by placing r work with steel, beginning with bridge minority students in an environment conducive to e , from the point of view of racial composition and academic goals. The Philadelphia experience de- building and transients: to building in general. The assimilation, a process develops by which there comic book consists of three two-page stories illus- is monstra -s that it is possible to desegregate urban replication and reinforcement of the status inequali. trating discnmination and stereotyping. (CK) schools t.i offering freedomof choice(Au. ties found in the dominant society (Author/RLV) thor/GC) 5'

46 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

0273 ED 183 697 0275 ED 183 708 0277 Stanley. Cheryl F Rosser R. Stephen ED 183 865 Valverde. Leonard A 11-1,jeet S.P.I.C.E. Special Partnership in Career Magnet Schools Utilized for Voluntary Integra- Promotion Specialization: The Informal Process In Education. Career/Educational Awareness. A tion: A Descriptive Study. Large Urban Districts and Its Adverse Effects on Teaching Module. Houston Independent School District. Tex NonWItites and Women Volusia County Schools, Daytona Beach. Fla. Pub DateApr 80 Pub Date--Feb - Spons AgencyOfficeofCareer Education NoteIlp . Paper presented at the Annual Meeting Note - -23p; Paper presented at American Educe. (DHEWIOE). Washington. D C of the Southwest Educational Research Associa- dons! Research Association Conference (Boston. Bureau No.-554AH80167 tion (Houston. fX. February. 1979) MA, April. !980) Pub DateAug 79 Pub Type-- Speeches Meeting Papers (150) Pub Type Reports - Research (143) Speeches/. Grant-0007802013 Re- Meeting Papers (150) portsResearch (143) Note 27p For related documents see CE 024 4)(3- EDRS PriceMF01/ PCO I Plus Postage. EDRS Price - MFOI/PC01 Plus Postage. 450 ED 163 226. and ED 167 775. DescriptorsEqual Opportunities (Jobs). Ethnic Pub Type GuidesClassroom - Teacher (052) Descriptors Desegregation Methods. Elementary Groups.Ethnography. Females.Minority Secondary Education, Institutional Characteris- EDRS Price MFOI/PCO2 Plus Postage. Groups. Personnel Policy. Promotion (Occupa- DeseriptursCareer Awareness. Career Educa- tics. Magnet Schools, School Desegregation. tional). School Administration, School Person- tion. Career Exploration. Fused Curriculum, Voluntary Desegregation nel, School Policy. Socialization. Urban Schools Junior High Schools, Learning Activities. Mild This study reports the findings of a questionnaire This paper is directed at describing the informal Mental Retardation. Teaching Guides survey des eloped to gather information on the gen- promotion process utilized in large urban school dis- IdentifiersEducation Amendments 1974, Florida eral characteristics of magnet programs and to de- tricts and the effect of inhbuse selection on (Volume County). Project SPICE termine the use of magnet schools in oserall district minority individuals and women. The sponsor- This third in a series of six teaching modules on integration plans Thirty-eight of 98 districts re protege process (the informal promotion process of career/educational awareness is part of the Special spondmg to the survey reported utilizing magnet large urban school distncts) and socialization (the Partnership in Career Education (SPICE) program. psychological dimension of promotion) arc dis- schools for integration purposes Forty-one percent which was designed to provide career awareness cussed, Ethnography was the research methodology and exploration information to junior high aged of these districts reported having at least 50% used Results of the study generated information in educablementally handicappedstudents. The minority pdpulations Most magnet schools were at three areas. (1) a descriptive model of the sponsor- the elementary lesel Ten areas of emphasis ad- module follows a typical format that includes two protege process used in promotion, (2) an explana- major sections- overview and activities. The over- dressed in magnet schools were identified (1) fine tion of the socialization outcome. repication of the view includes mdaulembjectises. student perform- arts (2) career 'socational technical education, (3) protege in the image of the sponsor, and (3) the ance objectives,module organization.module academic. (4) basic skills, (5) administrative/struc- postulation of hypotheses and corollaries which ex- utilization, and assessing student activities. The ac- tural alteratmo. (6) gifted and talented: (7) early plain the exclusion of minorities and women from tivities section contains learning activities for one childhood education. (9) handicapped, and (10) advancement into public school administrative unit of instruction In addition to identifying learn- miscellaneous (areas by which their toles defied roles The report supports the premise that equal ing activities, each unit specifies student perform- categorization) Correlation analysis sus...anted no opportunity of promotion has been replaced with anceobjectivesand subjectareas covered. clear patterns between school distnet and magnet restrictive access to opportunity favoring white Assessment instruments and student worksheets are males. The proposition was set forth that institu- school characteristics Tables of data are appended appended. (LRA) (Author MK) tional practices exclude culturally different people from professional advancement, thus rejecting the popularly held misbelief that women and minorities are inadequate in number. ability. and aspiration 0278 ED 183 866 when seeking promotion Tables of data and refer- Project S.P.I.C.E. Special Partnership in Career 0274 ED 183 705 ences are included in the report (Author/MK) Brooks. Thomas E Langford Karla D Education.AttitudesandAppreciations. A Teaching Module. ESAA Magnet/Pilot Project. Final Evaluation Volusia County Schools, Daytona Beach. Fla. Report. 1978-79. SpoilsAgencyOfficeofCareer Education Saint-Louis Public Schools. Mo 0276 ED 183 864 (DHEW/OE). Washington. D.C. Pub Date-179) Project S.P.I.C.E. Special Partnership in Career Bureau No 554AH80167 Note.-94p,; Not asailablc in paper copy due to light Education. Guide to Program Implementation. Pub DateAug 79 print. Report compiled by the Emergency School Volusia County Schools. Daytona Beach. Fla GrantG007802013 Spans Aid Act Unit AgencyOfficeofCareerEducation Note -40p.; For related documents see CE 024 443- Pub Type Reports*. Evaluative (142) (DHEW /OE). Washington. D.0 450. ED 163 226. and ED 167 775. Bureau No.-554AH80167 . EDRS Price - MFOI Plus Postage. PC Not Availa- Pub DateAug 79 Pub Type Guides - Classroom- Teacher (052) ble from EDRS. EDRS PriceMFOI/PCO2 Plus Postage. GrantG007802013 DescriptorsAffective Behavior. Career Aware- DescriptorsAcademte Achievement. Achiesc- Note- -47p.; For related documents see CE 024 44 3- ment Rating, Elementary Secondary Education, ness. Career Education. Career Exploration. 450, ED 163 226, and ED 167 775 Fused Curriculum. Junior High Schools, Learning Enrollment Rate, Magnet Schools. PtIot Pro- Pub Type Guides - Non-Classroom (055) Activities. Mtld Mental Retardation. Student jects. Program Evaluation. Racial Relations. EDRS PriceMF01/PCO2 Plus Postage. Attitudes, Teaching Guides. Work Attitudes School Desegregation Social Isolation. Social DescriptorsCareer Awareness. Career Educa- Identifiers Education Amendments 1971. Florida Relations tion. Career Exploration. Fuscd Curriculum. (Volusia County). Project SPICE IdentifiersEmergency School Aid Act 1972. Guides. Junior High Schools. Mild Mental This second in a series of six teaching modules on Missouri (Saint Louis) Retardation.ProgramDescriptions.Program attitudes and appreciations is part of the Special The magnet schools program in St Louis sup- Development Partnership in Career Education (SPICE) program. IdentifiersEducation Amendments 1974. Florida which was designed to provide career awareness ported seven elementary and three secondary level (Volusia County). Project SPICE * programs. In addition. three pilot programs on the and exploration information to junior high-aged This guide describes methods by which an :duce- educable mentally handicapped secondary lesel were established. Tic programs tor can establish a program of career awareness for students. The were esaluated in terms of basic skills achievement module follows a typical format that includes two the educable mentally handicapped student using major sections' overview and activities The over- and social relations (defined as decreased racial iso- project SPICE (Special Partnership in Career Edu- view includes module objectives, student perform- lation)Statistical analyses of achievement data cation) modules The first of two sections provides anceobjectives,module organization.module showed varying but high levels of achievement on an overview of the SPICE program Specific topics utilization, and assessing student activities The ac- the primary level Elementary magnet school stu- included are peer facilitation...community career tivities section contains tearing activities for two dents were shown to achieve at the same level as consultants. carcer-oriented onsne experiences units of instruction. In addition to identifying learn- students in regular school programs Real differ- classroom instruction student project. program ob- ing actiVitiCS each unit sp:cifies student perform- ences were not found in comparisons of achieve- jectives. and program participants Section 2 focuses anceobjectivesand subject areas covered ment levels between magnet and regular secondary on program implementation and includes the fol- Assessment instruments and student worksheets are lowing subsections. (1) Where Do You Begin?. (2) appended. (LRA) programs However. differences were found among How Do You Get Administrative Permission to individual secondary level magnet programs. Com- Start Your Program', (3) How Do You Incorporate parisons of pilot and regular school programs Career Education into Your Existing Curriculum?. showed significantly higher levels of achievement in (4) ow Do You Establish Peer Interaction?. (5) How 0279 ED 183 867 pilot schools Social relations data points to differ- Do You Secure Community Consultants'. (6) How Project S.P.I.C.E. Special Partnership trt Career ences in opposite direcnons in black and white stu- Do You Arrange OnSite Visits?. (7) Check the Education. Employability Skills. ,itsTeaching dents perceptions of relationships among students Policy in Your District about Transporting Stu- Module. and between students and school administrators. dents, (8) How Do You Secure Parental Participa- Volusia County Schools, Daytona Beach. Fla, Variability of experiences was reflected tr, teachers' tion", and (9) How Do You Involve All the SponsAgencyOfficeofCareerEducation responses to social relations scales. with differences Students') Appended material includes a com munity (DHEW/OE). Washington. D.C. seen between perceptions of black snd white teach- career consultant letter and survey, confirmation Bureau No.-- 554AH80167 ers. Analysis of enrollment retention rates showed letters, a brief description of career education. a list Pub DateAug 79 of typical student questions, a letter of appreciation. a 50 4% rate for magnet schools with no comparable GrantG007802013 a certificate of appreciation, student thank you let Note - -39p. For related documents see CE 024445 information from regular programs Tables and ter formats. and parent letter and permission forms. graphs of statistical data are included. (MK) 450, ED 163 226. and ED 167 775 (LRA) Pub Type Guides - ClassroomTeacher (052)

ZJU EQUAL OPPORTUNITY IN EDUCATION Document Resumes 47

EDRS Price - MFOI/PCO2 Plus Postage. ton, student performance objectives. module or- and implementing individualized vocational educa- Discriptors *Career Awareness, Career Educa- ganization,module utilization.endassessing tion programs, and identifying. summarizing, and tion. Career Exploration, Fused Curriculum. student activities, The activities section contains disseminating materials and processes, and results °Job Skills. Junior High Schools, Learning Activi- learning activities for seven units of instruction In related to the project. It was determined that the ties. Mild Mental Retardation, Teaching Guides addition to identifying learning activities. each unit district has the capability to mainstream the hand- IdentifiersEddcation Amendments 1974, Floriia specifies student performance objectives and subject icapped with concurrent support services. Several (Volusia County), Project SPICE areas covered Assessment instruments and student publications on guidelines for mainstreaming hand- This sixth in a series of six teaching modules oil worksheets are appended (IRA) icapped students into vocational programs were employability skills is part of the Special Partner- produced Some of the conclusions were (1) stiff ship in Career Education (SPICE) program, which development is vitally necessary and effective; (2) was designed to provide career awareness and cx individualized education programs need improve- ploration information to junior highaged educable 0282 ED 183 870 nicnt in quality with more vocational educators .e- mentally handicapped students. The module follows Project S.P.1.C.E. Special Partnership in Career volved, (3) procedures for identifying handicapped typical format that includes two major sections Education Final Report. students are inadequate, (4) testing procedures are overview and activities The overview includes Volusia County Schools. Daytona Beach. Fla good but iced to be made more avrilable; and (5) module objectives, student performance objectives, Spons AgencyOffice of Education (DHEW). more coordination, placement, followup, and staff module organization, module utilization, and as Washington. D C. development are needed. (Author/BM) sessing student activities. The activities section con. Bureau No 554AH80167 tains learning activities for two units of instruction Pub Date--Aug 79 In addition to identifying learning activities, each GrantG007802013 unit specifies student performance objectives and Note-- 1 96p ; Not available in paper copy due to 0284 ED 183 942 subject areas covered Assessment instruments and light and broken type. For related documents sec Rumble. Richard R. student worksheets are appended (LRA) CE 024 443.449, ED 163 226, and ED 167 775 Mainstreaming Handicapped Students. dtildelines Pub Type Reports - Descriptive (141) Reports for Increasing the Enrollment of Handicapped - Research (143) Learners in Vocational Cluster Programs in the EDRS Price - MFOI Plus Postage. PC Not Availa- Portland Public Schools. A Research Project in 0280, ED 183 86R ble from EDRS. Vocayonal Education in the Portland Public Project S.P.I.C,E. Special Partnership in Career "Descriptors*Cared Education.Carcer Explora- Schools. Education. Decision Making/Beginning Compe- tion, Curriculum Development, Educational Re- Portland Public Schools. Oreg. tency. A Teaching Module. search. Fused Curriculum. Junior High Schools, Spons AgencyOffice of Education (DHEW). Volusia Counts Schools. Daytona Beach. Fla. Mild Mental Retardation. Program Descrip- Washington, D C. Spons 1,gencyOfEceofCareerEducation tions. Program Evaluation Pub Date (Apr 79) (DHEW/OE). Rashington, DC IdentifiersEducation Amendments 1974. Florida Note--18Ip : Some pages with small, light type will Bureau No 554AH 0167 (Volusia County), Project SPICE not reproduce well For related documents see CE Pub DateAug 79 The purpose of the Special Partnership in Career 024 664 and ED 162 475.479. GrantG007802013 Education (SPICE) project was to design a practi- Pub Type Guides - Non-Classroom (055) Note--38p For related documents sec CE 024 443- cal. replicable, transportable career exploration cur- EDRS PriceMFOI /PCO$ Plus Postage. 450. ED 163 226. and ED 167 775 riculum for junior high-aged educable mentally DescriptorsAdministrator Guides, Disabilities, Pub Type GuidesClassroom - Teacher (052) handicappedstudents Six careereducation Educational Planning, Guidelines. High Schools, EDRS Price - htFOI/PCO2 Plus Postage. modules and a guide for integrating career educa- 'High School Students, Individualized Instruc- DescriptorsCareer Awareness, Career Educa- tion into an existing curriculum were developed tion,Nfamstreaming, Program Implementation. tion, Career Exploration. Dccision Making. The six career education modules arc (1) Self Vocational Education Fused Curriculum, Junior High Schools, Learning Awareness. (2) Attitudes and Appreciations. (3) Ca- IdentifiersEducation for All Handicapped Chil- Activities, Mild Mental Retardation. Teaching reer /Educational Awareness and Exploration, (4) dren Act. Oregon (Portland) Guides Decision Making/Beginning Competency. (5) Eco- This guide addresses steps that must be taken at IdentifiersEducation Amendments 1974, Florida nomic Awareness, and (6) Employability Skills. Stu- various administrative levels and at the course or (Volusia County). Project SPICE dents participating in the SPICE program went on program level tiorder to successfully implement This fourth in a series of six teaching modules on site visits to work settings in thc community, heard P L 94.142 (see CE 024 664). The guidelines, decision making 'beginning competency is part of guest speakers discuss their careers, and met with called action steps. are organized and discussed in theSpecialPartnershipinCareerEducation the project staff in large and small groups to discuss the following categories central administrative ac- (SPICE) program, which was designed to provide career opportunities and requirements Among the tion, area administrative action; building level ac- career awareness and exploration information to findings of summativ e and formative evaluation tion, and course or program level action A chart is junior highaged educable mentally handicapped procedures was thatthe project succeeded in provided giving a brief description of all the steps to students The module follows a typical format that achieving twelve of the fifteen stated objectives be accomplished within a school district in order to includes two major sections' overview and activi- Overall, it was found that thc SPICE program was successfully mainstream handicapped youth in vo- ties The overview includes module objectives, stu- more effective with the handicapped students than cational education. An annotated bibliography is dent performance objectives, module organization. the non handicapped group (Appended matcrtal in- also included. Several materials are appended, in- module utilization, and assessing student activities cludes a list of subordinate objectocs. project news- cluding Portland Public Schools Policies and Proce- The activities section contains learning activities for letters, and articles related to the project ) (LRA) dures regarding programs in special education; two units of instruction. In addition to identifying related process forms and planning formats, pro- learning activities, each unit specifies student per- gram outlines; and survey results and other support- formance objectives and subject areas covered. As- ing data. (BM) sessment instruments and student worksheets are 0283 ED 183 941 appended. (LRA) Rumble, Richard R. A Vocational Education Research Program in the Portland Public School District. Final Report. 0285 ED 184 272 Portland Public Schools, Oreg. Conner:. JaneSwanson. Monty 0281 ED 183 869 Spons AgencyBureau of Occupational and Adult A Guide for Implementing Project DEEP (Diversi- Project S.P.I.C.E. Special Partnership In Career Education (DHEW /OE), Washington, D.C. fied Educational Experiences Program). Ad- Education. Economic Awareness. A Teaching Bureau No.-498AH70234 minIstrator's Guide. Module, Pub DateApr 79 Wichita Public Schools, Kans. Volusia County Schools. Daytona Beach, Fla. GrantG007702245 Pub DateJan 79 SponsAgencyOfficeofCareer Education Note:54p.; Appendix M removed due to marginal Note--37p. (DHEW/OE), Washington, D.0 legibility For related documents see CE 024 665 Pub Type-- Guides - Non-Classroom (055) Bureau No.-554AH80167 and ED 162 475.479. EDRS PriceMFOI/PCO2 Plus Postage, Pub DateAug 79 ' Pub Type ReportsDescriptive (141) DescriptorsAdministrator Guides, Behavior GrantG007802013 EDRS Price - MFOI/PC03 Plus Postage. Problems. Classroom Techniques. Gifted. In- Note-53p :for related documents see CE 024 443- Descriptors Educational Planning. service Teacher Education, Nontraditional Edu- 450, ED 163 226, and ED 167 775. Feasibility Studies. High Schools. High School cation, Potential Dropouts, Secondary Pub Type Guides - Classroom - Teacher (052) Students, ndividualizedInstruction, Mair Education EDRS PriceMFOI /PC03 Plus Postage. streaming, Program Implementation, Vocation.1 IdentifiersDiversdied Educational Experiences Desc,i;:orsCareer Awareness, Career Educa- Education Program tion, Career Exploration, Economics Etics. IdentifiersEducation for All Handicapped Chil- The guide is designed to provide the building level tion, Fused Curriculum. Junior High Schools, dren Act, Oregon (Portland) administrator - step by step model for implementing Learning Activities.Mild Mental Retardation, A project was conducted to improve the capacity Project DEEP's (Diversified Educational Experi- Teaching Guides of the Portland (Oregon) School District to fully ences Program) alternative classroom management IdentifiersEducation Amendments 1974. Florida implement individualized vocational education pro- system for secondary academic classrooms with (Volute County). Project SPICE grams for the handicapped. Four high schools par- disaffected (attendance problems. discipline prob- This filth in, series of six modules on economic ticipatedintheproject.which involvedthe lems, potential dropouts), average, and gifted and awareness is part of the Special Partnership in Ca- following activities assessing current capabilities of creative students Material is arranged in a develop- re Education (SPICE) program, which was de- the schools involved, conceptualizing and articulat- mental format, answering questions as the adminis- signed to provide career awareness and exploration ing collaborative planning sequences and data- trator progresses through the process of identifying information to junior high aged educable mentally based decisionmaking among various the program, matching needs with program. involv- handicapped students. The module follows a typical organizational elements within the district, developing other educators, selecting teachers, building the format that includes two major sections. overview ing comprehensive guidelines, operational proce- team, training staff, communicating with parents and activities The overview includes module objet- dures, and realistic methodologies for phasing in and community, and installing, managing. and eve.

1 o 0 .1. 48 Document Resumes EQU OPPORTUNITY IN EDUCATION lusting the program. It is explained that Project ment, student/teacher/ paraprofessional interac- DEEP is stuaent centered and project oriented with lions, projectdirectorcapability. and parent 0290 ED 185 196 students in DEEP classrooms identif)ing needs. for- involvement are presentedProcedures by which mulating objectives, developing tasks based upon Brooka Thomas E And Others student performance data were analyzed, as well as Evaluation Report, St. Louis Magnet/Pilot P,o- these objectives. presenting group projects based on the results of questionnaires administered to teach- fulfillment of objectives. receiving teacher debnef- grams, Emergency School Assistance Act, Title ing following the project. and participating in their ers, paraprofessionals, and bilingual project staff VII, 1976-1977. ow n evaluations The document includes attitudinal members are discussed Also described arc ' elations Saint Louis Public Schools, Mo. assessment and curriculuin objectives checklists, s between teachers and project staff. It is concluded Pub Date-177] DEEP training schedule, a list of suggested materi- that, in jeneral, the bilingual bic.oltural program is Note -348p , Report prepared by the Emergency als, and sample forms (SBH) excellent and that its personnel funi.tion well Se. School Aid Ad Unit. For a related document see veral recommendations arc offered for improving UD 020 382. Not available in paper copy due to staff relations, student selection. staff skill utiliza light print non. achievement evaluatton. parent participation, Pub Typeg. ReportsEvaluative (142) 0286 ED 184 912 and teacher involvement lit program planning and EDRS Price MFOI Plus Postage. PC Not Availa- The Holocaust: A Study of Genocide. evaluation (GC) ble from EDRS. New York City Board of Education. Brooklyn, N Y Descriptors 'AcademicAchievement,Com- Dis of Curnculum and Instruction munityInvolvement,Elementary Secondary Pub Date-79 Education, Inservice Teacher Education, inter- Note--587p. 0288 groupRelations,InterpersonalRelationship, ED 185 154 Magnet Schools,PilotProjects,Program Available fromBoard of Education of the City of Lase. James H Mann. Dunrel J New York, Publications Sales Office. 110 Living- Evaluation, Racial Relations. School Desegrega- Intervening la School Desegregation Conflicts: tion, Social Isolation ston Street. Brooklyn. NY 11201 (S11 00) The Role of the Monitor. Pub Type-- Guides - Classroom - Learner (051) IdentifiersEmergency School Aid Act1972, Guides - Classroom - Teacher (052) Spons AgencyNationalInst. ofEducation Missouri (Saint Louis) Document Not Available from EDRS. (DHEW), Washington. D C The St. Louis Missouri, magnet schools program DescriptorsAnti Senutism. European History, Rub Date-80 supported eight grade schools and two high schools History Instruction. Interdisciplinary Approach, dntract-400.26-0103 Programs in law and consumer education and ethnic Jews. Learning Activities, Lesson Plans, Se- Note 70p., Not available in paper copy due to light heritage were also undertaken Staff development condary Education, Teaching Guides. Teaching, -print and community involvement projects were ini- Methods Journal CitResearch in Social Movements. Con- tiated Outcomes common to all components and IdentifierssNazism. World War 11 flicts and Change, s 3 1980 outcomes of specific programs were assessed. Pro- The teaching guide presents lesson plans. achy! Pub Type Reports - Evaluative (142) gram eValuation focused on basic skills achieve- Reports ment. social relations (reduction of racial isolation), tits, and readings about the Holocaust for use in the - Research (143) secondary grades. It is divided Into two parts. Part organizational climate, and outcomes related to par- EDRS Price MFOI Plus Postage. PC Not Availa- ent attitudes, stall-satisfaction, and student involve- I consists of course outlines and lesson plans for ble from EDRS. classes in junior and senior high English. and social ment. Elementary magnet school students were DescriptorsCommunity Attitudes. Compliance shown to achieve at the same level as students in stodies and world history These vary in length and (Legal),Conflict some are accompanied by literary selections Part II. Resolution.Desegregation regular programs, except for third and fourth grad- the major part of the book. presents lesson plans for Methods, Desegregation Plans, Elementar) Sec- ers who achieved at a lower level. Achievement of 18 weeks of class- time. arranged into an introduc- ondary Education, Federal Regulation. Interven- secondary level magnet program students was gen- tion and seven themes. The introduction focuses on tion. Program Administration, Program erally not consistently above or below that of stu- how the study of the Holocaust can alert people to Evaluation. School Desegregation, School Dis- dents in control 'high schoolsDifferences were present and future dangers of racism and genocide. tricts found in comparisons among magnet schools. The The seven themes areI) the position of Jews in IdentifiersMissouri (Saint Louis). Missouri (Saint trend of data Lollected on social relations was posi Europe before the Holocaust, 2) how the Nazis rose Louis County). School Lesegrega.lon Monitors twe No conclusive evidence on the effktiveness of reactng instructional goals for the ethsnic heritage to power, 3) how racism and anti-Semitism led to The authors examine the role of the school deseg- the debasement of modern society and to genocidal regation monitor and various types of monitoring or law and consumer education programs was avail- murder, 4) how the Nazis earned out their policies. able Workshops for staff development were per- bodies as a special case of the broader phenomenon ceived by teachers as effective and Improving. The 5) how the victims tried to maintain human dignity, of community conflict interventionMonitoring 6) how the rest of the world responded to the plight community involvement project was shown to have school desegregation is defined as, a process in increased interaction among the Emergency School of the victims, and 7) how the study of the Holo- which designated Individuals collect data on a caust can contribute to a more humane world For Aid Act Advisory Committee, business, civic and each theme there is a summary, a list of related sLhool system (through observation. documents, educational communities, parents, and the Board of concept statements. and one or two Introductory and interviews). analyze and evaluate the data, and Education. (MK) activities or discussion questions. There are a total report to an authorizing body on the content and of 37 lessons, each of w hich Consists of a focus ques- oualio of thesystem's efforts to comply with that tion, an introductory activity, Ao outline of content body s standards for desegregation. The paper dis- 0291 emphases. several summaryuestions. and numer- cusses monitoring as itechinque for intervention in ED 185 469 ous readings An annotated bibliography concludes community conflict,delineates advantages and McCune. ShirleyMatthews. Martha the book (CK) disadvantages of several types of monitoring, and The Context of Title IX: Outline and Participants' Materials for Generic Session One. Implement. examines monitoring activities in two school sys- ing Title IX and Attaining Sex Equity: A Work- tems, one urban and one suburban Implications for shop Package for Elementary-Secondary social policy and intervention strategies arc dis- Educators. 0287 , ED 185 132 cussed. (Author/MK) Ames. Judith SBick.s. Patricia National Foundation for the Improvement of Edu- cation, Washington, D.C. Resource Center on Sex An Evaluation of Title VII Bilingual/Bicultural Roles in Education. Program, 1977.78 School Year, Final Report. Community School District 22. Brooklyn, N Y. Spons AgencyCouncil of Chief State School Offi- 0289 ED 185 156 cers, Washington, D.C; Office of EduCition Pub DateJul 78 Modest. John And Others Note-35p., Not available in paper copy due to re (DHEW), Washington, D C. Women's Educa- production quality of ongmal docu.nent Human & Racial Awareness. tional Equity Act Program. Lexington Public Schools. Mass. Pub DateSep 78 Pub Type Reports - Descriptive (141) Reports - Evaluative (142) Pub Date-79 Contract-300. 76-0456 EDRS Price MFOI Plus Postage. PC Not Maila- Note-78p., Not available in paper cop) due to Note--76p , For related documents see CG 014 322- ble from EDRS. broken print 326, ED 155 498.508 and CG 014 392. Available fromSuperintendent of Documents. DescriptorsBilingualEducation.Elementary Pub Type Guides - Classroom Teacher (052) education, English (Second Language), Frrnch, EDRS Price MFOI Plus Postage. PC Not Availa- U S Government Printing Office, Washington. DC 20402 Haitian Creole, Junior High Schools, Multicul- ble from EDRS. Pub Type Guides - General (050) tural Education, Parent Participation. Progran DescriptorsCultural Activities. Cultural Aware- EDRS PriceMFOI/PC04 Plus Postage. Evaluation, Spanish Teacher Attitudes. Text- ness, Group Activities. Intergroup Relations, In- DescriptorsEducational Legislation. Elementary books termediate Grades, Learning Activities, Se,ondary Education. Equal Education, Fed- IdentifiersBilingual Education Act 1968, 'New Mulucultural Education, Program Guides. Ra eral Legislation, Inservice Education, Program York (Brooklyn) cial Relations. Teaching Guides This report is concerned with bilingual bicultural Implementation. School Personnel, SexDis- This curneutum guide describes activities for fifth enmination, Sex Role, Social Bias, Staff Devel- education programs in Spanish and Creole French, opment, Student offered in District 22. Brooklyn, New York. Student and sixth grade students to enhance their awareness School Relationship, of intergroup similarities and intragroup differences. Workshops selection, class structure. staff characteristics, and Identifiers 'Title monitoring of student progress are described. Cur- The activities, which include games, discussions, IXEducation Amendments riculum materials are listed for the following. (I) and experiments, can be used by teachers to help 1972 bilingual French classes in reading. math, science students deal with conflictive interpersonal situa- This workshop package is designed to assist those persons responsible for the implementation of Title and social studies (grades 1.6), (2) bilingual Spanish tions The goal of the program is to help children classes in phonics. reading, science, social studies, function appropriately in a multicultural, multieth IX of the Education Amendments of 1972 and the language arts. culture and math (grades I.9); (3) nic, and multiracial world attainment of sex equity in elementary and second- Follow-up activities, ary school settings The objectives of this first work- English as a Second Language classrooms (grades books, films, and filmstrips arc recommended (Au 1.9)Observations regarding classroom environ- shop session include pros 'ding part:co:4os with: (1) thor/M10 an opportunity to assess personal awareness of dif- EQUAL OPPORTUNITY IN EDUCATION Document Resumes 49 ferential treatment of males and females in their Identifiers -Title IXEducationAmendments schools and the Impact of Tole IX, (2) a revsev. of 1S72 flexibility), doing things with data (perseverance, Title IX and federal an ochscnmination laws, as well elaborator, complexity): and doing things differ. as personal skills in discrimination identification, Thu workshop package is designed to assist thlisc. entlx (courage, curiosity, imagination, originality) persons responsible for the implementation of Title Finally. creative thinking and creative problem solv- (3) an understrnding of differential sexrole IX of the Education Amendments of 1972 in cle zation as manitested in she schools, and (4) strate- ing are covered with sections on the creative prob. gicsfor mentary and secondary school settings Obtain es Ism solving (CPS) process, CPS process for setting goalsfornonsexist education of this third workshop SesSion include helping par. a Add.tion ally, a comprehensive stepb)step session futuristib, problem, a CPS center in the classroom, t,cipants to. (1) examine conditions and strategies and materials for a CPS center A list of teacher and outline and participant worksheets are provided as for change necessary to implement Title IX. (2) es- aids for workshop facilitators (Author I H LM) classroom resources associated with creative think- tablish i framework for chaghosing organizational ing skills concludes the document (S0H) change needs, (3) design a preliminary action plan, and (4) develop skills in program design andim plernentatton in their own educational setting Ad- 0292 ED 185 470 Mattheas Mariha ditionally. a comprehensive. stepbystepsession 0296 ED 185 772 outline and participant worksheets are providedas Benn&t, Janice 0 The Title IX Regulation and Grievance Process: aids for workshop facilitators (Author/FILM) Markle. Patricia Ann Outline and Participants' Materials for Generic A Guide for Teaching Structure of the Intellect in .S...srion Two. Implementing Title IX and Attain. the Gifted Classroom. Ing Sex Equity: A Workshop Package for Ele- San Diego City Schools. Calif Pub Date-78 mentary-Secondary Educators. 0294 ED 185 472 Note -576p, For related informattim, National Foundation for the Improvement of Edu- SfcCune. ShirleyMatthews. Martha see EC 123 cation. W ashington. D C Resource Center on Sex 926. Roles an Education The Administrator's Role: Outlines and Partici- Pub Type- Guides - Classroom - Teacher (052) pants: Mate,nals for Application Sessions for - Spons Agency-Council of Chief State School Of Guides - Classroom - Learner (051) ricers, t, ashington. DC. Office of Education Administrators Implementing Title IX and At EDRS MF02/PC24 Plus Postage. taming Sex Equity: A Workshop Package for Descriptors -*Class Activities, Cognitive Develop- (DHEW), Washington. DC %omen's Educa Elementary-Secondary Educators. tionat Equity Act Program ment, Convergent Thinking,Creative Develop. Pub Date --,Sep 78 National Foundation for,the Improvement of Edu ment, 'Creative Thinking, Divergent Thinking. canon, Washington, D C. Resource Center on Scx Contract-,300-761456 Roles in Education. Elementary Education. Games, Gifted, Instru-c Note-1-15p . tionalMaterials. Memory. For related documents see CG ()14 Spons Agency -Council of Chief State School Offi- Puzzles.Student 321026, ED 155 498.508 and'CG 014 392 cers, Washington, D C Evaluation. Teaching Guides As ailaible Office of Education Identifiers -*Structure of Intellect from -Superintehdeot of Documents (DHEW), Washington, D C' Women's Educa- U S Government Printing Office, IA ashington, tional Equity Act Program The document offers suggestions for developinga DC 20402 Pub Date-Sep 78 Strucure of Intellect (S01) program for gifted elementary students, An introductory chapter covers Pub Type- GuidesGeneral (050) Contract-300-76.0456 EDRS Price - MFOI /PC05 Plus Postage. the definition of SOI, rationale for using the SOl Descriptors- Educational Legislation, Elementary Note-168p, For related documents sec CG 014 model with gifted studcnts, purpose of the guide, 321.326, ED i55 498.508 and CO 01'4 392 assessment of intellectual ability, preparation of the Secondir) Education, hqual Education, Fed Available from-Superintendent of Documents, eral Legislation, Grtesance Procedures, Inser. 13 S Government Printing Office, Washington, SOI prescription, classroom activities basedon the weeEducation.'Problem Solving.School DC 20402 SOL organization and teaching strategies, and SOl tasks to be used in remedial reading Also provided Personnel. 'Sex Discrimination, Skit Develop. Pub Type- tildes - General (050) mcnt.Social BIM, Staff Development, W ork in this initial section are resources which include a shops EDRSPrice MFOI/PC07 Plus Postage. Descriptors-- di list of teachers. references, SOIclassificatioh of edu- *natio Role. Administia cational materials, an outline of Erickson Elemen Identifiers-TitleIXEducationAmendments tors, 'Compliance (Legal), Critical Path Method, 1972 tary School lab materials. materials list for the SOI Elementary Secondary Education, Equal Educa. This workshop package is designed to assist those 'Ion, Federal Legislation. Program Effectiveness, Abilities Workbook, and the SOl Institute list of persons responsible for the implementation of Title materials and servicesSubsequent chapters are Program Improvement. 'Sox Discrimination, color coded for five areas (cognition, memory, IX of the Education Vmendments of 1972 in ele- Social Bias con- mentary and secondary school settings The obrec s ergentprodiktion, divergentproduction, and Identifiers-vfoleIX EducationAmendihents uses of this second workshop session I include 1972 cva:uation) and usually include an introduction and helping participants to (1) review requirements of sections with a glossary of pertinent SO1 factor defi This workshop session IS designed to, assist ad nitions, a list of commercially prepared materials, the regulation to implement Title IX, (2) assess their ministrators responsible for the implementation of own lindcrstandribgs of Title IX. (3) understand the descriptions of activities, and task cards (which con- Title IX of the Education Amendments of 1972 and sist of mates, puzzles, graphs, and other instrue' significance of Title IX grievance piocedures. (3) the attainment of sex equity in elementary and se- gain, information regarding the structural comps tional materials) (SBH) condary school settings. These materials focuson nc its of effective grievance procedures, (5) develop helping administrators ensue* procedural compli/ skills related to potential responsibilities for griev once with Title IX through the establishment of a ance problem sols ing. and (6) increase skills In iden foundation for sex equity as well as specific strate tifying Title IX violations and informulating 0297 ED 185 808 gies for monitoring implementation efforts related Mishra, Shuala And Others corrective or remedial actions Additionally, acorn to Title IX SpeCifib topics addressed include the prehensive. stepbyttep session outline and partici. An Approach for Implementing a School District following (I) assessment of current status and prob. Wide Needs Assessment. pant worksheets are provided as aids for workshop !ems. (2) required compliance procedures, (3) roles 'acilitators (Author,L San Diego State Um, Calif lost for Cultural Plu of the Title IX coordtnater, and (4) decision -making rat:cm activities related to Title IX implementation and Pub Date-77 monitoring Additionally, a comprehensive,step- Note.-115p 0293 bystep session outline and participant worksheets Available from-Institute for Cultural Pluralism. ED 185 471 are prmaicd as aids for workshop facilitators (Au- McCune, ShirleyMattheas. ,darrha thor /HUM) 5544 112 Hardy Street. San Diego, CA 92182 Planning for Change: Outline and Participants' (S2.65) Materials for Generic Session Three. Imple- Pub Type- GuidesNon-Classroom (055) menting Title IX and, Attaining Sex Equity: A EDRS Price - N11,01 /PC05 Plus Postage. Workshop Package for Elementary-Secondary Descriptors-Bilingual 0295 ED 185 771 Education. Community Educator!. Foster, Kathleen M Surveys, Cultural Background, Data Analysis, Data Collection, Educational Assessment, Ele National Foundation for the Improvement of Edu- A Guide for Teaching Creative Thinking Skills and cation, Washington. D C Resource Center on Sex mentary Secondary Education, English (Second Roles in Education Creative ProblemSolving in the Gifted Class- TOOT. Language), Evaluation Criteria. 'Language Skills, Spons Agency-Council of Chief State School Ofli San Diego City Schools, Calif Low Achievement, Needs Assessment, Non Eng- cers. Washington. D COffice of Education Pub Datc-79 lish Speaking, Questionnaires. School Districts, Social Influences. "Student Evaluatiod (DHEW), Washington, D C Women's Educa. Note-147p For related- information. see EC 123 tional Ecp...ity Act Program. 927. Identifiers -Bilingual Programs, Lau v Nichols Put( Date-Sep 78 A manual was developed to assist administrators Pub Type-. GuidesClassroomTeacher (052) to assess the needs of their institutions, parents. stu- Contract-300-76.0456 EDRS Price I1F01/PC06 Plus Postage. dents, staff, and educational programs relative to Note-69p , For related documents see CG 014 321. Descriptors --Class Activities, "Creative Thinking, 326, ED 155 498.506 and CG 014 392 bilingual program planning. A second area-of focus Elementary Education, Gifted,Problem Solv is the identification of Lau students, Available from - Superintendent of Documents, mg. Teaching Guides or students whose home language is other than English and who U S Governmetit Punting Office, Washington, The guide offers elementary teachers narrative DC 20402 - are not performing conceptually and linguistically at statements about creative thinkine in teaching and a level equal to or better than the district standard Pub Type- Guides - General (050) learning and contains over 100 ideas for gifted class EDRS Price - MFOI/PC03 Plus Postage. of proficiency The core of-the manual is a Needs room activitiesNarratives address the following Descriptors-Change Strategies. Elementary Sc. Assessment Bank of Questions addressed to differ- topics' rationale for creative thinking in the class ent role groups and covering a wide range of issues condary Education, Equal Education, Federal room, definition of creative thinking, individual de- k.egislation, lnservice Education, Organizational velopmentof Questions r-rqnent to particular needs and ad creativity.teacherandlearner dressed to specific rolegroups Change, Program Development, Program Im- responsibility in creative thinking, and creative can be selected for plementation. School Personnel, Sex Discnmi- survey instruments, Interview questionnaires, and problem solving. Classroom applications of creative other devices The purpose and use of needs assess- nation, Skill Development, Social Bias, thinking )kills are divided into three dimensions- Workshops ment for bilingual education planning are discussed gathering and/or isolating data (awareness, fluency, to provide a general approach to needs assessment 50 Document Resumes EQUAL OPPORTUNITY :N EDUCATION implementation The discussion focuses upon (I) EDRS Price - MC01 Plus Postage. PC Not Avails English usage, pupils studying Spanish as a native identification of goals, (2) design of assessment ble from EDRS. procedures. (3) development of assessment instru- language increased their levels of skills in Spanish Descriptors3mm Skills, Convennonal Instruc- usage; special services were provided to improve ments, (4) development of sampling plans. (5) col- tion, Curriculum, Discipline Policy. Elementary lection of data, and (6) analysis of data. A brief levels of interaction between parents of immigrant Secondary Education, Magnet Schools. Parent students and the school, and ..the pupils were in- discussion of the purpose and methods of conduct Participation, Program Development. Program ing a sociocultural survey of the students' com volved in varied activities designed to promote so- munity is included (SW) Proposals, School Desegregation. Stall Develop- cial adjustment and assist academic functioning ment, Student Evaluation. leaching Methods The Special Mathematics program sought to im- IdentifiersOhio (Cleveland) prove mathematics achievementof elementary This proposed magnet school program iv intended pupils through a program in which students, par- to provide a fundamental education to Cleveland ents, and school personnel could work coopera- 0298 ED 186 237 students at both the elementary and secondary lev- Shafer, Janet L. Ed tively The basic curriculum was the Cumculum els Basic elements of the program's first semester Development Associates (CDA) Mathematics Pro- Magnet School Planning Project: Science and operations are used to illustrate plans for an ex- Technology Magnet School. gram. Program evaluation concluded that: most panded program A detailed description of the pro- pupils showed a loss in age achievement quotient Dallas Independent School pallet. Tcs gram cov:Is staffing, staff development, curriculum, Spons AgencyOffice of Education (DREW). after having, used the CDA program. pupils made instructional methodology, teaching/learning gains in self concept as learners; and teachers did W ashington. D C. styles, pupil -assessnfent, support activities, extra- Puts Date-L-79 not feel committed to the program, were not fully Note--352p and co-currictllar activities, and parent and advisory implementing it, and half the time used other teach- committee involvement A schedule of implementa- Available from- Dallas Independent School Dis ing materials Learning activities, behavioral objec- tion and a sequence of evaluation activities are in- tives. met, 3700 Ross Ave . Dallas, TX 75204 (no price cluded (EB) and datatablesare iniludedCultural quoted). Adjustment program materials are appended. (Au- Pub Type ReportsEvaluative (142) Guides thor/MK) Non-Classroom (055) Reports - Descriptive (141) 0301 EDRS Price - MFOI /PCIS Pius Postage. ED 1.86 498 Fleming. Margaret. Ed And Others 0303 DescriptorsCurpculumDevelopment,Fduca Proposed Plan for Magnet Schools-Cleveland ED '186 544 atonal Facilities. Educational Planning. Educa- Keughr. Michael E Public Schools. Section II, Center for Individu- Evaluation of Title I Program. Community School tional Research. Evaluatibn Methods. Flow alize& Learning. Charts, Magnet Schools, Models. Needs As. Cleveland Board of Education, Ohio' District 31, New York City. 1978.79 School sessment,NontraditionalEducation,School Pub Date-29 Jun 79 Year. Final Report. E.D.L. Reading Lab. Community School District 31. Staten Island, N.Y. Buildings. Science Education, Secondary Educa- Note -41p.; Not available in paper copy due to tion, Secondary School Science. Technology re Pub Date-19 Oct 79 production quality of original documentFor Note13p This, report presents a replicable model for deve- related,,documents see UD 019 891.892 and UD loping a magnet school based on the planning of the Pub Type ReportsEvaluative (142) 019 894896 Attachments have been deleted due EDRS Price - MFOI /PC01 Plus Postage. Dallas Independent School District's Science and to reproducibility factors. Technology Magnet High School. The model is Descriptors -*Compensatory Education, Elemen- Pub Type Reports - Descriptive (141) tary Secondary Education. Program Descriptions, based on Malcolm Provus' process called -Discrep EDRS Price M801 Plus Postage. PC Not Avail*. ancy Evaluation:' designed as a guide for public bit from EDRS. Program Evaluation. *Reading Centers, Reading Improvement, Remedial Reading school programs to describe the discrepancy be DescriptorsCurriculum, Educational Opportuni- tween expectation and performance. The model ties,Elementary Secondary IdentifiersElementary Secondary Education Act contains four levels with each level more detailed Education, In- Title 1, New York (Staten Island) dividualizedInstruction,Magnet Schools, thaii.the previous one At each level thereare four Parent This program was designed to improve reading Participation, Program Development. skills and to provide intensive remediation for components the network, the inputprocess output, Program Proposals. Racial Integration, School stu the activity schedule. and the flow chart. The re dents in grades six through nine. Specialized materi- Desegregation,StudentEvaluation,Student mainder of the report presents a description of the Needs als and equipment were provided by Educational history of magnet schools, visitation reports. the Identifier 3Ohio (Cleveland) Development Laboratories (EDL). The EDL Read educational specifications, consultant reports, and ing Laboratory utilized the Learning 100program, an annotated bibliography (SA, This proposed magnet school program for in- a multimodality developmental and remedial pro- dividualized learning is intended to promote deseg- ;sram. Small groups of students received instruction regation and provideimprovededucational for no less than 40 minutes daily, five days a week. opportunties for students from diverse' ethnic /racial Constant feedback on individual and group progress backgrounds in Cle'veland. A detailed description of 0299 was provided. Quantitative analysis of the program ED 186 352 the program's curriculum covets subject content, Quoyeser. Isabella And Omer Was based on a pretest/posttest design with the learning objectives, instructional strategics,an. Stanford Diagnostic Reading Test serving A Module of instruction for Principals and Teach. ticipated staff duties and requirements, staff devel- as the ersMulticultural. measuring instrument. In all cases the aci,,,1 post- opment plans, learner characteristics, Pub Date-80 class test mean surpassed the predicted post- mean. Note45p. schedules and pupil assessment procedures Sup- The primary strengths of the program were seen to port services that will be offered and the potential be the positive manner of the personnel involved. Pub Type Guides - Classroom - Learner (051) role of parents and advisory committees in the pro. EDRS PriceNIFOI/PCO2 Plus Postage. the high expectation level set for student perfor- gram are also described. A schedule of program im- mance, and the high degree of individualization DescriptorsBlack Culture, Cultural Differences, plementation and a bibliography are included (EB) Equal Education, 'Group Discussion. Hispanic achieved by program participants. (Author /MK) American Culture. Mexican Americans, Minority Groups. Multicultural Education. Principals. Protosol Materials. Teacher Attitudes, 0302 ED 186 537 0304 Teacher E,ducanon, Teaching Methods Fraser. Lowrie A. ED 186 545 This module is designed for teachers and school Kelly. Charles P. Emergency School Aid Act Pilot Project. Final Evaluation of the Optional Asslgnmeat Program, administrators who wish to broaden their under- Project Report, 1978.79. standing of cultural differences in the cla::!room and Community School District 31, New York City. Atlanta Public Schools. Ga.' 1978-79 School Year. improvetheir ability to teach in a multiculturai Spons AgencyOffice of Education (DUEW), milieu. The first part of the modu e provides the Washington. D C. Community School District 31. Staten Island, N.Y. means by which' individuals can examine their Pub Date(79) Pub Date-19 Oct 79 knowledge of Black and Mexico', American cul- Note - -I 3pNot available in paper copy due to Note-112p.: Not available in paper copy due to broken print. tures. as well as their personal .ititudes toward cut reproduction quality of ong.nal document tural differences in general. Group and individual Pub Type ReportsEvaluative (142) Reports Pub Type ReportsEvaluative (142) - Descriptive (141) activities are outlined Specific information is in- EDRS Price MFOI Plus Postage. PC No, Avails. eluded on obtaining texts and audiovisual materials EDRS Price. MFOI Plus Postage. PC Not Availa- ble from EDRS. ble from EDRS. with which to augment the suggested learningses- sions (JD) DescriptorsAcademic Achievement. Cur. DescriptorsCompensatory Education, Elemen- riculum. Educationally Disadvantaged, Ele- tary Education, Junior High Schools. Mathema- mentary School Mathematics, Elementary ics instruction, Program Descriptions, Program Secondary Education, English (Second Lan. Evaluation, Reading Improvement, Reading in- guise), instructional Materials. Learning Activi- 0300 ED 186 497 struction, Remedial Instruction, Remedial Pro- ties, Non English Speaking, Program Evaluation, grams Fleming. Margaret, Ed.And Others Teacher Attitudes IdentifiersElementarySecondary Proposed Plan for Magnet Schools-Cleveland IdentifiersEmergency School Aid Act 1972, Education Public Schools. Section II, Cleveland Center for Act Title I, New York (Staten Island) Georgia (Atlanta) Students in need of supplementary reading and Fundamental Education. Two Emergency School Aid Act pilot programs Cleveland Board of Education, Ohio mathematics instruction were identified, their spe- Pub Date-29 Jun 79 were conducted by the Atlanta Public Schools. Cul- cific needs determined, and prescriptive activities Note- tural Adjustment and Special Mathematics The formulated Prescriptive reading and math teachers 38p., Not availsb mpaper copy due to re- purpose of the Cultural Adjustment program was to production quality of original documentFor Were responsible for program implementation and reduce isolation and educational problems related coordination with esssroom teachers in three ele- related documents see UD 019 891 and UD 019 to non-English speaking pupils and pupils who have 893.896 Appendices and attachments have been mentary schools and one junior high school. Staff first language interference Program evaluation con- training activities were carried out, and a total of 17 deleted due to reproducibility factors. clusions reported that: students studying English as Pub Type ReportsDescriptive (141) objectives were identified for participants in the a second language increased their proficiency in reading component. Posttest findings using the Pre-

'1 EQUAL OPPORTUNIT1 IN EDUCATION Document Resumes 51 scriptive Reading Inventory as the measuring in. strument indicated that all students in the program positive. (MK) 0307 ED 186 549 obtained the goals Fourteen objectives were identi Lanidots. Maw/11 lied for participants in the math component The ESEA Title 1 and Impact Aid. Final F..duation Diagnostic Mathematics Inventory was used as a Report, 1978.79. 0309 ED 186 551 Posttest instrument and indicated that all but one of Community School District 28, Queens. N 1 An Evaluation of the ESEA Title I and Impact Aid the participating students achieved all math goals Pub Date-28 Sep 79 Programs, Community School District 27, New (Mk) Note43p. York City Board of Edit-cation 1978.1979. Final Pub Type Reports Descriptive (141) Reports Evaluation Report, Evaluative (142). Numcrical,Quantitative Data (i10) Community School Distlict 27, Queens, N.Y Pub DateJul 79 0305 ED 186 546 EDRS Price MFOI/PCO2 Plus Postage, ldner Beatrice And Others Descriptors Academic Achievement, 'Achieve. Note117p. Title 1 Summer Program. Evaluation Report. ment Gains, Compensatory Education. Educa Pub Type Reports - Evaluative (142) Nuneri munity Satiool District 6, New York. N 1 tionally Disadvantaged. Elementary Secondary cal/Quantitative Data (110) Date Oct 79 Education. Program Descriptions, Program Ef. EDRS Price MFOUPC05 Plus Postage. festiveness,Program Evaluation, Remedial DescriptorsAcademic Achievement, 'Bilingual .e--16p Matlernatics, Pub Type Reports - Evaluative (142) Remech.c, Programs. Remedial Education, 'Compensatory Education, Diagnos Reading tic Teaching, Educationally Disadvantaged, Ele- EDRS PriceMFOI/PC01 Plus Postage. identiliers"Elementary SecondaryEducation mentary Education, Federal Descriptors Compensatory Education. Elemen- Act Title 1, Impact Aid, New York (Queens) Programs, tary Education, Individualged Instruction, Junior High Schools, Eng'ish (Second Language). Through the Title 1/Impact Aid programs, special ' Mathematics Junior High Schools. Instruction.- Paraprofessional Mathematics Instruction, reading and math services were provided for 2.385 School Personnel, Program Effectiveness. Pro- Program Es aluatIon, Reading Improvement, students in grades one through nine Three levels of gram Evaluation. 'Reading Programs, Remedial 'Remedial the Metropolitan Achievement Tests e.cre used Instruction, Remedial Programs, as Programs. Speech Communication 'Summer Programs objective pre and post test measures Pupil activities in reading varied according to diagnosed needs. Identifiers Elementary SecondaryEducation IdentifiersFlementary Secondary Education Act Act Title I. Impact-Aid Title 1, Nev. York (New York) grade level, and demonstrated task mastery Cogns tive :asks engaged in included perceptual training, Results of the evaluation of Title I and Impact Aid The Summer UmLrella Program was designed to auditory discrimination, vocabulary development, piorsms conducted in District 27, Queens, Ncw provide remedial instruction to children with de- word analysis. reading comprehension, study and Y are presented in this report Program compo monstrable needs in reading, mathematics, and test taking skills, and leisure reading Reading pro- net , described include (I) reading resource cen- English as,a second languageInstruction func- gram evaluation indicated tka, third through ninth ters organized in 14 Title 1 elementary schools and tioned on an individual or small group basis, em- graders achieved 6.12 month gains in reading 4 junior high and intermediate schools as well as the ploying a flexible. eclectic, multi - modality achievement grade equivalent scores First andsec- Impact Guidance Program operated in conjunction methodology The instructional Design was diagnos- ond grade studcnts demonstrated a mean gain of sax with r: reading resource centers: 2) mathematics tic /prescript' e Pre and posttests of skills achieve- months The Diagnostic Prescriptive Arithmetic program was utilized an math labs in conjunction reource Ir.boratorie servicing elementary and Jun- ment and formal evaluativeobservation bya in high school Title I students and industnal arts consultant were employed as evaluative techniques with the Indisidualizea Math System, teacher made materials, and instructional games Evaluation of le units offering similar services: (3) bilingual Observation :indings showed that a diagnostic/pre. sot-ce centers located in four elementary schools: scriptive model was implemented according to the math comtionent showed mean grade equivalent gains of six months to one year Data tables arc ) an oral communicatiorf laboratory'program for guidelines The instructional strengths and expertise included (MK) si.tits in grades 4.6 deficient in both oral lan that existed am og paraprofessionals. teachers, and guage and reading skills: and (5) an optional assign admmistralsrs made for a positive climate Pupils ment reading program for students attending other were 01-..aerved to be eager to learn, attentive, and than their officially designated schools All pro. .caponsave to instruction On the elementary !met, 0308 ED 186 550 aroma described made extensive use of individual 79 5 percent of the students obtained the same ora Chaphnc. Elaine cd instruction based on a diagnostic /prescriptive greater number of instructional objectives identified An Evaluation of Environmental Edueation)Com method Also discussed in this report are the evalua as the program goals for reading. 80 7 percent for munleation Skill Program Summer 1979. Final Report. Lion procedure, which called fol considerable parent ESL, and 74 6 percent for mathematics On the Jun. involvement, and statistical analysis and data rc tor high level. 81 2 percent obtained the program Comtnumty School District 27. Queens, N 1' Pub Date Sep 79 porting procedures (GC) goals for reading. 80.4 percent for ESL, and 79.1s Note17p. percent for mathematics These, findings indicate Pub Type Reports Descriptive (141) that in general, program gu(d6lines were observed Reports Evaluative (142) 0310 and most program goals were realized. 'MK) EDRS Price MFOI/PC01 Plus Postage. ED lbs. 552 Descriptors -- Compensatory Education, Content Frye, Thomas M And Others Area Reading, Environmental Education, Junior 1979 Evaluation ReportTitle I. High Schools. Program Descriptions, Program Community School District 23, Brooklyn, N Y. 0306 ED 136 547 Evaluation,Reading Achievement,Reading Pub DateJul 79 Cann, Arthur 4, Comprehension, Readmg Improvement, Note..51p ; Not available in paper copy due to light, ESEA Title 1 f . ans. Impact Aid (PL 81.874) Remedial Programs, Remedial Reading. "Sum. brel en print Program. Final Evaluation Report, 1978.1979. mer Programs, Writing (Composition). Writing Pub Type ReportsDescriptive (141) Reports Community Se'iool Dasbi,.t 32, Brooklyn, N.Y Skills Evaluative (142) Pub Date 171) IdentifiersElementary Secondary Education Act EDRS Price MFOI Plus Postage. PC Not Availa- Note 65,- Title"), New York (Queens) ble from EDRS. The Environmental Education /Communication Pub Reports - Desenpove (141) Reports DescriptorsCompensatory Education, Compli' Evaluative (142) Skills program was designed to improve junior high ante (Legal), Early Childhood Education, Edo. EDRS Price school students' reading and writing skills The key MFOI/PC07 Plus Postage. idea of the program was to motivate reading and rationally Disadvantaged, Elementary 7.ducation, DescriptorsAcademic Achievement, Bilingual writing improvement through environmental topic ' English (Second Language), Feder. Programs, Education.CompensatoryEducation. Early learning Content focus areas were orienteering, Junior High Schools, 'Parent Participation, Pro- Childhood Education, Educationally Disadvan plant life. animal life, environmental problems, and gram Descriptions, Program Evaluate , tasted, Element.ry Secondary Education, Private future planning A problemsolving approach and "Remedial Mathematics, Remedial Programs, School Aid, Program Descriptions. 'Program Ef scientific method of Investigation were stressed ' Remedial Reading festiveness, ProgramEvaluation,Remedial Program evaluation focused on pregram operation IdentifiersElementary Secondary Education Mathematics, 'Remedial Programs, 'Remedial and program effect The program appcareo to be Act Title I, New York (Brooklyn) Reading fully implemented The strengths of theprogram This document evaluates a five component title I were seen as content base and focus for language IdentifiersElementarySecondary Education program supported by Community School District Act Title I, Impact Aid. New York (Brooklyn) arts activities, positive staff attitudes, staff prepara- 23. Brooklyn, New York. The five components were tion, basic organization of rotating groups in topic (1) Mathematics Program for third through eighth This document presents evaluations of five Title areas,availability and quality of materials and 1/Impact Aid p. ,;ams supported by Community eq omens, and supervision and coordination Stu- graders, (2) Reading laboratories Program for third through eighth graders: (3) Early Childhood Pro- School District 32 in Brooklyn. New York. The five de. ,s' achievement n reading comprehensionwas programs were (1) Strengthening Early Childhood evaluated pre and post by the Literal and Inferential gram for Kindergarten through second graders, (4) Component, (2) Bilingual Methodology Reading comprehension subtests of the Stanfoc1 Diagnostic English as a Second Language Learning Centers for Cominent, (3) Mathematics Laboratory Compo- Reading 'TestFifty-eight percent of participating bilingual first through eighth graders, and (5) Parent nent, (4) Pading Laboratories Component. and (5) sti.dents reached or exceed the eritenon in literal Irvolvement Program designed to service paren.. of Non-Pt. School Component Each component comprehension, 54"1 percent reached or exceeded Title 1 studentsEach program was evaluated program is desenbed in terms of objectives, partici. the critenon in inferential comprehension Ninety through interviews and classroom observations to pants, activities. personnel, and evaluation design percent had acceptable scores on Writing Sample determine if funding guidelines were met. All com Characteristics Tests Student and staff attitudes ponents were found to be functioning according to and methodology Evaluative results apd meow were es .ated using a questionnaire format The guidelines, and recommendations were made for mendations are presented for each component staff felt the program was meeting its goals and (MK) program recycling Data collection instruments are should be mair..ained Student responses werevery included. (MK) 52 Document Resumes EQUAL OPPORTUNITY IN EDUCATION especially at the junior high school level Measure- 0311 ED 186 554 ment instruments utilized included the Stanford 0315 ED 186 560 Bonn.Robert L Early School Achievement Test (for second grad Streit. FredSpack. Eliot G. District E S.E.A. Title I Programs and Impact Aid ers), the Stanford Reading Test. and a number of Community School District #I0 (N.Y.C.). Title I (PL 81.874) Programs. Final Evaluptioa Report. other diagnostic tests Pre and post mean achieve ESEA B/E 5051.91620. Impact AldB/E 1978-1979. ment data indicate highly,positise gains at all grade 5051.98720. Final Evaluation Report, 1978 Community School District 21. Brooklyn, N Y levels. (Author/GC) 1979. P.ib DateJul 79 Community School District 10. Bronx. NOte-32p. Pub DateJul 79 Pub Type Reports - Evaluative (142) Reports Note-61p.; Not available in paper copy due to light - Dtsenptive (141) 0313 ED 186 556 pnnt. EDRS Price - MFOI/PCO2 Plus Postage. _KosAy. Elizabeth Pub Type ReportsEvaluative (142) Numeri- Descriptors --Academic Achievement. Compen. Community School District20K. Non Public cal/Quantitative Data (110) satory Education. Diagnostic Teaching, Educa- School Bilingual Program, Title 1- 5071.91626. EDRS Price. MFOI Pius Postage. PC Not Availa- tionally Disadvantaged. Elementary Education. Final Evaluation Report. 19') 9. ble from EDRS. Individualized Instruction. Junior High Schools, Community School District 20. li.00klyn. N Y DescriptorsAcademic Achievement, Admintstra Paraprofessional School Personnel, Program De. Pub Date--79 for Attitudes. Compensatory Education. Educa- scripoons,ProgramEffeenveness.Program Note20p nonally Disadvantaged, Elementary Secondary Evaluation. 'Reading Programs. Teacher Role Education. Federal Programs. Individualized In- IdentifiersElementarySecondary Education Pub Type Reports Evaluative(142)-- Tests /Questionnaires (160) struction. Junior High Schools, Mathematics In- Act Title 1, Impact Aid, New York (Brooklyn) struction.Paraprofessional SchoolPersonnel, The District 21. 1978.79 Title I Reading Program EDRS Price - ME01/PC01 Plus Postage. Descriptors Academic Achievement, Bilingual Private Schools. Program Effectiveness, Program had three basic components (1) Augmented Read- Evaluation. Public Schools, Reading Programs. ing Services. (2) Optional Assignment, and (3) Non Education, Compensatory Education, Elemen- Remedial Programs, Teacher Attitudes tary Education, Jews, Language Skills, Private Public Schools The Augmented Reading Services IdentifiersElementary Secondary Education component operated in six elementary schools, Schools. Program Effectiveness. Program Evalua- Act Title I. Impact Aid. New York (Bronx) reaching a total of more than 1.300 students defined tion, Yiddish The following Title 1 and impact Aid programs as below minimum competency and unserved by Identifiers 'ElementarySecondary Education carried out in Bronx, New York's Community other programs This component utilized a diagnos- Act Title 1.New York (Brooklyn) School District 10 are evaluated in this report: (I) tic/prescriptive approach and individual or small A bilingual Title 1 program conducted for 251 a reading program providing remedial instruction to group instruction Its effectiveness is reflected in the Yiddish speaking st udents in grades 1.8 is evaluated students in grades K-9. (2) a non public school com- high ratios of actual to expected mean gains for in this report The objectives of the program. which ponent providing remedial reading and mathemat- program participants at each grade level The Op- operated in six Yeshivas in Brooklyn, New York's ics instruction to eligible students in grades 1.8 at tional Assignment component served more than District 20. are outlined Staffing instructional pat- private schools located within the district: (3) an 300 educationally disadvantaged students in twelve terns. student eligibility and participation, and stu- Optional Assignment Reading Program for students noo-Tide I elementary schools Like the first com- dentachievementevaluationproceduresare in grades 7-9. A major goal of all three programs was ponent. Optional Assignment showed.greater than to significantly increase the achievement of students expected mean achievement gains at every grade described A statistically significant .mprosement in language achievementisreportedforalleight from. educationally disadvantaged backgrounds level A supplementary progranVImpact Aid, made Program objectives were achieved in the K-9 read- it possible for Augmented Reachrfglervices and Op- grades, although greatest gains are shown to have occurred among students in the lower grades This ing program and the non public school component. tionaI.Assignment to effectively serve an additional though not in the Optional Assignment Reading 245 students The final component of the program is attributed to the more frequent instruction (minimum three days per week) provided to these stu- Program Data prevented in this evaluation include wis one in which paraprofessionals worked together program objectives, classroom observation reports, with teachers assigned to three non-public schools dents Also commented upon in the report are the interview data from teachers, educational assistants located in District 21 Their efforts were helpful in quality of instructional services provided by the and parents of participating students. pre and post prO4iding individualization of instruction. Overall. bilingual teachers and paraprofessionals, the provi- achievement test results. and the status of objective the strength of the Title I reading program may be sion of inservice staff training, and the public availa- attainment for each component (Author/GC) attributed to the small group instructionIts Wee. bility of information regarding the Title I bilingual therms is reflected in the dedication of teachers program. Based upon the evaluation. it is recom- and paraprofessionals and effective utilization of in. mended that this program be recycled Also pre- dividualized.diagnostic/prescriptiveinstruction sented is a series of recommendations regarding 0316 ED 186 561 .(Author/GC) administrative procedures, evaluation instruments Tilts. Howard SAndOthers employed, the coordination of the bilingual program An evaluation of the PSEN Reading and Bilingual with other Title I services, and frequency of instruc- Program 1978-79. tion (GC) Community School District 6. New York. N.Y. 0312 ED 186 555 Pub DateAug 79 Hal/welt Joseph Note--25p : Not available in paper copy due to light Community School District ZOK. Reading Program print in the original for Options' Assignment, Title 15071.91627. 0314 ED 186 559 Pub Type Reports - Evaluative (142) Nunieri Final Evaluation Report: 1978.79. cal/Quantitative Data (110) Community School District 20, Brooklyn, N Y Bonn.Robert L Special Needs TESL Program, 1978.79, Final EDRS Price MFO I Plus Postage. PC Not Avails- Pub Date-179) ble from EDRS. Note -14p. Report. Community School District 20, Brooklyn, N Y DescriptorsAcademic Achievement. Bihngual Pub fype Reports - Evaluative (142) Reports Education,DiagnosticTeaching,Elementary . Descriptive (141) Pub Date(79) Note -9p. Education, English (Second Language). Greek. EDRS PriceMFOI /PC01 Plus Postage. Individualized Instruction. Language Skills. Pro- DescriptorsAcademic Achievement. Compensa. Pub Type Reports - Evaluative (142) EDRS Price gram Effectiveness, Program Evaluation. tory Education. Diagnostic Teaching. Elemen- ME01/PCO I Plus Postage. Remedial Reading. Spanish tary Education. Federal Programs, DescriptorsAudiolingual Methods. Elementary Identifiers --*New York (Ne York) Individualized Instruction. Junior High Schools, Education. English (Second Language).In- The District 6 program for Pupils with Special Program Descriptions, Program Effectiveness, dividualized instruction, Junior High Schools. Educational Needs (PSEN) was designed to pro- Program Evaluation. Reading Programs, Non English Speaking, Program Evaluation. 'Re- vide (I) supplementary reading instruction to Eng- Remedial Reading source Room Programs. Second Language In- lish speakers, and (2) bilingualinstruction and IdentifiersElementarySecondary Education struction, Second Language Programs, Smell reading skills, including English as a Second Lan- Act Title I. New York (Brooklyn) Group Instruction guage (ESL). to Spanish and Greek speakers. A to- Based on observations of all Title I reading teach. IdentifiersNew York (Brooklyn) talof 3.856 kindergartenthrough third grade ers participating in the Program for Optional As- The Teaching English as a Second Language Pro- children and 227 fourth through eighth graders were signment in District 20K, Brooklyn, New York. this gram was developed as a response to the needs of a served by the program. In the reading component, report summarizes the program's policies, practices, multicultural population it provides services geared small group and individualized instruction were and student achievement results The program to the individual needs of non-English speaking provided to children deficient in reading skills. f proposal called for assigning special reading teach- children in elementary and junic.. high schools lowing a sequential diagnostic/prescriptive model. ers to work with second through ninth grade stu- Children were seen for five 40 to 45 minute periods The bilingual component of the PS EN program was derfts, with 204 students in four schools ultimately designed to improve tie Spanish or Greek of partici served The basic purpose of the program was to weekly in groups of 10 to 12 An audio - lingual method of instruction was used Program evaluation pants through reading :nstruction in the child's na- raise the reading achievement level of these Op- tive language, as well as to improve the child's tional Assignment students by means of individual- was based on observations. interviews. and pre and post test results. The TESL program proved effec- English language proficiency The evaluation design ized and small group instruction Requirements for for the District 6 PSEN program specified both student admission included ecor OMIC disadvantage, tive in nine out of ten grade levels and met the need for which it was intended Strengths of the program process and product evaluation, and focused on the residence in a Title 1 area, and a need for reading degree to which program objectives were being im remediation The principal feature the program were found to be the pull-out approach (children plemented Results of the evaluation are presented was a diagnostic/prescriptive approach to reading were taken from their regular classes for special ser- in this report included are reading achievement instruction based on individual needs Teachers vices) and the small group/individualized instruc- data, information on staffing and instructional prac- were well prep red and kept careful records on stu tion usingaudio-lingual teachingaids The tices, and data acquired through observations and dent progress. Space and equipment used by the evaluation showed that the staff was enthusiastic interviews focusing on teacher, paraprofessional. program were adequate. though it is recommended and the administrative organization was capable and administrator attitudes toward the program that full size classrooms be found for the future, (MK) Recommendations fo, improving the program are EQUAL OPPORTUNITY IN EDUCATION Document Resumes 53 offered regarding bilingual instructional guidelines. diagnostic testing. and the utilization of ESL materi gut's enticism of "Access to Excellence," the als (Author GC) 0319 ED 186 796 voluntary school desegregation plan proposed by Gibson Jessie M Jones. Tvanne the Chicago Board of Education It is held that the A Social Skills Guide for Parents to Help Children plan will probably do more harm than good toward Cope. the desegregation of Chicago Public Schools. The Philadelphia School District. Pa 0317 ED 186 562 Urban League claims that "Access to Excellence"as llonard S Conde, 4quiles Spons AgencyOffice of Education (UHEW). elitist in design, misleading in its goals, dishonestin ashingto. , D C Right 10 Read Program character, and that it institutionalizes the Evaluation of the 1978.79 United States Liemen Pub Datc--79 prospect tar) and Secondary Education Act-Title I and of continued second class status for most of Chia- Notc83p go's minority students. General concerns expressed Impact Aid Programs in Community School Pub Type Guides District 6, New York. NonClassroom (055) about the plan include its lack of provision forman _Y. ED RS PriceN1F01/ PC04 Plus Postage, Community School District 6, New York, N datory participation by students, elitism inprogram Poo DateNov 79 DescriptorsBlack Culture. Child Desclopment. design and placement, and the continued isolation Notc68p Child Rearing. Elementary Secondary Educa- of minority group students Components of the plan tion, Home Study. Interocrsonal Competence. are described and the number of programs to be Pub Type ReportsEsaluative (142) Numen- 'Parent Child Relationship, Parent Responsibil ,a: 'Quantitative Data (110) initiated under each component, the number ofstu aty. Parents. Skill Des clopment. Training Meth- dent placements. and program costs are indicated, EDRS PriceMFOI/PC03 Plus Postage. ods The desegregation potential of each componentpro- DescriptorsAcademic Achicsement. Administra This booklet is designed to assist parentshelp gram is discussed. (MK) for Attitudes, Compensatory Education, Dog- their children' get along" with others, andis based mune Teaching, Educational') Dasads antagcd. on the premise that the ability to relate well to oth. Elementary Secondary Education.Englisn (Sc ens as essential to good mental health and successin cond Language). Federal Programs, indisidual the home, in the classroom, and on the job. The 0322 ED 187 788 and Instruction, Junior High Schools, materials focus on the following topics ( I) theuse Bonn. Ethel V M at heMatiCS Instruction, Paraprofessional of role play, questioning and respondingactivities Community School District 20K, Strengthening School Personnel, Program Effeciaseness, Pro- for basic social skill development, cludingnow to Earl) Childhood Bilingual, Title 1-5071.91622. gram Es aluation. 'Reading Programs, Remedial receive and give criticism, compliments and apolo- Final Evaluation Report, 1918.79. Programs, Spanish Speaking, Teacher Attitudes gies. (2) strategies for sensitizing children to their Community School Distract 20. Brooklyn, N.Y. feelings as well as the feelings and behaviors of IdentifiersElementary SecondaryEducation those Pub Date--[79) Act Title 1, Impact Aid. NCK York (Nev. York) with whom they come in contact, and (3)tech- Notc8p The following programs funded under Title I and niques for desclopang children's scnsc of self worth Pub Type RepoirtsEvaluative (142) Impact Aid and implemented in Nev. York City's and responsibility for their actions, andsuggestions EDRS Price -11F0i/PC01 Plus Postage. Community Saw District 6 are esaluated an this for coping with the actions of others Two "feeling" DescriptorsAcademic Achievement, 'Compen- report (1) the Program for Corrective Reading for words which are common expressionsin Black idi- satory Education, English (Second Language), eligible students in grades 3.6, (2) the Junior High omatic speech, "having an attitude" and "evil."are Language Skills, Paraprofessional School Per- included as one v. ay to help Black users of the book- sonnel, Primary Education, Program Effective- School k .,ading Lab Program, (3) Project Strascr. let better understandtheir children (Author) , designed to provide supplementary reading instrue- Hess, Program Evaluation, 'Second Language tom to pupils an grades 4, 5, and 6. (4) the Math Programs. Spanish Speaking Laboratory Program for the elementary and IdentifiersElementsrySecondary Education junior Act Title 1, "New York (Brook:yn) high levels and a supplementary Math Lab Impact 0320 ED 187 779 Aid program. (5) an English as a Second language Thc Strengthening Early Childhood (Bilingual) School Desegregation Proposal. program was designed to develop English language (ESL) program for Spanish speaking studentsin Chicago Urban Lcaguc, Ill Dept of Research grades 3.9. (6) Project Success, and intensis Pub Date[79) skills for pupils in grades one and two whowere c read- below the twenty-first percentile when tested ing and mathematics program for severely educa- Note21pFor a related document, see L'D 020 on the tionally retarded students in grades 4.7; (7) 463 Language Assessment Battery (LAB) in English. a non One hundred thirty-eight students were public school component which operatedin four Pub Type Reports Descriptive (141) seen by three teachers and dime paraprofessionals ingroups parochial schools for eligible students as grades 1.8 EDRS Price MFOI/PC01 Plus Postage. of ten for five 40 to 45 minute periods of instruction For each component, the goals and target popula Descriptors -*Desegregation Plans, Economic weekly The program was evaluated through non are described, csaluation procedures arc inter- re- Factors, Elementary Secondary Education, Ra views, classroom observations, and analysis of pre iew ed. program activities arc-outlined, and student tsar Composition, School Desegregation. and posttest LAB data The program was foundto achiesemcnt data are presented The results duties. School District Reorganization, Urban Schools be operating effectively and to be meshing withse- tionnaires administered to teachers. paraprofession Identifiers111ms (Chicago) scral other school programs in that it provided &deli als and , This paper presents the Chicago Urban League's incipals arc also included in the report tional English instruction to children drawnfrom (GC) (CUL) proposal for desegregating Chicago's public Spanish dominant classes LAB results indicated schools. developed in response to the demands of that mean gains were achtevcd at both grade levels, the State Board of Education and to local resistance Fifty percent of the participants reached thetwenty- against integration reouirements Thc CUL planis based upon resisions of administrative subdastricts first percentile by the end of the program Grade 0318 ED 186 563 studen:s who had received reading instruction WetsL James And Others .and allows for a variety of racialcompositions were tested by the Metropolitan Achievement Test within subdistricts with attention also Community School District 1978.79 Title 1 given to eco- and were found to have gained an average of thir- Decentralized Programs. Evaluation of the New nomic class factors Under the plan. Chicago as do teen months ingrade equivalent achievement York City School District S Educational Projects sided into 24 sub-districts Thc measure ofaverage student males for the sub-districts ranges from 77 scores Recommendations include recycling of the Funded under Title I of the Elementary and to program. separate testing for eligibility and evalua- 2 79 Racial compositions of the subdistrictsvary. Secondary Education Act of 1965 (PL 89.10) with three subdistracts (as opposed tion. and training of staff personnel in record keep- Performed for Community School District 5 for to the current ing (MK) II) sensing more than the desirablemaximum, 80%, the Year 1978.79. Final Evaluation Report. of the total population from one racial Community School Distract 5, New York, N.Y group The Pub DateFeb 80 percentage of economically disadvantaged students Note58p also varies. K ith only two (as opposed to thecurrent 0323 ED 187 789 six) subdistracts serving a population ofmore than Pu., pe ReportsEvaluatasc (142) Numcri the desirable maximum of Silverman, Dorothy Bank Stanley c al ; Quantstative Data (110) poverty students Title 1. Final Evaluation Report. Summer 1979. The total enrollment per sub-district is between10, EDRS PriceNIFOI PC03 Plus Postage. 000 and 20.000 pupils (MK) Community School District 8, Bronx, N.Y. Descriptors Academac Achievement, Compen Pub Date[79) satory Education. Diagnostic Teaching, Educa- Note56p.. Not available in pap,r copy dueto smudged print. tionally DasaJvantaged, Elementary Education, English (Second Language), Federal Programs, 0321 Pub Type Reports - Evaluative (142) ED 187 780 EDRS Price - 84F01 Plus Postage, PC Not Maila- Individualized Instruction, Junior High Schools, "Acee's to Excellence"; An Analysis and Commen ble from EDRS. Mathematics Instruction, Program Effectiveness. tary on the 1978.79 Program Proposals. Program DescriptorsCompensatory Education, Elemen Evaluation, Reading Programs, Chicago Urban League. III Dept of Research tary Secondary Education, Parent Participation, Remedial Programs Pub Date(791 'ProgramEffectiveness, Program Evaluation, Identifiers Elementary SecondaryEducation Note77p For a related document. sec ID020 Act Title I, New York (New York) 462. Remedial Mathematics, Remedial Programs, Pub Type Opinion Papers (120) *Remedial 'leading, 'Summer Programs, Wnting Three programs, one an reading, one in mathernat ReportsDe. Instruction 'es and one English as a Second Language (ESIJ scriptive (141) EDRS Price IdentifiersElernentarySecondary Education component, are described in this evaluation The NIFOI/PC04 Plus Postage. Act Title I. Impact Aid, New York (Bronx) programs were designed to provide remedial in. DescriptorsBoard of Education Policy. Com- munity This document presents evaluations of summer struction to students in New York City's Com Attitudes,DesegregattonMethods, Title I and Impact Aid reading, writing, and math- munity School Distnct "DesegregationPlans.Elementary Secondary S For each program Program ematics programs and tlqr Parental Involvement component, data presented in this report include a Education, Descriptions, School component The Title I and Impact Aid programs description of program objectives, target popula Demography, School Desegregation, School are briefly described as are the evaluation proce- Segregation, Urban Schools, Voluntary De.sqtre- Lion, and principal activities, student achicsement dures, program activities, program materials,Inter ganon views with data, and evaluator observations and recommends- Identifiers staff members, processevaluation lions (GC') (Chicago) findings, and This paper constitutes the Chicago Urban recommendations Quantitative Lea- esaluation was accomplished by a pre/posttest de- 54 Document Resumes EQUALOPPORTUNITY IN EDUCATION sign the Stanford Diagnostic Reading Test mean grade equivalent achievement at all grade lev- EDRS Price - INF0I/PC01 Plus Postage. These rindmgs are presented separately The Par els At each grade level the actual posttest mean was ental Involvement Component evaluation includes Descriptors-Bilingual Education, 'Chinese. Class higher than the predicted posttest mean Evaluators Activities, Junior High Schools, Native Lan- information on background. procedure,iii, dings. found no weaknesses in the program (MK) observations.andrecommendations Programs guage Instruction, Secondary School Science. were found to be functioning well and recycling was Sod Science recommended in all cases Quantitatively. 47 8% of Identifiers-Elementary Secondary Education Act Title VII participating students made gains in reading while 0326 33 6', maintained their initial levels. Test results for ED 188 300 This science unit is designed primarily for new- School Size and Pupil Costs. Reviewed for 1979- the remaining students indicated losses in achieve- comer Chinese students and for those who are con- ment (MK) 80. 1980 APS Planning Document 2. tinuing in the Chinese Bilingual Pilot Program, Albuquerque Public Schools. N \lea sponsored through the Elementary and Secondary Pub Dare-Feb 80 Education Act, Title VII. It is designed for limited Note 63p., For related documents. see ED 114 908 and non English speaking students. The unit is on 0324 ED 187 791 and ED 153 365 kinds of soils and how poor soil is made better. Knight Slichael E Available from-Director, Organization, Analysis Activities, comments. and a last of main terms in Evaluation of Title I Program. Community School & Research, Albuquerque Public Schools. P.O both languages are included Answers to the activi- District 31. New York City. 1978-19 School Box 25704. Albuquerque, NM 87125 (first copy ties are provided. (SW) Year Final Report. Diagnostle-P7eseriptive Pro- $8 50, ail additional copies 54.25) gram in Mathematics. Pub Type- Reports - Descriptive (141) - Numen Community School District 31. Staten Island, N Y cal /Quantitative Data (110) Pub Date--19 Oct 79 Document Not Available from EDRS. 0329 ED 188 496 Note - -16p. Not available in paper copy due' to Descriptors-EducationalFacilities,Elementary Lee, Alice broken print Schools, Elementary Secondary Education. En- The Sun-Planets-The Moon. Pub Type-- Reports - Evaluative (142) rollment Rate, Enrollment Trends, Expenditure San Francisco Unified School District. Calif Chi- EDRS Price MFOI Plus Postage. PC Not Availa- Per Student, High Schools, Middle Schools, nese Bilingual Pilot Program ble from EDRS. 'School District Spending, 'School Size, Special Spons AgencyOffice of Education (DHEW), Descriptors-Compensatory Education. Compu- EducatIonoTables (Data) Washington, D.0 tation. Diagnostic Teaching. Elementary Educa- Identifiers-Albuquerque Public Schools NM Pub Date-79 tion, Junior High Schools. Measurement. Number Note -48p The ninth annual report on optimal school size for Concepts. Problem Solving, Program Descrip- Language-Chinese tions. Program Effectiveness, Program Evalua- New Mexico's Albuquerque Pi'blic Schools presents enrollment and cost figures for the district's Pub Type- Guides - Classroom - Learner (051) tion,Remedial Mathematics. Remedial EDRS PriceMFOI/PCO2 Plus Postage. Programs, 'Resource Room Programs elementary. middle, and high schools and for its special education programs From these data are Deccriptors-'Astronomy. Bilingual Education. Identifiers -"Elementary Secondary Education Chinese. Class Activities, Junior High Schools, Act Title I New York (Staten Island) drawn the minimum school size for economic operation and the maximum school size for effective Native Language Instruction. Secondary School This program was designed to improve mathemat- Science ics achievement by directing intervention toward learning at each educational level The figures indi- identifiers- Elementary Secondary Education Act diagnosed deficiencies in number concepts. compu cate that declining enrollment at the middle and Title VII tational skill,, relationships among measures, and high school levels affected optimal school sizes. This science unit is designed primarily for new- problem solving Four hundred and twenty second while upper and lower limits for elementary schools comer Chinese students and for those who are con- through eighth grade students participated in the remained relatively unchanged from those of a year tinuing in the Chinese Bilingual Pilot Program. program Math lab rooms were established in each before Extensive tables relate school size and costs sponsored through the Elementary and Secondary of seven participating schools where students were per pupil and relate school size, occupancy rates, seen in whole class and small group settings Process Education Act, Title VIIIt is designed for limited and administrative and instructional costs Addi- and non English speaking students at the middle evaluation was ac.omplished through a rating scale tional tables present transportation cost figures and school level. The three sections of the unit cover the utilazed by the do euator during observation Rating overall summaries. (PGD) results indicated that the program functioned at an sun, the planets. and the moon At the end of each extremely high level with no ratings below the' .air" section, a list of main terms in Chinese and English. categc y Quantitative evaluation was based on a activities, and experiments are included, Answers to pre ipt,attest design using the Stanford Diagnostic the activities arc provided at the end of the book. 0327 ED 188 354 (SW) Matherratics Test In all cases, on all grade levels. SingleSkills Training Courses-E.S.E.A. Title actual posttest means indicated significant gains in IVC. Final Evaluation Report, achievement and exceeded predictedposttest District of Columbia Public Schools. Washington, means. The report includes recommendations for D.0 future program implementation (ME) 0330 ED 188 497 Pub Date-Jan 80 ,Stop Mary C And Others Note--60p. A Multicultural Social Studies Series for C.S.L. Pub Type- Reports - Research (143) Students, Book 2. - 0325 ED 187 792 EDRS Price - NIFOI /PC03 Plus Postage. San Francisco Unified School District, Calif. Chi Knight. Michael E Desenptors-Competency Based Education, nese Bilingual Pilot Program Evaluation of Diagnostie,Preseriptive Reading 'Disabilities, Elementary Secoodary Education. Spons Agency-Office of Education (DHEW), Program. Community School District 31, New Inservice Teacher Education. Maanstrcarning, Washington, D C York City. 1978.79 School Year. Final Report, Program Descriptions, Program Evaluation Pub Date--79 Community School District 3 i. Staten Island. N.Y Identifiers-Distoct of Columbia. Single Skills Note--66p. Pub Date-19 Oct 79 Training Courses Language-Chinese Note-- 1/p . Not available in paper copy due to light. The document -over half of which consists of ap- Pub Type- GuidesClassroom - Learner MD broken print pendixes- presents the final evaluation report of Sin- EDRS PriceMFOI /PC03 Plus Postage. Pub Type- Reports - Evali-atise (142) gle Skills Transit' Courses, a project designed to Descriptors-Asian Studies. Bilingual Education, EDRS Price - MFOI Plus Postage. PC Not Availa- provide short mservice training modules to teachers 'Chinese. "Chinese Culture, 'Cultural Education. ble from EDRS. and administrators in the District of Columbia in Junior High Schools. Multicultural Education, Descriptors -Compensatory Education, Diagnos- the areas of competency based curriculum im- Multicultural Textbooks, Second Language In- tic Teaching. Elementary Education. Program plementation and the mainstreaming and teaching struction. Socicl Studies Descriptions, Program Effectiveness, Program of handicapped children. Aspects covered include Identifiers-Elementary Secondary Education Act Evaluation, Program Implementation. Reading project background and objectives, evaluation, and Title VII Centers. Remedial Programs, Remedial Read- A multicultural social studies text for junior high .ng results Eighteen courses were offered representing the preferences of 72% of the respondeots to a needs school students of Chinese as a second language is Ident.fiers-ElementarySecondaryEducation presented. This level two text is designed for the Act Title I, "New York (Staten Island) assessment survey The average course enrollment was 14 5. Participants perceived the coses as be Chinese Bilingual Pilot Program sponsored through Five hundred twenty-sax second through sloth the Elementary and Secondary Education Act, Title graders were identified as needing supplementary mg valuable and enjoyable. and 86% of the partici- VII The book consists of 25 lessons with no more pants earned recertification credit (DLS) reading instruction, their specific needs were drag. than 50 characters each. Each lesson has a list of nosed, and intensive prescriptive instruction was terms in both Chinese and English. vocabulary, and provided A Lab oriented learning center environ- exercises Answers to the exercises and a bilingual ment was prescribed which included a listening- glossary are included Lessons cover the following /viewing center, a decoding center, a game center. 0328 ED 188 495 tee. Alice Asia, monsoon, Malaysia. Borneo, Asian countries, a library center. sod writing centers. The program caste in India, the women of Asia. Confucius, "soul" was evaluated qualitatively through observation us- The Earth's Treasurti Soil. in Japanese, law in old China, Japan, the changing ing a rating scale Quantitative evaluation was ac San Francisco Unified School District. Calif Chi- world in India, farming in China today, school days comphshed with a pre/posttest design using the nese Bilingual Pilot Program in China, acupuncture, Han Fei Tzu, Siddhartha Stanford Diagnostic Test Examination of rating Spons Agency-Office of Education (DHEW). scale data indicates a profile of successful im- Gautama, Gandhi. Mao Tse-tung, food or famine, Washington, D.C. changes in Chinese farming, poverty, the Olympic plementation. The vast majority of ratings were in Pub Date-79 ,e "very good" and "excellent" categories, with no games, and success The test is designed to be used Note--15p. along with the "World Studies Inquiry Series, Asia" program characteristics rated as "poor" or "very LanguageChinese poor and a "Multicultural Social Studies Series- Asia." Pre and posttest means indicate gains- in Pub Type- GuidesClassroom Learner (051) (SW) EQUAL OPPORTUNITY IN EDUCATION Document Resumes 55 batty and validity of the Code, and students' 0331 ED 189 127 / achievement gains were also examined Code scores Goodwin Judy 0335 ED 189 238 had high interobserver reliability and low to moder- Schoenen John L Follow Through Program (Original), 1978-19794 ate reliability between fall and winter observations Schwager. Israr Report No, 8023. 1 Scores had moderate concurrent validity Title I Children's Program Learning to Read Philadelphia School District. Pa tfffice of Earl)/ with through the Arts. Developer/Demonstrator Pro- Childhood Programs air supervisor ratings and discriminated well between ject. National Diffusion Network, United States Pub DateFeb 80 / high and low implementers All aides and teachers Office of Education. EvaluatiOn Report 1978.79. Note.-58p - l scored poorly on Loucks' Levels of Use interview New York City Board of Education, Brooklyn, N Y. Pub Type Reports Evaluative(142)-- for assessing educational inaosations its validity for Office of Educational Evaluation. Tests,Questionnaires (160) a performance based model. such as Direct Instruc- Pub Date(79) EDRS PriceINFO! /PC03 Plus Postage. i tion, was questioned Correlations with scoreson Note--18p. DescriptorsAcademic Achievement. Ancillary the Comprehensive Tests of Basic Skillswere low Pub Type ReportsEvaluative (142) School Services, 'Compensatory Education, Ele for pacing and formats, and moderate for there- EDRS Price MFOI /PCOI Plus Postage. mentary School Mathematics, Parent Part cipa- maining components Tracing skill mastery over Descriptors"ArtActivities.'ArtEducation. tion Participant Satisfaction. Primary Edution, long periods (1.2 years) can offer valuable mforma Compensatory Education, Demonstration Pro- Program Effectiveness. Program Eval anon, tion for inservice training (CP) grams. Elementary Education. Federal Programs. Questionnaires. Reading Achievement, pchool 'LanguageExperience Approach, Museums. Health Services, Staff Development, Student Program Descriptions. Program Effectiveness, Teacher Ratio. Teaching Models ProgramEvaluation. ReadingAchievement, 'Reading Programs, Validated Programs IdentifiersCalifornia Achievement Tests.Ele- 0333 ED 189 205 mentary Secondary Education Act Title I. Pro- Identifiers'ElementarySecondary Education inn Follow Through A Bibliography of MultiCultural & Non-Sexist Act Title Resource Materials. I, National Diffusion Network Pro- Philadelphia's Follaw Through program in14 grams. New York (New York) schools was evaluated in terms of as educational, Massachusetts State Dept of Education, Boston This is an evaluation of a program designed to sari deselopment. parent involsement, health ser- Bureau of Equal Educational Opportunities improve the reading skills of Title I eligible children vices and social sersices components Crosssec. Pub DateJan 80 in grades 4.6 through the integration ofa total art tional reading and mathematics achiestment data Note60p program with a total reading program. A total of indicated that the Follow Through participants out- Pub Type Reference Materials- Bibliographies 1,176 New York City school childrenwere served performed the non-Follow Through Title I group (131) GuidesClassroom - Teacher (052) by the program, which was conducted by the Board Quasi-longitudinal achiesement data were consist EDRS Price11F01, PC03 Plus Postage. of Education in association with five citymuseums cm with these finch:1,, indicating that pupils with DescriptorsAnnotated Bibliographies. Audi- Presented in this evaluation are a brief description maximum exposure to Follow Through in grades osisual Aids. 'Equal Education. Ethnic Stereo. of program activities and achievement objectives,as 1.3 outperformed TitleInon-Follow Through types. 'Instructional Materials. Media Selection, well as the malts of the California Achievement pupils, regardless of preschool experience Class- Multieultural Education, Publications. Resource Test (pre and post) and the Wisconsin Design Skill room obsersatton data indicated different behaviors Development Test, both of which were adminis- Centers, Resouree Materials. "Sex Fairness, Sex tered to participating students Based were present in classrooms using the different Fol. Stereotypes on these re- low Through models Bank Street. Behavior Anal- sults it is concluded that the Title I "Learning This annotated bibliography designed for to ysis. Bilingual. Educational Development Center. use by Read Through the Arts" project wasa success teachers and administrators, is intended to assist Parent Implemented, and Philadelphia Process. in Recommendations are offered regarding, (I) theex- Teachers and aides participated in staff develop. the implementation of the Massachusetts Equal pansion of the program within New York City and ment workshops and consultations. most felt that Educational Opportunity law It is disided into use as a nationwide resource center, (2) expansion of 0-cse activities had produced changes in the class. sections (1) Audio-Visual Materials (films. film the student population served to include special roomParent insolsement included fund raising. strips, kits, slides, videotapes and educational iciest education students. bilingual students, and students training and providing policy and budget ads ice. at mon programs),(2)Curriculum and Training younger than 4th grade, (3) expansion of evaluation the approximate rate of 14 3 hours per family Materials, (3) Books and Handbooks. (4) Newslet- procedures to focus on other than reading skills, and Healthservices data showed thatinfourteen ters and Periodicals, and (5) Additional Resources (4) the continued allocation of funds for the deve- schools, nine had contracts for supplemental mech (organizations, agencies and publishers). Resources lopment of training materials (GC) cal sersices, live for dental services, and six for psy- are listed according to appropriate age and or grade chological services All of the schools employed levels Information on the availability content Parent involvement Coordinators, who assisted al- of materials is included (Author; MK) most half of the families needing social son ice as. 0336 ED189 24"/ sistance (Staff questionnaires and data tables are Cartes. Arthur A included) (Author GDC) E.S.E.A.TitleVIIMultilingual Preoam, S,U.B.E.. AVANTI. and HABILE. Final Report. 0334 ED 189 230 1978.1979. Anderson. Nancy H' Community School District 32, Brooklyn. N Y 0332 ED 189 188 Proposed Master Plan for Magnet Schools. Pub Date(79) Gersren. ;guise/1M Carnine. Doug Cies clend Public Schools. Ohio Note--90p., For a related document see Ep 181 Measuring Implementation of the Direct Instruc- Pub Datc-29 Feb 80 118. tion Model in an Urban School District An Note.-177pPrepared by the Planning Committee Pub Type Reports - Evaluative (142) Observational Approach. on Magnet Schools in response to the Federal EDRS PriceMFOI/PC04 Plus Postage. Oregon Univ., Eugene District Court Orders Descriptors Bilingual Education. Curriculum Spons Agency -Office of Education (DREW). Pub Type Reports - Descriptive (141) Development, 'Educational Objectives. Federal achingtoo. D C EDRS Price - MFOI /PC08 Plus Postage. Programs, French. Hait :an Creole. Italian.Par- Puy Date--Apr 80 ent Participation, Program Descriptions. Program DescriptorsDesegregation Plans. Educatsonal Effectiveness. GrantOEG00-7507324 Planning.Elementary Program Evaluation.Spanish, Note-31p . Paper presented at the Annual Meeting Secondary 'Education. "Staff Development of the American Educational Research Associa Magnet Schools. Master Plans, Program De- Identifiers- -*Bilingual Education Ac. 1,968, New tion (64th, Boston. MA. April 7.11, 1980) sign. Program Development. Program Proposals. York (Brooklyn) Racial Balance, School Desegregation, Urban Pub Type Speeches. Meeting Papers (150) Re- Separate evaluations of three Title VII bilingual ports - Research (143) Schools education programs carried out in elementaryawl EDRS PriceMFOI /PCO2 Plus Postage. Identifiers 'Ohio (Clevela1) junior high schools in Brooklyn, New York. are pre- Descriptors-a Achievement Gains. Classroom Ob. In light of court orders anti ,ccommendations by sented in this report The programs are S.U.B.E. serration Techniques. Compensatory Education, the Cleveland Board of Education, the Magnet (Success Under SpanishBilingualEducation), Competency Based Teadher Education, Elemen. Schools Planning Committee convened torecon AVANTI (an approach to Italian bilingual educa- tary School Teachers. Inservice Teacher Educa- sider earlier magnet school plans. review recent lit- tion), and HABILE (Haitian Bilingual Education). tion. Primary Education, Program erature related to magnet schools, conduct a needs which taught both Creole and French (as wellas Implementation. 'Skill Development. Teacher assessment, enlist the evaluation aid of experts in English) to participating students For eachpro- Aides, Teacher Evaluation. Teaching Methods, the field of magnet schools, study magnet school gram, objectives regarding instruction, curriculum. 'Test Reliability, "Test Validity staff development, and parent involvement programs operating in other urban areas, and write arc de- Identifiers 'Direct Instruction Supervision Code. a master plan (in the form of recommendations) for scribed Evaluation design's/0i data analysisproce. D.star Reading Program. Levels of Use Interview, duns are also outlined Previous es aluation findings Project Follow Through levelopmg magnet schools This report contains the:, are reviewed and comments are offered on compli- During an extensive inservice program, teachers overall results of the committee's work Theproce. ance with their reeommmendations Physical set- and aides in 20 kindergarten and first grade Follow dures section of the report presents informattonon ting, materials and equipment, parent involvement. Through Classrooms were observed formastery of the committee's work. the use of experts for evalua and adherence to Federal Title VII guidelinesare the Direct Instruction Model Two trained observ tton. studies of programs in other cities, and results evaluated for each of the programs, It is concluded crs used the Direct Instruction Supervisor Code to of the needs assessment The findingssection con that (I) SURE was a success and should beie record behavior in the fall, winter, and spring. Sub. tains information on community involvement, link- funded in its present form, (2) AVANTIwas suc- jects were observed while teaching a 12 minute les age of magnet schools to non-school agencies, site cessful, but should shift its foci to parent education son in reading or oral languageMastery was selection, staff selection and training, cost factors, regarding children's career possibilities, expanded hierarchical most subjects mastered the two basic student recruitment and admissions, evaluation, bilingual guidance counseling, and materials dove. lopment,and components (formats and signals)within two program development, and Omitting goals The final (3) IIABILE should be refunded, but months, and the remaining components (corm section includes conclusions and recommendations improvements in the areas of student participation, ttons, pacing. and student accuracy) by May Reba staff language usage and English competency,stu- regarding the aforementioned areas (MK) dent instructional grouping, and curriculum deVe- ztI ',a, kJ 56 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

lopment should be sought Appended to the report are observation and evaluation forms and personal 0339 ED 189 252 0341 ED 189 255 resumes of the evaluators (GC) Kean, Michael H Fox, Louise W Fox. David J The Impact of Federal Evaluation Legislation on ESEA Title VII, Program for Aebk ernents in Larger Urban School Districts, Chinese, English and Spanish (PACES). interim Pub Date-Sep 79 Report, 1978-79. 0337 ED 189 248 Community School District 2, New York, N.Y. Benedict. Annette NOte--13p.; Pape: presented at the symposium on P.S. 332 Title VII Program. District Model for "Evaluation Policyin Federally Funded Pro- .Spins Agency-Office of Education (DHEV,), Bilingual Development. Final Evaluation Re- grams. Lessons from Title I" at the annual meet- Washington. D.0 port, 197.8.79. ing of the American Psychological Association Pub Date-(79) Community School District 23. Brooklyn. Is Y (New York. NY, September 1.5, 1979) Grant-- G007700415 Notc--38p Pub Date---(791 Pub Type.- Reports - Research (143) - Speeches! - Pub Type- Reports - Evaluative (142) Grant-G007604886 Meeting Papers (150) EDRS PriceMFOI/PCO2 Plus Postage. Notc-20p EDRS PriceMFOI /PCOI Plus Postage. Pub Type- Reports - Evaluative (142) Descriptors-Academic Achievement, Bilingual Descriptors-Compensatory Education Elemen- Education, Chinese, English (Second Language), EDRS Price - MFOI /PC01 Plus Postage. tary Secondary Education. Evaluation Methods, Bilingual Junior High Schools, Program Descriptions, Pro Descriptors-4Azademic Achievement. Ev aluation Needs, Federal Legislation. Federal Education. Elementary Education. Federal Pro gram Effectiveness, Program Evaluition, Spanish, Regulation, Policy Formation, Program Evalua- grams. Parent Participation. 'Program Effective- Spanish Speaking, Staff Development ness, Program Evaluation. Spanish Speaking Identifiers-Bilingual Education Act 1968. 'New Identifiers-Educationtion' Amendments 1974, Ele- Identifiers-Bilingual Education Act 1968. New York (New York) . York (Brooklyn) mentary Secondary Education Act Title I. Penn- The primary goals of the Program for Achieve- This is an evaluation of a Title VII bilingual educa- sylvatua (Philadelphia) ment in Chinese and English and Spanish was to tion program carried out for Spanish and English The Educational Amendments Act of 1974 added provide for the special linguistic. academic. and cul- dominant children in grades K-6 at Public School an evaluation requirement to TitleIlegislation tural needs of Chinese and Spanish speaking stu- 332 in Brooklyn. New York The aims of the pro- Models of evaluation were required to specify tech- dents in grades seven, eight, and nine Program gram acre to develop students abilities to speak. niques and criteria which facilitate comparisons of activities capitalized on students' native language read, and w rite English. to enable Spanish speaking programs on a statewide or nationwide basis The proficiency while they developed competency in children to interact with their English :peaking School District of Philadelphia conducted srmu- EnglishProgram components included instruc- peers, and to provide for bilingual staff develop- lated studies of three evaluation models to deter- tional activities, staff development. parent and comment, parent and community involvement, and the mine implementation problemsand barriers munity involvement, and curriculum and resource development of instructional materials In addition. regarding Title I evaluation and considered how center development Evaluation of the program was goals were set for student achievement in the areas completed through the use of pre/posttest student these experiences should guide Federal policy and of mathematics, social studies. science. and cross achievement data and questionnaires completed by legislation in othcr programs Four categories of cultural understanding Staffing, instructional prac- teachers. Questionnaire findings indicated that the barriers to smooth implementation wcrc identified tices, and in-clus ind extracurricular activities are staffdevelopment component wassuccessful. described in this report Also presented are pre and (1) validity of evaluative measurement devices. (2) Achievement test data indicated inconsistent at- post test scores, indicating achievement in reading. accuracy of systems for sampling, testingand tainment of goals in both Chinese-English and vocabulary, comprehension. mathematics. history, evaluation. (3) aggregation issues regarding levels at Spanish-English components across all grade levels. and culture for students at most grade levels Brief which results can or should be used. and (4) issues Recommendations for future program implementa- recommendations are offered 4n the areas of class- of interpretation and application of data It was con- tion are included. (MK) room assignment of Spanish speaking pupils. Out- cluded that TitleIevaluation models may be reach to surrounding schools, the incorporation of theoretically sound: however, application may lead music and dancing into the curriculum, and the to inconsistencies (Author MK) teaching of test-taking skills to participating stu- 0342 ED 189 256 dents (GC) Benedict. Annette Title VII - Individualized Bilingual Instructional 0340 ED 189 254 System. Final Evaluation Report, 1978-1979. Schenker. Joseph H And Others Community School District 23. Brooklyn. N Y 0338 ED 189 249 Title VII Junior High School Bilingual Program, Spons Agency-Office of Education ,DHEW), Harm. Genaro Washington. D C Title VII Project Sabor, 1978-1979. Final Evalua- 1978-79. Final Evaluation Report. Community School District 15. Brooklyn. ' Y Pub Date -(79) Boa Report. Grant -G007804524 Community School District 8. Bronx. N.Y Pub Date-P91' Grant-G007700584 Note--25p Not available in paper copy due to light Pub Date--(791 print Note - -21p, Not available in paper copy due to re- Note-10p.: Not available in paper copy due to Pub Ty pe- Reports - Evaluative (142) production quality of original document broken print FORS Price MFOI Plus Postage. PC Not Availa- Pub Type-- Reports - Evaluative (142) Pub Type- Reports - Evaluative (142) ble from EDRS EDRS Price - MFOI Plus Postage PC Not Availa- EDRS Price MFO I Pius Postage. PC Not Availa- Descriptors-Academic Achievement, Bilingual ble from EDRS. ble from EDRS. Education, Elementary Education, Federal Pro- Descriptors---BilingualEducation.Elementary Descriptors-Academic Achievement. Bdingual grams, Individualized Instruction, 'Parent Par- Education.'FederalPrograms.JuniorHigh Education. Federal Programs. Italian, Italian ticipation.Program Effectiveness,Program Schools, Program Effectiyeness. Program Americans. Junior High Schools, Program Effec- Evaluation. Spanish Speaking Evaluation. "Spanish Speaking. Staff Develop- tiveness. Spanish, Spanish Speaking ment Identifiers-Bilingual Education Act 1968. New Identifiers-Bilingual Education Act 1968. New York (Bronx) Identifiers-Bilingual Education Act 1968. "New York (Brooklyn) An evaluation of Project SABOR. a bilingual edu- York (Brooklyn) cation program funded under Title VII and carried This is the report of the evaluation of a Title VII This is an evaluation of a Title VII bilingual educa- out to seven elementary and junior high schools in bilingual bicultural program with both Spanish- tion program carried out for Spanish speaking stu- the Bronx. New York. is presented in this paper /English and Italian/English components The pro- dents in grades K-5 at Public School 155 (P S 155). First the evaluation design is described Then the gram, which operated in three public and one Brooklyn. New York A brief background of Title program is outlined, with information presented re- private school in Distr.ct 15. Brooklyn. New York, VII legislation is givenInstructional goals, staff garding its educational objectives, number of stu- was designed to provide reading instruction in Eng- development, parent involvement, and the develop- dents rejected and enrolled, language proficiency lish and the student's native language, mathematics ment of a bilingual curriculum are listed as general of students (three-quarters were identified as having and social studies instruction (native language), and objectives of the legislation Specific objectives for limited English proficiency). teacher /strident ratio, to develop a career awareness program, staff deve- the program at P S 155 are outlined These include staffing patterns. materials and equipment, class- lopment training, an insers ice undergraduate and parent involvement and staff development, as well as student achievement in English and Spanish room activities, staff training. and instructional ac- graduate program, a bilingual learning and materials reading. mathematics. and bicultural education tivitiesProgram objectives accomplished by the dissemination center, and a parent education and end of the first year of SABOR are identified The Student progress is indicated by results frOm pre and participation program In this report student test post test scores. Other school and extracurricular opinion is expressed that, although the program's data are presented as indicators of the Title VII objectives were too ambitious and administrative activities undertaken as part of the program are also problems hampered its early implementation, the program's instructional objectivesIt is concluded described It Is concluded that the P S. 155 Title VII program should be continued Extensive recom- that, although the objectives were not met in the program was a general success. benefitting students. mendations regarding instructional materials, addi- areas of reading and mathematics, the language as- staff. and parents Brief recommendations are of- tionalbilingualstaff,stafftraining,and the sessment measure indicates that the program has fered in the areas of improved student records. ex- expansion of instruction to younger grades (the pro- had a considerable positive effect Recommenda- panded schoolactivities,staffroles. andthe gram currently serves only grades 4.8) are also of- tions are offered for improving future evaluation extension of the program to a neighborhood paro- fered (GC) designs (Author/GC) chial school, (GC)

6; EQUAL OPPORTUNITY IN EDUCATION Document Resumes 57

0343 ED 189 260 0345 Cox. David Streik Fred ED 189 262 0347 Cervenka, Eduard J ED 189 688 Bilingual Mini School. Title 'VII ESEA. Final Rodrigue:tfunoz, Juan Human Relations: A Guide for Leadership Training Final Evaluation Report on the Rafael Cordero Evaluation Report. In the Public Schools. Summary Reporton a - Bilingual School, 19:8-79. Community School District 10, Brons. 1 1 Project with the Syracuse. New York, School Spons AgencyOffice of Education (DHEW), Community School Mama 4. New York, N Y System. Washington, D C Spons AgencyOffice, of Education (DHEW), Department of Justice. Washington, D.0 Com- Pub Date In Jun 79 Washington, D C. munity Relations Service Grant-6C. 604875 Pub Date-31 Oct 79 Pub Date-8D Note25p Grant--G007503636 Note--35p. Pub Type Reports - Evaluative (142) Note--91pFor a related document ice ED 181 Available fromSuperintendent of Documents, EDRS Price - MFOI 'PC01 Plus Postage. 121. 137S. Government Printing Office, Washington, DescriptorsAcademic Achievement, Bilingual Pub Type Reports Evaluative (142) DC 20402 (Stock No 027-000.00940-9; 5200) Education, Elementary Education, Program De- EDRS Price MF01/ PC04 Plus Postage, Pub Type ReportsDescriptive (141) ssrtptions. ProgramEffectiveness,Program DescriptorsAcademic Achievement, Bilingual EDRS PriceMFOI/PCO2 Plus Postage. Evaluation. Spanish. Spanish Speaking Education, English (Second Language). Junior DescriptorsCase Studies. Desegregation Plans, IdentifiersBilingual Education Act 1968. Neu High Schools, Program Descriptions. Program 1 ork (Bronx) Elementary Education, Human Relations Pro- Effectiveness,Program grams. 'Models, Program Descriptions, Team Thc Bilingual Mini School focused on educational Evaluation,Spanish, Spanish Speaking, Staff Development Training. Workshops services of a bilingual nature for students irainder garten through grade six At the kindergarten. first identifiersBilingual Education Act 1968, New IdentifiersSyracuse City Schools:NY and second gradecscls all classes were comprised York (New York) This publication was prepared as s guideto deal- of Spanish-dominant or bilingual studentsAt The Rafael Cordero Bilingual School (RCBS)pro- ing with school human relations problems, witha grades three, four and five the students were vides a basic program in bilingual education forjun- focus on leadership trainingItdescribes one grouped based on language dominance (Spanish or ior high school students During the 1978.1979 method of organizing and training teams of adminis- English) At the sixth grade lescl. all studentswere school year, approximately 20% of enrolled students trators, teachers, support staff. Parents, and others assigned to one classroom Program activities were were English-dominant and 80"- were Spanish- to pursue desirable human relaiwns goals The Designed to 11111,1111In each student's academic dominant The program serves its major educational model program presented here was developedto aid skills. first in the dominant language and thenin the function as a way-station for bilingual studentscom- desegregation in the Syracuse (NeW York) elemen- second language Program evaluation was comp- ing from bilingual elementary programs and pre- tary schools 'Illus. the publication describes the leted through use of pre posttest achievement data. pares them for the-challenges they will encounter in Syracuse program's objectives, development,im- classroom obsers ation. interviews with teachers and high school. The program included a staff develop- plementation, and accomplishments. Descriptions educational assistants, and a review of instructional arc also given of the use of the Syracuse model ment component avid a program managementcoin. in materials Findings indicated most program objet ponent Program evaluation was completed through other cities The appendix offe:s a checklist fordiag- tives were attained Results also indicated that the pre-posttest student achievement data. attitude nosing school climate (Author /LD) program operated smoothly, the district was respo sur- sive to staff requests. and rapport among staff mem- veys. and evaluator observations Evaluators con- bers was excellent. Recommendations for future cluded that the achievement of students at RCBS program implementation and achievement test data was quite satisfactory, staff development activities 0348 ED 189 730 are included (AuthoutMK) were viewed positively and assisted school person- Gonzalez. Jasuc M nel, and program management did notappear to Title VII ESEA and "Lau v. Nichols" Compliance: improve over the previous year Recommendations Towards an Articulated Approach. Draft. for future program implementationare included Pub DateAug 78 0344 ED 189 261 (Author/MK) Note--17p.; Paper presented at the National Con Keller, Gary D Tilts Ilouard S. ference on the Education of Hispanics, spcnsored Final Evaluation of Project Apreude, 1978.79. by the U.S. Department of Health, Education and School District .r.s6 ESEA Title VII Program. Welfare (Alexandria, VA, August 21-23. 1978) Community School District 6. New York, N Y 0346 ED 189 263 Not available in paper copy due to broken print of Sports AgencyOffice of Education (DHEW), McDonnell. Sheila original document. Washington. D C District 24 Decentralized TitleI Umbrella & Pub Date-179j Pub Type Speeches/Meeting Papers (ISO) Impact Aid (PL 81474). Final Evaluation Re- Opinion Papers (120) GrantG007700623 port, 1978-1979 Note--63p ; Tables may be marginally legible due to EDRS Price MFOI Plus Postage. PC Not Availa- Community School District 24, Queens. N Y ble from EDRS. small print Not 'satiable in paper copy due to Pub Date(79) DescriptorsBilingual Education, Civil Rights, broken print in tables Note-41p Pub Type Reports - Evaluative (142) Court Litigation, Educational Policy, Elementary PUb Type ReportsEvaluative (142) EDRS Price MFOI Plus Postage. PC irsiot Availa- Numeri Secondary Education, Equal Education, Federal ble from EDRS. cal/Quantitative Data (110) Aid,FederalLegislation,FederalPrograms, DescriptorsBilingual Education. *Cross CultUral EDRS Price MFOUPCO2 Plus Postage- *Federal Regulation Training, Junior High Schools, Language Domi- DescriptorsAcademic Achievement. Compen- IdentifiersBilingual Education Act 1968, Ele- nance, Program Descriptions, Program Effective- satory Education. Diagnostic Teaching, Elemen- mentary Secondary Education Act Title VII, ness, Program Evaluation, 'Second Language tarY...EdOPIJion.English(Second Language). Lau v Nichols Instruction. Spanish. 'Spanish Speaking Federal Programs, Junior High Schools, Math- The Supreme Court's decision in "Lauv. Ni- IdentifiersBilingual Education Act 1968. New ematics, Program Descriptions, Program Effec chols," Title VII of the Elementary and Secondary York (New York) witness. Program Evaluation, Reading Programs Education Act. and other; related federal legislation Project Aprende is an Elementary and Secondary Identifiers-1' Elementary SecondaryEducation are all directed toward pr6motion of equal educe Education Act Title VII bilingualbicultoral pro- Act Title 1, Impact Aid. New York (Queens) none) opportunity for children whose primary lan- gram established in three junior high schools in New Seven programs funded under Title I Umbrella guageisnotEnglish. Theseeffortsarenot York City The program is intended to supplement and Impact Aid and carried out in elementary and well-coordinated by the federal agencies charged and enrich basic tax levy bilingual instructionalpro- intermediate/tumor high schools of District 24, with overseeing bilingual educationalopportunity grams. The program includes five components Queens, New York, are described in this report The programs, which are rarely either well-defined or bilingualbicultural instruction in reading, language programs are: (1) Strengthened Basic Skills Pro- well-monitc4cd. A coordinated effortmust be struc- arts, and selected content a a bilingual guidance gram; (2) Diagnosis and Treatment of Reading tured and jurisdiction assigned to appropriateagen- program, a staff development program; a curriculum Disabilities, (3) Diagnostic /Prescriptive Mathemat- cies before the final details of an articulated program development project, and a parent involvement and of cooperatioh can be worked out First, funding education program The program services a limited ics Program; (4) Decentralized Non Public School Components conducted in two parochial schools: sources shouldbe connected under a single official. English speaking group of children and a group of so that the vari us efforts arc no longer seen as mere non-Hispanics whose parents expressed an interest (5) Teaching English as a Second Language; (6) Optional Assignment Diagnosis and Treatment of additions to otter programs. Second, funding eligi- in having their children study Spanish as a second bility criteria rel tins to the "Lau" decision language Students receive content area instruction Reading Disabilities: and (7) Optional Assignment should be developed for districts seeking Title VII funds. in their native language and instruction in their se- Diagnostic/Prescriptive Mathematics Program. For Third, some requirements for cond language depending upon need Subjects such each, the target population, educational objectives, receiving funds should be placed on the states Fourth, federally as art, musk, and physical education are conducted and program activities are described and student funded bilingual r8source centers should be bilingually Program evaluation was completedcm- achievement data are presented Recommendations more closely regulated and coordinated Finally, clear, ploying classroom observation, questionnaires snd are also offered regarding continuation of funding definitive guidelineslor compliance with the "Lau" pre/postest achievement measures. Data Indicated and improvement in program procedures A discus- that Project Aprende is functioning as intended, decision, taking into account types of assistance sion of statistical methodology utilized for the ove- available, should be established and Recommendations are made for improvement of rall evaluation of the seven resources for the basically sound program. (Author/MK) programs is rlso monitoring andenforcementprovided.(Au included in the report. (GC) thin /PGD)

r 58 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

0349 ED 189 754 0351 ED 189 796 0353 ED 190 327 Minigraat Program for tie Academically Gifted- Pepper. Flay ChildersRoberson Phase II: E.S.E.A. Title IV-C. Final Evaluation ESEA Title I Regular Program, 1979.80. Final Group Discussions with the Emotionally Hand. Technical Report. Publication No. 72.23. Report. Iewyped. Austin Independent School District. Tex. Office of District of Columbia Public Schools. Washington, Multnomah County Intermediate EducationDis- Research and Evaluation. D C Dept of Research and Evaluation trict. Portland, Oreg Spons AgencyDepartment of H alth, Education, boons Agency. Bureau of Elementary and Second- Pub Date 180) and Welfare, Washington, D.C. ary Education (DFIEW i OE). Washingtoo, D C Note--33p Pub Date-30 Jun 80 Note--592p. Pub DateJan 8G ' Pub Type-- Guides - Classroom- Teacher (052) Note -89p Pub Type Numerical/Quantitative Data (110) EDRS PriceMFO1 /PCO2 Plus Postage Reports - Evaluative (142) Pub Type Reports - Research (143) Reports - Descriptors EmotionalDisturbances.'Group EDRS Price MF03/PC24 Plus Postage. Evaluative (142) Non-Print Media (100) Discussion, 'Group Therapy. Peer Groups. DescriptorsAcademic Achievement.Achieve. EDRS Price - MF01/ PC04 Plus Postage. Peer Influence mcnt Tests. Elementary Education, Evaluation Descriptors A-adenue Achievement. Acadeini- The paper discusses the use of regularly scheduled Criteria, Evaluation Methods. Measurement cally Gifted. Attendance, Demonstration Pro- classroom group discussions in the treatment of Technicities,Migrant Education, Program Effee. grams, Disadvantaged Youth.Elementary emotionally disturbed (ED) children, to assist them uveness. Program Evaluation. Reading Readi- Education, Inservice Teacher Education. Junior in learning alternative ways of acting and interact- ness Tests. Records (Forms), Scores High Schools. Program Evaluation. Records ing and to move them from feelings of discourage- IdentifiersAustin School District TX, Elemen- tary Secondary Education Act Title1, Texas (Forms). Talent Identification ment and negativism to the point where they can (Austin) IdentifiersGifted Disadvantaged effect change in themselves, feel confident in their Seventeen instruments were used to provide the The project involving one elementary andone problem solving abilities, and feel that they belong answers to the design and evaluation questions for junior high school in each of the six regions of the Four mistaken goals that ED children pursueare the 1979.80 ESEA Title I regular program in the District of Columbia School System was designed to examined, and suggestmns are offered on how to Austin (Texas) Independent School District In the service approximately 300socioeconomically recognize them These mistaken goals include desir- final technical report, a separate appendix for each disadvantaged students who have been identified as ing undue attention, power seeking, revenge seek instrument includes a description of its purpose, procedure, and results as related to specific design demonstrating or having potential for superior aca- mg. and displaying inadequacy in order to be left alone Group discussions are examined with special and evaluation questions Also included whereap- demic achievementEvaluation of theproject propriate are relevant communications. instruc- reference to the ideas of equality and mutual re- focused on three program objectives establishment tions, andstatisticaldata.oftenincomputer of projects. provision of technical assistance, and spect Other aspects covered include preparing for printout form In each section, a one-page summary pr. . mon of evaluation of minigrant projects Test group discussions, preparing ED students for group briefly describes the instrument, to and by whomit scores, grade pint averages, and attendance data of discussions, the purposes of group discussions. the was administered, how often and under what conditions, when and where, the administrator's training, students were analyzed Among findings were that teacher's role, leadership, and qualities needed for leaders of group discussions Techniques for dealing any testing problems, and the availability of reliabil- instructional strategies appropriate to their students with ED children in group discussions arc also of- ity, validity, and norm data The instruments are were implemented at 87% of the sites, that over 80% fered (DLS) the. Peabody Picture Vocabulary Test; Test of Basic of the teachers attending staff development sessions Experiences, Boehm Test of Basic Concepts, Met- indicated that the sessions w ere helpful or very ropolitan Reediness Test: California Achievement helpful, and that the program had a positive effect Tests; Iowa Tests of Basic Skills, Early Childhood Observation Form; Title I Teacher Records; Ex- on reading of the second and third graders and 0352 ED 190 317 on the math of seventh graders It was concluded tended Day Informal Observations, Title I Teacher State Compensatory Education: 1979.80. Final Questionnaire, Interviews of Parents Receiving that students eligible for the program have been Technical Report. Publication No. 79.18. Training, 19.18.79 and 1979.80 Nine-Week Re- identified as outlined m the proposal, programs with Austin Independent School District. Tex Office of ports. Nonpublic and Neglected and Delinquent accelerated and differentiated curriculums have Research and Evaluation Nme-Week Reports, Extended Day Attendance been developed and implemented at 13 of 15 par- Pub Date-30 Jun 80 Foils. Parent Advisory Council (PAC) Records, ticipating schools. project management and evalua Note- 213p, Best copy available ano PAC Planning Form (SB) tion activities have been carried out. attendance of Pub Type ReportsEvaluative (1421 Reports students involved in the project examined hasin- Research (143) EDRS Price - MFOI/PC09 Plus Postage. creased. and academic gains in certain areas were 0354 ED 190 505 made by third, fourth, and seventh graders sampled. DescriptorsBasicSkills.BilingualEducation. Secondary Health Education Curriculum Guide. Appended materials include mformation on the Compensatory Education. Counseling Services. Anchorage Borough School District. Alaska Baldwin Identification Matrix and sample forms for Educational Finance, Educationally Disadvan- Pub DateMay 78 program, student, and teacher evaluation (SBH) taged, Elementary Secondary Education, Note--172p. Evaluation Criteria. Evaluation Methods, His- Pub Type. Guides - Classroom - Teacher (052) panic Americans. Program Evaluation. Reading EDRS Price MFOI Plus Postage. PC Not Availa- Achievement. R esource Allocation, State Pro- ble from EDRS. 0350 ED 189 758 grams, Student Records, Testing DescriptorsAnatomy. Consumer Education. Die- AAins. JaniceKaplan. Marion IdentifiersTexas tetics. Drug Education, Family Relationship, Grade 8, Health Education, Health Occupations, Model Service. for Handicapped Infants. Third A major portion of Texas' State Compensatory Mental Health. Nutrition, Physical Develop- Year Report No. 8039. Education (SCE) evaluation resources for 1979.80 ment,Physicil Fitness, Safety Education, Sec- Philadelphia School District. Pa Office of Research was devoted to activities related to the statewide ondaryEducation, Sex Education,Social and Evaluation assessment of fifth and ninth graders' skills in read- Development Spons Agency Bureau of Education for the Hand. ing, mathematics. and writing (the Texas Assess- This curriculum guide is designed for teaching tcapped (DHEV. OE). W ashington, DC. ment of Basic Skills Project) For purposes of this health education to eighth graders but can be modi- Pub DateFeb 80 report. evaluation activity and information is lim- fied for use with high school students Thecur- GrantG00760206h ited primarily to the collection of record-keeping riculum is divided into four units I) mental health. data on students served Findings are included 2) physical health, 3) social health, and 4) behavior Note -.33p. For related information, see EC 115 on patterns. The classroom objectives in each unit are 075 seven major components. counseling (grades K-5), accompanied by teaching strategics and expected Pub Type Reports Descriptive (14 I) Reports bilingual (resource teachers for grades K-5). ek- outcomes A listing of community resources is ap- - Evaluative (142) mentary curriculum (curriculum writer for grades pended. (CJ) EDRS PriceMFOI/PCO2 Plus Postage. K-5). sixth grade (language arts block); planning. DescriptorsCounseling.Disabilities. Infants, evaluation, and secondary. The latter item included Occupational Therapy. Parent Education. Pre- these sub-components. direct instruction classes (grades7.8);writtencompositionlaboratories 0355 ED 190 506 school Education. Program Effectiveness, Pro- Everything You've Always Wanted to Know About gram Evaluation. Stimulation (grades 6-7-8); Robbins' Armadillo Arts Program (grades 7.11), parent involvement, attendance im- Health Education, But Were Afraid to Ask, Level The report discusses achievements of a preschool II Grades 4-6. project offering infant stimulation, occupational provement, and English for Speakers of Languages Anchorage Borough School District. Alaska therapy. and consultative and referral services to materials (grades 7.12), Texas Assessment of Basic Pub DateMay 71 handicapped children and their families. Attam. Skills (grade 9): and fundamentals of math and read- Note-149p ing tutorials (grades 10.12) Evaluation material for Pub Type Guides ment of objectives in the areas of staff development. ClassroomTeacher (052) each component includes a brief description of the EDRS Price MFOI Plus Postage. PC Not Availa- parent training, child services, and demonstration f- instrument, when, where and to whom the instru- ble from EDRS. dissemination is discussed; and tables list attainment was administered, procedures used, and DescriptorsConsumer Education. Drug Educa- ment figures. More than half of the document is re- tion. Family Relationship, Health Education. sults. The primary question in each componentis. composed of appendixes, including a sample parent "Should more emphasis be placed on serving educa- Hygiene, Intermediate Grades, Mental Health, Nutrition, Physical Development, Physical Fit- satisfaction survey, parent attitude questionnaire. tionally disadvantaged students through SCE?". and project data she:t. (CL) ness, Safety Education. Sex Education, Social (AN) Development

5-8 EQUAL OPPORTUNITY IN EDUCATION Document Resumes 59

This eurriculum guide is designed fur teaching e0at.sely coalesced to present effective desegrega- data tables are presented for student performance in health education to students in grades 4 6 Behav- tion First. the history of the city s school decegrcga- each of four program areas otiose language mainte- ioral goals. :caching methods learning experiences, lionplanisrev ic *cd and itscurrent .teal urn nance.English language development cultural resources. and evaluation methods are listed fur the described The roles of the Sc hood Board. the Super- awareness, and mathematics and reading outcomes I.C3t tuns of cull of the cies en major eoncepts A I1Si intendent. the court system, local and State political Based on the data, it is concluded that (1) the natoc ,1 addiaiiiial resource materials is appended a-11 of-11,131s (such as the mayor and city council. the language maintenance component was the weakest governor s office the Stare legislature, and the Of- program segment in terms of measurable outcome; fice of the State Superintendent of Education) are (2) the English language development component discussed The impact of a 1969 court case. Craw- was moderately successful. and (3) the academic 0356 ED 190 S5 ford vs Los Angeles Board of Education. and its outcomes produced by the math and reading com Health Education Human Growth and Develop subsequent appeal on the maintenance of racial seg- poncnt of the program were excellent (GC) meat. Key CompetenciesSecondary: Grades regation in the city's schools is explained Minority 5.12. (black. Chicano. and Jewish) community leadership Philadelphia School Dtsinet. PaOffice of Cur- is also discussed in relation to desegregation polio riculum and Instruction ics, and the unlikcle-ood of a coalition between 0361 ED 190 696 Pub Date -80 these groups is cited as w cakening their already li- PACT II: Catalog of Programs, 1979.1980. Note - -20p For related documents, sc. SP 0 lb 4'4 mited possibilities for bringing about desegregated Ncw York City Board of Education. Brooklyn, N Y. 475 and SP 016 505 schools Finally. some of the problems and pros- Div of Curriculum and Instruction Classrooin Pub Type-Guides Teacher (052) peen of metropolitan (interdistrict) desegregation Spons AgencyEXXON Education Foundation, EDRS PriceMFOI/PC01 Plus Postage. and the general political future of school desegrega- DescriptorsAdolescent Development. Career tion in Los Angeles arc considered (GC) New fork. N Y Awareness, 'Competency Based Education. Con- Pub Date-80 sumer Education. Disease Control. Drug Educa Note--116p: Developed by the Office of Special non. Family Relationship. licalth Education. Projects Photographs may be marginally legible Hygiene. Individual Dec clopment. Injuries. Inter- 0359 ED 190 692 Pub Type-- Reference Materials Directories/- mediate Grades. Mental Health. NUE:Ilion, Physi- Crrvenha Ednard J Catalogs (132) Reports Descriptive (141) cal Development. Pollution. Safety Education. Project BUILD: "Bilingual Understanding Incor- ERRS Price 1%1E01/PC05 Plus Postage. Secondary Education, Scx Education. Standards porates Learning Disabilities " -An ESEA Title DescriptorsArt Education. Bilingual Education This curriculum guide states health education pro- VII Basic Bilingual Education Program. Final Career Education. 'Class Activities. Classroom gram standards for schools in the Philadelphia Evaluation Report, 1978.79. Techniques. Communication Skills. Dcmonstra School District Thc major goal of the program, de- Community School District 4. New h ork. N tion Programs. Elementary Secondary Education, signed for students from grades 5.12. is to help stu Pub Date-30 Nov 79 Health Education. Library Skills. Mathematic; dentsdevelopattitudes andpracticesthat GrantG007604878 Instruction. Science Education. Second Language contribute to the maintenance of personal health Note - -103p Some pages of the Appendices may be Instruction. Social Studies, Special Educatior. Thekey competencies" listed in this guide should marginally legible due to broken print Teacher Dcaclupcd Materials be used as program basics (CJ) Pub Type.-- ReportsEvaluative (142) Idcnoticrsticw York (New York) EDRS Price MFOI / PC05 Plus Postage. IMPACT 11is a program administered by the DescriptorsAcademic Achievement. 'Bilingual New York City Board of Education designed to Education. Elementary Education. Federal Pro- identify. support. document, describe, and replicate 0357 ED 190 554 grams. Lcarning Disabilities. Program Descrip- successful classroombased programs deselopcd by Health Edu&ition. Human Growth and Develop- tions, Program Effectiveness. Spanish Speaking. teachers. During the first year of IMPACT Ii, ap- ment. Key Competencies, Elementary: Kinder- Spccial Education proximately 100 exemplary programs wcrc ident gartea-Grade 9. IdentifiersBilingual Education Act 1968. Ele lied This publication is a collection of profiles of Philadelphia School District. PaOffice of Cur- mcntary Secondary EducatiMr( Act Title V11. tScsc programs Thc profiles :1mo...cot and describe riculum and Instruction 'New York (New York) ca,th program and are organized by elementary. jun Pub Date-80 This is a one year evaluation of Project BUILD. tor high and high school levels. with a-separate sec- Notc--20p . For related documents. sec SP 016 4 -4- a program combining bilingual and special educa- two for special education Within these categories. 475 and SP 016 504 tion and providing services to 100 children from Pub Type GuidesClassroomTeacher (052) grades 1.6 in East Harlem, New York Section I of program profiles are ordered by subject area. includ- EDRS PriceMFOI/PC01 Plus Postage. the evaluation gives descriptive and background in- ing bilingual education. career and occupa DcseriptorsAdolcsecntDcsclopmcnt. Career formation on this special program for the bilingual tionalcoucation, communicationarts,foreign Awareness. "Competency Based Education. Dis- learning disabled Section II sets forth the es alua language. health di ...anon, library media, math- ease Control. Drug Education. Elementary Edu- non plan, detcribing procedures used to measure ematics. physical education, science, and social stu- cation. Family Relationship. Hcalth Education. pupil academic achievement. the program's cduca dies Listed at the end of each exemplary program Hygiene. Individual Desclopmcnt. Injuries. Jun- tional p occsses. and program management Sec- profile arc the originating teacher s name, the ad- iorHigh Schools. Mental Health. Nutrition. tions III and IV, the bulk of the report, present, dress and telephone number of his or her school. Physical Developmen Pollution, Safety Educa- synthes'ze. and discuss specific evaluation findings and the school principal's name (Author /GC) tion. Sc x Education, Standards Findings relating to pupil achievement are pre- This curriculum guide states health education pro- sented mainly in statistical tables Inters icw. obscr gram standards for schools in the Philadelphia vational, questionnaire. and other findings School District. The major goal of the program. de- pertaining to Project BUILD'S educational pro- 0362 ED 190 699 signed for students from kindergarten to ninth cesses and to program management are described Brown. William II. Comp grade. is to help students develop attitudes and prac- comprehensivelyFinally. Section V contains a District 17 Title I ESEA. PSEN and Impact Aid tices that contribute to the maintenance of personal summary of program accomplishments. commen Academic Improvement Programs. Final F health The "key competencies" listed in this book- tar) on Project BUILD'S future. and recommenda tion Report, 1978.1979. let arc the basics of the health education program tions for strengthening the program Appended to Community School District 17. Brooklyn (CJ) the report are copies of questionnaires used to the Pub Date (79) evaluation and a list of procedures employed in the Note-14Ip Bond and Singer method of analysis (also used in Pub Type ReportsEvaluative (142) the evaluation) (GC) EDRS Price - MFOI/PC06 Plus Postage. 0358 ED 190 691 DescriptorsCompcnsatory Education. Educa- Hort..1ibbrtg. Sand tionally Disadvantaged, Elementary Education, The Politics of School De'sevegation: Los Angeles. English (Second Language). Junior High Schools. Spons AgencyNationalInst ofEducation 0360 ED 190 693 Parent Participation. Program Ifesenptions. Pro- (DREW). Washington. D C Boltz. GregoryM. gram Effectiveness, Program Evaluation. Reading Pub DatcI I Apr 80 Bilingual Program Evaluation Report. ESEA Title Instruction. Remedial Mathematics. Remedial ContractNIE-P79.0118 VII Bilingual Program. Bilingualism Increases Programs. Special Education Note-118p. Maps may not reproduce well Excellence Now. Identifiers Elementary Secondary Education Pub Type Opinion Papers (120) Reports - Community School District II. Bronx, N Y Act Title I, Impact Aid. New York (Brooklyn) General (140) Pub DateDec 79 This report presents evaluations of the programs EDRS Price MFOI/PCOS Plus Postage. Note-10p implemented by District 17 in Brooklyn, Ncw York Desenptors--Board of Education Role. City OfTi Pub Type-- ReportsEvaluative (142) which wcrc funded by Title I of the Elementary and coils. Community Role. Court Role. Dcscgrcga EDRS PriceMFOI/PC01 Plus Postage, lion Plans. Elementary Secondary Education. DescriptorsAcademic Achievement. Bilingual Secondary Education Act and Impact Aid during Goveloment Role. Minority Group Influences. Education, Elementary Education. Federal Pro- the 1978.1979 school year Thc following programs 'Political Influences, Politics. Public Officials. grams, Italian. Mathcmatics. Program Effcc are discussed (I) Upgrading Reading Grades 3-9. SchoolCommunity Relationship. School tiveness, Program Evaluation. Reading (2) Program for Learners of English as a Second Desegregation Programs, Spanish Language, (3) Mathematics Title I. (4) Pupils with Identifiers--*Califomia (Los Angeles) IdentifiersBilingual Education Act 1968. New Special Educational Needs Program Kindergarten This paper chronicles important events surround York (Bronx) Grade 2. and (5) Parental Involvement Program. ing the desegregation of Los Angeles public schools. A bilingual program funded under Title VII and Each evaluation includes a discussion of recommen- focusing on underlying political factors and roles of carried out in four Bronx. New York, elementary dations from the previous year's evaluation fif ap- various individuals and community groups in the schools is the subject of this es aluation report Staff- propriate),adescriptionof the program. the desegregation process Thc author's pnnctpal con- ing patterns, inservice training, and English as a evaluat'on design, and conclusions and recommen- tention is that Los Angeles schools remain segre- Second Language classes for Spanish and Italian dations. Forms used for evaluative purposes and ta- gated because powerful individuals and groups have speaking parents are briefly described Evaluative bles of data are included (MK) 60 Document Resumes EQUAL OPPORTUNITY IN EDUCATION

0363 ED 190 700 0365 ED 190 731 0367 ED 190 790 Celebration:A Planning Guide for Ethnic Heritage Latham. Eleanor E Chocon, Louis, JrAnd Others and Culture Weeks. The Basic Skills Program: A Tutorial Alternative Arizona Bilingual Business and Office Education, New York City Board of Education. Brooklyn, Y to the Regular Educational Program of the Book 11-Bilingual Business Practice. Div of Curriculum and Instruction Worcester Public Schools at Burncoat Junior ArizonaStateDept,ofEducation,Phoenix,, Pub Date High School. Evaluation Report. 79 Arizona . Tucson. Dept of Business and Ca- Note--296p Some sections may be marginally Worcester Publjc Schools. Mass. reer Education due to small print Pub Date -5 Jun 80 Available fromOffice of Curriculum Develop- Note - -68p: Appendix I may be marginally legible Pub Date--Sep 78 ment and Support. Division of Curriculum and due to variable print Note- -349p, For related documents see CE 026 Pub Type Reports - Evaluative (142) - Numeri- Instruction, 131 Livingston Street. Brooklyn, NI 207-210 cal fQuanotativData (110) LanguageEnglish. Spanish 11201 (55 00) EDRS Price - MFOI /PC03 Plus Postage. Pub Type Guides - Classroom - Teacher (052) Pub Type GuidesClassroom Learner (051) DescriptorsBasic Skills, Compensatory Educa- EDRS Price - MFOI /PCI4 Plus Postage. EDRS Price - MFOI /PCI2 Plus Postage. tion, Hispanic America'ns. Individualized In- DescriptorsBlack Culture. Chinese Culture 'Cul. struction.Junior High Schools. Program DescriptorsBilingual Students. Budgeting, Busi- tural Background. Cultural Education. Elemen- Effectiveness, Program Evaluation, "Small Group ness Communication. Business Education, In. tarySecondaryEducation.EthnicGroups. Instruction dividualized Instruction, Money Management, Ethnic Studies. Latin American Culture. Puerto IdentifiersMassachusetts (Worcester) Office Occupations Education, Recordkeeping, Ricar Culture, Teaching Guides This evaluation research report describes a pro- Recreation. Secondary Education, Second Lan- IdentifiersGreek Culture. Irish Culture, Italian gram originally implemented to meet the needs of guage Instruction. 'Spanish. "Spanish Speaking. Culture, Japanese Culture. Jewish Culture. New English dominant Hispanic students in an urban Tests, Transportation. Travel. Vocabulary Deve- )(a (New York). Scandinavian Culture. Slavic junior high school The report combines qualitative lopment Culture and quantitative data in order to provide an under This book is the second in a set of four occupa- standing of the relationship of program goals, im This guide is designed to help teachers and super- tional and business education curriculum guides visors in planning activities-for observing Ethnic plementation procedures. and effects and delineates problems faced in implementing a program for which were developed for Spanish speaking stu- Heritage and Culture Weeks in the New York City dents u oh limited Engligh speaking backgrounds Board of Education calendar The first sections dis- minorities in a large urban school system Empirical and also for foreign language students who desire to cuss goals and general heritage and culture themes, data illuminate areas where conflict may arise, including differences in professional philosophies and reinforce their Spanish language skills The guides activities, and materials Thc following sections attitudes, role definitions within a school organiza- are structured so that the tcachcr can provide ser- each present suggestions for individual ethnic and tion, communication networks between school and culture weeks activities. Groups discussed in these vice to students of each category within the same community. and learning and teaching styles Thc classroom environment. Voiumc 2 is designed to sections e:c the Slays. Puerto Ricans. Japanese. system by which evaluation procedures are incor- give general information to second-year-level stu- blacks. Chinese. Irish, Greeks. Pan Americans. porated into the program as an ongoing feedback Jews. Italians. and Scandinavians. Each section pre- system is describedit is concluded that the Basic dents in high school The eighteen units included sents themes, background information, activities. Skills Program has succeeded in bringing students of are grouped under seven instructional areas com- lists of outstanding individuals from the group being average (or above average) ability up to grade loci munications (telephone, mail), travel and transpor- discussed, a bibliography. and audiovisual aids. in basic skills through both group instruction and tation, entertainment, and miscellaneous media resources, and organizations related to the individual tutorials Recommendations for increas (personal-use information securing a social security group A calendar of ethnic celebrations in New ing the program's effectiveness are offered Ap- number, a driver's license, recordkeeping, budget- York City during 1980 and a questionnaire for eva- pended to the report are a copy of the original ing. etc ) In all four guides, the vocabulary is listed luating this guide is appended (Author /BE) program proposal as well as copies of questionnaires on a table for easy reference and should be reviewed administered to students, teachers, and the principal prior to working through a unit Tests and answer of the school in which the Basic Skills Program is situated (Author/GC) keys are also included, (BM) 0364 ED 190 705 Bonn, Robert L. Bonn Ethel Project ABLE-Achieving Through Bilingual Edu- 0366 ED 190 789 0368 ED 190 791 cation. Final Report. Chaeon, Louis. JrAnd Others Chacon Louis. Jr 4nd Others Community School District 21, Brooklyn. N Y Arizona Bilingual Business and Office Education. Arizuna Bilingual and Office Education, Book Pub DateAug 79 Book I-Bilingual Business Grammar. III-Bilingual Business Practice. GrantG007604884 ArizonaStateDeptofEducation.Phoenix ArizonaStateDeptofEducation.Phoenix ; Note -19p Not available in paper copy due to re- Arizona Univ . Tucson Dept of Business and Ca- Arizona Urns, Tucson Dept of Business and Ca producibility factors reer Education rcc r Education Pub Type Reports - Evaluative (142) Pub Date Sep 78 Pub Date Sep 78 EDRS Price MFOI Plus Postage. PC Not Availa- Note- -336p, For related documents ice CE 025 ble from EDRS. 208.210. Note--338p . For related, documents sec CE 026 DescriptorsAcademic Achievement. Bilingual LanguageEnglish. Spanish 207.210 Education. Elementary Education. English (Sec- Pub Type Guides - ClassroomLearner (051) LanguageEnglish. Spanish ond Language). Hebrew, Italian. Program Effec- EDRS PriceMFOI /PCI4 Plus Postage. Pub Type Guides - Classroom - Learner (051) tiveness. Program Evaluation. Russian. Spanish DescriptorsBilingual Students.Business Educa- EDRS Price MFOI/PCI4 Plus Postage. IdentifiersBilingual Education Act 1968. New tion, Grammar. Individualized Instruction. In- Descriptors- Bilingual Students. "Business Com- York (Brooklyn) structional Materials, Learning Activities. Office munication, Business Education, Credit(Fa- Occupations Education. Secondary Education. Project ABLE (Achieving ThroughBie ngual nance), Employment Opportunities. Second Language Instruction. Spanish. 'Spanish Education) operated in six public and nc public IndividualizedInstruction. Speaking. Tests.Vocabulary Development Insurance. Office schools in Brooklyn. New York. during the 1978 This book is the first in a set of four occupational Occupations Education, Reeordkeeping, 1979 school year Approximately 250 students from and business education curriculum guides which mg. Secondary Education, Second Language In- four language groups (Hebrew. Italian. Russian. and were developed for Spanish speaking students with struction. Sparnsh. 'Spanish Speaking. Tests, Spanish) received ABLE services The program limited English speaking backgrounds and also for Vocabulary Development focused on the maintenance of bilingual resource foreign language students who ho desire to reinforce This book is the third in a set of four occupational centers and on working with tax levy bilingual their Spanish language skills The guides are struc- and business education curriculum guides which teachers to enhance the quality of their instructional tured so that the teacher can provide service to stu- were developed for sparosh speaking students with efforts Special emphases were given to instruction, dents of each category within the same classroom limited English speaking backgrounds and also for curriculum and materials, parental involvement. environment Volume 1 contains a review of basic foreign language students who desire to reinforce staff development, and impact on student achieve- Spanish grammar which stresses a strong business their Spanish language skills The guides are strue ment Programevaluation wasaccomplished vocabulary Some of the topics covered by the through classroom observation, teacher. administra- twenty-four units includethe Spanish alphabet, tured so that the teacher can provide service to stu- tor, and project director interviews, and pre rpost division of words into syllables. capitalization and dents of each category within the same classroom test student achievement data from the Bilingual punctuation, greetings and farewells, names and environment Volume 3 covers the specifics of se- Syntax Measure, the New York City Language As surnames. definite and indefinite articles, telling veral business practices which were quickly intro- sessment Battery. and the Stanford Achievement time, dates, and cardinal nc. misers. regular and ir- duced in the second book The fourteen units regular verbs. direct and incrert objects, grammar included are grouped under the following instruc- Test Findings Indicated that the project was strong terminology, personal pronouns, demonstratives, in the areas of cumculum and materials, parental descriptive and possesivc adjectives, affirmative and tional areas written communications. retailing, in involvement, and staff development, instruction negative contrasts, comparisons and superlatives, surance, credit, employment, and miscellaneous took a variety of forms in both the foreign languages and formal commands. Inall four guides, the (rccordkcepingtasks)Inailfourguides,the and English, and a significant impact was made on vocabulary is listed on a table for easy reference and vocabulary is listed on a table for easy reference and student achievement In a number of areas (Au- should be reviewed prior to working through a unit should be reviewed prior to working through a unit thor/ MK) Tests and answer keys are also included (BM) Tests and answer keys are also include. (OM) EQUAL OPPORTUNITY IN EDUCATION Doc" ,ent mes 61

The specific third grade achievement objective 0369 ED 190 792 0371 was ED 191 646 not attained Parent involvement showed that most Chacon. Luau. JrAnd Others Baez. Tony And Others Arizona Bilingual Business and Office Education. Desegregation and Hispanic Students: A Com spent their time planning fund raising events Par- Book 1V- Bilingual Business CUM'S. munity perspective, ents who participated in program-specific activities Arizona State Deptof EducationPhoenix / InterAmenca Research Associates. Rosslyn, Va. spent their time assisting in program classrooms. Arizona Lniv . Tucson Dept of Business and ca. National Clearinghouse for Bilingual Education, Staff development activities involved 98% of the Arlington. Va. teachers and aides Most teachers indicated satisfac- reer Education Spons Agency-NationalInst ofEducation tion with the services received from mervisory and Pub Date -Sep 78 (DHEW). Washington. D C. Office of Bilingual Note-34 1p . Fm related documents see CE 026 Education and Minority Languages Affairs (ED), support personnel Health data indicated that half of 207.209 Washington. D C. -the-program-ehddren-received medical screenings Language-English, Spanish Pub Date-80 and one quarter had physical examinations Supple- Pub Type-- Guides - Classroom Contract-400-77-0101 mentary mental health specialists from 5 agencies Learner (051) Note. -83p EDRS Pnce NIFO I ,PC14 Plus Postage. provided direct and indirect services to 372pro- Available from-National Clearinghouse for Bilin- gram children (Author /GK) Descriptors - Bilingual Students. Busmess Educa- gual Education. 1300 Wilson Boulevard.Suite 82 tion. Clencal Workers. Employ ment Opportum. 1 I. Arlington, VA 22209 (S3 50) ties. 'Employment Qualifications. Individualized Pub Type- Information Analyses (070)- Reports Descriptive (141) Instruction, Occupational Information. Office 0373 ED 191 883 Occupations. Office Occupations Education. EDRS Price - MFOI /PC04 Plus Postage. Descnptors- 'Bilingual Education. Blacks.Board Data Resource Book 1979-1980. District of Co- Secondary Education. Second Language Instruc- of Education Role, "Case Studies, Court (Alga. lumbia Public Schools. tion. Service Occupations. Spanish, Spanish lion. Desegregation Litigation.Desegregation District of Columbia Public Schools. Washington, Speaking. Vocabulary Development Plans. Educational Finance. Educational Legula D C Dept of Research and Evaluation This book is the fourth in a set of four occupa- tton, Elementary Secondary Education. Equal Pub Date -Feb 80 Education. Ethnic Relations. 'Hispanic Amen- tional and business education curriculum guides Note--34p, which were developed for Spanish speaking cans. Mexican American Education, Multicul- stu- turalEducation. Parent School Relationship. Pub Type- Reference Materials - Directories/. dents with limited English speaking backgrounds School Community Relationship. 'School Deseg- Catalogs (132) - Numerical/QuantitativeData and also for foreign language studens who desireto regation (110) reinforce their Spanish language iv The guides Identifiers---Milwaukee Public Schools WI EDRS Price - NIFOI /PCO2 Plus Postage. are structured so that the teaches _an provide Ser- A case study of the desegregation process in Mil- Descriptors -- Continuing Education, Educational vice to students of each category within the same waukee's Public Schools and the participation of the Administration, Elementary Secondary Educa- classroom environment Volume four explains the Hispanic community in that process through the effnrts of a parentcommunity group to safeguard tion, Enrollment, Federal Aid. Personnel Data, duties and responsibilities for employment in sev- the rights of Hispanic students to equal educational Private Schools, 'School Demography. 'School eral entry-loci business positions The 12 units in- opportunity examines in detail the ways a coin. Districts, School District Spending, School Per. cluded cover the following employment areas munity has dealt and continues to deal with issues sonnet. Schnol Statistics,Special Education, receptinnist, clerical workers. and service clerks In affecting cities with multiethnic populations. The Testing Programs all four guides, the vocabulary is listed on a table for case study focuses on the legal and political deci- easy reference and should be reviewed prior to sion-making process involved when a majorcity Identifiers-District of Columbia Public Schools prepares and implements a plan for school desegre- This eighth annual edition of the Data Resource working through a unit Tests and answer keysare gation, and the demands made by Hispanics for also included (BM) Book for the school year 1979.1980 was designedas their educational needs and legal rights within the a readily available source of information for school context of court-ordered desegregation Discussed are the issues related to a 1924 Wisconsin law which staff and community use. It provides the latent facts eliminated all but English from the puhlic school and figures about the District of Columbia public 0370 ED 190 870 languagecurriculum.desegregationeffortsby school system Information covered by the Data .s.ylander. LaJden. Jenny Blacks. legal definitions (and their potentiallynega- Resource Book includes (I) school board andre- Project RAISE. Title IV-C. How-to Manual. tive impact on Hispanics) used by courts and deseg- gional offices-members, office locations. (2)stu- Pima County Schools. Tucson. Ariz regation planners. and Wisconsin stoic policies dents-race, region, educational promulgated in the 1970's (equalization of taxes be- level, Note -146p Illustrations may not reproduce well. tween rich and poor school districts, voluntary public/nonpublic school attendance, special educa- Pub Type - GuidesClassroom - Teacher (052) transfers for desegregation and integration, and tion, citywide testing, food services. academic cal- EDRS Price - MFOI PC06 Plus Postage. mandatory bilingual bicultural education) Notedin endar.and(3)administration-budget,grants, Descriptors- Adult Education. Behavioral Objec- the conclusions are key variables nivnlvedin deter- staffing. salary schedule, number of schools andin- tives. Consumer Protection, Course Descriptions. mining the outcomes of school desegregation plan- structional programs (Author/GK) ning Curriculum Guides. andimplementationasithasaffected Daily Living Skills. Em- Hispanics in Milwaukee. (AN) ployment Potential, Health Education, Home- making Skills, Housing. Instructional Materials. 0374 JobSearch Methods,LearningActivities, ED 191 927 Maintenance, Moderate Mental Retardation. 0372 ED 191 872 Report on the Status of the Voluntary Desegrega- Carter. Herman tion Plan of the School District of Philadelphia. Honey Management.NutritionInstruction, Practical Arts. Pretests Posttests. Young Adults Follow Through Title I Expansion Program 1978- Philadelphia School District, Pa. 1979. Report Number 8043. Pub Date-24 Mar 80 This manual for parents and teachers provides an Philadelphia School District. Pa Office of Research Note--50p. appropriate teaching curriculum for use with traina- and Evaluation Pub Type- Reports blementallyretardedadults, age eighteen to Pub Date-Mar 80 Descriptive (141) twenty-one years It provides firsts course outline Note-54p, EDRS Price - MF01/PCO2 Plus Postage. based on five knowledge areas, health, nutrition, Pub Type- Reports - Evaluative (142) Descriptors-Community Involvement, Desegre- ERRS Price - MFOI /PC03 Plus Postage. gation Methods, Desegregation Plans, Elemen- home maintenance, basic consumerism, and lob Descriptors-Academic readiness Other contents include tests. objectives, Achievement.Bilingual tary Secondary Education. Financial Support, Education. "Compensatory Education. Elemen- Information Dissemination, Integration Readi- task sequencing, and knowledge area modules. Pret- tary School Mathematics. Mental Health Pro- ests. also intended for use as checkups and posttests, grams, Parent Participation. Primary Education, ness, Program Descoptsons. School Desegrega- tion, are correlated to the knowledge areas. In most cases Program Evaluation, "Reading Achievement, Staff DeveloptCent, TransferStudents, Urban Schools, "Voluntary Desegregation they arc nonverbal and evaluated by a motorac- Reinforcement, School Health Services, Staff tivity The objectives for each area are in a sequen- Development, 'Urban Schools Identifiers-Pennsylvania (Philadelphia) tial order which directly correlates to the pretest. Identifiers-Pennsylvania (Philadelphia). Project This report describes the activities undertaken by Follow Through Expansion Program the City of Philadelphia School District during since pretest scores indicate accomplishment of ob- The report of the 1978.1979 perfnrmance of the its voluntary desegregation preimplementation jectives A scoring key to the objectives is provided. Project Follow Through Expansion Program for the orientation and training year (1977.1978) School Dis- Task sequencing as given for those areas needinga primary grades focused on the educationalcompo- definite order of events to consistently teach the nent, parent involvement. staff development, and trict activities are described in five areas. staff special supportive services. Classroom observatinns task Each of the five knowledge area modulesis development, community involvement, dissemina- indicated that while aides and parents worked with tion, funding, and the movement of pupils. Ap- divided into packets The format for each packet groups consisting of 2 to 10 children. in two instruc- includes one or all of the following. contents, neces- pended to the paper e a dcsegregatrnn plan update tional models, teachers engaged in whole classin- sary materials, construction, and teaching instruc- struction at least 40% of the time across all optinns roan, staff development and dissemination infor- tions Some required materials are not provided A Cross sectional achievement data indicated that the mation, descriptions of special programhigh bibliography lists these materials and others (with Total Follow Through Expansion Program (TEXP) schools, descriptions of Elementary and Secondary their sources) used in developing and implementing performed only as well as its Total Non-Follow Education Act programs. a table of school enroll- the curriculum (YLB) Through (TNF) Title I eligible comparisongroup in ment broken down by race, and the results of a high reading, but outperformed TNF in mathematics. school student questionnaire (MK) 62 Document Resumes EQUAL OPPORTUNITY INEDUCATION EDRS Price - MFOI /PCO2 Plus Postage. 0375 School Aid Act ED 191 931 Desc optors Equal Opportunioes Boning Margaret. Ed (Jobs). This evaluation of the Emergency School Aid Act Females. Males. Metropolitan Areas.Profes School Closing Policy Report. sional Occupations. 'Regional Characteristics, (ESAA) Prograni in the Distnct of Columbia public Cleveland Public Schools. Ohio 'Sex Differences, Sex Discrimination schools addresses four general issues. (I) theextent Pub Date-16 Jan 80 to which the program was implemented as planned, From the perspective of contemporary human (2) the extent of participation by identified Note -34p Prepared by Department of Desegrega ecology, this paper presents a descriptive analysisof target titan Implementation Attachment A has been de sexual differentiation to professional occupations. populations, (3) assessments of the program bypar leted due to reproducibility factors using data pro. ided for the large metropolitan labor mowing professional and other adult personnel; Pub Type-- Reports - General (140) and (4) assessments by participating students and forces of the United States in 1970Aggregate pro- EDRS PriceMFOI /PCO2 Plus Postage. file characteristics of the total metropolitan labor the educational growth of these students, Inthis DescriptorsBoard of Education Policy. Dechn force (the combined professional work forces context, the Career Education Project. the Two-W of the Project, the Special and Remedial Services Project. ing Enrollment, Elementary Secondary Educa- 125Standard MetropolitanStatistical Areas tion. 'School Closing. School Desegregation. (SMSAs) with populations of 250.000 and the Round Meadow Outdoor Laboratory in 1970) are School Project (the four components of the School Funds. Urban Problems, 'Urban Schools examined. A sommar) description of professional ESAA Program) are described and appraised. Information Identifiers0hio (Cleveland) Sexual segregation is then presented.tic tang the The IsaJt of school closure has demanded the metropolitan occupational presented and analyzed consists of (I) recordsof at- structures independ- interviews and field observations: (2) tention of most school districts serving large urban ent!) The profile dot., show thatmost professions responses of populations Factors such as court mandates for are male dominant. and that males are 515 staff members. administrators. personnelfrom more dif cooperating agencies, and parents, (3) reports and desegregation. urban flight, diminishing financial re- fusely distributed than femalesIr addition, itis sources. souring operational costs. and declining cn shown that. according to the segregation assessments by 585 student participants, and (4)pre indexes and post academic achievement test rollments have added a Mixture of unprecedented examined, about sixty percent of the membersof scores for circumstances to the issue The- Cleveland School either sex would have to be occupationally nearly 5.000 students The overall conclusionof- relocated fered is that the 1977-78 ESAA Program District. faced with many of these problems. needed for equality to be obtained knowledgeof the region was effec- to develop a school closing policy which effectively of location, size, and female percentage tively developed and had a positive impacton its of the labor target populations. (Author/GC) deals with them The purpose of this report wasto force of an SMSA is smd. however, toeither accent provide a better understanding of the developed orattenuate such expectations. Southern and school closing policy, actions. and future plans of Northern SMSAs are above average itsorofesaonal the school district. The report focusedupon four sexual chi erentiation and Western SNISAsare 0380 areas (I) a literature search which revealed cntena somewhat below, but these differences ED 19i 963 disappear Final Evaluation Iteport for the 1978.1979 used to determine previous school closingsin urban when data are disaggregated bysubregion. (Au- Title school districts. (2) past actions of tnc Cleveland thor GC) VII Bilingual. Project, Public Schools ofthe District of Columbia. Washington. School District dealing with school closings. (3)the impact of desegregation on school closings. end (4) Cultural and Humanistic Educational Systemsand recommendations to help establish policy for the Services, Inc., Diamond Bat. Calif. future (Author /Mkt 0378 Spons AgencyDistrictofColumbiaPublic ED 191 951 Schools, Washington. D.0 Jonts4Nporlobi. Maros Judd. Catherine R Pub Date --(79) Assessing Concerns of Educators of BlackStudents Gra n t-047-A A-N 0-9-GA Identified as Talented and Gifted: A Surveyof a 0376 ED 191 913 Desegregated School District. Note 84p.; Rating form may be marginallylegible ESEA. Title I Evaluation Report 1978.1979. Pub Dote-9 Apr 80 due to small, broken print Community School Distnct 9. Bronx. N Y Note39p.. Paper presented at the annual Pub Type Reports - Evaluative (142) meeting LORS Price - MFOI /PC04 Plus Postage. Pub Date-79 of the American Educational ResearchAssoela Notc--259p Lion (Boston, MA. April 9, 1980) Table, Descriptors---Academic Achievement, Bilingual ma) be Education. Chinese, Elementary Education, Pub Type. Reports - Descnptive (141) Reports marginally legible due to small print Lan- - Evaluative (1425 Pub Type Reports guage Skills, Mathematics, Multicultural Educa- Evaluative (142) Spec- tion, "Parent EDRS PriceMFOI/PC1 I Plus Postage. ches/Mceting Papers (150) Participation. Program EDRS Price MFOI/PCO2 Plus Postage. Descriptions, Program Effectiveness, Program DescriptorsBilingual Education, Compensatory Evaluation Reading Achievement, Self Concept, Education, Early Childhood Education, glean:l- DescriptorsEllack Students, 'Curriculum Deve- Spanish Speaking. 'Staff Development imy Edu.ation. English (Second Language), 3un lopment, Gifted. Intermediate Grades.Needs Assessment, Program Evaluation IdentifiersBilingual Education Act 1968, Dis- ior High Schools, Learning Centers (Classroom), tract of Columbia Learning Disabilities,LearningLaboratories, IdentifiersPushing Excellence inPupils, Texas Thc Elementary and Secondary Education Mathematics Instruction, Program Descriptions. (Dallas) Act Pushing Excellence in Pupils (PEP) Title VII program instituted by the public schoolsof Program Effectiveness. ProgramEvaluation. was cstab- the District of Columbia serves approximately ReadingInstruction.RemedialMathematics, lured in Dallas to provide instructionalservices for 1600 intermediate level (grades 4.6) black students students in 14 elementary school sites and includes Remedial Reading. Staff Development, Summer iden- both Spanish, English and ChdaeselEnglish Programs tified as talented and gifted This com po- report discusses news This evaluation report details the progress of IdentifiersElementarySecondaryEducation the descriptive analysis and results ofa needs assessment to be used as decision making data for PEP Title VII bilingual education towards meetingpro- Act Thiel. Impact Aid, New York (Bronx), New gram goals in the areas of instruction. staff develop- York City Board of Education curriculum development. A questionnaire was ad ment, and parent/community Programs undertaken by Community School Dis- ministered to principals and teachers Analysisin- involvement. dicated that PEP principals and teachers Included in the evaluation are procedures andlists trict 9 in Bronx. New York, funded by Title I of the were of instruments used to collect data, an overall Elementary Secondary Education Act and Impact mainly concerned with working collaborativelyto pro- Aid. are evaluated in this report TL..; improve the impact of instruction on students Find- tect evaluation plan. a description of the project, pro- including its staffing, data from pie and post grams are presented (I) Basic Skills Center Reading alga also indicated that PEP teachers felt they had testing specific recommendations for improving the of a sample of project students, data from staffde- Program, (2) Project Best (a bicultural /bilingual PEP velopment activities, and data from parent/com- reading and math program for Spanish dominant curriculum Typical non-PEP teacherswere found to be aware of PEP classes operating munity participation activitiesThc instructional students), (3) Bilingual Junior High School, (4) in their school component evaluation consists primanly of meas- Remedial Laboratory (a diagnostic-presenptive buildings but were not concerned withhaving an ap- active involvementin ures of skills development in reading, mathematics, proach to correcting learning problems), (5)Pre- the PEP project(Au- language, and self concept (including multicultural scnption Learning thor/Mk) Mathematics. (6) Workshop awareness) Evaluation instruments are appendedto Way (an instructional reading program forlow the report. (GC) achievers), (7) Strengthening Early Childhood, (8) Junior High Math Laboratory. (9) Assisting Stu- 0379 dents with Learning Disabilities. (10) Englishas a ED 191 962 Second Language, (i I) Reading and Mathematic Final Report on Evaluation of theEmergency 0381 School Aid Act Program of the Public Schools ED 191 969 1979 Summer Program. and (12) Staff Develop- of Price, AldoSperber. Diane merit (MK) the District of Columbia, 1977-78. Mediax Associates, Inc., Wes.port, Conn. Project P.R.O.B.E. Final Evaluation Report. Spons Community School District 7, Bronx, N Y AgencyDistrictofColumbiaPublic Pub Date-79 Schools. Washington, D.C. Dept. of Researchand Evaluation Note27p., Tables may be marginally legibledoe to 0377 ED 191 941 broken print: Johnson. Gordon C. Jr Pub DateNov 78 Pub Type ReportsEvaluative (142) Reports Metropolitan Professional Sexual Differentiation. ContractGA-78-CH1,15A-00W01-2554 Descriptive (141) 1970: An Ecological Profile. Note 176p ; Tables may be marginallylegible due to small print. EDRS PricehtFOI/PCO2 Plus Postage. Wisconsin Unit , Madison Instfor Research on DescriptorsBilingual Education, Poverty Psis Type. ReportsEvaluative (142) Cognitst c EDRS PriceMPOI/PC08 Plus Postage. Development, Early Childhood Education, Pro- Report No.-1RPDP573-79 gram Descriptions, 'Program Effectiveness, Pro- Pub DateOct 79 Descriptors. AcademicAchievement.Career Educanci."Cultural gram Evaluation, ReadingSkills.Spanish Note 30p , Paper presented at the Annual Meeting Isolation.Economically Speaking Disadvantaard, Elementary Secondary Educa- of the Population Association of America (Apnl, IdentifiersBilingual Education Act 1968, Ele- 1979) For a related document see ID 020 818 tion, Federal Programs. Program Attitudes, Pro- gramDescriptions. mentary Secondary Education Act Title VII. Pub Type NumeocaliQuantitative Data (110) ProgramEffeent eness, New York (Bronx) Program Evaluation. Racial Segregation. Reports Research (141) Speeches/Meeting This evaluation report describes Project Papers (150) 'Remedial Programs, 'School Desegregation P R 0.13 E , s bilingual education program for four Identifiers -Districtof Columbia, Emergency and five year old Spanish speaking childrenin two fi

EQUAL OPPORTUNITY'IN EDUCATION Document Resumes 63 Bronx New York schools The educational obje'- minal assistants were highly rated, (3) classrooms uses of the program. including the improvement of Achievement data indicate ( I) English as a Second were conducive to learning (41 students were re- Language students mastered an average of 43% of reading and 'other curriculum skills, are outlined sponsive to instruction and for the most part spoke Also described are staffing patterns, orientation and in the language of instruction during instructional the objectives attempted. (2) 83-100% passedex- trailing. efforts to achieve parental participation in periods, and (5) pre and posttest student achieve- aminations in native language arts. (3) 70.100% their children's edacanon, and instructional facili- passed examinations in mathematics. (4) 86.100% motif-11a showed that instruction was successful passed examinations in science, and (5) 70.100% ties. materials. and activities the achievement of Recommendations for future planning were made the program's objectives is evaluated in terms of 4.01K) passeddlaminations m iin social studies Fifty-four to student cognmse development and performance on one hundred percent of the students involvedin the the Boehm" Test of 13311 Concepts and the James program exceeded attendance criteria The cur- Language Dominance Test, parent involvement and riculum development and supportive servicescom- knowledge of parenting skills, and staff mastery of ponents were found to be strong and effective. The 0384 ED 191 972 relevant teaChaig skills It is concluded that Project Iraarry ?while A And Omen parental involvement program was found to bein P R. O B E has been successful imachievingtts ob- need of expansion (MA) Systematic Approaches to Bilingual Education jectives Reading growth and cognitive develop. meta were found to occur (Project SABE) and Bilingual LanguageArts throughbilingual Services (Project BLAS). Final Evaluation Re- instruction and a stimulating learning environment. port, 1978-1979. Recommendations are offered for improving t1 0386 ED 191 980 New York City Board of Edw. anon. Brooklyn. N Y Irizarry, Ruddie A program in the areas of instruction. staff utilization Office of Educational Evaluation And Others scheduling, parent workshops and contact betweeo Pub Date(79) Fort Hamilton High School Greek, Arabicand staff members in the two schools (GC) Spanish (GRASP) Bilingual Program, ESEA Note33p Title VII. Final EvaluatIon.Report, 1978-1979. Pub Type Reports - Descriptive (141) Reports Evaluative (142) New York City Board of Education. Brooklyn, N.Y EDRS Price Office of Educational Evaluation 0382 MFOI/PCO2 Plus Postage. Pub Date (79) ED 191 970 DescriptorsAcademic Achievement, Runguld. Jeffrey4nd Others Bilingual Note-56p -/. Education. Bilingual Teacher Aides. Bilingual Bilingual Early Childhood Centers. Final Evalua- Pub Type Reports - Evaluative (142) Reports tion Report 1978.79. 'leachers, Education Courses Elementary Educa - Descriptive (141) Lion, English (Second Language) Faculty Desch Community School District 14. Brooklyn. N EDRS Price - MFOI / PC03 Plus Postage. Pub Date (791 opment, Inserviee Teacher Education., Program DescriptorsArabic, Bilingual Education. Eng- Note21p Descriptions, Program Effectiveness, Program Evaluation lish (Second Language), Greek. Program De- Pub Type ReportsEvaluative (142) scriptions, Program Effectiveness, Secondary EDRS Price - MFOUPC01 Plus Postage. IdentifiersBilingual Education Act 1968 Ele Education, Spanish Speaking mentary Secondary Education Act Title VII, Descriptors Academic Achievement, Bilingual New YOrk (New York) IdentifiersBilingual Education Act 1968, Ele Education. English (Second Language). Onniary The ultimate goal of Project SABE (Systematic mentary Secondary Education Act Title VII. Education. Program Descriptions, Program Ef- New York (Brooklyn) Approaches to Bilingual Education) was toimprove fectiveneis. Program Evaluation, Spaoish Speak- the linguistic and computational performance of The Fort Hamilton High School Greek, Arabic. ing. Yiddish and Spanish Bilingual Program (GRASP) served 793 New York City students "with limitedprofi 200 Brooklyn, Ncw York, students found IdentifiersBilingual Education Act 1968, New ciency in English and 141 English dominant stu- to have York (Brooklyn) dents in grades KA The instrumental goal of the limited proficiency in English Students receivedtn- structionin English -as a Second Language The bilingual Early Childhood Centers Program project was to improve the performance of the 34 or was established in thrse public and four nonpublic remedialEnglish, native language arts(except bilingual teachers and 9 paraprofessionals involved Arabic), and native language instruction schools ha [Istria 14 ( Brooklyn, New York)as a in the program Pupil Instructional activities focused in science, response to the needs of children in grades K-2 with social studies, and mathematics Additionalpro- on the development of reading. writing, and math- gram components included curriculum develop limited English proficiency Participants were from ematics competence English es a Second Language Spanish or't iddish dominant homes The cur- ment, teacher training, supportive services, parental instruction was offered as well as contentarea riculum offered instruction in English as a Second teaching in the involvement, and mainstreamingwithEnglish dominant language Teacher speaking peers Program evaluation was completed Language. Spanish or tiddish language arts, and training consisted of orientation workshops, inser- dominant language instruction in the content areas t ice programs. onsite observation and training by using student achievement data from norm and criterion referenced tests and evaluator observations. Other program components.included cultural hem resource teachers. and college education programs age instruction. staff development, and parent and Project SABE also had a community and parental Achievement data indicated that (I) studentson community involvement Program evaluation was most levels made significant gains in reading involvement component Pre and posttest achieve (2) most students achieved program goals completed using classroom observation, staff inter- ment data, interviews, and observation were em in views, and pre and posttest data from the Stanford native language arts, (3) substantial percentages of ployed to facilitate the development of students achieved course expectations in mathemat- Early School Achievement Test, the Boehm Test of recommendations for future program implementa- Basic Concepts, and the InterAmencan Testin ics, and (4) most students mastered program objec- tion Kindergarteners were found to unprove mini tives in science and social studies Attendance Reading Analysis of statistical data showed sign.fi- mollyin English and Spanish language arts skills cant academic gains were made by participants uifilit Students in grades 1.4 were found to have figures indicated that GRASP students surpassed both the Spanish 'English and Yiddish/English accom the school wide attendance rates Other pro- plishcd program objectives of statistically signal. program grams Evaluation findings indicated that all pro- cant gains in English and Spanish reading and math components were found to be successful. Recom- gram components operated w ell and objectives were mendations for future program implementationare met (MK) skills (MK) :included (MK)

0385 0383 ED 191 978 0387 ED 191 971 Irizarry. Ruddie A And Others ED 191 981 Zeiehner. Harvest Irizarry, Rudd& A And Others Effective Transition of the Bilingual and Bicultural John Bowne High School Basle Bilingual Pro- Evaluation Report for the District 19 Bilingual/- Student. Thomas Jefferson High School. Final Bicultural Elementary Program. Evaluation Report, 1978-1979. gram. Final Evaluation Report, 1978-1979. Community School District 19. Broo. lyn. N Y New York City Board of Education. Brooklyn, N Y New York City Board of Education. Brooklyn. N Y Office of Educational Evaluation. Pub Date-179j Office of Educational Evaluation Note-17p Pub Date--(79) Pub Date(79) Note--32p. Pub Type-- ReportsDescriptive (141) Reports N - 30p Evaluative (142) Pub Type ReportsEvaluative (142) Pub Type Reports - Descriptive (141) Reports EDRS Price - MEM /PC01 Plus Postage. - Evaluative (142) EDRS Price MFOUPCO2 Plus Postage. Descriptors Academic Achievement.Bilingual DescriptorsAcademic Achievement. Bilingual EDRS Price MFOI/PCO2 Plus Postage. Education, English (Second Language). Program Education. Bilingual Students, Bilingual Teacher Descriptors'Bilingual Education. English Aides, Bilingual Teachers. Elementary Educa- cbnd Language). Program Descriptions. Descriptions. Program Effectiveness, Program tion. English (Second Language). Multicultural Pro- .Evaluation. Secondary Education, Spanish Speak- gram Effectiveness, Program Evaluation, mg Education, Program Descriptions. 'Program Ef- Secondary Education, *Spanish Speaking fectiveness. Program Evaluation IdentifiersBilingual Education Act 1968. Ele- IdentifiersNew York (Brooklyn) IdentifiersBilingual Education Act 1968. Ele mentary Secondary Education Act Title VII. mentary Secondary Education Act Title I, Ele- New York (Queens) The District 19 (Brooklyn. New York) Bilingual/ mentary Secondary Education Act Title VII, Bicultural Elementary Program operated on the K-6 New York (Brooklyn) The John Bowne High School Basic Bilingual Pro- level in eight schools during the 1978.1979 school gram served 269 New York City students with lim- year The broad goals of the program were to ex- The Effective Transition of the Bilingual and ited proficiency in English in grades 9.12 Students Bicultural Student program was fundedto offer aca pand the number, scope, skills, services, andstu- received instruction in English as a Second Lan demise subjects bilingually in grades 9.12. totrain guage, content areas, and Spanish language arts dent-teacher interactions of the district's bilingual staff to carry out program goals. and to provide staff and to develop and administer a competent Students were mainstreamed with the. Supportive services to program students The' pro English bilingual program Program evaluationwas accom- dominant peers for some subject areas andpar- plished through claoom observation, interviews gram offered instruction in English as a Second Lan- ticipated in a bilingual business program Supportive with faculty, staff, principals, and students, guage, native language arts, social studies, science, services, curriculum and staff development. and and and mathematics Curriculum and materials devel measures of student achievement to reading (Span- opment and parental involvement formed addi- parental/community involvement activities formed ish and English) and math Evaluation findings in- tional program components additional program components Program evalua- dicatedthat(I)teachersratedthe The program was tion was accomplished through student achieve- program evaluated using student achievement data fromcri- satisfactory to excellent. (2) teachers and educa- mentdataandevaluatoron-siteobservation terion referenced tests and evaluator observations Findings indicated that (1) except for eleventh 64 Document Resumes EQUAL OPPORTUNITY IN -EDUCATION grade students, pupils made statistically significant made significant gains in native language r ading, skill areas and information on the dissemination gains in English reading achievement. (2) all stu (4) most groups of ABLE students achieved the dents except tenth graders demonstrated significant schedule, information sources, data collection, and gains io Spanish reading, (3) 70'1 of each grade criterion in mathematics, social studies, and science Project ABLE students surpassed school wide at time allocation (AEA) passed midterm examinations in the content areas tendance rates. All additional program components Students were observed to be attentive and disco plined. and to have good relationships with teach except supportive services were found to be effec- A-. tive Recommendations for future program on- crs Recommendations for future program plementation are included in this report (MK( 0392 ED 192 310 implementation are included (MK) Miyantura, Candace P. Building Communicative Competence in the Bilin- gual/Bidialectal Classroom. 0390 ED 192 279 Pub DateNov 79 0388 ED 191 982 Welsh. David I Ligon, Glynn Irizarr), Ruadte A And Others Project RISE: Reading Achievement in AISD Note39p , Paper presented at the Annual Meeting Louis D. Brandeis High School Bilingual Program. Junior High Special Education (1978-79). In- of the National Council of Teachers ofEnglish Final Evaluation Report. 1978-1979. terim Evaluation Report (69th. San Francisco. CA, November 22.24, New York City Board of Education, Brooklyn, N Y. Austin Independent School District. Tex Office of 1979) Office of Educational Evaluation Research said Evaluation Pub Date-179J Pub Type Speeches/Meeting Papers (150) In- tiote-42p Spons AgencyDepartment of Health, Education, formation Analyses (070) and Welfare. Washington, D.0 EDRS Price Pub Type ReportsDescriptive (141) -- Reports Pub DateMay 80 MFOI /PCO2 Plus Postage. Evaluative (142) Note -12p DescriptorsBilingual Students, Black Dialects, EDRS Price MFOI /PCO2 Plus Postage. Pub Type ReportsEvaluative (142) Communication Problems, Communication DescriptorsAcademic Achievement, Bilingual EDRS PriceNIFOI /pcol*Plus Postage. Skills, Cultural Awareness, Cultural Differ- Education. Criterion Referenced Tests. English Desc riptors Indis Moab zedInstruction, ences, Elementary Secondary Education, Lan (Second Language). Program Descriptions, Pro. Junior High Schools, Mainstreaming, *Program Evalua- guagc Skills, Linguistie Competence. Mmority gram Effectiveness, Program Evaluation. Second- tion. Reading Achievement, Reading Instruc ary Education. Spanish Speaking Group Children, Sociolinguistics. Speech Com- non. Reading Programs. Secondary Education. munication, Teacher Responsibility IdentifiersNew York (New York) Socioeconomic Influences, Spccial Education The Louis D Brandeis High School Bilingual Pro- IdentitiersPloject RISE IdentifiersInterculturaf Communication gram sets cd 900 New York City Hispanic students The Project RISE (Reading Individualizedin Soc. Cultures differ in rules that govern communica- with limited proficiency to English In addition to eial Education) program undertaken by the Austin tive behavior, and these differences can cause tea- developing English and Spanish language skills the (Texas) Independent School District collected cher/student miscommunication in the classroom program provided content area instruction in Span. and analyzed data on the reading achievement ofjunior and can also interfere with ;the academic perfor ish in social studies, mathematics, and science Staff high school special education students A random development. mainstreaming, parental involvement mance of minority group children. These differ sample of 256 such students was given several meas- cnccs can be overcome, however, by knowledgeable activities, and supportive services formed additional uresf reading achievement Demographic infor program componentsCritenon referenced tests motion that was gathered for the students included teachers who endeavor to build and expand the were used to evaluate the effects of the program on data on sex. 1Q. ethnicity free lunch status,nature communicative competence of minority group chil- student performance Evaluative findings indicated of handicap, and type of teacher from w hunt reading drcn Teachers can accomplish this by fostering that (I) students mastered a majority of objectives Instruction was received (regular or special educa- children's ethnic identity and pride while expanding in English as a Second Language instruction, (2) all tion) The students were also classilled according to their communication skills to include those of the students made gains in reading Spanish, although the instructional arrangement as "resource" (those only at the ninth grade les el were gains significant, dominant culture To achieve this. teachers should receiving at least one hour of special education in- provide a broad range of experiences to expose chil (3) only ninth graders in the fall term met the math- struction per day), "integrated" (those receiving ematics criterion,(4) almost half the students more than three hours of such instruction per day), dren to the full repertoire of communicative strate reached the entenon of achievement in science. (5) and "self-contained" (those receiving full-dayspe gm and rules as they are defined by each culture. all twelfth graders and half of the students in other coal education service) The findings revealed that Teachers should also provide activities that expand grades reached the criterionlevel in social studies, (1) resource studcrils had higher reading achieve children'ssocialsensitr. ityand (6) all students exceeded the criterion in Spanish metalinguistic mcnt than integrated students. (2) minority students awareness and that afford opportunities to practice language arts. and (') most students appeared to be scored below Anglo students in reading achieve. making progress in oral English proficiency newly acquired dominant culture skills. The goalis merit. (3) students who were not eligible for free to produce indisiduals-who are capable of function goal program students had average attendancqq rates lunch scored higher and made bigger gains than did of 88-92';Res onimcndations for future pr,6gram ing in two realms and who feel comfortable in both. students who were eligible, and (4) students who (FL) implementation are included (MK) received reading instruction from special education teachers were generally lower in ability than those taught by regular teachers. but both groups made comparable gains. (FL) 0389 ED 191 983 0393 ED 192 473 Irizarry Rudder fAnd Others Piimella. John R.And Othersrs Project ABLE-Achievement 'Through Bilingual Gifted Science Project anService Manual. Second Education at Theodore Roosevelt High School. 0391 Final Evaluation Report. 1978-1979, ED 192 304 Tryout Edition. Washington, Thomas P And Others Montgomery County Public Schools, Rocksille, New York City Board of Education, Brooklyn. N Y. Evaluation Design: Written Composition Program. Office of Educational Evaluation Md Pub Datc(791 Publication Number 79.24. Austin Independent School District, Tex Office of Spons AgencyBureau of Elementary and Second- Note - -54p. "Invitation toAdultEducation Research and Evaluation ary Education (DHEW/OE), Rashington, D C. Classes" has been deleted due to reproducibility 'Pub Date-80 Pub DateSep 79 factors Photographs may be marginally legible Note 24p. Note--90p Pub Type Reports - Evaluative (142) Reports Pub Type ReportsEvaluative (142) Descriptive (141) Pub Typc ReportsDescriptive (141) Guides EDRS PriceMFOI/PC01 Plus Postage. EDRS PriceMFOI /PC03 Plus Postage. Classroom - Teacher (052) DescriptorsEducational *Assessment, Elemen EDRS Price DescriptesBilingual Education, English (Se- tary Education, Minority Group Children, Pro- 111E01/PC04 Plus Postage. cond Language), Italian. Program Descriptions. DescriptorsCounty School Districts, Elementary gram Effectiveness, Program Evaluation, Program Effectiveness. Program Evaluation, Writing (Composition). Writing Instruction Secondary Education, Gifted, Inforrnation Dis- Secondary Education, Spanish Speaking This bookletputlines procedures for evaluatinta semination. ProgramDescriptions, Resource IdentifiersBilingual Education Act 1968, Ele- school district's writing program that was designed Materials, Science Course Improvement Pro- mentary Secondary Education Act Title 1, Ele- to overcome the ads erse educational and social jects. Science Education mentary Secondary Education Act Title VII. ci- New York (Bronx) fects of minority group isolation by Improviag the IdentifiersGifted Science Project Resource File. academic achievement of minority group students The Achievement through Bilingual Education Maryland (Montgomery County) The first section describes how the writingprogram Project (ABLE) served 360 Hispanic and Italian addressed three of the school district's priorities for The manual explains the use of the Gifted Science students in grades 9-12 in the Bronx. New York students in kindergarten through grade five (I) stu- Project Resource rile The file is designed to iden Students received instruction in English asa Second dent achievement in language arts. (2) student tify science resources for third through eighth grade Language, native language arts, and content areas achievement in social studies, and (3) minority gifted students and their teachers The resources (science, social studies, and mathematics) in their stu are dent achievement in all basic skills areas These- matched with the objectives of the Montgomery native languages Additional program components cond section lists the methods proposed to evaluate Included staff development, parental involvement, County (MD) schools "Program of Studies Sec- the program, including commercially available tests, tions outline the project calendar, list the participat- curriculum development. and supportive services classroom observations, and teacher questionnaires ing schools, describe the format of the resource file, Program evaluation was completed using norm and The third section discusses the two issues to be ad- criterion referenced testa of student achievement dressed by the evaluation the dissemination of the and outline steps in the use of the file (such as selet and evaluator observations Findings indicated that instructional activities of the written composition non of students and student science 'merest) Ex. (1) 47.60% of English as eSecond Language goals program throughout the school district and the re- amples illustrate how to select a resource and were achieved by Spanish speaking students. (2) under tention of certain aspects of teacher training in the arrange for its use by a student Samples of the of all students showed gains in receptive program model The remainder of the booklet pro- and expressive English fluency, (3) all students evaluation reports and project letters are appended vides a breakdown of the evaluation into specific (PHR)

C1 EQUAL OPPORTUNITY IN EDUCATION Document Resumes 65 program, and reflections oo the first )car of opera 0394 tors, publishers, or parents can use to examine the ED 192 558 Lion and present concerns are provided I^ addition, content of either individual passages or an entire Benson. Douglas A' the program director briefly comments on program text for ethnic or racial bias The questions focus on A Select Bibliography of Sources on the Teaching design and staff activities and responsibilities A of Hispanic Culture. numbe of issues that emerged from a selfevalua- omissions, stereotypes, distortions, impositions of standards, contributions. and deiogatory language. Pub Date-79 tion c he program are indicated and discussed to Note--30p The guide also suggests a method for correcting highlignt underlying questions and everyday con- unacceptable passagesFinally, there are content Pub Type Reverence Materials Bibliographic, cerns that arise in prov,ding after-school day care 9131) for an older age group of children (Author R II) analysis questions to be applied to the work asa ELKS l'rice whole The appendixes include names and addresses MFOI /PCO2 Plus Postage. of the Illinois regional advisory committees, names DescriptorsAnnotated Bibliographies. Class Ai tiv ales. Cross Cultural Studies, Cultural Aware- and addresses of textbook publishers, and a plan for the elTective use of these guidelines. (CM) ness. Cultural Education. Higher Education. 0397 ED 192 943 Instructional Materials, Latin American Culture, An Urban-One ntrAFieldwork and InCircuit Secondary Education. *Second Language Instruc- Television Based Teacher Training Program for tion, Spanish. Spanish Culture BilingualBiculturalEducationFocusing on 0399 The bibliography consists of three parts (1) an ED 192 986 Teachers of Limited English Speaking Ability Estublt..1.:ag Equity in Language & Illustrations. introduction. with a rationale for teaching Hispanic School Age Students: A Model Program fur the revised. culture in Spanish language courses, (2) a descrip- Urban Middlewest Schools (Milwaukee, Wis- tion of one model for organization and implementa- Texas Education Agency. Austin consin), 1976-1977. Year 1. Final Report. Report No GEO-402-07 tion of cultural materials, and (3) the bibliography Wisconsin Univ., Madison School of Education Pub Date-80 itself Suggestions are also made on how to use film Spons AgencyOffice of Bilingual Education and material in a conscious sequence, and how to relate Minority Languages Affairs (ED). Washington, Note290 For related document. see ED 176 914 films to reference materials The materials described Pub Type Guides - NonClaSsroom (055) DC EDRS Price are intended for use at the freshman/sophomore Bureau No.--403EH60095 MFOI /PCO2 Plus Postage. level of college language study, but most are appro- Pub Date -77 DescriptorsAudiovisual Aids. Disabilities. Ele- priate for high school and junior high language mentary Secondary Education, Ethnic Stereo- Grant-000764777 types, courses as well A distinction is made between refer- Note--122p Females, Guidelines,Illustrations. Instructional Materials. Labeling (of Persons). ences useful only for the teacher or for adsanced °ub Type ReportsDescriptive (141) Reports students. references which would be valuable for - Evaluative (142) Language Usage, Males, Mexican Americans, Minority Groups, Nondiscriminatory Education. general classroom activities as well as for the in- EDRS PriceMFOI/PCOS Plus Postage. structor, and essential references The references on Sex Stereotypes DemiptorsBilingual Education. Bilingual IdentifiersJob Titles Hispanic cultures focus on values, perceptions, lion- -Teachers, Demonstration Prorams, Educational verbal meanings and castoms (AathoriAMH) Desiined to help educators improve equityin lan Objectises. Field Experience Programs, Higher guage and illustrations in 'their teaching materials, Education, Latin American Culture, Multicul the guidelines in this booklet focus on equalityto- tura! Education, Program Descriptions. Program ward men and women, racial and ethnic minority Evaluation, Questionnaires. Scholarships, Span 0395 ED 192 897 group members, and handicapped persons The nar- ish Speaking, Student Teaching, Teacher Certifi- rat;ve portions of each section are enhanced by farm Charles cation. *Teacher Education, Teacher Education spe- The First Avenue After-School Da) Care Center: A Curriculum, Urban Education cific examples to use ('The average school principal works closely with teachers") and to avoid ('The Program for Low Income Families in New York IdentifiersLimited English Speaking, Wisconsin City. A detailed program description and evaluation average school principal works closely with his Pub DateJun 79 are teachers"). In addition, ideas are delineated on how contained in the final report of a demonstration pro. to apply the guidelines The section on nonsexist Note .4p , Paper presented at School's Out' A Con- ject designed to prepare certified teachers of limited ference on Day Care for the School-Age Child treatment of men and women includes two subtop- English speaking ability students for bilingual bicul- ics, language (the generic "he". occupational titles, (Boston, MA, June 15.16, 1973) For other papers tural education programs The introductory from this conference, see PS 011 7i4.726 sect= para.' language, and letterwriting) andsex roles summarizes the purpose` he program, which of- and traits (emotional traits of women/girls and Pub Type Reports - Descriptive (141)-- Spee- fered trainceships to indi.iduals intendingto ac- ches:Meeting Papers (ISO) quire a major or minor in bilingual education and to men/boys, family patterns, occupational roles. role models. parenting roles, historical references, and EDRS Price - MFOI/PC01 Plus Postage. become proficient in both Spanish and English Thc DescriptorsAfter School Da) Care. Bilingual physical appearances) The section on minority second section, the bulk of the report, presents ob- groups contains discussions on language and roles Students. Elementary Secondary Education. Ini- jectives and courses for the four-year degree pro- - mgrants. Low Income Groups, Program De- gram leading to Wisconsin certification Required traits of minorities The section on representation of scriptions. Tutorial Programs handicapped persons suggests that in developing and elective courses are listed by age lescls (early education materials, one might ask. "Are stereo- This paper provides a very brief overview of an childhood through secondary) and by program after-school day care center ah New York City com- types, such as portraying the blind as helpless. ponents (language, culture, prole- _aerial prepara- avoided?" The section on avoiding stereotypes in which cares for a M311171U171 of 65 immigrant chil- tion, and fieldwork in ur1 n dren 6 through 12 years of age Thc population classrooms) graphics and audiovisuals deals with a numerical Subsequent sections discuss set on of trainees, balance of the sexes, sex stereotypes. physical types served consists of families from Hong Kong, China. coordination between the univeisi,y and local edu- Latin America. India Pakistan. Puerto Rico, Korea and handicaps, and racial or minority stereotypes cation agencies, and collaboration with the Center (AN) and Nigeria As most families served know little for Latin America tie final section contains the English. multilingual staff ;aembers work closely program evaluation, conducted by an independent with bilingual childrenIn addition to snacks and evaluator and based on questionnaires administered many activities, the center provides homework as- to all staff and student members of the project A p- 0400 sistance during the school year through daily penchces include a variety of project correspond ED 193 006 tutorial periods Thc center also assists parents in Carsrud. Karen E6 -dbeth ence and the trainceship application and selection Evaluation of Achievement Outcomes: Austin's their contacts with teachers and school bureaucra- forms, (.11.1) cies. (Author/ RH) Experience. Publication No. 80.33. Austin Independent School District. Tex. Office of Research and Evaluation Pub DateAug 80 0398 ED 192 956 0396 ED 192 899 A Guide for Evaluating and Selecting Multicultural NoteIlp Paper ?resented at th: National Con- Wheeler, Samuel B Wilson sntloa E ference on Longitudinal Evaluation of Bilingual Instructional Materials. Programs (Austin, TX, August, 1980) The Brookline After-School Special: A Program Illinois State Board of Education. Springfield for Older Elementary Children in Brookline, Pub Date (74J Pub Type-- Reports Research (143) Speeehes/ Massachusetts. The Parent's Perspective-and the Note.30p Meeting Papers (150) EDRS Price - Director's Perspective. Pub Type Guides - NonClassroom (055) FOI/PC01 Plus P -stage. Pub DateJun 79 DescriptorsAchievement Gains, Basic Skills. EDRS PriceMFOI/PCO2 Plus Postage. Notc--9p Paper presented at School's Out' A Con 'BilingualEducation,El- mentaryEducation, ferance on Day Carc for the School-Age Child DescriptorsCultural Pluralism, Elementary Sc. English. Language Proficiency. Mathematics, condary Education. EthnicBias Evaluation rleading Skills, Spanish, Spanish Speaking, (Boston, MA. June 15.16, 1979) For other papers Criteria, Evaluation Methods. Guidelines, In- from this conference, see PS 011 714.726 Speech Skills Pub Type structional Materials, Media Selection. Mul. Ommon Papers (120) Speeches/. ticultural Education, IdentifiersAustin Independent School District Mectg Papers (150) Racial Bias, State TX. Elementary Secondary Education Act Title EDRS Pike MFOI/PC01 Plus Postage. Legislation, Stereotypes. Textbook Selection VII IdentifiersCultural Contributions, Illinois Austin's 5-year Title VII project was intended Descriptors 'After School Day Carc. Elementary Designed for both school and community person to School Students. Parenr Participation. Prrent improve the achievement of elementary students in ncl, this guide provides assistance in the evaluation thefollowing areas School Relationship. Program Descriptions. Pro- and selectionof oral languageproficiency, ethnicallyvalidinstructional knowledge of basic concepts, reading ability in gram Development. Program Implementation materials whteh reflect the role and contributions of IdentifiersMassachusetts (Brookline) Span sh. and proficiency in English reading and the diverse racial and ethnic groupsin American math Results indicated that program participants This brief paper describes the "Brookline er society There is a hit of 10 criteria for the selection School Speciala program created to meet the a., gained in knowledge of basic concepts at the kinder- of instructional materials and a statement of the garten level and, to some extent. in Spanish reading er-school needs of older elementary school-age chil- major considerations involved in choosing text- dren throughout the city of Brookline. books that are racially unbiased The principal ability Fifth grade projectf:uclentsshowed greater achievement that .:.eir nonproject peers in English Massachusetts The r- onale for the program, a dis method of evaluation described consists of a series cuss= of aspects cs .isidered in implementing the reading However, in fifth grade math and fourth of questions with examples which teachers, rcluea grade reading and math, project students and non. t' '1 Si ,1 66 Document Resumes EQUALOPPORTUNITY IN EDUCATION profcu stadents did not differ in their rate of gains bases for conspetenues listed for eight courses in the The gap in utile% ement between Spanish- dominant shaped social problems based on rite and color secondary social studies program The courses are Between two and five major competencies are or bilingual siud:nts and their English-dominant geography (grade seven), PennsyIsvita and Ameri- ou- peers emained The program raised several prob- can history and government (grade eight!, world tlined for each grade level Each competency is fol lowed by up to 15 behavioral objectives or learning lems for consideration I1) diflieulty in locay.ig apo history (grade nine), American history (grades lour pro prate instruments for measunng *else% ement I IL Political science (grade 12). economics (grade activities by which mastery can be evaluated The ot,cerives in bilingual programs, (2) difficulty in ob competencies include knowledge of modern and 12), sociology (grade 12). and Philadelphiagovern - taming an appropriate sample of students, (3) per mem 'grades 10 through 12) For each course, be- traditional African history, colonialism and slavery, simnel changes in both project staff and evaivation tween tour and 13 competencies are identified contributions of Black people to Science, music, art, stall during the .nurse of a croject, and (4) lack of Each competency is followed by numerous beham education, and government, significant Black lead- cm aluam ion modelsapplicableforlongitudinal ers of the 20th century, major cultural influences of son' objectives which can be used to em aluoicmay- evaluations of achievement in bilingual programs African peoples to world history, important Sip 'CM) tery of the competency Fur example. a competent y in American history is. "Students will understand preine Court decisions which have affected Black some of the political and social problems America people in America, and the impact of racism in Am- faced between 1870-1920 "A related be ham moral ob erican society. (AV) jective is to identify some of the reasons for the 0401 ED 193 109 great upsurge in immigration during that period Key Competencies: Social Studies, Elementary (AV) i*chool 0,44e0mSbag. ED 193 348 Philadelphia School District, PaOffice of Cur- er riculum and Instruction IntraDistrict Inequalities, II. Pub Date80 0403 ED 193 I11 Massachusetts Univ , AmherstSchool of Educa- Note-26pFor related documents. see SO 012 IveyCompetencies: African and Afro-American 814-821 Studies. Elementary Schools. SpansAgencyNationalin3t ofEducation Pub Type GuidesClassroom Teazher (052) Philadelphia School District. Pa EARS Price Office of Cur- (DHEW), Washington, D C MFOI PCO2 Plus Postage. riculum and Instruction Pub Date--Mar 80 DescriptorsBehavioral Objects es, Citizenshm Pub Date 80 Education Competency Based Note-50p Not available in paper copy due toinsti- Education, Note -17p, For related documents,see SO 012 tution's restriction For a related document Course Objectives, Critical Thinking, Cultural 813.821 sec Awareness. Decision Moking. Economic Factors. OD 020 608. Pub Type Guides Classroomsleacher (052) Educational Objectim cs, Elementary Educat.on, Available fromHorace Mann Bond Center for EARS Price - MFOI/PC01 Plus Postage Equal Education, School of Education, University Environment. Gfulaal Approach. Government Descriptors African Culture. Beham moral Objec (AdministrativeBody).LearningActs Ines. Its es. of Massachusetts, Amherst. MA 01003 ($400 BlackCulture,BlackHistory.Blacks, SO 30 postage) Stnimum Competencies,PoliticalAttitudes, Black Studies, Competency Based Education, Relevance (Education), Self Concept. Sequential Journal CitResearch Review of Equal Education, Course Object's es, Cultural A w are:less. Cultural v3 n2 Spr 1979 Learning. Skill Developincrit. Social Studies Background, Cultural Images, Educational Ob- this booklet outlines specific competencies for Pub Type Information Analyses (070) Reports soci jectives. Elementary Education, Human Dignity. - Research (143) tudies education in grades one through sax in Individual Differences. Learning Activities, Mint. the Philadelphia school system The focus of social mum Competencies, Racial Discrimination, Self EARS Price - 14E01 Plus Postage. PC Not Availa studies education is seen to be the transmission of ble from EDRS. Concept. Sequential Learn, United States His. knowledge and inculcation of skills and attitudes tory DescriptorsCivilRightsLegislation.Educa- essential for good citizenship in an interdependent Identifiers -- Africa tional Finance. Elementary Secondary Education, world Five important areas which contribute to Outlined in this booklet are key competencies for Equal Education, Equal Facilities. Expenditure good citizenship are self-realization, governing pro- African and Afro-American studies courses in kin Per Student, Federal Aid, Financial Problems, ducing and consuming, utilizing environments, and dergarten through grade six in the Philadelphia Racial Discrimination. School District Spend. critical thinking and decision making These areas hool system Afro-American studies are stewedas mg. School Taxes. State Aid . form the basis for the competencies listed for each (I) developing students' ability to gain insights and Identifiers California (Los An-sties), Elementary of six grade levels For each grade level at least 10 destroy stereotypes and (2) providing a frame of SecondaryEducation Act TitleI.Hobson v competencies are listed Each competency is fol. reference for understanding the forces which have Hansen, Illinois (Chicago), New York (New lowed by at least one oehamioral objective which can shaped social oblems based on race and color For be used to esaluate mastery of the competency For each grade te el. between two and eight compete:1- Researchesrch lintra.distriet inequalities is necessary example a key competency for grade three is, "Stu- Lies are identified Each competency is followed by for determining if changes in state financing for dents will show awareness of the neighborhood as a numerous behavioral geographic entity by which mastery mulas have affected inequitable distributions of edu A behavioral objective for this is of the competency can cationalresources "Identify or draw a map of the neighborhood " evaluated For exaple,mves within school districts and one fifth gradecompel is that students will between classrooms in individual schools. Material Other key competencies include understanding that learn a definition of cultural heritage and the people have feelings and emotions (grade one), con- inequalities in per pupil expenditures based on race cept of tradition One behavioral objective for this were outlawed by the Hobsen vs Hansen court deci- recognizing the importance of city services (grade competency as identification of lime characteristics two), appreciating ethnic and cultural diversity sion Title I of the Elementary and Secondary Edu- of African cultural heritage brought to America by cation Act was found (grade four), and understanding the importance of African to have worsened people Progressing from kindergarten intradistnet inequalities in some school systems puhucal and geogo-aphi. boundaries (grade sot) through grade six, the competencies emphasize on. ei- Some of the behavioral objects es involve activities ther through the withdrawal of local funds from related to the city of Philadelphia (AV) derstanding differences among all living things self- poor schools or through improper use of funds to acceptance. concepts of family and community, purchase services for ineligible children. Irmadis- geography of Africa, black history in Philadelphia. racism and the civil rights mom merit. and African trict inequalities were found by the Office for Civil influences on western culture (AS.) Rights in New York City. Chicago. and Los An 0402 ED 193 110 gelec.1 he inequalities were related to racial, ethnic, Key Competencies: SocialStudies, Secondary and - inferentially - economic factorsEfforts to Schools. support litigation for revision of interdistrict taxa- Philadelphia School District. Pa Office of Cur- 0404 ED 193 112 tion has led to the omission of emphasis on mire- riculum and Instruction Key Competencies: African and Afro-American districtinequalities and to the exaggeration of Pub Date- 80 Studies, Secondary Education. factors beyond district control A new FederalIn Notc58pFor related documents, sec SO 012 Philadelphia achool District. Pa gentry into inter-district, intradistrict, and within 813.821 Office of rui riculum and stuction school inequalities may be of pivotal significancein Pub Type Gu desClassroom - T "acher (052) Pub Date-10 the formulation of future policy and research Ta EDRS Price - 54E01 PC03 Plus Postage. Note.2 1p .For related documents. see SO 012 bles of data arc included and a bibliography' isap Descriptors Behavior al Obyectiv es. City Gm ern. 813.821 pended (Author/MK) mcnt, Competcncy Based Education. Course Pub Type GuidesClassroomTeacher (052) Objectives. Critical Thinking. Decision Staking. EDRS PriceMFOI/PC01 Plus Postage. Economics, Educational Objectives.Federal DescriptorsAfrican Culture, Behavioral Objec Gov ernment, Geography, Learning Activities, oyes, Black Culture. Black History. Blacks. 0406 ED 193 349 Minimum Competencies. Political Science. Sc. Black Stud:es. Competency Based Education, Harm Kenneth A &WC Ronald R condary Education. Sequential Learning, Skill Course Objectives. Cultural Awareness. Cultural DetroitHigh SchoolProfiles:CriteriaBased Develobmer'. Social Sciences.Social Studies, Background. Cultural Images, Educational Ob. Monitoring of Desegregation. Sociology, atate Government. StateHistory, jectim es. Learning Activities. Minimum Compe- Detroit School United States History. World History District, United StatesDistnet tencies Modern History. R3C131 Discrimination. Court Monitoring Commission, Detroit, Mich Specific competencies are outlined for social stu Secondary' Education, Sequential Learninb, So. Pub Date-1 Apr 80 dies education in grades-seven through 12 in the cial Problems. V. orld History N ne -72pPaper prepared for the American Edu Philadelphia school system The focus of social stu IdentifiersAfrica dies er:ucation is seen to be the transmission of cational Research Association Annual Meeting This booklet identifies major competencies for (Symposium Sig Social Indicators Research). So. knowledge and inculcation of skills and attitudes African and AfrAmenean studies courses essential for good citizenship in an interdependent in cal Indicators of Equality of Educational Oppor grades seven through 12 in the Philadelphia school tunny (Boston, MA. April 1. 1980) Somc pages world Five areas which contribute to good citizen system AfiAmerican studies are view ed as (I) ship are selfrealization. governing, producing and may be marginally legible due to reproduction developing students' ability to gain insights and de quality of original consuming, utilizing environments, and critical stroy stereotypes and (2) pros iding a frame of refer- thinking and decision making These areas form the Pub Type ReportsEvaluative (142) Spec- encefor understanding the forces *hien ham c t hes, Meeting Papers (ISO) EQUAL OePORTUNITY IN EDUCATION Document Resumes 67 EDRS PrierM1:01 /PC03 Plus Postage. Descriptors -court Role. 'Criteria. including desegregation and busing. pupil learning Desegrega. 0408 ED 193 351 and racial relations, quality of education, school. turn Effects. Desegregation Litigation. Desegre- Grade 7 Student Attitudes Toward Desegregation- gation Plans. 'Esaluation Methods. Program Second Survey, May 1978. parent relations, discipline, and counseling Thus re. port includes analyses of questionnaire items that Effectiveness, ProgramEvaluation. school Detroit Public Schools, Much Dept of Research Desegregation. Secondary Education and Evaluation were considered most important and meaningful for Pub Date-Jan 79 Identifiers'Detroit Public Schools MI a useful evaluation The appendix presents the com Note -37p, For related documents sec I.I.) 020 piece distributions of responses to the questionnaire A criterion .based assessment procedure was used 654-655. UD 020657, LD 020 659-660. and UD items for which major findings were reported. (MK) to evaluate the sm.cess of court ordercd desegrega- 020 662 tion and educational programs in Deirou, Pub Type- Numerical I Dual Isiah% c Data (110)- gal A monitoring commission was appointed to Reports - Research (143) effect this assessment 1 his report begins by describ- EDW., PriceNIFOI /PCO2 Plus Postage. 0411 Descriptors -- Attitude Measures, ED 193 354 ing the commission and assessment procedures The Desegregation Effects. Educational Environment. Grade 7, Jun- Detroit Public Schools' Three-Year Bilingual Edu- next portion of the report is devoted to materials ior High Schools, Questionnaires. Racial Atti- cation Plan, 1979.1982. which outline the criteria the commssion used to tudes, Racial Relations, School Desegregation. Detroit Public Schools, Mich Dept of Bilingual assess high schools The materials are (fowled into School Safety. Student Attitudes Eduction three sections broad criteria, minimal criteria for Identifiers- Michiga n (Detroit) Pub Date -16 Aug 79 the initial assessment, and descriptions of staffac- A questionnaire was administered to samplcsof Grade 7 students in 22 desegregated middle schools Note-- 158p., Report prepared by the Detroit Biltn- tion for further assessment of individual schools in Detroit, Michigan, to evaluate the impact of goal Education Task Force This is followed by graphs and tables of data used as desegregation on student attitudes The questions Pub Type- Reports - Descriptive (141) examples of high school assessment profiles News- focused on several areas including student racial E9RS PriceMF01/PC07 Plus Postage. paper clippings and court memoranda pertaining to relations, attitudes tow ard race. and perceptions of Descriptors-9311inguaLEducation. Community In- school desegregation are also included (MK) race related school conditions and school safety vols mem. Elementary Secondary Education. This report includes analyses of questionnaire items that were considered most important and meaning- English (Second Language), Multicultural Edu ful for a useful esaluation The appendix presents cation. Non English Speaking. Parent Participa- 0407 ED 193 350 the complete distributions of responses to the goes- tion, Personnel, Program Administration, tionnage items for which major findings were re- Program Descriptions, Program Esaluation, 'Pro- Weinberg, Meyer ported (MK) Intradistriet Inequalities, I. gram Implementation, Special Education Massachusetts Univ , Amherst School of Educa- Identifiers-Detroit Public Schools MI tion This report details plans for future action by the SponsAgency-NationalInst ofEducation 0409 ED 193 352 Detroit Public Schools for bilingual educationIt (DREW'), Washington. DC Middle School Parent Attitudes Toward Desegre begins with an historical overview of national and Pub Date -- Mar 80 gown-Second Survey, May 1978. local bilingual edus tson in the last several years Detroit Public Schools, Mich Dept of Rcscarch The next section co Note--39p , Not available in paper copy due to insti and Es aluatinn fists of a statement of goals, tution's restriction For a related document see Pub Date-May 79 both for the program anthe students involsed. The UD 020 340 Note -57p . For related documents see UD 020 two following sections a ress the areas of identiffy Asailable from-Horace Mann Bond Center for 653-655, UD 020 657. LD 020 659-660, and CD cation, assessment, and placement of non-English Equal Education, School of Education. Uniscrsity 020 662 or limited English speaking children in the school Pub Type- Numerical Quantitative Data (110) of Massachusetts, Amherst, MA 01002 (54 00) system Six additional sections describe program Report:Research (143) model options available Journal Cit--Research Review of Equal Education, EDRS Price MFOI/PC03 Plus Postage for implementation in v3 n1 Win 1979 Descriptors-AcademicAchievement,Attitude schools, staffing. parent and community involve. Pub Type- Historical Materials (060) Informa- Measures, Busing. Counseling. Desegregation ment, administration and gosernance of bilingual tion Analyses (070) Effects. Discipline, Educational Quality, Junior programs, student and program evaluations, and LDRS Price MEW Plus Postage. PC Not Avails High Schools, Parent Attitudes, Parent Schonl special education. The final three sections discuss ble from EDRS. Relationship, Questionnaires. Racial Relations, bilingual/multicultural cducatinn financing. Federal 'School Desegregation Descriptors- Blacks. 'Court Litigation. Educa Identifiers -Michigan (Detroit) and State funding, and monitnring of program im- wool Resources. Elementary Secondary Educa A questionnaire was adnnnistered to samples of plementation A glossary of terms is included (Au- non, Equal Education. Expenditures, Literature parents of Grade 7 students in 22 desegregated mid. Thor/MK) Reviews, Low Income Groups. Racial dle schools in Detroit. Michigan, to evaluate the nation. Resource Allocation, School Support. impact of desegregation on parent attitudes The question focuses: on seseral areas including deseg- 'Social Differences regation and busing, pupil learning an; ,octal rcla 0412 ED 193 355 Identifiers-Supreme Court turns, quality of education, school-parl,nt relations, Elementary School Staff Attitudes Toward Deseg This article discusses inequalities to the (Mint:o- discipline and counseling This report includes ana- regation-Second Survey, May 1978. wn of educational resources, with emphasis placed lyses of questionnaire items that were considered must tmpnrtant and meaningful for Detroit Public Schools. Mich Dept of Research on inequalities within school distncts In the first useful es alua. and Evaluation section. racially-based inequalities within school non The appendix presents the complete distribu lions of responses to theAuestionnaire items Kir Pub Date-Jan 79 districts are traced from the post Civil War period which major findings we.e reported. (MK) Note - -43p, For related documents see CD 020 to the 19601 Examples of unequal expenditures for 653-655, UD 020 659-660, and UD 020 662 black students given in this section include disport Pub Type- Numetical(Quanntauve Data (110) ties in the rural South and in Newark, Chicago. and - ReportsRcscarch (143) the District of Columbia. The second section is a 0410 ED 193 353 EDRS PriceMFOI/PCO2 Plus Postage. review of social science research investigating the fiementary School ParentAttitudes Toward Desegregation-Second Survey, May 1978. Descriptors-AcademicAchievement, Attitude degree to which educattonal resource allocations fa- Detrnit Public Schools, Mich Dept of Research Measures, Busing, Descgregation Effects. Disci- vor upper income children Studies examining the and Evaluation. pline. Elementary Education, Questionnaires. Ra unequal distnbution of adequate school buildings, Pub Date-May 79 calRelations.SchoolCounseling,'School experienced arwell paid staff. and local, State and Note -61p , Not available in paper copy due to light Desegregation, Student Teacher Relationship. Federal funds *m on districts and within individual print For related dncuments s e UD 020 653 Teacner Attitudes, Teacher Morale, Teacher Re- schools are discussed. The third section traces the 654, CD 020 657. UD 0:) 659.660. and UD 020 662 sponse changing legal stance on equality of educational re Pub Type- Numencal/Q iantitative Data (110) - Identifiers- Michigan (Detroit) soiree allocation. Included are discussions of the Reports - Research (14 A questionnaire was administered to samples of post Civil War period of mandated equality in snme EDRS Price MFOI Plus Postage. PC Not Availa- staff frnm 38 desegregated elementary schools in Statcs, the rulings by courts at all levels approving ble from EDRS. Detroit. Michigan, to evaluate the impact of deseg intradtstrict inequalities at the turn of the century. Descriptors-AcademicAchievement,Attitude regation on staff attitudes The questions focused on the Supreme Court's unrealistic assertion in the Measures, Busing, Counseling,Desegregation a number of areas including desegregatio.- and bus- 1954 Brown vs Board of Education decision that Effects, Discipline, Educational Quality. Ele men. tary Education. Parent Attitudes. Parent School ing, student achievement, student -staff relations, inequalities in expenditures were not an issue be Relationship, QuestionnairesRacial Relations, student racial 4Ciaf101.S. and staff relations and cause inequalities did not exist in the Brown States, 'School Desegregation morale This report includes analyses of question. and the Supreme Court's declaration of the neec for Identifiers-Michigan (Detroit) name Items that were considered most important the elimination nf intradistrict educational inequali A questionnaire was administ-el to samples nf and meaningful for a useful evaluation The appen- ties linked to illegal segregatinn in the 1977, Mil parents of Grade 2 and Grade 5 students in 38 desegregated elementary schools in Detroit. Michi- dix presents the complete distributions of responses liken decision A list of court cases cited in the gan. to evaluate the impact of desegregation on par- article is appended (BE) to the questunnnamre items for who; s major find.es ent attitudes. The questions focused nn seseral areas were reported (MK) 68 Dacumetit'Resurties EQUAL OPPORTUNITY IN EDUCATION Identifiers hlichigan (Detroit) 0413 ED 193 356 A questionnaire v. di administered to samples of Impact of the CoFunded Components. 0418 ED 193 363 staff from 22 desegregated middle schools in De- Management Accountability System for Desegre Detroit Public Schools, Mich Dept of Research troit Michigan. to evaluate the impact of doestcga v and Evaluation gallon Educational Components Pub Date-11 Mar 80 non on staff attitudes The questions focused on a Detroit Public Schools. Mich Note.- 38p . For a related document see l D 020 number of 41C35 including desegregation and busing, Pub Date-I2 Oct 79 Note--147p 664 student achievement, student-staff relationsstu- Pub Type- ReportsDescriptive (141) Pub Type Reports - Evaluative (142) Numeri- dent racial relations, and stall relations aid motalc cal 'Quantitative Data 1110) EDRS Price - 111E01/PC06 Plus Postage This report includes analyses of questionnaire items Descriptors-Accountibility, Administrative EDRS Price MFOI. PCO2 Plus Postage. that were considered most important and meaning- Descriptors - Commune atton Skills. Policy, Administrator RespOnsithlity. Compli- Desegrega ful for a useful evaluation The appendis presents bon Effects.Educational Improvement, Edues ance (Legal), Desegregation Effects, Desegrega (tonal Quality, Elementary Secondary Educaoon. the complete distributions-of responses to the ques- non lilletl3ods. Elementary Secondary Education. Program Effectiveness. Program Evaluation. Ra tionnaire items for which major findings were Le- Program Descriptions, Program Implementation cial Relations, Reading Improvement. School ported (MK) Identifiers-Detroit Public Schools Ml Desegregation, Surveys. Testing The accountability system developed by the De- Identifiers -Detroit Public Schools Ml, Emer- troll Public Schools is designed to ensure that the gency School Aid Act 1972 letter and the spirit of the educational components "(,0 of the system's desegregation plan are fully in In 1975 the City of Detroit Public Schools were 0416 ED 193 360 ordered by the United States District Court to m- slimed in every school. For each component (bilin- High School Staff Attitudes Trward Desegrega gual/bicultural education. elementary and middle orose educational services in order to eliminate ses tlon- Second Sursey, May *978. tiges of past discrimination To this end. the school school reading. career and counseling guidance, vo- system obtained Emergency School Aid Act and Detroit Public Schools, S1, ()tot of Rcscarch cational education, teacher tnscrvice community State monies to fund four educational components and Evaluation relations, senior high school reading, testing, and reading and communication skills, mservue train- Pub Date-Mat 79 the uniform code of student condueffthe respon sibilities of each key position are delineated Ac- ing testing, and guidance and counseling This re- Note 44pFor related documents sec I D 020 port presents early findings of evaluations of the ceptable evidence of compliance with court orders 653-655, UD 020 657, and L D 020 659.660 is described The positions responsible for monitor four components Test data from a variety of norm Pub Ty pe-- Numerical /Quantitative Data 1110) and criterion referenced tests for a crosssection of - mg, correcting, r.nd reporting the level of implemen- grade levels indicated gains in reading and com ReportsResearch (143) tation are designo:rd Two reporting systems. one munication Skills Survey responses from elemen- EDRS PriceMFOI, 1'CO2 Plus Postage, guaranteeing accountability by principals and super- tary,middle, andhighschool Descriptors-Academic intendents and one to provide analyses of im staff members Acton entent.Attitude plementation nclicated improved racial relations among students. and impactby component,are Measures. Busing. Desegregation Effects. Disci- described. (Author/MK) Survey responses from middle and secondary pline, High Schools, Questionnaires. Racial Rela school students also indicated that student racial tions. School Counseling. School Desegregation relations had improved Observations of test administration procedures indicated that improved Student Teacher Relationship. Teacher Aut- testing procedures had made a positive impact Staff tudes. Teacher Morale. Teacher Response 0419 ED 193 364 and student survey data are appended (MK) laentifiers- Michigan (Detroit) McMillan Charles B Magnet Schools: An Approachto Voluntary A questionna're was administered to samples of Pescgregation. Fastback 141. staff from I I desegregated high schools in Detroit, Phi Delta Kappa. Bloomington. Ind Educational Michigan, to evaluate the impact of desegregation 0414 ED 193 357 Foundation Grade 10 Student Attitudes Toward Desegrega on staff amtudes. The questions focused on a num- Pub Date-80 tion-Second Survey, May 1978. ber of areas including desegregation and busing. stu- Note -52p . Not available in paper copy due to insti- Detroit Public Schools, Mien Dept of Research dent achievement, student-staff relations. student tution's restriction and Evaluation racial relations, and staff relations and morale This Available from-Phi Delta Kappa. Eighth and Un- Pub Date-Jan 79 ion. Box 789, Bloomington, IN 47402 (50 75, report includes analyses of questionnaire items that 50 60 to members). Note-37p, For related documents see VD 020 were considered most important and meaningful for 653.655, LD 020 657, VD 020 660, and L D 020 Pub Type- Opinion Papers (120) 662. a useful evaluation The appendix presents the com EDRS Price MFOI Plus Postage. PC Not Mafia- Pub Type- Numerical Quantitative Data (110) - plete distribution of responses to the questionnaire We from EDRS. ReportsResearch (143) items for which major findings were reported (MK) Descriptors-Desegregation Methods, Desegre EDRS PriceSIFOI /PCO2 Plus Postage. ftation Plans, Elementary Secondary Education. Descriptors-Attitude Measures, Desegregation Magnet Schools, Program Effectiveness, Effects. Educational Environment, Grade 10. School Desegregation, Urban Scnools, Volun tary Desegregation High Schools, Questionnaires. Racial Attitudes, 0417 ED 193 362 Racial Relations. School Desegregation, School This booklet was written to describe and evaluate Detroit Public Schools Educational Components. the role of magnet schools in desegregation plans Safety. Student Attitudes Detroit Public Schools, Mich idenhfi s-Michigan (Detroit) The author presents case studies of two moderately A questionnaire was administered to samples of Pub Date-9 Nov 76 successful magnet schools, the Martin Luther King Grade 10 students in 11 desegregated high schools Note -46p, Prepared by the Office of the Gene-al Middle School in Boston and the Clifton Multi-Age inDetroit. Michigan. to evaluate the impact of Superintendent and the Disown of Educational Magnet School in Cincinnati He then discusses desegregation on student attitudes The questions Services Tables may be marginally legible due to magnet schools in the context of desegregation and illustrates the way in which the courts have been focused on several areas including student racial broken print For a related document sec UD 020 relation,s, attitudes toward race, and perceptions of using magnet schools for desegregation purposes In 658 the third section the author discusses the educa- race related school conditions and school safety Pub Type- Reports This report Includes analyses of questionnaire items Descriptive (141, tional dimension of magnet schools, somewhat that were considered most important and meaning. EDRS Price - MFOUPCO2 Plus Postage. apart from their desegregation impact The author tut for a useful evaluation The appendix presents Descriptors -Communication Skills. Desegrega then reviews the roles of State and Federal govern ments in supporting magnet education The booklet the complete distributions of responses to the clues. lion Methods. Educational Improvement, Ele- is concluded with a discussion of the pros and cons tionnaire items for which major findings were re- mentary Secondary Education.Guidance, ported (MK) of metropolitan magnet schools and recommenda Inservice Teacher Education. Program Descrip- tions for magnet school programs (Author/MK) tions. Reading Skills, Testing Identificts -*Detroit Public Schools MI. Emu. 0415 ED 193 358 gcncy School Aid Act 1972 Middle School Staff Attitudes Toward Desegrega In 1975 the City of Detroit Public Schools were 0420 ED 193 383 Hon-Seco:id Survey. May 1978. Project TIES: Tracing Individual Ethnic Sources. ordered by the United States District Court to un Activities. Grades 10.12. Detroit Public Schools. Mich Dept of Rcscarch prove educational services in order to eliminate sec and Evaluation Allegheny Intermediate Unit. Pittsburgh. Pa Pub Date-Mar 79 tips of past discrimination To this end, the school Spons Agency-Office of Education (DHEW). system obtained Emergency Schcol Aid Act and Washington, D C Note-45p.: For related documents sec LD 020 Bureau No -549AH80153 65.')55, UD 020 o57, ID 020 659. an I UD 020 State monies to fund four educational components. 662 reading and communication skills, insets/cc train- Pub Datc-79 Pub Type- Numerical/Quantitative ing. testing, and guidance and counseling This re- Note-- 107p , Page 31 (Map) may be marginally legi- 110) - ble due to small print ReportsResearch (143) portpresentsa summary budget of the four EDRS Price - MFOI /PCO2 Plus Postage. Pub Type-- Guides ClassroomLearner (051) - co-funded educational components and then briefly GuidesClassroom - Teacher (052) Descriptors-AcademicAchievement.Attitude describes each of the components Each description EDRS PriceMFOI/PC05 Plus Postage. Measures. Busing, Desegregation Effects. Disci- Descriptors pline. Junior High Schools, Questionnaires, Ra includes a summary of program activities and shows Cultural Background. Cultural Dif- ferences, Cultural Interrelationships. Ethnicity. coilRelations.SchoolCounseling.School how the activities will be implemented in clemen Desegregation. Student Teacher Relationship, tary, middle. and secondary schools A tone line for Ethnic Relations, Instructional Materials, Mul- ticultwal Education. Secondary Education Teacher Attitudes. Teacher Morale. Teacher Re- program implementation is in,luded for each com sponse Tracing Individual Ethnic Sources (Project TIES) ponent (MK) offers students a chance to explore the area of eth EQUAL OPPORTUNITY Document Resumes 69 nicity by first csamining their own family and tural heritage and then comparing their history cinatics, science. Ind social studies, iv briefly de- bon, discusses the current sociopolitical context of ro scribed Objectives in the areas of instruction staff that of others in the hope of reinforcing theuniver training, materials and curriculum development bilingual education, discusses evaluations of balm sato) of culture promoting the acceptance of ethnic and parent and community involvement gual programming done to datc, andexamines the d crag), and restraining cultural chauvinism This arc ou- implications of these factors for schools and class. tlined, and evaluation findirrgs are discussedsepa- guide contains an activity and skill-oriented cur- rately for each area Extensive pre and post rooms at the local level Some of the features that icurM designed to provide students in grades test distinguish present bilingual education policy from 10 -I; with the tools fur carrying out their investiga student achievement data arcpresentedAlso focused on in the report are administrative policies adopted in regard to earlier immigrant tams The first gotup of activities ( Sty E.hnic Hsi proce- populations are outlined. Political problems faced dures and the relationship obtained betweenproject gage ) highlights the students own ethnic and staff members and their administrative by bilingual education since "Lau" are identifiedas !amiss background The second group i assignments (1) loss of local autonomy. (2) conflict between shcie Du Recommendations are offered in the areas of future the 1 ) compares the students experiences to class- legislative and executive branches of'government room local, and na :ii)nal patterns Finally. the cur evaluation procedures, achievement measures. lan- (3) inconsistencies in the guidelines for legal guage usage, individual school decision making, con) mutual attempts to bridge the gap between the in pliancc between 1970 and 1974, (4) funding. and (5) teisehool cooperation, and theparticipation of a ethnocentrism of studying one s own past and the broader range of students (GC") reliance on Title VII funds, which pc _:tuates a abstractness of learning about the wider society by deficit (rather than a cultural difference) modelof focusing on cultural interactions in the mod group bilingual education Several recent evaluationstu of activities ('Intergroup Relations") (Author M)s) dies of bilinigual education programs are reviewed 0423 and critical issues common to these evaluationsare ED 193 403 discussed in terms of their implications for future tioddre A And Others programs Finally, a composite model for an cum. 0421 South Bronx High School BilingualProgram. ED 193 385 Final Evaluation Report, 1978.1979. plary bilingual program ss described, basedupon lirunthcrg Stephan F Toledo, Tutor what has been learned from previous evaluations New 1 ork City Board of Education. Brooklyn.N Y Final Evaluation Report for the C.S. 211 Btlingual Office of Educational Evaluation (Author/GC) Gifted and Talented Program 1978.1979. Pub DateDec 79 National Training and Evaluation Center, New Note--33p 1 ork, Y Pub Type--- Reports - Evaluative (142) 0425 Spons Agency Community School District12. EDRS Price ED 193 409 Bronx, N Y ISIFOI/PCO2 Plus Postage. Waxman, Rebecca Pub Date - (791 DescriptorsAcademic Achievement, Bilingual Urban Youth In the 80s Fact Sheets 1-4. Grant G00700624 Education, *English (Second Language). Program ERIC Clearinghouse on Urban Education, New Notc31p ,Appendix I (Student Questionnaire) Descriptions. *Program Effectiveness. Program York, N.Y Evaluation. SecondaryEducation. Spanish has been deleted due to reproducibility factors Speaking Spons AgencyNational Inst of Education (ED), Pub Type ReportsEvatuausc (142) Washington. D C EDRS Price IdenttfiersBilingual Education Act 1968. Ele- Pub DateJul 80 N1P01/PCO2 Plus Postage. mentary Secondary Education Act Title VII, DescriptorsAcademic Achievement. Bilingual Contract-400.77.0071 New York (Bronx) Note-.10p Education. Elementary Education. Grited. Pro- Thc South Bronx High School Bilingual Basic gram Descriptions. "Program Effectiveness. Pro- Available from ERIC Clearinghouse on Urban gramEvaluation, Skills Program offered instruction in Englishas a ResourceStaff,Spanish. Second Lanyulage. English reading, native Education, Box 40, Teachers College. Columbia Theater Arts language University. New York, NY 10027 IdentifiersBilingual Education Act 1968, New arts, and content areas (in Spanish) to 360 ninth and Pub Type Guides - General (050) tenth graders The primary goal of theprogram (in Information o-k (Bronx) Analyses (070) -- Information Analyses- ERIC This report provides a program description and its first year of operation) was to mainstream bilingual students with their English speaking Information Analysis Products (071) evaluation findings of a bilingual program for gifted peers Ad EDRS Price MFOI PC01 Plus Postage. ditional program components included curriculum and talented children conducted at C S 211. an ele- DescriptorsAdolescents,Child Advocacy, mentary school serving black and Hispanic children development, staff development, parent andcom- munity participation, and supportive services The 'Delinquency. Minority Group Children, Preg in an economically deprived area of the Bronx, Ne nant Students, Resource Materials. 'Youth Prob. program was evaluated using norm and criterion lems VG.1. Thc program's goals, which included above referenced test data, school records, and grade level reading and mathematics performance evaluator Identifiers Youth Tutoring Youth in the children s native language and acquisition of observations Findings indicated that theprogram This document contains fact sheets was implemented as proposed (I) ten students on four con. the second languageare reviewed Instructional were temporary issues related to young people, (I) teen. Judged to have achieved a level of Englishcompe- practices, caroculum and materials development. tence so they no longer needed special services. (2) age pregnancy, (2) juvenile delinquency. (3) youth and staff development designed to accomplish these tutoring of youth, and (4) youth advocacy The ninth and tenth graders made significantgains in goals, are describedProgram activities for the sheet on teenage pregnancy presents statisticson 1978;19 academic year including English reading. (3) an average of 5 to 6 objectives the teenage birth rate, discusses financial and classroom and were mastered per month in English as a Second cduca performing arts activities, are reviewed Thc clonal problems faced by teenage parents, and de- Language classes, (4) most students passed testsin Gifted and Talented Program is positivelyeva- scribes three programs (in Atlanta. Albuquerque. Spanish language arts and in the contentareas, (5) luated with particular praise given to the teaching students exhibited gains in math when tested with and New York) that address these problems Also staff of C S 211 Based on observations. listed are sources for information on teenage prep. on com- norm-referenced instruments, but most failed teach- parisons of achievement test data with the District nancy Thc factsheet on juvenile delinquency ermade tests, and (6) program participantssure average, and on results from a student ouestion passed focuses on educational slid social service for dam naire the school attendance rates it is rcssnramended that funding for the pro Recommendations for future program implementa- quern youth and describes four programs that program be continued Problem areas relating to the tions are included (MK) vide such services The sheet on Youth Tutoring program's scope administration, selection and test. Youth (YTY) programs discusses the effectiveness ing procedures. and staff utilization are also !dent' cf different types of YTY programs and the adapta Coed and discussed (GC) tion of YTY programs to varied school populations (non English speaking and special education 0424 ED 193 408 sty. Burro:gum Charles dents) A list of resources is also provided. Finally. the fact sheet on youth advocacy describes nine Bilingual Education in the United States- A 0422 ED 193 386 View national organizations that provide information and Paullo, Joseph J, Jr ind Other; from 1980. ERIC/CUE Urban Diversity Series. Number 68, August 16180. services to individuals concerned with the problems Bilingual Title VII Program, Regular School Year of urban and minority youth (GC) nRIC Clearinghouse on Urban Education, Now 1978.79. Final Evolution Report, July 1, 1978 York, N Y through June 30, 1979. Multilingual, Multicultural Spins Agency--National Inst of Education (ED), Laboratory Center, Washington. D C. New York, N Y 0426 ED 193 431 Pub DateAug 80 Hubei,. June, Comp Spons Agency Community School District5. Contract-400.77.0071 Nev. York, N Y. Note-.25p Handbook of Procedures for Implementinga Sex Bureau No 403CH80382 Equity Vrorkshop: Pathway to Awareness. Pub Date30 Jul 79 Available fromInstitute for Urban and Minority Florida State Univ.. Tallahassee Center for Studies GrantG007700504 Education, Box 40, Teachers College. Columbia in Vocational Education Note..54p University, New York, NY 10027 (5500) Pub Type-- Info matron Analyses (070) -Spons AgencyFlorida State Dept of Education. Pub Type ReportsEvaluative (142) -- Infor Tallahassee EDRS Price matron Analysts - ERIC information Analysis MFOI/PCOJ Plus Postage. Products (071) Pub DateMar 80 DescriptorsAcademic Achievement,Bilingual Notc63p EDRS PriceMFOI/PC01 Plus Postage. Pub Type Guides Education, Elementary Education, Junior High DescriptorsBilingual NonClassroom (055) Education,Compliance EDRS Price MFOUPC03 Plus Postage. Schools, Program Administration, Program De- (Legal). Demonstration Programs. Elementary scriptions,ProgramEffectiveness,Program Descriptors--Adult Education, Ati,.dc Measures, Evaluation, Spanish Scaondary Education, Federal Legislation. Fir Career Choice. Change Strategies. Llementary nancfal-Support, Multicultural Education. Non IdentifiersBilingual Education Act 1968 Secondary Education, Federal Legislation, The results of an evaluation of English Speaking. Poluical Issues. Program a Title 1 II bilingual Evaluation. Social Influences Females, Learning Activities, Males, Postsecond- education program conducted in four Central Har ary Education, Program Development, Pro Identifiers Bilingual Education Act 1968. Lauv gram cm (Sew York City) elementary and junior high Nichols Implementation, Scx Bias, 'Sex scLools are presented in this report Thc program. Focusing on the time period since the 1974 Su- Discrimination, 'Sex Fairness. Scx Role, Sex which consisted of bilingual !Spanish and English) preme Court Lau v Stereotypes, Staff Development, 'W orkshops instruction in language and reading skills, math- Nichols decision, this paper IdentifiersTitleIXEducation Amendments reviews federal policy regarding bilingual cduca- 1972 70 Document Resumes Alateriala in this handbook EQUAL OPPORTUNITY of procedures foriii - IN EDUCATION plementing a sex equityworkshop cons,st of steps intended for adaptation 0428 nonprint resources This in educational meet- ED 193 464 review assesses both role ings alassrooms, and Cluragoa Deanna portrayal and language (YLB) community gatherings Out Project lined in the first section SEISMIC-SexEquityin on the need for eliminating Modules in Careers. Report Schools: sex role stereotyping arclegislative and economic City Lniv of New York,N Inst for Research mandates for sex Nastyand goals for inservice and Development 0430 in Occupational Education Ryu Jung S ED 193 704 educators Workshop steeringcommittee and par. Spons Agency- New York ticipant duties are listed :11 State Education Dept, section 2 Organizational Albany Office of Occupational Some Characteristics ofKorean Immigrants In the Education and Continuing Los Angeles Areat Initial guidelines and a list of possibleconsultants co:Iv Perceptions and Mass Lute the third section on workshop Report No- CASE -17.80 Media Uses. design A sample Pub Date-Oct 80 Pub Date-1771 agenda is presented in section4 Provided in section Note--33p 5 Grant VE A80.3F952GS are nine sample activities on Note 72p Pub Type- Reports roles, role expectations. attitudes toward life - Research (143) role expectations for cic Pub Type-Reports - Deseriptice (141) EDRS Price - MFOI/PCO2 inenta) students. attitudes towards Plus Postage. women a mks, laDRS PriceNIFOI /PC03 Plus Postage, Descriptors--Acculturation,Adults, sexist attitudes. perceived male Attitudes, stereotypes. linguis- Descriptors -Business. Career 'Immigrants. 'InformationSources, 'Korean Development, Ca- Americans. Korean Culture, tics. a ad curriculum bias A sampleaction plan and reer Education, Career Exploratior, Language Usage, Evaluator. Field Tests. Curriculum Mass Media, 'Media suggestions for %riling sucha pl_are set forth in Instrucoonal Materials. Research, newspapers, So- section 6 A bibliography follows Learning Activities Learning cial Integration, Socialization, Appendixes con- s'odules,Material A total of 109 Korean Television stituting one third of the handbook Development, ProgramDevelopment. Question immigrants completed contain sex role italics. Secondary Education, ther an English or Korean ei- myths and realities, the 'Sex Fairness. Staff version of a ninepage text of Title IX of the Edu- Development, Teaching Guides. questionnaire in a study of the cation Amendment, of 1972. Identifiers Workshops characteristics, as- Title IX question, rut Project SEISMIC similation processes, andmedia usage of Korean answers and guidelines for Project immigrants to the Los assessing sea laia and SEISMIC (SexEquityin Angeles. California area, The sex fairness in ...et:T interest Modules in Careers) gr..% Schools findings revealed that inventories (%f s) out of a federal mandate ambivalent attitudespre- to the New York State sailed among theimmigrants Most were not reduce sex bias in its Educational Departmentto fied with their social satis- educational system Lnderthe with the Americanstatus in the Lnited Statesnot project a kit was developed people's attitudes toward 0427 for use in staff development.containing four modules Most, however, liked the them American political system olje Mmard C ED 193 460 rooms, and workshops secondary school class. and the way of life. Nearly Ind Orhi,s inunity with the businesscorn. to return to Korea if half showed some desire The Evaluation of the Health Included ni each module possible, but most were either and Science Action arc a stimulus neutral about or unwilling videotape, workbook, leadersguide, and other print to send their children Learning Project, Central HighSchool, Min- material Module A and B there Social contacts neapolis Public Scbuuls. arc faculty guides for staff the Korean community.were limited to members of Final Report. development on issuesin sex equity and the legal few Koreans visited Ameri Minneapolis Public Schools,Minn framework of sex equity cans. Lacking a close Lams . St Paul Center Minnesota Module C containsin- relationship with American for(no' Decelopmcrt structional methods and people, the Koreans used and Research lopment, career exploration,material.. on personal deve- their needs Specifically,the mass media to fulfill and communications,_ they used televisionto SpoilsAgency -- Office and Module D is a guide for learn English, for ofCareer Education encouraging sex equity information and entertainment, IDHEY /OE). V. ashington. in the business community and to help them understand D C dueled for each module held tests werecon. liaing, and newspapers the American way of Pub Date-15 Jan 80 and levissons made(The to learn about the workings ti rant- 0007f 02028 report incluaks description of of the political system andto gain information about field tests, and sample revisions based on social activities (FL) Note --120p formats of each module , Not as ailable in paper a espy due to thin presented An appends are and small print Appendix constituting one-half of the G as, removed dueto report contains copies andf ndings of formative copvaght restrictions For es A11311011 questionnatics related documentssee con:croing the format 0431 El, 163 226 and ED 167775 content and overall evalua.on (MN) of each module ) Wong, Anna, Comp ED 193 947 Poi Type- Reports- Es atuatia e (112) E[ SIS Price MFOI Plus Bibliography of Chinese Postage. PC Not Availa Bilingual Title 11 Pro- ale from EDRS. ject-Developed Curriculum San Francisco Unified Materials. 0429 School District, CalifChi. recriptors--*Allied HealthOccupations Allied ncsc Bilingual Pilot Program Icalth Occupations Education, ED 193 471 Career Choice, tfartin Ruth I. Spons Agency- Officeof Bilingual Education Career Education. Career Guidelines to Achieve Sex and Esploration. Career Equity in Vocational Minority Languages Affairs(ED). Washington, Planning Careers, Clinical Home Economics. FinalReport. DC Experience, Expen V. ashington State Unit Pub Date-80 enual Learning. FieldExperience Programs, . Pullman Hospitals, Inner City, klinority Spons Agency -W ashington Notc -29p Groups, 0,.cu- Vocational Education, State Commission for Pub Type- Reference patunial Aspiration. Program Olympia Materials Effectiveness Pro. Pub Date -Sep 80 (131) Bibliographies gram Evaluation Science Instruction, Secondary Note-31p EDRS PriceMFOI /PCO2 Plus Postage. education. Student Attitudes Pub Type-Reports - Descriptive (141) non Student Moto a Descriptors-Biculturalism,Bilingual Education, EDRS Prie- MFOI /PCO2 Plus Postage, `Chinese, Chinese Culture, Identifiers Descriptors -- career mg. Cultural Education, Cross Cultural Train. Education Amendments 1975,Health Education. Cacer Planning. Elementary Secondary and Science Action Learning urmulum Evaluation. Education, Instructiona) Project I-amily Life Education.Evaluation Criteria. Arts, Music, Sciences, Materials, Language Evaluation of the Healthand Science Action Females. Guidelines. Social Studies Learning Project was conducted Home Economies. Males, Identifiers-Bilingual Education as part of a larger School Community Parent Participation, gual Materials Act 1968, Bilin- national study of criperiencebaeed Relationship, Secondary Edu- education pro- cation, SCX Bias. Se Fairness, This bibliography lists grams in secondary school, Developed Sea Stereotypes. all the books and materials to alleviate Student Attitudes. 1 cachet developed and published the problem of minority Attitudes, 'leacher fled School District by the San Francisco Um. undempresentation in the Behavior, Teacher Evaluation,Textbok Bias. for students in bilingual health professions. the Textbook Evaluation, Vocational tion programs Most of the educa- program was designed toen- Education materials are intended courage minority students to A project developed,field for elementary grades, consider these careers tested, and dis- although a few areappropri- and increase their capacity seminated guidelines for ate for use in secondary to pursue such careers elimination of sex brasst- grades The bibliographyis successfully The research ereotyping of females and malesin new and existing arranged accordingto the following subject design involved use of areas vocational educationalcurriculum materials, (I) Chinese languagearts, (2) music, (3) instruments and data collection re- and (3) social studies science. procedures specific sources, and methods for homearid family life Each listing includes to the local evaluation, as wellas several instru teachers During the literature author, grade level, title, mcnts of the national evaluation review. existing in- languages used, numberof to test the nine struments for achieving sexequity were identified pages, and a short description Tentatsc instruments of the material The project objectives andprogram implementation were further explored Advi- materials feature aspectsof both Chinese and the program was foundto have had a positive effect sory committee input was helpfulin developing a American culture (Author/AMH) in two areas exploration and preliminary model set of knowledge of careers nonsexist curriculum and selfesteem There guidelines The guidelines was no change in vocational the teaching environmentwere designed to assess maturity, confidence in social and new and or existing 0432 situations, vocational resources (Appendixes includeproject materials aspirations, attitudes towardhospitals, or monva and correspondence Chiriqui. Deanna ED 194 218 non Recommendations as well as a copy of Guidelines included (I) shifting the to Achieve Sex Equityin Home and Family Life The Sex Equity Pamphlet. program to the morningto provide a better expert. Education ) The firstpart of the guidelines, Sex City Univ of New York, NY Inst ence at the hospital and Equity in the Teaching and Development for Research Enatronment, has fivesec- in Occupational Education allocating more time increase enrollment, (2) tions that relate to the education New York Stale Education , to hospital field experience. ing of students teach. Dept Albany Office increasing effort to recruit (3) behavior, student of Occupational and Continuing minority and ditadvan- awareness, Spoils Agency Education taged students with low school/community, facilitiesand equipment, and Vocational Education Administra- motivation. (4) providing occupational preparation foilowup beyond the Responses to the items tion (DIIEW). Washington. DC trimester program, and (5)in indicate strengths and weaknesses Report No - CASE-18.80 :rcasing minority staffing Review of Sex Equity in Part 2. Guide for (Evaluation instruments Resource Materials, Pub Datc- -Oct 80 ate appended ) (YLB) used to review (I) teatbooks, can be pamphlets, and other Grant -30VpEA-80-3F.9520S printed resources and (2)films. filmstrips, and other Pub Type- Guides Classroom Teacher (052)-

r a EQUAL OPPORTUNITY INEDUCATION Document Resumes 71 C featly e V.orks (030) alas examined in the questionnaire included (1) EDRS Price MF01/ PCO2 Plus Postage. student and /or faculty racial balancing. (2) Descriptors --"Chtldren, Litetature.Cornicy *Pub. promo. 0437 lion of community involvement. (3) cosi, preven ED 194 672 licationy) LIcinentary Lducation. Learning Ac- non and resolution, (4) multicultural multiethnic Alexander. E Curtis tonics, Lesson Plans, Sex Fairness. 'sex Role, The Pedagogical Oppression of Black Students in 'Net Stereotypes, Socialization curriculum, (5) compensatory education. (b) posi- Norfolk City Public. Schools-Myth or Practice? This report on comic books, designed to over- tive race relations. (7) staff deyelopment. and (8) Pub Date -[76) come sex stereotyping In elementary school ehil administrative proceduresif.i1131 fir,Atog. indicate Note-9p drcn by etposing them to new role models. includes the existence of significant relatiooshins between Pub type- Opinion Papers (120) fll a discussion ofee-role learning. stereotyped cheractensticy such ac the attitudes of district and EDRS Price - MFOI/PC01 Plus Postage. ses-role charactern,t,cs and corri, books, (21 sou communityleaders toward desegregationcom- Descriptors--Black Students.Board of Educe- manes of the s'or) fires of three bOOks dlC- munity attitudes. teacher ethnicitystudent eth- non Policy, 'Educational Quality, Elementary ,oNd to depict new role models DI a black and nicity, and strategy choice and die ctivencts Bated SecondaryEd.wcation. Employment Practices. note copy of the comic book draw ings and captions on the findings. it is suggested that desegregating Expulsion, Pub , Education. RacialBias, School for the three stories, (4) 3 copy of a tercher s guide dome's should take into account differences Districts, Suspension, Urban School and lesson plans for Mscussion in ul th: :tree comics, lute.historical desegregationissues. and com Identifiers--Virginia (Norfolk) and (5t an anecdotal report of a field icyt of the Thc policies and actions of the Norfolk City Pub- comics wah .1 fifth grade classroom (Author SS) mond) attitudes toward theparticular minority groups of concern (Author/GC) lic Schools are hang a devastating effect on black students Thc systern's suspension and suggestedex- pultion notice data and employ merit recordarc ob- jeetive indicators that the system was not designed 0433 ED 194 219 to educate black children. Black students arc Irish, Iheorah 0435 ED 194 649 sus- 89rant,alarie A pended nearly twice as often as white childrenand Resource Materials for the Creative Currtculum they receive almost five times as many expulsion nth Special Articles on Evaluating the Black & The Opinions of Inner-City Alternatite High notices A study by the Children's Defense Fund Hispanic Image in Children's Books) School Studcnts Toward Student Rights. supports the position that most school suspension C realise Associates. Inc. asingto D C Pub Date -179j policies do not serve the interests of children Spews Ascii() - Adonnstration Notc39p or of forChildren, schools The United States District Courtdecision truth Ind Families (DriEta o Hash,ngton,DC Pub Type Reports Research (141) on Mills v the Board of Education of the District of Pub Date - 79 EDRS Price111,01/PCO2 Plus Postage. Columbia sets a precedent for possiblecourt action onuact105.7a1003 Descriptors- -Corpal Punishment, Disetpline dealing with these policies The Norfolk Public Note -89p For other manuals in this scr,essee PS Schools Employment Report shows that personnel ''11 821-230 Dress Codes. Duc Proem. Freedom of Speech. NontraditionalEducation. Question- policy has been discriminatory and has adversely Aailable from-Creabse Associates. Inc4419 affected desegregat on efforts School policy 39:h Street, mores, 'School Polley. Secondary Educalion. must ashingion DC :6016 (55 - be systematically changed in orderto improve the 95. complete set of manuals, S47 3et Differences, Student Attitudes, Student 5) Government. Student situation of biack children (Author MK) Pub Type -- Reference Materials- Etibliographtet Participation. Student (131) Rights, Suspension. Urban Schools EDRS Price - MEW Plus Postage. PC Not Availa- Opinions about students' rights were elicited from ble from EDRS. students attending an inncr-city alternative high 0438 ED 194 694 Descriptors-Annotated 13,bliographies.Blacks school using a questionnaire Thc questions focused Improving Sex Equity in Career and Vocational Books, 'Children% Literature Early Childhood on ()pinions on (I) freedom of speech. (2) dueproc Classrooms. Education, Evaluation Criteria Hisp.mic Ameri- css, (3) suspension and corporal punishment, (4) Spons Agency- Ohio State Dept of Education. cansLearning Activities. Recoarcc klaterials. vague regulations. (S) dress codes. and 16) ttudentti Columbus Dev of Vocational Educatton Sex Fairness governance of felloa. students Findings, reported Pub Date -78 Identificrs-CDA Child Desciopment associate by sex and grade level. indicate that students Note 19p re Pub Type Thus annotated bikhography of early childhood sponded to four of the six general questions Insum Guides - Classroom - Teacher (052) curriculum material% is divided into two major sec- mart', they favored funned freedom of speech. due EDRS Price - MFOI/PC01 Plus Postage. tion% The first section res tests materials pertaining process for students, school dress codes and stu Descriptors- Auchovtsua. Aids. 'Career Educa to house corner, blocks. table toys. art. clay and play dent governance Analysis of the finding, resealed lion, Facilities Facility Guidelines, Instrue 'tonal dough water and sand acne ties N ithin these areas, that the majority of the students wanted to learn Materials. Job Placement. Nontraditional Occu- entries arc chyuded into three main lists books, artt in pations,PottsccondaryEducation, Secondary des. and children's books ERIC papers. mono- a structured, teacher administration oriented school Education, Sex Bias. Sex Discrimination Sex graphs, and conference reports VC listed together setting Students additionally wanted to play anac- Fairness, SC,. Role. Set Stereotypes. Student under a separate entry Each entry includesa brief tive role in the decision making processes and to Placement.StudentP.ecrintment.Textbook annotation. an eva'uative comment. and an indica- have a voice in the educational process Tablesof Bias. Textbook Evaluation, Textbook Selection. tion of the audience the item would probably inter- data arc appended (MK) Vocational Education est For each topic. books that could bc read toor This booklet contains curriculum guidelines and by children to give them more ideas for playare also checklists designed to assist vocational educatorsin annotated The second section cements ofcriteria identifying sex bias, sex role stereotyping. andsex for analyzing books for young children focusingon 0436 ED 194 656 discromnstion Thc first section providessuggcs Black and Hispanic peoples. annotations of books Alshar ,M'a'im mins made by Ohio vocational educators for provid- about Black And Hispanic peoples. and listings of Desegregation in the 80's: Concerns and Chal- ing for sex equity in vocational programs Following Black folktales. nontetitt books, and sources of lenges for Public Education, specific suggestions for recruitment, facility, place- comprehensive guideline, for reyiewing children's Pub Date -Apr 80 ment. and program content. suggestions and com books (Author RH) Note - -19p, Paper presented at the Annual Educa- mcnts specific to program areas of study areset tional Equity Confoienee (5th. Myrtle Bead'. SC. forth Thc second section lists criteria for sexfair April 27.30, 1980t materials and then provides guidelines and checklists for assessment of curriculum materials for Pub Ty pe-- Opiniki Papers (120) sex 0434 ED 1.-4 643 Speeches/ equity on four bases, language, roles omissions, and .tfurph Meeting Papers 1150) Hardy Ray audio-visual materials Severalconsciousness-rais- District and Community Characteristics Influenc EDRS Price - MF01/1,01 Plus Postage. mgactodttics for the classroom are listed in the third 102 Desegregation Strategy Choice and Effects-ie. Descriptors-Black Students, Change Change section, which may be helpful to teachers.counse- 'MSS. Agents, Civil Rights Legislation. Elementary See. lors, and students in becoming aware ofsex bias Pub Date-77 ondary Education. Equal Lducatron, Nondis Thc final section discusses use of already-existing Note-26p Tables may be marginally legible dueto comma:my Education, Raeial Discrimination, material lacking sex fairness (YLB) small print. Racal Integration. School Desegregation Puh Type-. ReportsResearch (143) Identifiers-Brown v Board cif Education EDRS Price - MFOI PCO2 Plus Postage. Thc underlying reason for the failure of United Descriptors-Administrator Attitudes, Community States schools to provide equal educational 0439 ED 194 772 Attitudes. oppor- Klugernian, Phyllis B Community Size, Demography tunity to black children can bc found in the Brown Detegregation Effects. Desegregation Meth. Programming forthe Adult Mentally Hand- oils, Elementary Secondary Education. Stmority v Berard of Education decision, which was unwanted (capped. Source Book. Group Influences, Minority Groups. 'School and written from the perspective that blacksare an East Brunswick Board of Education. N Community Relationship, School Desegrega- inferior group This discrtminatory hams has caused Spans Agency -Nev. .1CfS2) State Dept of Human tion, Surveys resistance to school detegregation economically Services. Trenton Thc study described in this paper investigatedthe politically, and socially Statistics demonstrate that Pub Date-Jun 80 relationships between school district andcom- reluctant integration has resulted In a lots of rote Note-142p . Not available lit paper copydue to munity demographic characteristics.choiceof models and leadership positions within schools for small. light print school desegregation strategy. and strategy effec black students Change will bc effec(ed only ifthe Pub Type Guides - Non- Classroom (055) to. eness Respondents from 132 school districtsin underlying assumpteon that differences implyst,- FORS Price - MFOI Plus Postage. PC Not Availa- the Southwestern United States were askedto fill permr and inferior groups is abandoned Americans ble from EDRS. out a questionnaire concerning district andcom- should reaffirm their respect for human dignity and Descriptors-Adult Counseling. Adult Education, munity demography and the choice and effective- 'Adult Programs. Course Content. 'Course De recommit themselves to Amcrtcan prtnctplcs the ness of strategies used by their communities to equality and inalienable rights of all human being% scriptions. Course Objectiees. Courset, desegregate the public schools Desegregation goal (MK) Living Skills. 'Mental Retardation, Program Content. Program Detign, Program Develop. 72 Document Resumes EJAI.3nPORTUNITY IN EDUCATION ment, Program Implementation To assist the youthful learner of I nglish as a se this vouiCe book is designed to inform agerieles cond language in dealing with driver's license ap- 0445 ED 195 140 and other adult education programsin as much plications and automobile pun basing procedures, a Getting Around. Unit I: Reading Maps and Asking detail as possible of processes and procedures in- series of dialogs. comprehension questions, read- Directions. Student Lesson =5. English for volved in initiating a complete training program to ings, and points of discussion are presented The Living. address the needs and desires of the adult mentally text is illustrated with sample forms (JB) New 1 onState Iducation Dept , Albany Bureau handicapped lethalIt offers concrete informa of Bilingual Education Lion emanating from the initiation of sach 3 ; rogram Spons Agency -- Office of Bilingual Education and iu East Brunswick, New Jersey Tv.major sections Minority Languages Affairs (ED), Washington, deal with organizing a program and instructional DC and counseling components The first section dis 0442 ED 95 137 Finding'a Job. Unit I: Reading Rant Ads and Pub Date -79 cusses goal setting staffing. facility needs and coin. Contract -- G0077C0041 ponent scheduling (including recruitment. Using Employment Agencies Student Lesson 2. English for Living. Note-18p For related documents, see FL 011 955. scheduling, transportation). and record keeping 975 The second sectior focuses on program impact and New York State Education Dept . Albany Bureau Pub Type- GuidesClassroom Learner (051) instiuctional and counseling components These in of Bilingual Education Spans Agency -Office of Bilingual Eduoition and EDRS Price MFOI/P0Plus Postage. structional components are included basic skills. Descriptors-Adolescents,CulturalEducation. communication skills, personal health and hygiene, Minority Languages Affairs (ED). Vs ashington, English (Second Language.), Map Skills, Sec. grooming. sec education. clothing maintt.nee, DC ondary Education, Second Language Instruction. shopping and food preparation. social dance, per Pub Date- 79 Lints of Study forming dance company, arts and crafts. eommunity Contract -G0077C004 I Identifiers-Directions. Surrisal Competencies experience activities social. and parent group Ea, h Note- l 5p , Fur related documents see FL 01 1 955. To assist the youthful learner of English as a sec- course component. which is broken down into fut 975 ond language indealing with finding his way the( actisity, areas, xesents the course description Pub Ti pc Guides around, a series of dialogs, comprehension ques- objectis es. methods of implementation, and instil ue Classroom - Learner 1051) EDRS Price11E01 /PC01 Plus Postage, t, -insreadings, and points of discussion are pre Ilona. materials, where appropriate Positise pro sen.ed The text is illustrated with maps (JB) grammmg aspects. comments rerarding Descriptors- Adolescents.English (Second Lan- implementationofactivityobjee uses.problem guage). Job Application. 'Job Search Methods areas and. where possible. recommended volutions Reading 1..struction, Secondary Education, Sec- are provided for each activity 3:ea Overall eompo. ond Language Instruction, L nits of Study 0446 ED 195 141 rent ecomn.cdat ons are also included Appen Identifiers - Employ ment Agent Sursisal Finding a Place to Live. Student Lesson =6. discs contain costs and assessment instruments and Competencies. Rant Ads English for Living. forms a;..1 notd:cations (YLB) To assist the youthful learner of English as a se Nework State Education Dept. Albany Bureau cond language in dealing with helpwanted ads and of Bilingual Education employment . agencies. .1 series of vlalogs compre Spons Agency-Office of Bilingual Education and' hensi,c questions. readings acid point, of discus Minoru) Languages Affairs (ED) Washington, 0440 ED 195 135 sion arc presented The textis DC Teacher's Handbook for English for Laving: A Set illustrated with sample .orms (JB) Pub Date-79 of Materials Designed to Teach Coping Skills Contract -G0077C0041 and Language Skills to Adolescents for 11 horn Note-10p , For related documents. sec FL 011 955- English Is a Second Language. 975 New 1 ork State Education. DeptAlbany Bureau Pub Type-- Guides - Classroom - Learner (051) of Bilingual Education 0443 ED 195 138 Finding a Job. Unit II: The Job Interview Student EDRS Price7s11.01/PC01 Plus Postage. Spons Agency-- Office of Bilingual Education and Descriptors- Adolescents, English (Second Lan. Minority Languages Affairs (ED), sA ashington, Lesson =3. English for Living New York State Education Dept, Albany Bureau guege). Housing. Secondary Education. Second DC Language Instruction. Units of Study Pub Date 79 of Bilingual Education Identifiers-Surmal Competencies Contract -GOO-00041 Spons Agency-Offiee of Bilingual Education and To assist the learner of English as a second Ian Note-76p For related documents see Fl .111 956- Minority Languages Affairs (ED) Washington, 975 guage in dealing with the search for housing, a series DC of dialogs. comprehension questions, readings, and Pub Type- Guides - ClassroomTeacher (052) Pub Date- 79 points of discussion are presented The text is illus EDRS PriceMFOI 'PC04 Plus Postage. Contract- G0077C004 I tratcd with sample forms and rental ads (113) Descriptors- Adolescents CulturalLducatior. Note-11p . For related documcnts, secrt. et1 955 English (Second Language), Secondary F.duca 975 Dom Second Language Instruction. Units of Study IdentifiersSursival Competencies Pub Type GuidesClassroom - Learner (051) EDRS PriceMFOI /PCOI Plus Postage. 0447 ED 195 142 This guide prosidcs directions for teaching a se- Medical Services. Unit One: Calling for an Ap ries of enns on suns 1 val skills in English as a second Descriptors-Adolescents.Linplo) mentInter. views. English (Second Language). Secondary pointment. Student Lesson =7. English for Lis language (ESL) A brief general background of sec. ing and language instruction and a short bibliography Education. Second Language Instruction, knits of New York State Education Dept. Albany. Bureau are included The modules corer(1)Getting a Study of Bilingual Education Drisers Liecnst and Buying a Car" 12) "Want Ads Identifiers -S'uTvival Competencies Spoils Agency- Office of Bilingual Education and and Employment Agencies". (3) "The Job Inter- To assist the youthful learner of English as a sec Minority Languages Affairs (ED), Washington, view". (4)Public Transportation". (5)Reading and language in dealing with job interviews. a series DC Maps and Asking Directions". (6) "Finding a Place of dialogs, comprehension questions, readings, and Pub Datc-79 to Live'(7) "Calling for a [Medical) Appoint- points of discussion are presented Inc text is illus Contract -G0077C0041 ment" (8) "In the [Doctor's) Office". (9) "Emer- tratcd with penandink drawings (JB) Notc--7p . For related documents. see FL 011 955 gency Procedures". (10) "Legal Questions", (II) 975. The Department Store". (12) "The Supermarket ", Pub Type- GuidesClassroomLearner (051) (13) 'The Post Office", (14) "The Restaurant". (15) EDRS PriceMEDI/ PC01 Plus Postage. "Banking Checking Accounts", (16) "Holidays", 0444 ED 195 139 DescriptorsAdolescents, Dentists, English (Se (17) Personal Ceiebrations", (18) "Imitations, Getting Around. Unit I: Public Transportation, cond Language). Medical Services. Physicians. Thank you Notes and Greeting Cards", (19) "Din- Student Lesson =4. English for Living. Secondary Education, Second Language Instruc ner at an American Friend's House and (20) "Be- twn, Units of Study coming a Lnited Stales Citizen " (JB) New York State Education Dept Albany Bureau of Bilingual Education Identifiers -*Survival Competencies To assist the youthful learner of English as a sec Spons Agency -Office of Bilingual Education and and language in dealing with making doctor's ap Minority Languages Affairs (EA)). Washington, pointments, a series of dialogs. comprehension 0441 ED 195 136 DC questions, readings. and points of discussion arc pre- Getting Driver's License and Buying a Car. Pub Date---79 sented The text is illustrated (JB) Student Lesson I. English for Living. Contract-G0077C0041 New York State Education DeptAlbany Bureau Note -15p , For related documents, sec FL 011 955. of Bilingual Education 975 Spons Agency -Office of Bilingual Education and Pub Type.- GuidesClassroom - Learner (051) 0448 ED 195 143 Minority Languages Affairs (ED). IA ashingon, EDRS Price - MFOI r PC01 Plus Postage. Medical Services Unit Two: In the Office. Student DC Descriptors-Adolescents.'BusTransportation. Lesson =8. English for Living. Pub Date-79 'English (Second Language). Rail Transporta New 1 ork State Education Dept . Albany Bureau Contract-G0077C0041 of Bilingual Education Note-17p , For related documents. ace FL 011 955 non. Secondary Education, Second Language In- struction. Units of Study Spans Agency -Office of Bilingual Education and 975 Minority Languages Affairs (ED). Washington, Pub Type- Guides - Classroom - Learner (051) Identifiers- 'Survival Competencies, Taxicabs DC EDRS Price - MFOI, PC01 Plus Postage. To assist the youthful learner of English as a se Pub Date -.79 DescriptorsAdolescents, Driver Education, cond language in.dcaling with handling urban public Contract- (10077C004 I English (Second Language). Secondary Educa- transportation. a series of dialogs. comprehension Note--14p , For related documents see FL CH 1 955. tion. Second Language Instruction. Units of Study questions. readings, and points of discussion arc pre. 975 Identifiers- Survival Competencies sented The test is illustrated (18) Pub Type - Guides ClasstoomLearner (051) EQUAL OPPORTUNITY IN EDUCATION Document Resumes 73 EDRS Price:11E01 'PC01 Plus Postage. EDRS nrice - MFOI/PC01 Plus Postage. Descriptors- Adolescents, Dentists. English (Se- 0452 cond Language). Aledical Sersiee Physicians. ED 195 147 Descriptors-Adolescents. Banking English (Se- Secondary Educatinn Second Language Instrue The Supermarket. Student Lesson =12. English cond Language). Secondary Education. Second m L nits of Stud) for Livin Language Instruction, Units of Study Identifiers --*S.r i al Competenues NO% Y ork State Education Dept Albany Bureau Identifiers--Survival Competencies of Blimp al Education To assist the learner of English as a second lan Tn assist the youthful learner of English as a sec Scions Agenc, ond language in dealing wit )'. communicating .» tne 3ffice of Etilingua, Education dr d guagc in dealing with the various services provided doctor's office. the dentist s office. and tie phar Minority Languages Affairs (ED). IA ashingion. by a bank, a series of dialogs, comprehension ques DC tions. readings, and points of discussion are pre. mac) a series of dialogs. comprehension .luestions Pub Date -79 readings and points of disc.:won are presented scnted The text is illustrated with sample forms The text is illustrated (JB) Contract- G00 "CO041 (313) Note7p For .iateo tosuments. see, FL 011 955. 975 Pub Type-- (ii,' 4-14 sroom Learner (051) 0449 EDRS Price' 1 Plus Postage. 0456 ED 195 151 ED 195 144 Descriptors Emergency Procedures Student Lesson =9. Eng. dolcscents, English (Second Lan. Celebrations. Unit 1: Holidays. Student Lesson « page). F lob for Lisirtg. d Stnres. Porchasing. Secondary 16. English for Living Edw.:atom -ond Language Instruction Units of 'sew York State Education Dept . Albany Bureau Study New York State Education Dept. Albany. Bureau of Bilingual Education of Bilingual Education Identifiers-Su s sal Competencies Soons Agency-- Office of Bilingual Education and Spans Agency--Office of Bilingual Education and To assist the youthful learner of English as a sec- _Minority Languages Aftaiis (ED). kit ashington. Minority Languages Affairs (ED). Washington, DC ond language in dealing with the purchase of food. D.0 3 series of dialogs comprehension questions, read P..-b Date- - 79 Pub Datc-79 ings. and points of discussion are presented The Contract- G00770004! Contract -G0077C004 I text is illustrated(313) Note 13p . For related documents. see FL 011 955. Note 23p For related documents. see FL 011955. 1'5 975 Pub Type Guides - Classroom - Learner (051) Pub Type- GuidesClassroomLearner (051) EDRS Price - k1F01, PC01 Plus Postage. 0453 ED 195 148 EDRS Price - N1F01/PC01 Plus Postage. Descriptors-Accidents. Aicese ems. English The Post Office. Student Lesson «13. English for Descriptors-Adolescents.CulturalActivities, (Second Language). Police, Rescue. Secondary Living 'English (Second Language) Secondary Educa- Education Second Language lnstmetion. Units of New 'N ork State Education Dept Albany Bureau tion. Second Latiguage Instruction, Units of Study Study of Bilingual Education Identifiers -*Holidays. Survival Competencies Identifiers - Eniergencies. Survi.al Competen- Spans Agency -- Office of Bilingual Education and To assist the learner of English as a second lam cies Minority Languages Affairs (ED). Washangtnn. guage in dealing with American holiday celebra- To assist the youthful learner of English as a Sc' DC tions (Halloween, Thanksgising. Christmas, New cond language in dealing with handling such emer Pub Date - 79 Year. Memorial Day, Labor Day. and Independ- gencies as fire, robbery. and Lai accidents. a series Con tract - G0077 C0041 ence Day) a series of dialogs, comprehension ques- of dialogs comprehension questions, readings, and Note-15p . For related documents, see FL 011-955- tions,readings,andpointsofdiscussionare points of discussion arc presented The test is illus- 975 trated MO presented The text is illustrated (JB) Pub Type- GuidesClassroomLearner (051) EDRS Price - MFOI/PC01 Plus Postage. Descriptors-Adolescents. English (Second Lan- guage). Secondary Education, Second Language 0457 ED 195 152 0450 ED 195 145 Instruction, Units of Study Legal Questions. Student Lesson =10. English for Celebrations. Unit 11: Personal Celebrations. Stu- Living Identifiers-'0st Office. Survisal Cnmpetencies dent Lesson 4:17. English for Living. To assist the learner of English as a second lan New York State Educatinn Dept. Albany. Bureau New lora. Star: Education DeptAlbany Bureau of Bilingual Education guage in dealing with the vi.nous services prosuied of Bilingual Education by the post office, a series of dialogs comprehension spans Agency Spans Agency- Office of Bilingual Education and Office of Bilingual Education and questions. r cadings. and points of discussion are pre- AI moot) Languages Affairs (ED). Washingtnn. Minority Languages Affairs IED). Washington, DC sented The test is illustrated with sample fnrms DC Pub Dale -'4 (JB) Pub Date-79 Contract- -G0077C0041 Contract -G0077C004 I N ote-21 p . For related documents, see FL 011 955. Nnte1Sp , Fnr related documents, sec FL 011 955- 975 975 0454 Pub Tspc GuidesClassroom - Learner (051) ED 195 149 Pub T ype- Guides - ClassroomLearner (051) The Restaurant. Student Lesson = la. English for EDRS Price - h1F01/PC01 Plus Postage. EDRS PriceNIF01, PC01 Plus Postage. Living Descriptors Descriptors-Adolescents,CulturalActivities. Adolescents. English (Second Lan- New York State Education Dept. Albany Bureau guage). Legal Education. Secondary Education, of Bilingual Education English (Second Language). Secondary Educa- Second Language Instruction. Units of Study tion. Second Language Instruction. Units of Study Spans Agency-Office of Bilingual Education and Identifiers-Personal Identifiers- Survisal Cnmpetencies Minority Languages Affairs (ED). Washington, Celebrations. Survival To assist the youthful learner of English as a se- DC Comy.cncies cond language in dealing with basic legal situations Pub Date 79 To assist the learner of English as a second lan- such as makma a contract or going to small claims Contract--G0077C004 I guage in dealing with such personal occasions as court a series of dialogs. comprehension questions. Note-13p . For related documents. see FL 011 955. weddings and funerals, a series of dialogs. compre- readiriga, and points of discussion are presented 975 hension questions. readings, and points of discus- The tea: .s illustrated (JB) Pub Type-- GuidesClassroom - Learner (051) sion are presented The text is illustrated (JB) EDRS Price - MFOI/PC01 Plus Postage. Descriptors-Adolescents. Dining 0451 English (Second Language). Food Secondary ED 195 146 Education. Second Language Instruction, Units of 0458 ED 195 153 The Department Store. Student Lesson «II. Eng- Study Invitations, Thank-You Notes and Greeting Cards. lish for Living. identifiers -*Survtval Competencies Student Lesson »18. English for Living. New York State Education Dept. Albany Bureau To assist the learner of English as a second lan New York State Educatinn Dept. Albany Bureau of Bilingual Education guage in dealing with the purchase of readycooked of Bilingual Educatinn Spans Agency- Office of Bilingual Education and food, a series of dialogs. comprehension questions, Spans Agency-Office of Bilingual Education and Minority Languages Affairs (ED). Washington. readings. and points of discussion are presented. Minoru/ Languages Affairs (ED), Washington, DC The text is illustrated (311) DC Pub Date -79 Pub Date-79 Contract- G0077C0041 Contract-G0077C004 I Note9p For related documents, see FL 011 955. Note- 13p , For related documents, see FL 011 955- 975 0455 975 Pub Type- ED 195 150 Guides - Classroom - Learner (051) Banking: Checking Accounts. Student Lesson t Pub Type- GuidesClassroomLearner (051) EDRS Price MFOI /PC01 Plus Postage. IS. English for Living. EDRS Price - MFOI/PC01 Plus Postage. Descriptors -Adolesceno, '"English (Second Lan- New York State Education Dept Albany Bureau Descriptors-Adolescents. English (Second Lan- guage). Purchasing. Secondary Education Sec- of Bilingual Education guage), Letters (Correspondence). Secondary ond Language Instruction. Units of Study Spans AgencyOffice of Bilingual Education and Educatinn. Second Language Instruction, Units Identifiers-Department Stores. Survival Compe- Minority Languages Affairs (ED). Washington, Study, Writing Skills tencies DC Identifiers-Etiquette, 'Survival Competencies To assist the youthful learner of English as a se Pub Date-79 cond language to dealing with the purchase of cloth To assist the learner of English as a second lan- Contract-00077C0041 guage in dealing with the etiquette of certain com- mg andpersonalitems a seriesofdialogs, Note--9p . For related documents. see FL 011 955. mon fnrms of correspondence, a series of dialogs. cnmprehension questions, readings, and points of 975 discussion are presented The text is illustrated (JB) comprehension questions, readings, and proms of Pub Type- GuidesClassroom - Learner (051) discussion are prom -1 The text is illustrated (JB)

--t

a a 74 Document Resumes EQUAL OPPORTUNITYIN EDUCATION 0459 tura! paspectitcs Chapter 5 studies thetraining of D 195 154 teachers for multicultural education are taken from the Natinnal Longitudinal Study Dinner at an American Friend's House coMpOlCilICC, of Student ret lots methods of teacher trail mg. and offers the High School Class of 1972 (NES)with follow. Lesson 19. English for Citing. edic six- ups in 1973, 1974. and 1976 Results of descriptive applications of multiculturalconceptsin \ew York State Education DeptAlbany Bureau teacher education analyses show differences in factors affectingwhite of Bilingual Education Chapter 6 lists 30 teaching strategies drawn from the cross-cultural literature and racial minority women withrespect to their Spons AgencyOffice of Bilingual Education decision to pursue mathematics-related fields an,l and adapted for tercher prescrtice andinscrsice of Minority Languages Affairs (ED). V. training study The 10 sets of tariables considered DC ashingion. Ir also &tens exercises for rotsplaying included critical incidents, case (1) family background. (2) high school Pub Date-79 studies. simulationand experience, group discussion Chapter 7 presents (3) self-concept, (4) significant others'perceived in- Contract-- GOL 7700041 procedures for fluence on college plans, (5) the et aluation of cross-cultural t-ruling and educr expectations. (6) ex- , For relate.: documents sec FL 011 955- pected college majors, (7) college Leon The manual also includes a 65-itemannorated mathematics bibliography and film list (CM) experience. (8) sex-role orientation, (9) family Pub Type- Guides C'SSSfOillO - Learner (051) status, and (10) matheriaticsrelatedattainment EDRS PriceSIFOI PC01 Plus Postage. &Author/ RL) Descriptors-Adolescents Cultural Actitoles, English (Second Language). Food. Seconclar. 0462 ED 195 553 Education. Second Lae, rage InstructionUnits of Interpretive Analyses of 1978.79 Study Research and 0464 E.taluatIon Reports; Volumes 1 and II. ED 195 595 Idcntillers-Etiquette. *Sur% Iva: Competencies Dallas Independent School District. 1 Kan. Bo( -Lint C To assist the learner of Englishas a second las, ex Dept of The Korean-American Child guagc in dealing u Research and Evaluation at School and at ` the coquette of diningin Pub Date-Feb 50 Home: An Analysis of Interaction andInterven- someone else's home, a series of dialogs.compre Note - -698p tion through Groups Project Report, hension questions, readings and September potion of drscus- Mailable from-Department of 30, 1978June 30, 1980. sron arc presented The text is illustrated (MI Research and SpansAgency-Administration Evaluation, Dallas Independent SchoolDistrict. for Children, 3801 Herschel Ate Youth, and Families (DREW). Washington, , Dallas, TX 75219 (For full Pub DateJun 80 D C text of individual reports under 50pages S3 00. orders os cr 50 pages S3 00 plus S Grant-90C-1335(01) 0460 03 per page) Note137p.. Not available ED 195 155 Pub Type-ReportsEvaluative (142) in paper copy due to Becoming a United States Citizen StudentLesson EDRS Price author's restriction =20 English for Eating. MF04/PC28 Plus Postage. Pub Type- Reports New t ork Slat: Education Dept Dcseriptors-Academic Achim einent, Achicte- Evaluative (142) - Reports . Albany Bureau rnent Gains. Basic Skills, Classroom Research (143) of Bilingual Education Research. EDRS Price - ISIFO I Plus Postage. PC Spons Agency-Office of Bilingual Compensatory Education. DesegregationEffects, Not Availa- Education and Elementary Secondary Education, Norms. ble from EDRS. Minority Languages Affairs (ED). Washington, gram Pro- DC Evaluation, PrograrnImplementation, Descriptors-Acculturation Biculturalism.Urn. 'School Districts, Teacher Etaluation, gualisin. Demography, EducationalEnviron Pub Date 79 Testing mcnt. Elementary Contract -0007701)041 Programs, Test Interpretation, TestResults Education. Family Identifiers - 'Dallas Independent School (Sociological Unit), Family SchoolRelationship, Note-- 3p For related documentssee FL 011 955. District Immigrants. 'Korean Am ricans. Questionnaires, 974 TX. Elementary Sceon dary EducationAct Title I, Pub Type- Guides Elementary Secondary EducationAct Title IV, Student Teacher Relation op, TeacherAttitudes ClassroomLearner (051) Identifiers-California(L ,s EDRS Price - MFO I, PCOI Plus Elementary Secondary Education ActTitle VII. Angeles),Illinois Postage. Emergency School Aid Act 1972 (Chicago) Descriptors-Adolescents Cizenship Education, This study was undertaken to English (Second Language), Secondary After outlining the goals. budget. andpersonnel of investigate the na- Educa- the research and etaluation branch of ture of the interaction between school and homein tion, Second Language Instruction. Units of Study the Dallas the ease of Korean Americans who recently IdentifiersSutttsal Competencies Independent School District, theref ults of 150 pro- immi- gram et aluations are summarized and grated to Chicago and Los Angelesand to deter- To assist the learner of English interpreted minethe as a second lan- Most et aluattons are based on achicsement natureoftheelementaryschool guage in dealing with the procedures forbecoming gains as experience of children from this group Data a I. ruled States citizen, a series of dialogs, measured by standardized achretementtests Re- were compre- sults arc often analyzed by district, collected by means of threequestionnaires, one for hension questions, readings, andpoints of discus- subdistrict. Korean American parents. one for children. sion are presented The text is illustrated (JO) grade, subtcst. and ethnic classification white.his- and one panic.or blackIn VolumeI for teachers of the children A reviewof literature. spring-to-spring design. methodology and procedures, achievement gains and trends since 1979are related and detailed to desegregation mandates, enrollment analyses of findings for Chicago and LosAngeles trends. and separately and the two cities combined 0461 school holding power Othersections discuss the are included ED 195 388 in this report Recommendations are made with Arse& Margarer D Ed csman Personnel Classification Test fortcachcr the selection and the Teacher Evaluation aim of nnproting the school experiences of Korean Multicultural Education: A Cross CulturalTrain Pilot Pro- American children Tables of data Ina Approach. gram, accreditation by the Tessin EducationAgency arc included state compensatory education Qiiestionnalres are appended (MK) Intercultural Network. Inc. La Grange Park. programs. the Emer- gency School Aid Act, and the Title 1V-C Spons Agency New York State EducationDept, and Title Albany Bureau of Bilingual Education VII programs Volume II describesTitle i programs Report No ISBN0-933662.06-8 for grades kindergarten to sixin district and private 0465 Pub Date-79 schools Their major thrust was instructionalwith ED 195 600 concentration in reading. mathematics Beckum. Leonard CDash°. Stefan J Noic-285p , Not at ailable inpaper copy due to abd Multi-Ethnic School Environments; Final publisher's preference gual education Other sections discusslocal and ex- Report ternally FY 1978-79. Volume I: Overview Available from- Intercultural Press, funded remedial programs, special and Research Inc, 70 V. education. magnet schools, desegregation Design. Hubbard St . Chicago, II 600,0(S11 95, 20-- Ms compli- Far West Lab for Educational Research count on 10 copies or more) ance. applied research on learning, basic stills,and and Deve- teaching methods, parent lopment. San Francisco. Calif Pub Type- Guides Classroom- Teacher (052) - incolsement, and the Scions Texas Assessment Protect for baste skills. Agency-NationalIns: ofEducation Information Analyses (070) - CollectedWorks (CP) WHEW), Washington. DC General (020) Rep irt No -MESE-79.1a EDRS Price - MFOI Plus Postage. PC Not Pub Date-Ian 80 ble from EDRS. Availa- 0463 Contract -0B-NI E-G-78-0203 DescriptorsClassroom Environment, Communi- ED 195 570 Note--97p. cation (Thought Transfer). Course Evaluation, Rorhithad, Status J SLachunanVordln Factors Related to White, Black. and Pub type- ReportsResearch (143) Cross Cultural Training. Cultural Awareness, Hispanic EDRS Price - MEM /PC04 Plus Postage. Women's Mathematics Attainments:A Descrip- Cultural Differences, Cultural Pluralism,Cur- Descriptors-Classroom Desegregation, nculum Development. Definitions, tive Study. Elemen- Elementary Pub Date --(80) tary Secondary Education. Ethnography,Inser- Secondary Education. Ethnic Groups.Learning viceTeacher Education, Activities, Minority Groups. Multicultural Note-34p RacialIntegration, Edu- Pub Type ResearchDesign.Research cation. Perception. Spanish Speaking. Teacher Reports Research (143) Methodology. EDRS Price MFO I iPCO2 Plus Postage. School Desegregation, Social Science Attitudes. rcache: Education, Teaching Meth- Research ods Descriptors- 'Academic Achim,cnient The Multi-Ethnic School EnvironmentsStudy Achieve- evolved in response to the need for Identifiers -*Intercultural Communication ment Rating, Black Students, Cross CulturalStu- a research base dies. for identifying special tcachcr Primarily designed for use in teacher Ethnic Groups, Females, Higher training needsin education Education. Hispanic Americans new ly desegregated school districts The ultimate programs, this manual provides education faculty Longitudinal goal of this five year project is to with a resource for building multicultural Studies. Mathemancs. SocioeconomicBack generate teacher education ground. White Students training processes and materials to aid teachersin training into the teacher education curriculum Coping with the realities of desegregation The Chapter I defines terms basic to multicultural Identifiers-National Longitudinal StudyHigh first edu School Class 1972 phase (1978.1979) was a year ,of ethnographicre- cation, intercultural communication and cross-cul- V rtually no research conducted search which examined teachers' efforts tural training Chapter 2 discusses the on women and to organize theory of matnematics is longitudinal in scope. generalizable their classrooms and to encourage theintegration of intercultural communisation Chapter 3outlines the history of multicultural education in extent, and ethnicrace specificin nature This stuocnts in newly desegregated classes This volume and focuses on descriptive study begins to fill the of the research report begins witha discussion of linguistic diversity Chapter 4 containsa discussion gap by examining critical concerns related to school of the multicultural curriculum and the effects of background. school,and social-psy- desegregation considers pos- chological factors on Hispanic. black, and The next section addresses theissues surrounding sibilities for infusing cuttingcourses with multicul- w hite w o- men's mathematics attainmentsData for the study methodology the appropriateness of applyingedu- cational ethnography to research on desegregation EQUAL OPPORTUNITY IN EDUCATION 5 Document Resumes 75

Atter noting the problems (aced in establishing a site for the researe h. the next sec iron describes data col. 0468 ED 195 618 0470 ED 195 625 lection prwederes The final section describes the Park. Jeanne 5 Comp Gavles. Anne R And Others format se (me and strategies of data a .alysis proce- %inners, All, 50 Outstanding Education Pro: cis Research Review of School Desegregation (A dures !Author MA) That Help Disadraataaed Children Problem) and Multi-Cultural Education (A So1u Office of Education (Dia. tik )Was)- ngton C non). Report No - 0E0.48000 Florida A and M Ulm Tallahassee School of Edu- cation 0466 ED 195.601 Pub Datehr. Spans Agency -National Inst of Education (ED), Bccham / ,oadoi CDash, Stefan J Note117p . Photographs may not reproduce well Vs ashington, D C Mu to-Ethnic School Environments; Final Report For a related document see El) i61 103 Pub Date-(80) FY 1978-79,ohmic 11: Classroom CAW Studies. As amiablefrom -- Superintendent ofDocuments. Grant -G-77-0021 crest Lab fur Educational Res, ar.1 and Des,: L S Government Printing Oflice asningion. Note-127p .For related documents sec LD 021 lopment San Fraicisco Calif DC 20402 (Stock Number 017-080.02079.3) 130 and LID 021 133.137 SponsAgency lsationalInst ofEducation Pub Type ReportsDescriptive (141) Pub Type- Information Analyses (070) (DHE ). Wastongton. 1) C EDRS Price - MEDI /PC05 Plus Postage, EDRS PriceMFOI/PC06 Pius Postage. Repe't o 11ESE-70-lb Descriptors- Bilingual Education. Lomecosatory Descriptors-Cultural Pluralism, Higher Educa- Pub DateIan 80 F,clocation. Demonstration Programs. Educa- tion. Minonty Groups, Multicultural Educes. Contract -011NIEG--80203. !tonally Disadvantaged Elementary Education. lion. Presersice Teacher Education, Program Note-156p. For related documents see L, D 020 Individual Instruction. Language Arts Math- Des clop:mist.Program Implementation.Pro- 922 and LD 021 120 ematics Instruction. Parent Participation, Pro gramImprovement.'School Desegregation, Pun Type ReportsResearch (143, TeacherAttitudes.Teacher Characteristics. DRS Price - MFOI PC07 Plus Postage. gram Descriptions. Reading Instruction. Teacher Education Curriculum Des,: piors -Case Studies. Classroom Desegrega 'validated Programs This review of literature and research studies is t n Uassnrum Ent 11.11MCIlt. I lassumin Obscr- Identifiers- Elementary Secondary Edueatiori Act designed to establish documented background for .ation Techniques. Classroom Research Title 1 the development of a model teacher preparation Elementary Secondary Education. Eihnogra This booklet describes 50 Talc I programs that program for reducing problems associated with Inserviee Teach..Ed,...ati Obsers a- have been validated by the Education Div isionof school desegregation Thc rev feu is organized into LonRacialIntegration. school Demography. the Department of Health. Education and %Libre thrsc. parts Part One presents literature pertaining sci Desegregation. S.KUJI Science Resew_ rt, as exemplary Thc descriptions. wraten originally to the historical development of minority group leacher Attitudes for use in newspapers and by radio and television education, school desegregation, and multicultural The Multi Ethnic School Ensironmen,s Stud) stations. tell host the programs operate,, what makes education Literature and research studies support- (solved in response to the need for a research base them successful,-and how the students arc achieving the enhancement of the desegregation process through multicultural education are presented in fur identifying special teacher training needs in ing`lost descriptions focus on reading and lan- newly desegregated school districts Thc ultimate Part Two The final section reviews the challenges guageartsprograms,butexamplesofmath goal of this five year project ms to generate teacher facing leacher education programs preparing people programs. programs with high levels of parental par- training processes am materials c.aid teachers in to work in multicultural settings A series of nine coping with tne rc (Imes of desegregation The first ticipation Indo.nivalized instruction, and bilingual steps to assist teacher personnel in curriculum deve- phase (1978-19-0) was a year of ethnographic re education are included Names and addressee of lop ment is provided (Author, SIR) search which evil-nine,/ teachers' ellorts to organize persons to contact fur further information about their elawooins and to encourage the irdegration of each program arc included (Author/MK) students in new ly desegregated classes This soleme of the research report presents case studies of the 0471 ED 195 642 (our classrooms which were olscrsed for the pre. Buttche. Catherine Ed Act Each study is irrida-eel by background odor- 0469 ED 195 623 Compendium. The Illinois Network of Exemplary door; on the -.Tonality school district. and the Be( kam, Leonard C Davin, Stefan J Occupational Programs for Handicapped and desegrcgat.on plans The sehom and classroom MultiEthnie School Ensironments: Final Report Disadvantaged Students. washers and studems, teachersbeliefs. expecta- FY 1978-79. Volume Ill: Data Analysts' Re- Ill.nens State Inns , Normal tion, and instuoional practices. and the social or ports. Agency -- Illinois State Office of Education. derof the classroomare alsodescribed Far Vs est Lab lot Educational Research and Deve- Springfield Div of Adult Vocational and Techni- (Authii Mk, cal Education lopment. San Francisco Calif Pub Date-- 79 SportsAgency -NationalInst ofEducation Note- 176p, Not available in paper copy due to (DREW), Viashington. D C colored paper Report No -NIESE-79le 0467 ED 195 603 Pub Type- Journal Articles (080) Legal/Legls- fri:arry Ruddi, 4 And Omen Pub Date -/an 80 lativc/ Regulatory Materials (090) - Guides - Eastern District High School Integrated Bilingual Contract-011NIE-G-78-0203 Classroom - Tcachcr (052) Demonstration Project for High schools. 1978- Note248p For related documents sec LD 020 EDRS Price ME01 Plus Postage PC Not Availa- 1979. Final Evaluation Report. 922.923 ble from EDRS. New 1 ork (its Board of Education Brooklyn. A. 't Pub Type Reports - Descriptive (141) Kt:ports Descriptors-Ancillary School Services. Carccr Office of Educational Evaluation Research (143) Counseling. Career Education. 'Classroom Tech. Curriculum Pub Date-4791 EDRS Priceh11,01/PCIO Plus Postage. niques,Cooperative Education, Note.57p Development,Disabilities.'Disadvantaged, Descriptors- Administrative Problems, Board of Educational Legislation. Elementary Secondary Pub Ty pe ReportsDescriptive (141) Reports EducationPolicy.CaseStudies.Classroom Education. Federal Legislation.:netts idualised Evaluative (142) Desegregation. Data Analysis. Decision Mak- EDRS Price - 11E01 PC03 Plus Postage Education Programs. Individualized Instruction, ing. Elementary Secondary Education. Ethnog- Inousial Education, Inset% ice Teacher Educa Descriptors Academic Achiesement Bilingual raphy,inservice TeacherEducation.Racial Education English (Second Language, . alive non. Job Placement, Learning Activities. Main- Integration. Research Design. 'School Desegre- streamingPostsecondaryEducation. Program Language Instruct' `son English Speaking gation, Socialization. Social Science Research Evaluation. Safety Education, Special Education, Program Descriptions Program Evaluation. Pro- The Multi-Ethnic School Environments Study Staff Development, Student Recruitment. gramImplementation SecondaryEducation. evolved in response to the need for a research base Teacher Education, Teaching Methods. 'Voca- Spanish Speaking tional Education IdentifiersElementarySecondary F.ducat.on foridentifying teacher training needs in new ly desegregated school districts The ultimate goat of IdentifiersEducation for All Handicapped Chil- Act Title 111 New f ork (Brooklyn) dren Act, Rehabilitation Act 1973, Vocational The Eastern District High School biling-ilbicul- this five year project is to generate teacher training processes and materials to aid teachers in coping Assessment. Vocational Education Amendments terat program served 367 Hispanic students in 1976 grades 0 through 12 Students received instrdction with the realities of desegregation Thc first phase This Compendorn is a manual of information in English as a Second Language aid or reading (1978-1979) was a year of ethnographic research related to the vocational education of handicapped Englishnative language arts, mat)scie,-.c, and which examined teachers' efforts to organtre their and disadvantaged students Section 1, Article Ser- social studies Students were mains!. e aired for art. classrooms and to encourage the integration of stu- ies, reprints fourteen articles published in profes- musicphysical education. and hat)Electric dents in newly desegregated classes This volume of sional journals Topics include vocational courses were also available Non instill, tonal pro- the research report presents analyses of data derived education's rolein career education for hand- gram components irch.ded staff des elo 'mend cur- from a series of classroom observations Analysts icapped students, personnel development, coo,cra- riculum developmentextra curricularactivities, examined four themes relatedto schooling in tion of special education and industrial teacher parental and community involve nen( and erectlye desegregated settings (I) the socioemotional devel education,individualizededucationprograms. servicesAcademic achievement of stiidents was opment of students. (2) teacher decision making an measurementandevaluation.motivatingand measured by standardized and leacher de- eloped managing behavior, teaching safety. cooperative tests Students demonstrated gains in F.nglJh read- instructional organization (3) student socialization and preparation for future work roles and (4) ad work - education. inservice. and individualizing in. ingnative language arts. and mathematic.. at nil struction Section 2. Handicapped Ser.es, includes grade levels Achieserne it in other areas was r zed minictrative practices and policies that have an im- sections of the manual To Serve Those V. ho Are Evaluators observed program operation and deter pact upon school integrationEach of the four HandicappedMaterials address mainstreaming. mined that it was well implemented and successful analyses includes a description of the analysis de student recruitment, vocational assessment, voca- Reeonimendations for future progiart implementa- sign. diseussit n of the classroom case study data, tional counseling, career education programs, sup- tion are included as *el. as tables of ashes:men( eumpai alive sonelusions and recommendations or port sersices, individualized instruction, facilities, data (MIc)- implications (Author MK) equipment, and materials modification placement

0 1 76 Document Resumes EQUAL OPPORTUNITY IN EDUCATION sauces program naluation, instraice education the legal requirements trimmed on educational inst These materials are intended to provide a work; and classroom procedures Section 3Disadsan tutions to eliminate sex bias. and (3) doctoring a (aged Series, reprints segments from a book which strategy for implementing programs to overcome shop design for conducting a one -dey training pro.. deal with curriculum adaptations and teaching itch' the effects of previous sex bias in cocationai educa- gram for representatives of community groups who niques found effeetive in working with &sad% an- non Included in these workshop materials are a arc or want to become, involved with helping to taaed students The approximately twenty aetiaities suggested workshop schedule. instructions forcon promote sex equity within the vocational education may proside students characteristics. &also> de- ducting the workshop, background Inhumation and system Thc workshop ts designed (I) to provide scription with potential advantages and dicadcan resources for workshop leaders, a case study and representatives of community tgroups with back- cages, facilities equipment, instructional truncriais worksheets and Instructions for small group and references Section 4, Legislative Senn co., exer- ground information on the California system of Vey cises These materials arc intended to be used in cation Education and the current progress and Lon, summaries of these major pieces of levitation conjunction with "Eliminating Sex Bias in Voca- Waled to cars mg special needs students F, ocational tional Education A Handbook for Administrative problems relating to sex equity within that system, Education At Edacation for All Handicapped Personnel"(availableseparately CE 027 023) (2) to increase understanding of the legal require- Children Vet and Rehabilitation Act of :973 `sec- orkshop target audience ts principals. deans of ments imposed on educational institutions to alum- tion 504 Section 5, Newsletters Brochures, pro- instruction,guidance nate sex buts. (3) to share information among sides two %ens ork brochures (YLB) counselors,dictrietand county superintendents. program specialists. and di' participants about efforts currently being made by re,to'rs of work caperience programs ) (KC) community groups around issues affecting nontra ditional work. (4) to increase understanding of the 0472 ED 195 703 process and dynamics of change. and (5) to plan Ilachens. Donna J Thomas. Ann G 0474 ED 195 705 follow-up strategies for furthering sex equity in so- Eliminating Sex Bias in Vocational Education A Iltrchens Donna J Thomas. Ann G cational education within local communitiesIn- Handbook for Administrative Personnel Eliminating Sex Bias in Vocational Education. A eluded in the workshop materials are a planning Lqua' Rights Ads/Kato. In.San Francisco Calif Handbook for Community Groups. guide, suggested workshop schedule, guidelines and 'pons Agency --California State Dept of Educa- Equal Rights Ade ocatcs, Inc tion Los Angeles , San Fraucisco. Calif resources for implementing the workshop, registra Spons Agency;- California State Dept of Educa- non materials, pre-workshop packet with informa- Pub Vale- Oct 79 tion, Los Angeles, Corm act-8101 tiononfederallegislativerequirements,and Pub Date- Dec 79 worksheets. (KC) Note-35p For related documents see CE 027 204. Contract---8100 206 Note-46p . For related documents see CE 027 203- Pub Type Guides NonClassmoni (055) 206 GEO U S , California EDRS PriceMPOI PCO2 Plus Postage. Pub Type GuidesNonClassroom (055) 0476 Descriptors-Compliance(Legal), Educational EDRS Price ED 195 724 11F01/PCO2 Plus Postage. Graham. Jane: Roth Planning. Federal Legislation. Institutional Role. Descriptors-Community Action, Community Ito Labor Force, Legal Responsibility, Nontradi- volaement. Community Organizations, Compl Bilingual Adult Baste Education Project. Final tional Students Postsecondary Education. Sche- arm (Legal). Federal Legislation. Institutional Rcpoit. dulingSecondary Education. Sex Bias. Sex Role, "Legal Responsibility, Postsecondary Edu- Allegheny Intermediate Unit. Pittsburgh. Pa Diserimihation, Sex Fairness Sex Role. Scx cation, Resources, School Community Rclation Spons Agency- Office of Education (DHEW ), Stereotypes. State Legislation, F, ocational Edu- ship. SecondaryEducation. Scx Bias, cation Sex Washington. D.0 Discrimination. So -Fairness, Sex Role. Sea Pub Date-28 Aug 80 Identificra-California. Title II Education Amend- Stcrcotypcs. State Legislation.. Vocational Edu- runts 1976. Title IX Education Amendments cation Note-294P . Some pages may not reproduce well 972 due to light print and colored paper Identifiers-California, Title II Education Amend- This handbook is designed (1) to assist socational ments 1976. Title IX Education Amendments As atiable from-Adsanc E. Millerssille State Col- ccucators and administrators in understanding both 1972 lege. Millersville, PA 17551 (Write for price) the causes of oecipatiooal sea segregation and the This handbook is designed to proside the back Pub Type- Reports Descriptive(141) - problems it creates. (2) to clarify the federal and ground information necessary for India iduals and Tests /Questionnaires (160) stale mandates for the elimination of sex bias in community group,. to become insolscd in local vo- EDRS Price -.St F01/PC12 Plus Postage. socational education programs and (3) to pros ide cational education programs in order to help end possible approaches and strategies that can be used so Descriptors -Adult Basic Education. Bilingual bias. stereotyping. and discrimination in such pro- Education, Cambodian. Career Education, Com- by socational education personnel to comply with grams Thc first four chapters of the handbook dee e legal requirements and contribute to the elimination munity Resources, Consumer Economics, Cop- lop the background of the problem. prodding ing of occupational sex segregation The handbook's six information on the importance and nature of sex Councehng Services.English(Second chapters proside information on the nature of the bias problems in socational education, how coca- Language), Gosernment (Administratise Body). problem the laws applicable to vocational cduea- mina' education is structured in California. the laws Health. Inforthatton Scrdccs, Interest Invento non p ograms methods of identifying sex bias and concerning sex bias. and the barriers that inhibit the rocs. Lao. Legal Education, Literacy Enucation. creating institutional change iemoa trig barriers to full participation of girls and women in vocational the pursuit of nottraddional education, the treat Native Language instruction. Needs Assess- education opportunities Chapter 5 develops a plan mcnt, Non English Speaking, Pretests Pnsttests, meat of enrolled students, and general conclusions that community groups can use to have a positise about sexstereotyping and its elimination(Sec- Russian, Spanish, 'Staff Development. Student impact on the vocational opportunities available to Interests.Surveys, tions on state laws apply spcc,fically to California female students throne, local education programs TestConstruction.Viet- namese, Workshops A workshop manual designed for use with the Appendixes provide checklists for the requirements handbook, is available separately CE 027 204 ) of Title IX (Education Amendments 1972), Title II Identifiers-Adult Perrin mance Loci. Bilingual (KC') (Education Amendments 1976)theCalifornia Materials, 8Life Coping Skills. Life Skills FiveYear Plan, and for problem identification,a Thc Bilingual Adult Basic Education Project questionnaire for gathering information on local tiroNtdcd bilingual life skills instruction, counseling, schools and school districts, and a resource list and informational services to approximately 150 0473 ED 195 704 (lsC) Thomas, Ann G Dathems. Donna J nonEnglishdommant adults across Pcnnsy 'vita Eliminating Sex Bias in Vocational Education: A by means of contracts to local education agencies Workshop for AdminIstrstice Personnel, Students w ere pre and post tested in English and- Lqual Rights Advocates. Inc. San Francisco Calif 0475 ED 195 706 ior their name language to measure their grow th in Spons Agency-California State Dept of Lduca Ihomui Ann Gflochenc. Donna J life-coping skills Adult Performance Level (APL) Iron Los Angeles ,Eliminating Sex Bias in Vocational Education: A test data showed knowledge gains by a substantial Pub Date-Dec 79 Workshop (or Community Groups. Contract -8101 proportion of the students and sizable improve- Equal Rights Advocates, Inc, San Francisco, Calif manic in each of the five APL content areas Thc Note-23p For related documents see CE 02' 203 Spons Agency -California State Dept of Educa- project also presented staff desclopment workshops 206 tion. Los Angeles Pub Type- GuidesNon-Classroom (055) Pub DateDec 79 dealing with bilingual/English as a Second Lan- EDRS Price MFOI PC01 Plus Postage. Contract-8100 guage lifeskills instrucunnal techniques and materi- Descriptors -Compliance (Legal). Federal Legisla- Note-22p , For related documents sec CE 027 203 als for adult learners Project-do eloped products tion. Institutional Role. Instructional Materials, 205, were English and native language versions of so 'Legal Responsibility, Nontraditional Studen.s, Pub Type- GuidesNoii-C lassroom (055) dent needs assessment surveys, pre- and post-tests Postsecondary Education, Resources, Secondary EDRS NiceME01, PC01 Plus Postage. for each of the C e API knowledge areas (Com- Education, Se Baas. Sex Discrimination, Sax Descriptors-Communii) Action. Community In- munity Resources, Consumer Economics, Govern- Fairness. Sex Role, Sex Stereoty pas. Staff Deve- vnlvement, Community Organizations, Compli- lopment. State Legislation. Vocanonal Educa ment and Law, Health, Occupational Knowledge,. ance (Legal). Federal Legislation, Instructional and evaluation, forms to monitor program im non. W orkshops Materials,I egal Responsibility, Postsecondary plenicntation and evaluate its effectiveness (Copies IdentifiersCalifornia. Tule IX Education Amend- Education, Resources, School Community Rela ments 1972 bonchip, Secondary Education Sex B as, Sex of products comprise the major portion of this re- These materials are intended to provide a work Discrimination. Sex Fairness. Scx Role 'Sex port There are (1) English, Vietnamese, Spanish, shop design for conducting a one day staff training Stereotypes, State Vocational Edu- Lao, and Cambodian versions of the A PL Needs Program for !Khoo! personnel on the issue of sex hags cation. Vc orkahops Assesment Survey, (2) English Spanish. and Viet- in vocational education Thc workshop is designed Idenuriers- California, Title II Education Amend- to aid school personnel in (I) identifying sex bias in namese versions of APL pre- and post-test!, and ments 1976, Title IX Education Amendments Cambodian seriatim of four pretests ) vocational education programs, (2) understanding 1972 (Author- L

J EQUAL OPPORTUNITY IN EDUCATION Document Resumes 77

0477 ED 195 758 0479 ED 196 604 0481 ED 196 641 1 echnical Assistance Manual for Civil Rights in Chrtsther, Catherinr 4 And Other, Las Matematicas: Lenguaje Universal Nivel 2c: Vocational Education (First Edition). Evaluation Design: ESEA TitleIMigrant Pro. Factores y NIultiplos (Mathematics: A Universql North Carolina State Dept of Public Instruction. gram. Publication No 80.02. Language. Level 2e: Factors and Multiples). Raleigh Div of 1, oeational Education Dissemination and Assessment Center for Bilingual Pub Dale--Oct 80 Austin Independent School District. Tee Of i.e of Education, Austin, Tex Fort Worth Independent Note 78p Research and Evaluation School District, Tex Bilingual Education Pro Pub Type Guides NonClassroom (055) Spons Agency - Department or Education Nash. gram EDRS PriceMFOI ,PC04 Plus Postage. ington, D C Spons Agency-Office of 'Education (DHEW), Descriptors -Coil Rights. Complianee (Legal). Pub Date- -80 Washington. D C Edux ational Discrimination. Equal Note66pFor a related document see H.7 178 Pub Date-79 Education. Equal Opportunities (Jobs) Ethnic 260 Notc76p Fur related documents. see SE 030 950 962 Not available in hard copy due to copyright Discrimination, Program Administration. Pro- Pub Type- GuidesNonClasstoom (055) Re gram Development. Racial Discrimination, Re restrictions. portsEvaluative (142) verse Discrimination. School Districts, Secondary Asailable from- Dissemination and Assessment Education, Sex Discrimination, Social Discrimi EDRS PriceMFOI 'PC03 Plus Postage Center for Bilingual Education. 7703 North La- nation. Student Recruitment. leacher Promotion Descriptors- Ancillary School Services. Educa mar BIsdAustin, TX 78752 (53 00) Teasher Recruitment. Technical Assistance. 1 tional Assessment, Elementary Secondary Educa Language-English. Spanish cational Education non, Ecaluation Methods, Ecaluation Needs Pub Type- GuidesClassroom Learner (051) Identifiers-North Carolina FederalAid, EDRS Price MR') Plus Postage. PC Not Avails, MigrantEducation.Migrant ble from EDRS, This n._oat is designed to aid secondary school Health Sercices, Needs Assessment. Objectives. Descriptors-Bilingual Education. Division,Ele administrators and other school personnel in acotd- Parent Partiopation, Preschool Education,Pro. mentars Schobl Mathematics, Elementary See mg illegal d:scrimination while sustaining educa- gramDesign.Program Es aluation Public ondary _Education,Mathematics Curriculum, tionalstandards- throughproper planning and Schools Mathematics Instruction,Multiplication. Num- managing of socational education programs Chap ber Concepts. Prime Numbers, Secondary School ter1 coneernskciell rights compliance in vocational Identifiers- AustinI idependent School District 1 X, ESEA Title I Migrant Programs Mathematics, Spanish Culture. Spanish Speak. education by superintendents and local directors ing. Textbooks through use of this manual and with aid from staff The 1980.81 Austin Independent School District Identifiers-Bilingual Materials of the State Division of losational Education espr- Tale I Migrant Program for current and former mi- 1 his is one of a series of student booklets designed eial,y those designated ascivil rights coordinating grant children operates at prcschool through high for use in a bilingual mathematics program in grades staff Organizationobjczfoccs. and use of the school lc c els on an increased budget of 51.025.358 6-8 The general format is to present each page in manual are outlined Staff cchnical assistance funs and centers around student recruitment and parent both Spanish and English The mathematical topics ns arc listed Chapters 2 and 3 focus on students participation, a preK through high school instrue' in this booklet include factors. prune and composite and staff. respeetic el>, and preventing discrimina- minal program, and health and clothing support ser numbers. divisibility, and exponents (MK) tion and promoting equity at each stage of the cd u cationalstaffing processes Both arc based on three %ices Program evaluation will invoke two niajor basisstandards(1)detection, prevention. and activities The final report summary with its final elimination of original discrimination. (2) detection. technical report will provide decision information 0482 ED 196 642 pit...cilium, and elimination of .es erse discrimina regarding the continuance, modification. or deletion Las NIIIICM2IIC23: Lenguaje Universal. Nivel 3: La loin and (3) uphold rg of educational employment of the progiam's instructional and other compo- Medida (Mathematics: A Universal Language. standards Furthermore chapter 2 identifies ninety nents The annual evaluation report for the Texas Level 3: Measurement). Dissemination and Assessment Center for Bilingual eheekpoints, stages in the educational process, and Education Agency will document the achievement Education, Austin. Tex . Fort Wortn Independent chapter 3 identifies forty-sec en checkpoints;stages of program objectiecs Both activities require de inthe staffing process at which discrimination School District. Tcx Ilrhngual Education Pro tailed needs assessment.. process, and outcome data should be a.oided Some checkpoints arc required. gram others arc suggested Spaces arc procured for in- from numerous sodreesInformation needs and Spons AgencyOffice of Education (DHEW), dicating if these checkpoints arc judged as being met sources are cross referenced in detail A complete Washington. D C (yet or no) as well as for indicating those types of information dissemination schedule and an es alua Pub Date -79 suggested documentation itis felt could be pros- Lion time resources allocation plan are included Note -89p For related documents, see SE 030950 962 Not available in hard copy due to copyright Wed (1 LB) (SB) restrictions As allahle from-Dissemination and Assessment Center for Bilingual Education. 7703 North La. mar Blvd, Austin. TX 78752 (53.00) 0478 ED 196 257 0480 ED 196 640 I anguage-English; Spanish Bilingual Education Special Bulletin No. 2. Las Matematicas: Lenguaje Universal. Nisei 2b: Pub Type- Guides - Classroom - Learner (051) School Information and Research Service. Olympia, Multiplication y Division de Numeros E:nteros EDRS Price MFOI Plus Postage. PC Not Wash ble from EDRS. Pub Date-Sep '0 (Mathematics: A Universal Language. Level 2b. Multiplication and Division of Whole Numbers). Descriptors-Bilingual Education. Elementary Note12p SchoolMathematics,Elementary Secondary Pub Type- ReportsEvaluative (142) Dissemination and Assessment Center for Bilingual Education, Mathematics Curriculum, Mathemat- EDRS PriceN1F01) PC01 Plus Postage. Education, Austin, Tea . Fort Worth Independent ics Instruction. Measurement, Secondary School Descriptors- Acrj,eccmcnt Gains, Bilingual Stu- School District. TeaBilingual Education Pro- Mathematics. Spanish Culture. Spanish Speak. dents. FormativeEcaluation, Language Arts. gram ing. Ti. tbooks Mathematics.PrimaryEducation.Reading Spons Agency-Office ofEducation (DNB% ), Identifiers-Bilingual Materials sAchies merit. Spanish Speaking ashington, D C This is one of a series of student booklets designed Identifiers -Bilingual Programs. Washington Pub Date-79 for use in a bilingual mathematics program in grades (Prosser) 6.8 The general format is to present each page in This is s report on a research project which des e- Note95p , For related documents, see SE 010950 both Spanish and English The mathematical topics loped an evaluative model fora Kindergarten 962 Not available in hard copy due to copyright in this booklet include liquid. dry, linear, weight, through Grade 2 bilingual education program in the restrictions and time measures (MK) Prosser School District in the state of Washington, Asa:table from-Dissemination and Assessment a program that had been in operation for three Center for Bilingual Education, 7703 North La- y ears The report is divided as follows (I) back- mar Blvd , Austin, TX 78752 (53 001 ground informatton on the program. (2) a summary Language - English, Spanish 0483 ED 196 643 of the pfoyect goals. (3) the model of classroom in- Las Matematicas: Lenguajr Universal. Grados In- Pub Type- Guides - Classroom Learner (051) termedics. Niveles 1.3.Teacher's Guide I (Math- struction, (4) a general sommary of the gains in EDRS Price MFOI Plus Postage, PC Not Availil language proficiency among the groups evaluated. ematics: A Universal Language. Intermediate (5) the groups tested. (6) the characteristics of the ble from FURS. Grades. Level 1.3. Teacher's Guide 1). evaluative model. a 'nor/ft-referenced model", (7) DescriptorsBilingual Education. Dis 'sum. Dissemination and Assessment Center for Bilingual results of the analyses, ano recommendations Eleinentary School Mathematics. Elementary Education, Austin, Tex Fort Worth Independent The groups tested were currently enrolled second, Secondary Education, Mathematics Curriculum. School District, Tex Bilingual Education Pro- gram. third and fourth grade Hispanic and nonHispanic Mathematics Instruction. Multiplication. Num- Spons Agency-Office of Education (DHEW). students The results are organized according to the ber Concepts. Secondary School Mathematics, Washington. D C three basic skill areasre) -ng, language arts and Spanish Cuiture. Spanish Speaking, Textbooks Pub Date--79 mathematics Results indicated gains in all groups in Identifiers-- Bilingual Materials Note263pFor related documents, see SE 030 reading and language arts achievementHispanic 950.962 Not available in hard copy due to copy. students showed little or no gain in mathematical This is one of a Series of student booklets designed for use in a bilingual mathernat,cs program in grades right restrictions Pages 79.94 missmg from docu achievement, all groups of nonHispanic students ment prior to its being shipped to EDRS for did show progress in mathematical achievement 6.8 The general format is to present each page in filming The recommendation was that the district should both Spanish and English The mathematical topics Available from--Dissemination and Assessment continue the project and seriously consider extend- in this booklet include multiplication and division Center for Bilingual Education. 7703 North La- ing it upward (AMH) (MK) mar BlvdAustin, TX 78752 (55 00). Document Resumes EQUAL OPPORTUNITY IN EDUCATION Larigt.ageEnglish. Spanish EDRS Price - 111-01 F us Postage. PC Not A walla.' Pub Type Guides - ClassroomTeach's,. (on) ble from EDRS. 0488 EDRS PricefalF01 Plus Postagc. PC Not Availa- Bilingual Education, Das 'sum ED 196 648 ble from EDRS. Elementary School Matnematics. Elementary Las Matematicas: Lenguaje Universal. Credos In. Des,riptors -Addition. Bilingual Edi.cation. Dial Secondary Education. Fractions. Mathematics termedios, Nivel 6a. Sums de Fracciones (Math- sion.Elementary School Mathematics. Elemen- ematics: A Universal Language. Intermediate Curriculum. Mathematics Instruction Secondary Grades, Level 6a: Addition of Fri etions). tary Secondary Education, Mathematics School Mathematics, Spanish Culture Spanish Curriculum, 'Mathematics Instruction Measure- Dissemination and Assessment Cen er for Btlingual Speaking. Textboks Education. Austin. Tex . Fort Wart,. 'adependent- ment Multiplication, Number Concepts Second IdentifiersBilingual Materials ars School Mathematics.SpanishCultare. School District, Tex Bilingual Education Pro- Ibis is one of a series of student booklet &signed gram 'SpanishSpeaking Subtraction Teaching for use in a bilingual mathematics program in grades Guides. Teaching Methods Spons Agency-Office of Education (DIIEW). 6.8 The general format is to present each page in IdentsfiersBilingual Materials N astungton. D C both Spanish and English The mathematical torns. Pub Date- 79 This guide covers the first part of a bilingual se in this booklet inclucit reciprocals complex frac- quential mathematics course The course integrates Note--78p . For related documents. see SE 030 950- culturally relevant situations and illustrations with tons, arid do 'son of tractions( M Is) 962 Not available in nard copy due to copyright mathematics to reinforce the student's self-concept restrictions and encourage cultural pride This program may be Available from-Dissemination and Assessment Center for Bilingual Education. 7703 North La- used as a self-contained continuum. as a supplement 0486 to another course of study. for individualszed in- El) 1% 646 mar Blvd . Austin, TX 78752 153 00) struction, or in the large-group. traditional class. Las Matematicas: Lenguaje Universal. Credos In. Language-English. Spanish room These materials arc written in English anJ termedios, Nivel 5a: GeometriaConjuntos de Pub Type- Guides - ClassroomLearner (051) Spanish for grades 6-8. but may be used for other Puntos (Mathematics: A Universal Language. EDRS Price- MFOI Plus Postage. PC Not Availa- grade levels The guide includes suggestions on Intermediate Grades, Level 5a: GeometrySets ble from £DRS. grouping, presentations. goal setting. scheduling a of Points). Descriptors--Addition.Billogual Education, .usting center. a mathematics laboratoryassign- DIssemmation and Assessment Center for Bilingual Elementary School Mathematics. Elementary ment of materials, and grading Also Included are an Education, Austin, Tex . Fort N orth I ncicric ndent Secondary Education. Frastions Mathematics cosmos. behavioral objectives. patterns for du- School District. Tex Bilingual Education Pro- Curriculum, Mathematics Instruction, Secondary_ gram plicating masters or transparencies and patterns for s School Mathcinatics. Spanish Culture. Spanish- Materials to be used in suggested actisities The Spons Agency- Office of Education (UHEW), Skaling. 'Textbooks mathematical topics covered in this guide include Washington. D C Identifiers-Bilingual Materials numeration, addition. subtraction. multiplication, Pub Date -79 Shat is one of a series of student booklets designed division. and measurement (Author, MA) Note--70p , For related documents. sec SE 030 950- for use in a bilingual mathematics program in grades 962 Not available in hard copy due to copy right 6.8 The general format is to present each page in restrictions both Spanish and English The mathematical topics Available fromDissemination and Assessment in this booklet include addition of fractions and 0484 ED 196 644 Center for Bilingual Education, 7703 North La- mixed numbers (MK) Las Matematicas: Lenguate Universal. Grados In- mar Blad', Austin. TX 78752 (5300) termechos. Nivel 4a: Multiplication de Fracc- Language- English. Spanish iones (Mathematics: A Universal Language. Pub Ty pc Guides - Classroom Learner (051) Intermediate Grades, Level 4a: Multiplication of EDRS Price - \tF01 Plus Postage. PC Not Aaaila- 0489 ED 196 649 Eractuahs).- ble from EDRS. Las Matematicas: Lenguaje Universal. Credos In. Diascmination and assessment Center fot 131:mgual Descriptors -Bilingaal.. Education. Elementary termedios, Nivel 6b: Resta de Fracciones (Math- ematics: A Universal Language. Intermediate Education, Austin Tex Fort Worth Independent SchoolMathematics,ElementarySecondary School District. TexBilingual Education Pro- Education, Geometric Concepts, Geometry. Grades, Level 6b: Subtraction of Fractions). Dissemination and Assessment Center for Bilingual gram Mathematics Curriculua-Mathematics Instruc- Spons Agency-Office of Education (1)11E); Education, Austin, Tcx , Fort Worth Independent tion, Plane Geometry. Secondary achool Math- School District. Tex, Bilingual Education Pro- Washington. D C ematics. Spanish Culture. 'Spanish Speaking. Pub Date- -79 gram. 'Textbooks Spons Agency-Office of Education (DHEW), Note--116pFor related documents. sec SE 030 Identifiers-Bilingual Materials 950.962 Not available in hard copy due to copy- ta ashington. D C This is one of a series of student booklets designed Pub Date-- 79 right restrictions for use in a bilingual mathematics program in graces Available from- Dissemination and Assessment Note64p . For related documents. sec SE 030 950- 6-8 The general format is to present each page in 962 Not available in hard copy due to copyright Center for Bihnoual Education, 7703 North La- both Spanish and English The mathematical topics mar BisdAustin, TX '8752 (S3 001 restrictions in the booklet include points, lines, planes, space. Available from--Dissemination and Assessment Language - English. Spanish angles, and interscction and union of sets (SIK) Pub Type - Guides - ClassroomLearner (051) Center for Bilingual Education. 7703 North Lk EDRS Price MFOI Plus Postage. PC Not Maila mar Blsd . Austin, TX 78752 (S3 00) ble from EDRS. Language-English: Spanish Pub Typc- Guides - Classroom - Learner (051) Descriptors - .Biltngual Educator. Elementary 0487 SchoolMathematics, ED 196 647 EDRS Price - MFO I Phi( Postage. PC Not Availa- ElementarySecondary Las Matematis Lenguate Universal. Grados In- ble from EDRS. Education, Fractions. Mathematics Curriculum. termedios, Nivel 5b: Medida Lineal, Perimetro y Mathematics Instruction, Descriptors- 'Bilingual Education. Elementary Multiplicatioza Se- Area (athematics: A Universal Language. In- School condary School Mathematics, Spanish .Culture, Mathematics.ElementarySecondary 'Spanish Speaking. Textbooks termediate Grades, Level 56: Linear Measure. Education, Fractions, Mathematics Curriculum, Identifiers-Bihngual Materials Perimeter and Area). Mathematics Instruction.SecondarySchool This is one of a series of student booklets designed Dissemination and Assessment Center for Bilingual Mathematics. Spanish Culture. 'Spanish Speak- for use in a bilingual mathematics program in grades Education, Austin, Tea Fort North Independent ing, 'Subtraction, 'Textbooks School District, Tcx Bilingual Education Pro- IdentifiersBilingual Materials 6.8 The general format is to present each page in gram both Spanish and English The mathematical topics 1 his is one of a %cries of student booklets designed in this booklet include evils alent fractions. mixed Sports AgencyOffice of Education (DHEN), for use in a bilingual mathematics program in grades numbers, and multiplication of (futons and mixed 9.ashington. DC 6.8 The general format is to present each page in numbers (MX) Pub Date79 both Spanish and English, The mathematical topics Note-90p , for related documents, sec SE 030 950:' in this booklet include subtraction of fractions and 962 Not available in hard copy due to Copyright . mixed numbers (MK) restrictions 0485 ED 196645 Available (torn-Disseminator. and Assessment Las Matentaticu: Lenguaje Universal. Credos In- Center for Bilingual Education. 7703 North La- terinedlos. Nivel 4b: Division de Fracciones mar Blvd , Austin. TX 78752 (S3 00) 0490 ED 196 650 Language --inglish, Spanish Las Matettiatitas: Lenguaae Universal. Credos In- (Mathematics: A Universal Language. Inter- termedios, Nivcles 4-6. mediate Grades. Level 4b: Division of Fractions). Pub Type - Guides - Classroom Learner (051) Teacher's GuideII Dissenunation and Assessment Center for Bilingual EDRS Price MFOI Plus Postage. PC Not Availa- (Mathematies: A Universal Language, Inter- Education, Austin. Tex . Fort Worth Independent ble from EDRS. mediate Grades, Levels 4.6. Teacher's Guide II). School Distnch Tex Descriptors- Bilingual Education, Elementary Dissemmahon and Assessment Center for Bilingual Bilingual Education Pro- cdacation. Austin, Tex Fort Worth Independent gram SchoolMathematics,ElementarySecondary Spons Agency School District. Tex Bilingual Education Pro- Office of Education (DHEW), Education, Georoctoc Concepts, Mathematics gram Washington, D C Curneolum, Mathematics Instruction, MCasurc Pub Date-79 Spoon Agency -Office of Education (DREW), inent; aceondary School Mathematics, Spanish Wa'shington, D.0 Note -62p . For related documents. see SE 030 950- Culture. 'Spanish Speaking, 'Textbooks Pub Datc-79 962 Not available in hard copy due ticopyright Identitiers--Bilingual Materials rest moons' Note- -261p, For related documents, sec SE 030 This if one of a series of student booklets designed 950-961 Not available in hard copy due to copy- Available from-Dissemination and Assessment for use in a bilingual mathematics program in grades Center for Bilingual Education, 7703 North La- right restrictions 6.8 The general format is to present each page Available from- Dissemination and Assessment mar Blvd . Austin, TX 78752 (S3 00) both Spanish and English The mathematical topics Language-- English, Spanisn Center for Bilingual Education, 7703 North La- in this booklet include measurement, perimeter, and mar Blvd . Austin, TX 78752 (55 00) Pub Type - GuidesClassroom Learner (051) area (MK) Language -Emilish. Spanish

) aaa

Y EQUAL OPPORTUNITY IN EDUCATION Document Resumes 19

Pub Type- GuidesClassroomleacher (052) analysis, the separation between leashing and re- LDRS Price MFOI Plus Postage. PC Not Availa search. and lonitatioas imposed by disc iplinebound 0495 bic fr, is EDRS. viewpoints The rescarehtcaching approaches used ED 196 986 Dcacriptori-Bilingoal Education. Elcmcntary in the effort to encounter these moblcins include McConahoy, John B SehoolMathematics,Elcmcntars Sc .undary migration histories of students: families, studies of Racial and NonRacial Correlates of AntiBusing 'Education. Fractions. Gcotnct.y, Mathematics ethnic settlement at intcrrcgional, intraiegional and Attitudes in Louisville: Cures alum IMathcmati s Instruction. socasurc- intreurban scales the urban ethnic field trip and the 'juke Uno Durham. N C mem Nceonclary &Vol Islathcinatii sSpanish nictiopolitan Detroit ethnic mapping project (Au- Spons Agency- Ford Foundation. NewYork, Culture. Spanish Speaking, 1 acht Guides, thors/3N) N Louisvillc Foundation. Ky leaching Alchods Bub Date- (78) Ide itificrs Materials Note41p This guide cos crs the second part of a bilingual scc,uctitial mathcaties course The course inte- Pi ' Typc- Report..Rescsrch (143) 0493 ED 196 811 FURS l'riceNIFOI/PCO2 Plus Postage. grates culturally rcicva situations and illustrations Montart, Mold And Quinn s with mathematics to rciliforec the student's self- Descriptors- Busing, Community Attitudes. Elc The Puerto Ricans- A Brief look At Their History. eon..ept and encourage cultural prick This program Bnai Bluth. New nienta4. Secondary Education. Public 0$mion. -ay be used as a sclfcontaincd cuntinuom. as a arkN Anti-Dciancition Racial Attitudes, Racial Bias. School Dcsegrc League , Philadelphia School District. 'Pa suptIrnicnt to another course of itudy for indivtdo gamin anted mstruetion. or an the large-group, traditional ~pons Agency -Office of Education WHEN, Washington. D C Identifiers- Kentucky (Jefferson County) classroom These materials are written in English The relative strength of racial and nonracial fac and Spanish for grades 6.8. but may be used for Pub Date--77 other grade In els The guide includes suggestions Grant -0EG.0702087 tots in motivating the public's opinion about busing on grourang presentations, goal setting. scheduling, Note-102p has both theoretical and policy rnplicatioos. If non- a tecteig center. a mathematics laboratory, assign- Pub Type- Historical Materials (050) Reports racial. especially self intcrcst, factors are the strong.. merit of materials. and grading Also included are an Descriptive (141) es: -moticce for opposition, then the success' of oc :caw behavioral objectises, a sccuun which EDRS Price - MFOL PC05 Plus Postage busing. arid of school desegregation in general, will plan $ some inathema'oc21proecdurestacght in i las- Descripto's*Colonialism. CulturalDidelences, depend upon the ability of the Amcrican political 0411,4countries, and duplication masters and Foreign Countries. Hispanic Amcneene. process to amcfioratc the personal, social class, and transparency masters The mathematical topics coc- Latin AmericanHistory,Migration. educational aims of the contcnding parties if oppo crcd aremultiplication and dicision of fractiods, *Puerto Rican Culture, *Puerto Ricans, Soci sition is rooted in racial or political attitudcs, then geornet,) measurement and addition and itibtrac- ocultural Patterns, SociOceonomic Influences, 11(M1 of fractions (Author Mt.) attempts to adjust the self interest claims of the United States History contending parties will be mcffcctisc. Itaeing oppo- Identifiers -*Puerto, P.ico. Spain. I n itcd States sition to busing undiminished This paper describes Beginning with an oversiew of the Spanish con quest and resulting rule. this handbook chronicles 'he results of a public opinion study conducted in U491 ED 196 778 the history of Puerto Rico with specific attention 1 woe ilk, Kentucky. at the end of the first year of ihr,y I Barrier lotto devoted to the social and economic influcnecs of county wide court ordered desegregation The study StultCultural Resource Center 'Materials Hand- contact with both Spain and the'. rated States Top- examined the correlates orantbusing attitudes book. Grades K.3. , Ks of particular rcicsanec inelude, a geographical with both racial and nonracial factorsIt was found Toledo Public Schools. Ohio ostreregt of the land and its influence on the Poetic' that neighborhood ties. perception of onel own Pub Date 80 Note84p Rican people. Spanish colonialism, the social and neighborhood schools as superior to others, hating Pub 1sg-:- Reference Mater'alsBillliciraphics economic impact of Spanish rule, Puerto Rico under children in the public schools, and having children (131) United States rule, P, rto Rico as a tcrritory and a who were bused, we c insignificant in predicting EDRS Price . MFOU PC04 Plus Postage. conimonweeth. the of economic and cul- oppoiitinn to busing Racism. however. as demon Descriptors --Annotated Bibliographies, Aud' tural influences of the Lmtcd States on Puerto Ri- mated by the beliefs that discrimination no longer ()visual Aids. Cross Cultural Studies. *Cultural can society, and the causatisc factors resulting in exists. that blacks are making unfair demands and Awareness Family Life. Multicultural Educa- the Puerto Rican migration to the L nited States gems, and being acenrdcd undue recognition 'and mainland (JN) tion Primary Education. Resource Materials respect, was a significant predictor of antubusing This annotated bibliography cite, multicultural sentiment (Author/GC) materials what: theJncs conclatc %II! basic con- apt.. taught in the primary grades The items are in the MultiCultural Resource Center of the Tolcdo, 0494 EL) 196 979 Soherono &Arlon G Ohio public schools The purpose of the bibliogra 0496 phy is to help teachers integrate materials into their The Vietnamese of New Orleans: Adapting to ED 197 029 lwanrcAt. Eduard classroomFilms., filmstrips. books studs prints. Anir Social Structure. Gable. Roheri K study kits. games. records. teacher resources, and New Mexico State Lniv, ),as Cruces Bureau of 1979.1980 Hartford Project Concern Program!' maganncs are cited Information prosaic() for each Educational Research Final Evaluation Report 80.20. item includes call number, author, date, publisher Spons Agency---NationalIns, ofEducation Hartford Public Schools, Conn and a very brief description Items are organized by (DREW). Washington, D C Pub Date-Sep 80 the follow mg themes People Al: Alike and All Dif Pub Date -29 Jul 80 Note- 122p Report prepared by the Esaluation Of- fcrcnt. People Different Kmds of Families. Cultural Grant- ` : ::G 79.0012 fiec For related documents sec ED 177 516 and Groups in America, Cultural Groups AroOnd the Note-124p, Appendix I m.y be marginallylegible UD 020 970-971. l.orld. Cultural Groups Tncir Literature, and Cul- due to broken type Pub pt ReportsDescriptive (141) Reports tural Groups Their Customs. Language. Music and Pub Type- ReportsDcscr puce (141) -Reports Art (Author, RM) Evaluative (142) Research !lab - Hntor cal Materials (060) EDRS Price - MFOI/PC05 Plus Postage. EDRS PriceIMFOI/PC05 Plus Postage. Descriptors -- !Academic Descriptors - 'Acculturation, Asian Americans. Achicsemcnt. Career Attitudcs G:wernmcnt Role. Lo ing Standards. Choice, Descgrcgation Methods. Elementary 049: ED 196 805 Population Trends, Quality of Life, Question- Secondary Education. Program Evaluation, Ra. 7 hompton BryonAgocs. Carol naires, Refugees. Relocation 1.ictnamesc Pcoplc cud Integration, -chooDesegregation. School Ethnic Studies: Tcacbiag and Rescue:. ,,.ids, Idcntifitrs-Lcuisiana (New Orleans) Holding Power. Student Attitudes, Studcnt At Detroit Public Schools. Mich , 1ayr c State Cruv , This paper reports on a histoncocociological 'ration.Suburbs,UrbanSchools, Voluntary Detroit. Mich study describing the current situation of Vietnamese Desegregation Spons Agency -- Bureau of Edueetioral Personnel refugees w ho settled in t hr. IdcntficrsConnecticut(Hartford).Elementary Development (DIIE% OE). Washington. D C !)1..ins. Louisiana. Pub Date-72 area betw ten 1975 atta 1980 The paper begins with Secondary Education Act Talc I Grant -DEG0-702030-("251 a historical background section which prcsen s in- The Project Car :ern Program, which sought to Note-20p formation about the fall'oi 'he South Vie::-.amcse promote school desegregation through cooperation Pub Type - Reportsficscriptivc (141) - Reports government in 1975, the resulting tilos of refugees among schools r tlar,ford, Conoccticut. and its su- E%alualise (142) the United States. nd how the Unitcd Stites burbs. is ecaluaicd in this report The evaluation EDRS Price MFOI PC01 Plitt Postage. government dealt with the relocated refugees The addresses the following areas (1) career patterns of Dc:e,nptors-Cultvral Background, Educational next section of tht.s.paper rcvic,. ripericncec of project gradua ropouts, and non-participants in Research.Elementary SecondaryEvocation, Vietnamese wholclocatcd in Louisiana describing Hartford. (2) mt.. why th. f attrition, and (3) the project's 'Ethnic Groups, Ethnirity. Ethnic Studies, chow Louisiana and how they were ac- cognitive and affective impact on students Survey commodated in the New 1eani area Included in Field Trips, Migration. Rcscarch Problems, So- data indicated that Project Concern graduates made cial Integration. Teacher Education. Teaching this section is a summary and reviewf a study of Methods Lrban Culture. Urban Education the living conditions of Vietnamese in New Orleans higher occupational choices and became invoiced in There are many problems in the teaching and The final section reports the findings of a question- post secondary education at a greater rate than learning of ethnic studies Several teaching appro- °ant tdmintstcrcuto Vietnameseimmigrants other groups Rcsulis of a surrey of second through aches have been use4 in an effort to meet some of These data are supplcmcmcd by cone crsations with clhth graders suggested that students had positive the c.lueational needs of carious ethnic groups refugees and a sursc/ distributed to college students attitudes toward themselses and school Academic Some problems ca research and teaching in the field to ictcrminc local reactions to the refugee influx achievement data was incomplete The program at- of ethnic studies include lack of awsrcncss of the Tables of data are included and Vie.nanicse and trition rate was 82 percent With most students Icay. eurren, ,ra' meaning of ethnicity, data deficien- English translations of the study questionnaire ate ing for disciplinary and social reasons Evaluative cies. lack of sensitivity to problems of scale in spatial appended (MK) data are included in tables and appendices (MK) 80 Document F2sumes EQUAL OPPORTUNITY IN EDUCATION EDRS PriceMFOL/PCO2 Plus Postage. 0497 ED 197 039 Descriptors -Black Organizations. Board of Edo. Gudtna.c. Ruth A cation Role. 'Community Organizations. Deseg Evaluation of Instructional Materials For Social regation Effects. Elementary Secondary Bias: Making It Work In a School Distnet Education.Policy Formation. Political Issues. Lquity Issues Series. Program Implementation School Community Wisconsin State Dept of Public Irstt...:.on, Mach Relationship. 'School Deseregation sop Office of Eqt.al Education Opportunities Identifiers-Oregon (Portland, Spons Agency-Office of Education (DREW) In this paper. :he Polley Proce s Model deseloped Washington. D C by Charles 0 Jones is adopter in order to anal) re Pub Date -(79J school desegregation policy r. Portland. Oregoo A Oran:0008001'96 ink,or focus of this case siva), is the interaction be- Note22p , Prepared by the Wisconsin Ses Equity tween the Portland Putox School Board and two Project community groups ,..nc Community Coalition for Pub Type Eeporis-, Descriptive(141) - School Integral-A) and the Black United Front) as Tests Quesitonnares (160) the Board io.uated adjustments in its desegregation EDRS Price S11:01 PC01 Plus Postage. program in order to comply with State guidelines Descioptors-ElementarySecondary Education, Also dighlighted are key internal and estcrnal ad Ethnic Bias,Ethnic Stereotypes,Evaluation justments made by the school organization as a re Criteria, Evaluation Methods,Instructional sul of community pressures during the Materials. Measurement Techniques Media implementation of desegregation policy The Jones Selection Ses Bias, Sex Stereotypes Policy Process Model is reduced to three fundainen Identifiers-Wisconsin (Madison) sal stages (policy formation, policy implementation, This report discusses the development and im- and policy impact), and the developments of each plementation of the Instrument for the Es alu:..tion stage are outlined for the case of Portland The blur of Ma:erials for Social Bias used in the MacIison ring of boundaries between the three stages is de- (Wisconsin) Metropolitan School Distrri The in- scribed. and the consequent necessity for esamming strument guides teachers who wish to purchase new both the intended and unintended consequences of Instructional materials in determining the lei,,f desegregation is stressed. (Author/GC) social bias esident in the materials Teachers code each selection according to w nether ethnic per ons and female figures are included and are interacting with persons from other groups They also tally um ages in the materials according to their stereotypical or nonstereoty pical nature inleons of both eth nic and yes A score of below7Yper cent on either criterion indicates that the material must be supple mented in the class The instrument and directions for its use are appended (MK)

0498 ED 197 940 aton, Laud L. Urban School Desegregation Costs. Spons Agency- Danforth Foundation, StLouis. Mt) Pub Date--Apr 79 Note-.702 . Paper prepared for the American Edu ca:ionai Research Association Annual Meeting (San Francisco. CA, April 8.12, Ig79) Pub Type Reports - Research (143)- Speeches Meeting Papers (150)

EDRS Price SIFO I, PC03 Plus Postage. 41) Descriptors-Case Studies. Desegregation Meth- eds. Desegregation Plans. Educational Finance, F xpenditurcs. School Desegregation. school District Spending Crban S.hools Identifiers-- New 't ork ( Buffalo), Ohio (Cleseland Ohio (Columbus). Ohio (Dayton). Wisconsin (Milwaukee) The findings of an exploratory study of urban school desegregation costs ar: reported in this paper The study examined use cities fact-.with desegregating their schools Cleveland. Colonic:us. Buffalo. Dayton and Milwaukee The main body of the report presents descriptose information about desegregation costs Cost variations among cities are attributed to (1) technical factors (such a. rules defining allowable costs for transportation reim- bursement), (2) situational factors (that is, type of desegregation plan), and (3) "constructivist- ca:.tors (the informants' positions as defendants or plain ttlis) Despite outward sanations, there are underly ing regularities that wire found during this study resource reallocation. additional revenues. non-programmatic cistts sdth as attorneys' fees inadequate financial management, and planning tools Greater attention to the political economy of urban school desegregation is reeort mended (Author MK)

0499 ED 197 041 Heflin John F Douglas. Mama School Desegregation: Portland Style. Pub Date- 10 Apr 80 Note13p . Paper prepared for the Annual Meettpg of the American Educational Research Assosli- non ands Symposium on "Exploration of School Desegregation Impact on Black Communit.es A View From the Western States- (Boston, MA.

April 10. 1980) e,,y Pub Type-Opinion Papers (120)-1 Speechesr Meeting Papers (1501 - Repo Desc..ptive (141) 81 Subject Index

Abstracts Emergency School Aid Act Pilot Project. Final K-12 Urban Career Education Infusion Project 0 Evaluation of Title I ESEA Projects.,1976-1977 Project Report, 1978.79 Final Es aluatmn Abstracts Report # 77139. 0302 0176 0114 ESAA Magnet/Pilot Project, Final Evaluation K-12 Urban Career Education Infusion Project Title I ESEA Projects (ingest of Annual Eva lua. Report. 1978.79 Needs Assessment tions Supplementary Edition 1976.77Report 0274 No 77131 0177 ESEA Title I Migrart Program Final Technical Louis D. iirandeis High- School Bilingual Pro- 0060 Report Junc 30 1979 gram. Final Evaluation Report. 1978-1979. Title I ESEA Projects: Digest of Annual Evalua- 0217 tions Supplementary 0388 1977-1978 A his- An Evaluation of the PSEN Reading and Bilin- Milwaukee '311ingual Education Program 1977- torical summary, by the Department of Federal gual Program 1978.79 Evaluation Resoarces, of the key findings re- 1978. (ESEA Title VII Bilingual Grant # G 007507202) ported in the annual evaluations of each project 0316 Report #7827. Evaluation Report. St Louis Magnet/Pilot Pro- l4 grams, Emergency School Assistance Act, Title Minigrant Program for the Academically Gifted- 011 VII. 1976.1977 Phase II ESEA Title IV-C Final Evaluation Academic Achievement ' 0290 Report Affective Parent Education in Philadelphia actors Related to White, Black, and Hispanic 0242 men's Mathematics Attainments. A Descrip- Post-Program Achievement of Frekindergar3tc4n90 Bilingual. BiculturalEducation Program:Pro. tiv.tudy ChildreninPhiladelphiaQuasi-Longitudinal grams De Education Bilingue/ Bicultural, 1975- 0463 Data1974.1975 Through 1976-1977. Report 1976 Final Evaluaton Report for the Rafael Cordcro #7901. 00.5 irihngualSchool (At J.H S45).1977.1978, Bilingual Program Evaluation Report ESEA Title Funded Unda an ESEA Title VII Grant. Project BUILD "Bilingual Understanding Incor-0 VI; Bilingual Program. Bilingualism Increases Ex- 0237 porates Learning Disabilities " -An ESEA Title cellence Now. Final Evaluation Report for the 1978-1979 Title VII Basic Bilingual Education ProgramFinal 0160 VII Bilingual Project, Public' Schools of the Dis- Evaluation Report, 1978.79 Bilingual Title VII Program, Regular School Year trict of Columbia. Washington 1978.79Final Esalution Report. July1. 1978 0380 PS 332 Title VII Program. District Model0 for through June 30. 1979 Final Evaluation Report 1076.77. ESEA Title I Bilii.gual Development Final Evaluation Report. 0422 Program. Publication Number. 76 63 1978.79 Community School District 20K. Non Public 0172 School Bilingual program. T..: 1- 5071.91626 Final Technical Report 1976-1977 Systemwide A School and Home-Based Bilingual Education6 7 Fins' Evacuation Report, 1978-79. Evaluation Publication Number 76.69. Model (Kindergarten-Grade4)End-of-Year 0313 Evaluation Report. 1977.78 (Third-Year Evalua- Community School District *5 1978.79 Title 1 0152 tion Study). Final Report on Evaluation of the Emergency Decentralized Programs. Evaluation of the NCV. 0128 York City School District 5 Educational Projects School Aid Act Program of the Public Schools of the District of Columba., 1977.78 Title VII-Individualized Bilingual instructional Funded under Title I of the Elementary and Se- System. Final Evaluation Report, 19'8-1979. condary Ed -cation Act of 1965 (PL 89.10) Per. 0379 0342 formed for Community School District 5 for the Follow Through Program (Original). 1978-1979 Report No 8023 Title VII Junior High School Bilingual Program. Year 1978.79. Ftnal Evaluation Report. 1978-79. Final Evaluation Report 0318 0331 Follow Through Pupil Achievement Characteris- District E S E.A. Title 1 Programs and Impact Aid Who Are the Disadvantaged am WI.... Should ticsin 0 (PL 81-874) Programs. Final Evaluation Report, Philadelphia Quasi-LongitudinalData We Do for Thcm7 The Relationship of Family 1978.19'9 1975.1976 and 1976.1977 Report #7870 Ap- Variables to Achievement and Some Implicatibns pendices Volume. 0311 for0r4Educational Programming Publication No District 24 Decentralized Title I Umbrella & Im- 0138 pact Aid (Pi 81.874) Final Evaluation Report. Integration Update. 0180 1978.1979. 0089Academic Achtescment 1977-78 Evaluation Findings Publication Num- 0346 tcgration Update ' bee 77.59 Eastern District High Sch:sct Integrated Bilingual 0107 0235 Demonstration Project for High Schools. 1978- Interpretive Analyses of 1978.79 Research and 1979.1980 Hartford Project Concern Prog0r..2m, 1979 Final Evaluation Report Evaluation Reports. Volumes 1 and II. Final Evaluation Report 80.20. 0467 0462 0496

S.) 82 Academic Education Subject Index Academic Education Addition African History An Es aluation Study of the District of Columbia Las Matematicas Leriguan. t nicersal Grades In Experience Based Career Education Program Fi- Course 'f Study Afro - American History Grades terinedio. Nivel 6a Suma de Fraccionec (Math 11 and 12iievistel nal Report mimics A Lincersal LanguageIntermediate 0147 Grades. Excel 6a Addition of Fractions) 0232 Academically Gifted 0488 African Literature Minigrant Program for the Academic a. y Gifted Adjustment (to Environment) Ethnic Heritage Studies Themes in Black African Phase II ESEA Title 1.0 Final Lealaat on and Mack American Literature Experimental The Unexpected Nimority \Stine ( midren in an Unit, Report Lrban School and Neighborhood 0349 006131 0186 Accountability Administrative Policy After School Day Care 1.olscmcni systemtor Desegre- Management Accountability Sy stein for Destgre- The Brookline After-School Special A Program gation Pueatie 'isi Components graon Educational Components fur Older Elementary Children in Brookline, 0415 Massachusetts The Parent's Perspective and the 0418 Director's Perspectic'e Administrator Attitudes Acculturation 0396 The Desegregated School grid Status Relstions School Integration Su veys Prelaninary Report The First Avenue After-School Day Care Center among X nglo andSimon:),StudentsThe 0159 A Program for Low Income Families in New York Dilemma of Sehool Desegregation State Compensatory Education Final Technical City. Report 1975.76 Appendixes 02'0 0395 Ethnic Heritage Studies The 1..111hp:int Expel', 0104 Albuquerque Public Schools NM ence The Long. Long JourneyExp.-rime:nal A Surrey of the Attitude, of Secondary Teachers Lnit Toward theStonstre oingof Handicapped School Size and Pupil Costs. Reviewed for 1979. Learners (A Research P:e)cet in 1 tie:atonal lidu 80 1980 APS Planning Document 2 0393 cation in the Portland Public Schools) The Korean-American Child at School and at 0326// Home An Analysis of Interaction and interven- 0113 Allied Health Occupations tion through Groups Project Report. September Administrator Role The Evaluation of the Health and Science Action 30. 19 18 June 30. 1980 The Administrator's Role Outlines and PatlICII Learning Project, Central High School. Min- 0464 pants Materials for Application Sessions for Ad- neapolis Public Schools Final Report ministrators Minbeapolis Multi-Ethnic Curriculumiojeet Implementing TitleIX and 0427 Acculturation Lnit Attaining Sex Equity A Workshop Package for Elementary-Secondary Educators American History 0262 0294 Couise of Study Afro-American History Grades Pact and Present Se'ool System R:crionse to 11 and 12 Resised Asian Immigrants Multicultural Education. A Concept Paper 0206 0232 0079 U S History A Vietnamese Supplement Some Characteristics of Korean Immigrants in the Administrators A High. Los Angeles Area Initial Perceptions and Mass School Bilingual Handbook for the Vietnamese The Administrator s Role Outlines and Partici. Student Indochinese HighSchuo, Supplements Media L scs pants. :Materials for Application Sessions for Ad 0430 ministrators Implessenting Title IX and 0228 The 1 letnarnese of Neu Orleans Adapting to Attaining Sex Equity A Workshop Package for American Indians American Social Structure Elementary-Sceondarc Educators American Indian Recipes 0494 0294 0127 Achievement Adolescents Indian Legends mmontContributions to Science, Lngincering, A Theoretical Model for Aecessment of /Woks. 0126 and Medicine cents The Ecological Betkicioral Approach Ancillary School Services 0226 011 I rban 1 ouch in the SOs East Esaluation Design ESEA Title IMigrant Pro 1.4 gram. Publication No. 80 02 Achievement Gains 0425 A Comparison of Title 1 Achiccment Results 0479 Adult Basic Education Follow Througn Program (Original). 1978.1979 Obtained Lnder LSOE Models a. 1 C! and a Mixed Model Bilingual Adult Basic Education ProjectFinal Report No 8023 Report 0173 0331 Concentrated Posen) aro Reading Aches einem 0476 Annotated Bibliographies in Fi.e Big Cores Adult Education A Select Bibliography of Sources on the Teaching 0061 Es aluation of Career Lducation Projects1977. of Hispanic Culture 1978 Report #7905 ESEA Titie I and Impact Aid Final Esaluation 0394 Report. 19-8-79 0136 Annual Reports 0307 Programming for the Adult Mentally Hand icapped Source Book Public Schools of the District of Columbia, 1977 Es aluation of ..`nesernent OutcomesAustin s Annual Report Espcnence Publication No 80 33 0439 Project PACT. Parent and Ch.ldren Together. 0u96 0400 Title I ESEA Projects Digest of Annual Ecalua An Esaluation of Houston's Magnet School Pro- Evaluation of the First 1 ear. 197-.1978 gram 0207 lions Supplementary Edition 1977.1978 A historical summary, by the Department of Federal 0157 Adult Performance Level Evaluation Resources, of the key findings re- Integration I estate Adult Basic Education ProjectFinal ported in the annual e.aivations of each project 0089 Report Report #7827 Interpretive Analyses of 1978.79 Research and 0476 0116 Evaluation Reports. Volumes I and 11 Adult Programs Title I ESEA Projects Digest of Annual Esalua- 0462 Evaluation of Career Education Projects1977- nons 1965.1976 Report No 7681 A Longitudinal Analysis of Reading and Arith 1978 Report # 7905 0065 neat Achice merit and C,.:t-OrCered Desagre 0136 Anti Semitism gation (With **ForcedBusing) o x Large Lrban Progiamming for theAdult MentallyHand- The Holocaust A Study of Genocide School District in the South icapped Source Boo). 0286// 0083. 0439 Achievement Tests Project PACT. Parent and Children Together, Arabic Effects of the Lan, cage of the Instructions on Evaluation of the First Year 1977 1978 Fort Hamilton High School (creek. Arabic ind Test Performance California Achievement Tests 0207 Spanish (GRASP) Bilingual Program. ESEA Title MiniStudy Affirmative Action VII Final Ecaluation Report, 1978.1979 0110 Title IX Self-Study Report of the Oklahoma City 0386 Activity Units Public Schools Arkansas (Little Rock) Career Motivation Activities Guide, 4th through 0015 School Desegregation in Little Rock. Arkansas A 6th Grade African Culture Staff Report of the U S Commission on Civil Rights 0059 KcyCompetencies African and AfroAinerican Adapted Physical Education Studies, Elementary Schools 0068 An Evaluation of Physical Education Opportune. 0403 Art Key Competencies African and Afro-American ties for Exceptional Learners (PEOPEL) Ethnic lientage Studies Arts and C rafts of East Studies. Secondary Education Asia Experimental Unit 0008 0404 0185

V ca Subject Index Bilingual Education 83 Art Activities .%adtovisual Instruction Behavioral Objectives Etnnic Heritage Studies Arts and Craps of Last Evaluation of Personalized Indtsdool rt1, \ oea- Career Education Program for the 1 &lensed Asia Exp rimentai Lnit clonal Occupations lraining Final Report 0212 0185 0053 Key Cnmpetencies' Sotiol Studies, Secondary TitleIChildren s ProgramLearning to Read Special Education Tk Reading ProgramFinal Schon1s. through the Arts Developer Demnnstrator Pro Report 0402 yet', Natrona. Diffusion Network. Lnited states 0256 Leisure Activities fnr Retarded Children A Task Office of Edueanon Evaluation Report 19.'8.79 Auditory Tests Analysis Approach Integrating Trainable Men. "lestofkuclitorycompre-it (1 At. ifnr tali)Retarded Children Through Commur ity Art Education Healing Impaired Pupils Reliability aro., k ahil is Education ESEA Title IV, Part C

To, 1 Children. s Program Learning to Read Study 0181 through the Arts Developer Dcoldrist'Stot P,c1 0106 Bias IC,r.National Delusion s:etwork I I tea Sat:S Ottee of Education Evaluation Report 19713.79 Austin Independent School District Minneapolis Multi-Ethnic Curriculum Project- Evaluation Design. 1978.19-9 FShA Title Prejudice/ Discrimination Unit 0335 II Bilingual Program 0266 Articulation (Education) 0214 Biculturalism Report of the High Schonl Articulation Project Evaluation Design. 1978 -1979 Local State Bilin- Bilingual Schools fnr a Bicultural Community. 0247 gual Education Evaluation Miami s Adaptation to the Cuban Refugees Asian Americans 0213 0077// Asian American Curriculum Guide Austin Independent School District TX ESEA Title VII Bilingual, Bicultural Education 022! AISD Tale VII Bilingual Propel 1974.1975 In- Program. Programa de Educacion Bilingue /13icul Asian -..menean Cuil.culurn Guide Elementary team Evaluation Report February 1975 Publica- tural 1975-1976. 0223 tion No 106 26 0026 Pimp-al-Bicultural Prog-am. Divriet 2. 1977.'s 0170 The KorcanAmerican Child at School and at Final Report Title k Evaluation Decigr 19-7-78 ESEA titleIMi- Home An Analysis of Interaction and Interven 0239 grant Program November 1.5. 1977 Publication tion through Groups Protect Report, September English as 3 Second Language for the Asian Lan- No 77.10 30, 1978June 30. 1980 guages Ind Cultures 0169 0464 0095 Evaluation of Achicceincnt Outcomes Austin s Eipencnce Publication No 80 33 Bilingual Education Past and Present School System Response to AISD Title VII Bilingual Project 1974.1975 In- 0400 an Immigrants terim Evaluation Report February 1975 Publica 0079 Austin Independent School District, TX tion No 106 26 The k ictnamese of NC* Orleans Adapting to Finvil Technical Report 1976-1977 Systemwide 0170 1incrican Social Structure Evaluation Publication Number 76 69 An Approach for Implementing a Schonl District 0494 0152 'Side Needs Assessment Asian Studies Austin School District TX 0297 A thith....lt ur al SoniaStudies Series Book 2 ESL A TitleIRegular Program. l979.80 Final Bilingual Adult Basic Education ProjectFinal Asia Technical Report Publication Ni, '2 23 Report 0094 0353 0476 o A Atu!tiCietUral bi.c.3i Studies Series for C S L 19-7.38 Evaluation Findings PublicationN um Iblinguanieultural Education for Filipino Students Book 2 bcr 77 59 Americans 0330 0235 0005 Being. al Bicultural Eei rationProgram, Pro - Astor Program tot Gifted Children Autism grainDc Eoucacion Bilinguc' Bicultural, 1975. The Astor P-ogram for Gifted Children PreKin Summer Program for Autistic Children, Surnmei 1976 - dergarten Through Grade Three 1975 Evaluation Report 0025 0148 0039 Bilingual-Bicultural Program, District 2. 1977.78 Astronomy Auxiliary Services for High Schools Final Report. Title VII The sunPlaretcThe Aloon Bilingual Program in Auciliir) Services for High 0239 0329 Schools, School Year 1974.75 Bilingual Early Childhood Centers Final Evalua- Athletics 0031 tion Report 197K.79 Banking 0382 Title IX Self -Study Report of the Oklahoma City Bilingual Education in the l need States A VI, w Public Schools Banking Checking AccountsStudentLesson from 1980 FRIC/CLE Lrban Diversity Semis. C015 115 English our Lic,rg Number 68, August 1980 0455 Attendance 0424 Follow Through Pupil Absence Rates in rhea- ilasic Skills Bilingual Mini School, Title VII ESEAFinal delphia. 1974-19'5 Report No 7701 The Basic Skills Program A Tutorial Altcrnatis c Evaluation Report 0057 to the RegularEducationalProgram ofthe 0343 Minigrant Program for the Aeadem.colly Gifted orcecter PublicSchools atBurneoat Junior Bilingual Program Evaluation Report ESEA Title Phase IIE SEA Title 1%'"Final Evaluation Iligh School Evaluation Report VII Bilingual Prngram Bilingualism Increases Ex Report 0365 cellence Now 0349 Evaluation of Achiec men' Outcomes Austin's 0360 Experience Publication No 80 33 Attendance Patterns Bilingual Prngram in Auxiliary Services for High 0400 Schools. School Year 1974.75 Follow Through Pupil Absence Rates in Phila Final Evaluation Report, School Year 1977/78 dclphia, 19'4.19'5 Report No 7701 0031 Part F ESEA TitleI Part IIImpact Aid Pro. Bilingual Program In Auxiliary S-rs tees for Htgh 0057 grams Schonls, Year 1975-76 Follow Through Pupil Achievement Characteris- ticsinPrilladelphta Quasi- Longitudinal Data 0030 Final Technical Report 19'6-1977 Systemwide Bilingual Pupil Scrv.ccs, School 1 ear 1974-1975 1915-1576 and 1976-197' Report 3.7870 Ap- Evaluation Publication Number 76 69 pendices Volume 0029 0152 013, Bilingual Schools for a Bicultural Cnmmuntty Highline Public Schools Computcr-Asseacd In- Miami s Adaptation to the Cuban Refugees struction Frorct A Program to Meet Disadc an Attitude Change 0077// TucsonCareerEducationProject -ucson. caged Students' Individual Needs' for Basic Skill Development Final Report Bilingual Title VII Program. Regular School Year Anton& School Distnet No I Fist F coding 1918.79Final Evolution Report. July1, 1978 Year, June. 1976 Final Project Performant- Re- 0150 through June 30, 1979 port Proposed Plan fnr Magnet Schools Cleveland 0422 0;30 Public Schools Section 11. Cleveland Center for Fundamental Education Buffalo Public Schools Spanish-English Program Attitudes Evaluation 1917.1978 0300 Me Vietnamese of New Ortcans Adapting to StateCnmpensatoryEducationFinal Report 0220 American Social Structure .975.76 Cnmmunity School District 20K, Non Public 0494 School Bilingual Prngram, Tule I-5071-9,626. 0105 Final Evaluation Report. 1978-79 Audioli.gual Nfetbods Behavior 03113 Special Needsl ESL Program, 1978-79, Final Re- A Theoreneal Modelfor Asscscmcm of Adolcs. Desegregation and Hispanic Students A Cons- port cents The Ecnlogical,Behacinra; Approach munsty Perspective 0314 0226 0371 84 Bilingual Education Subject Index DetroitPublic SehaolsThreeN carBilingual Final Te,hnical Report EsEA Tint all Bilingual Education pla1979 1982 A Multicultural Social Studies Series for CSI. Project 1974.1975 Students Book IEurope 0411 The Earth s 1 leisure Soil 0204 0093 Fort Hamilton High School Greek. Arabic and Parent Interview ESAA Bilingual/Bicultural Pro- 0123 Spanish (GRASP) Bilingual Proven, LSL A Title ject. Formative Report No 6 Fa,tern Distrut High School Integrated B,iingual 511 Final Ecaluation Report. 1978.1979 DCIIIonstration Project for High S helots'9"ti 0120 19'9 Final ES3itsiiiin Report 0386 Programmatic Needs and Satisfaction of Hispanic Inters laws of Bilingual Teacher Aides \ oc einher Parents to the New link laic I Bilingual 046" FSLA Title VII Bilingual Propi.t Forma- Program, 1977.1978 Effectice lrancition of the Bilit.gual and Bleu!. toe Lc aluation Report \o tura! Student Thomas Jefferson High 5, hoof Fi- 0198 nal EcaluatiiReport 19'8 19-9 0119 Project ABLE-Achievement Through Bilingual We-views of 'leachers in 1 itle k 11 Is 15. Soils Education at Theodore Roosevelt High School 038c LST 5 line VII B,Engual Pr.gc, iI (affiance FII141 Evaluation Report. 1978.1979 ESI A Title1. Evaluation Report New fork Ecaluation Report No 7 state 1975.76 0389 0118 Project ABLE-Achieving Through Bilingual Edu 0091 John Boone High School Basic Bilingual Pro- cation Final Report I 51 At Title I Program Impact Aid (PL 81.874) gram Final Evaluation Report, 19'3 1979 Program Final Fc ablation Report. 1978.19'9 0364 038' Project BUILD "Bilingual Understanding Incor- 0306 Isinean Children's Day Hangok Ormi Nal ESEA Title VI) Bilingual Bicultural 1,du,ation porates Learning Disabilities An ESEA Title 0149 VII Basic Bilingual Education Program Final Program Novena do Ldu.acion Bilingue Las Matematicas Lenguaje L no ersal Grados In. Evaluation Report. 1978.79 rural 1975.19'6 termedios, Niveles 1.3 Teacher's Guido I (Mato 0359 0026 ermines A Unicersat LanguageIntermediate Project P R O B F.Final Es aluation Report ESEA Title 5I1 Multilingual Programs Grades. Level 1.3 Teacher's Guide I) (S t B E , AN ANTI, (LABILE), Etna: Report. 0381 19-7.73 0483 P.S 332 Title VII Program Distil,. Model for Las MatenlJtiCaS Lenguajc t roccr,31 Grados In- Bilingual Development Final Evaluation Report, 0236 termed:0s,Niceles4.6Teacher's Guide 1978.79 E S F. A Title S II Multilingual Program. (Mathematics A Universal Language Intermedi- S1 BE, Ak ANTI. and H ALL1LE Final Report ate Grades, Lccels 4.6 Teacher s Guide II) 0337 1973-1979 Rice Harvest (Ainhan. Pinagani Its PagaY) 0490 0163 0336 Las Matematicas Lenguaje Urucersal Grados In A School and Home-Based Bilingual Education ESEA Title S IIProgram (or Achievements in termedios, Nivel 4a Multiplicaelim dc Fracciones Model (Kindergarten-Grade4) Chinese, English and Spanish (PACES) Interim (Mathematics A Universal Language Intermedi- End-ofYear Report. 1978.79 Evaluation Report. 1977.78 (Third-Year Evalua ate Grades. Level 4a Multiplication of Fractions) non Study). 0341 0434 0128 Evaluation Design, 19'8.1979 ESEA Title Sil Las MatCrnatiC3S Lenguaje LnIVCr1.11 Grados In A School and HomeBesed Bilingual Education Bilingual Program termedios. Nivel 4bDivision deFracciones Model (Nursery SchoolGradc 3) Endof-Year (Mathematics A Unic crsel Language Intermedi- 0214 Evaluation Report. 1976.77 (Second-Year Evaluation Design. 1978.1979 Losal.Statelin- ate Grades. Le .el 4b Division of Fractions) Evaluation Study) gual Education Ecalration 0485 0064 0213 Las hlateniaticas Lenguaje Universal Grados In. South Won% High School Bilingual Program Ft- termedios Nisei 53 Geometria Ecaluation of Achieccment Outcomes Austins Conjuntos dc dal Evaluation Report. 1978.1979 Eaperience Pohl:ea:ion No 80 (3 Puntos (Mathematics A Universal Language In 0423 ((400 termediate Grades. Level 54 Geometry- Sets of Points) Special Christmas (Ang Pinakatanging Pasko. An Ecaluation of the ESEA Title 1 and !.npa :: Naisangsangavan A Paskua) Aid Programs, Community Scnool Dist izt 2". 0486 'sew York City Board of Education. 19' 7.19'8 Las Matcmaticas Lenguajc Lniscrsal Grados In. 0162 State Comps-.oryEducationFinalReport Foal Report terinedios Nice( 56 Mcdida Lineal Palmetto y 1975.76 0:'53 Arca (Mathematics A 1. nocrsal Language Inter. An Evaluation of the ESEA Title 1 and linpect mediate Gra'cs. Level 56Linear Measure, 0105 Perimeter and Area) Student Data Requirements of Lau Barr -.lies and Aid Program, Community School District 27. Texas Senate Bill 121 Title 11.C Peat Program. Ncu 1 ork City Board of Education 19'8.1970 0487 An Educational Needs Projection h .onel Project Final Ecaluation Report Las Matematicas Lenguajc Lnicersal Grados Report 0309 termedios, Nisel 6a SOM.] de Fraccions (Math- ematicsA Universal Language 0078 An Ecaluation of the PSEN Reading and Bilin- Intermediate The Sui.Plancts-Tbc Moon gual Program 19/8.79 Grades. Level 6a Addition of Fractions) 0329 0316 0488 Systematic Approaches to Bilingual Education An Ecaluation ofitle S II Bilingual Bicultural as Matematicas Lenguaje Universal Grados In. termedios, Nivel 6b Resta de Fraccioncs (Math- (Project SABE) and Bilingual Language Arts Ser Program, 1977-78 School Near. Final Report vices (Project BLAS) Final Ecaluation Report. ematics A Universal LanguageIntermediate 1978.1979 0187 Grades. Level 6b Subtraction of Fractions) Ecaluation Report for the District 19 Biangual 0384 Bicultural Elementary Program 0489 Las Matematicas Lenguaic Unnersal Noel 2b Title 1V-C Pilot Program. An Educational Needs 0383 Multiplicacion y Division dc Numcros Entcros Projection Model Project Report Estimates of Fall1974 Parent Intercity.% ESEA Title VII Personnel 'seeded and Costs of HISD (Mathematics A Universal Language Level 2b Education Programs, BilIngual Project Formative Es aluation P.eport Multiplication and Division of Whole Numbers) Na 3 0056 0480 0121 TitleVII Bicultural Program,Final Final Evaluatioa of Project Las Matematicas Lenguaje Universal N vel 2c Evaluation Rep...., 1977.1978 1978-79 Factores y Muloplos (Mathematics A Univ crsql School District #6 ESEA Title VII Program Language Level 2c Factors and Multiples) 0248 0344 Title VII Bilingual Project "Let's Be Amigos" 0481 Evaluation of the Sixth Year. 1974-1975. Final Evaluation Report for the C S 211 Bilingual Las Matematicas Lenguajc L'niversal. Nivel 3 La Gifted and Talented Program 1978.1979 Medida (Mathematics A Universal Language 0007 0421 Level 3 Measurement) Title V11 ESEA aril "Lau v Nichols" Compli- Final Ecaluation Report for the Rafael Cordaro ance Towards an Articulated Approach Draft 0482 Bilingual School (At1 H S45).1977.1978, Louis D Brandeis High School Bilingual Pro- 0348 Funded Under an EFEA Title VII Grant gram Final Evaluation Report. 1978.1979 Title VII-Individualized Bilingual Instructional System Final Evaluation Report, 1978.1979 0237 0388 Final Evaluation Report (or the 1978.1979 Title Manual for the Development of Instructional 0342 VII Bilingual Project. Public Schools of the Dis- Title VII Junior High School Bilingual Program, trict of Cs: umbra, Wa. hington Materials Relevant to the Needs of L S Spanish. Speaking Students 1978.79 Final Evaluation Report 0380 0340 0001 Title VII Project Sabor 1978-1979 Final Evalua Final Evalunion Report on the Rafael Cordaro Milwaukee Bilingual Education Program 1977. Bilingual School 1978.79 1978 (ESEA Title VII Bilingual Grant # G um Report (1345 007507202) 0;38 FinalEvaluation Report,1977.78, Title An Urban-Oriented Fieldwork and InCi cult VII 0144 ESEA-Bilingual School Complex Television Based Teacher Training Program for A Multicultural Social Studies Series Book 1 0240 Europe BilingualBiculturalEducationFocusing on Final Report. ESEA Title Teachers o' Limited English Speaking Ability VII,Program for 0063 Achievements in Chinese, English and Spanish School Agc Students A Model Program for the A Multicultural Social Studies Series Book 2 Urban Middlewest Schools (Milwaukee. Wiscon (PACES). 1977.78 Asia. sin). 1976-19'7 Year 1Final Report 0241 0094 0397 Subject Index 85 Bilingual Education Act 1968 Title 111 Junior High School Bilingual Program Black Education BilingUal Bit. Jot oral Program. Omni, t 2 1977.78 1978.79 Final Evaluator!. Report Final Report, Title 111 NAACP Report on Quality Education for Black 0340 Americans An Imperative 0239 Title 1 II Project Sabor, 19'8-19'9 Final Es alua Bilingual Earl) t. bildhood Centers Final Ev non Report 0175./ bon Report 1978.79 Robert Anthony Recd. III, et al, Plaintiffs Vs 0338 James A Rhodes. et al. Defendants Memoran- 0352 Bilingual Materials Blaugual Alan ,schoo:, Title IIESE-1Final dum Opinion and Order (Relating to Racial Isola- Es a U3I'011 Report Bibliography of Chinese Bantgu. T01. 111 Pro. tion in the Cleveland Public School System) jeetDeveloped Curriculum Materials 0343 0006 Bilingual Program Evaluation Report EsEA Tole 04:1 Black History 1 II Bilingual Program 13,Lngualism Inc reuses I Bilingual Programs Course of Study Afro-American History Grade. cent nee Now Ar. Approach for inipletnennng a S U sou t II and 12. Revised 0360 Wide Needs Assessmert Effeetor Transition of the Bdirgwi and Bieul. 0232 0297 Key Competencies African and Afro-Amencan oars! Student Thurnav Jefferson High S-hoot Bilingual Education Spew; Bulletin No 2 Studies, Secondary Education Esaluation Report. 1978.1979 04'6 0335 Evaluation Design, 1978.19'9I SEA Title VII 0404 EsEA Title 111 Multilingual Program Bilingual Program Black Literature St BE Al ANTI, and HABILE Final Report. Ethnic Heritage Studies Themes in Blael. African 19'8-1979 0:34 Evaluation Design. 19"8-1979 Local' State Bilin- and Black American LiteratureExperimental 0336 gual Education Evaluation Unit ESEA Title VIIProgram for Achievements in Chinese, English and Span.sh (PACES) Intesi 0213 0186 Report 19"8'9 Bilingual Schools Black Organizations 0341 BilingualBicultural Edueanon !or Filipino Arm School Desegregation Portland Style ericans An Evaluation of Title S II Bilingual Bieultural 0499 Program, 19""-'8 School Year Erma! Report 0005 Black Power Bilingual Schools for a Bicultural Community 0287 Assessments of t pward Bound Participation and F.n4' Es ala.oion of Project Aprende. kfiami's Adaptation to the Cuban Refugees the Black Liberation Movement as Indicated by `...... hot Lit...m leo E SE A Title 1 11 Program 0077 FinalEvaluation Data Obtained from a Group of Black Youthin O ,J4 Report 1977.78.TitleVII Newark. New Jersey Final Evaluation Report for the Rafael Corder(' ESEA-Bilingual School Complex BilingualScScu: At 3 fi S 451.197'.19'4 0240 00801/ J under: rider a n EbEA Title Y it Giant Bilingual Students Black Students 0237 Bilingual Pupal Ssrviees Schoolcar 1974.1975 Assessing Concerns of Educators of Black Stu Final Evaluation Report for the 1978-19-9 Title dents Identified as Talented and Gifted A Survey 0029 111 Bilingual Project, Public Schools of the Dis- End Evaluation of a Desegregated School District trict of Columbia. Washington Report.1977-78.TitleVII ESEA-Bilingual School Ciunplex 0378 0380 A Longitudinal Analysis of Reading and Anal. 0240 Final Evaluation. Report on the Rafael Corder(' mew Achievement and Coat-Ordered Desegre- Bilingual School, 1)78-79 Project CASE Career Aspiration and Self Con- gruence in the Education of Puerto Rican 1 outh gation (With "Forced" Busing) in a Large Urban 0345 Meeting the Vocational Education Needs of Sot. School District in the South Final Esaluabon Re6one 19 ''STitle111 oral Populations 0083/1 ESEA Schou, Complex 0255 Mexican American, Black and Other Graduates 0240 Student Data Requirements of Lau Remedies and and DropoutsII A Follow-lip Study Cosering Final Report. ESEA Title 111, Programfor Texas Senate Bill 121 Title 11.0 Palot Program 20 Years of Change. 1956.1976. Achievements in Chinese. English and Spantsl. An Educational Needs Projettion idel Project 0098 (PACES, .9--78 Report The Pedagogical Oppression of Black Students in 024! Norfolk City "ublic Schools Myth or Practice? Final Technical Report ESE A Title 1 II Bilingual 0078 Project 19'4.19'5 Title %II Bilingual Project "Let s 3e Amigos 0437 Evaluation of the Sixth 1 ear. 1974.1975 The Unexpected Minority White Children inan 0204 Urban School and Neighborhood Fort Hamilton High Sehool.Greek, Arabic and 0007 Spanish (GRASP) Bilingual Program. ESEA Title Bilingual Teacher Aides 00813/ S IIFinal Ealuation Report. 1978 1979 Interviews of Bilingual Teacher Aides No.ember What Happened to the Kids After Their Segre- 1974 ESEA Title VII Bilingual Project Forma- gated School Closed' A NineYear. Control. 0386 Group FollowUp of Elementary Students John &wine t'.gh School Baste Pro. tive E.aluatton-Report No 5 grain Final Esaluation Report. 1978.1979 0119 0014 0387 Systematic Approaches to Bilingual Education Black Studies Project ABLE Achiesement Through Bilingual (Project SABE) and Bilingual Language Arts Ser- Key Competencies African and AfroAmerican Education at Theodore Roosevelt High School vices (Project BLAS) Final Evaluation Report. Studies. Elementary Schools Final Evaluation Report. 1978.1979 1078-1979. 0403 0389 0354 Key Competencies African and AfroAmencan Project ABLE Achieving Through Bilingual Edu Bilingual Tcachers Studies. Secondary Education cation Final Report Systematic Approaches to Bilingual Education 0404 0364 (Project SABE) a' Bilingual Language Arts Ser. Black Youth Project BLILD "Plingual Understanding locor vices (Project BE,.)Final Evaluation Report. porates Learning Disabilities' An ESEA Title 1978.1979. Assessments of Lpv.ard Bound Participa and IIBasic Bilingual Education ProgramFinal the Black Liberation Movement as Indicted by Evaluation Report. 1978."9 0384 Data Obtained from a Group of Black Yoe,'in Newark. Ncw Jersey 0359 Biographical Inventories Project PROBE FifIIII Evaluation Report Minority Contributions to Science. Engineering, N801/ and Medicine 0381 Blacks P S 332 Tole VII Program. District Model for Oill Affective Parent Education in Philadelphia Bilingual Development Final Evaluation Report Biological Sciences 1978.79 0242 Biology A Vietnamese Supplement A High. School ResegregationResidential and School 0337 School Bilingual Haudbook for the Vietnamese Process Study, A Collaboratice Leadership Plan- South Bronx High School Bilingual Program Fi. Student Indochinese 'nigh-School Supplements ning/Training nal Evaluation Report. 1978.1979 Project L xecutiveSummary. 0227 hird Year Report 1978-'9 0423 ;Imam Approaches to Bilingual Education Biology 0224 (ProjectABE) and Bilingual Language Arts Scr. Biology A Vietnamese Supplement A High Blindness vices (Project Bt.SI Final Evxlua on Report. School Bilingual Ilandbool for the Sictnamece Pr cPlacement Program for Se% err') Multi-Hand. 19"S19"9 Student Indochinese High-School Supplements napped Blind Children 1974.1975 School Lear 0384 0227 Evaluation Report TitleVIIBilingualBleultural Fula Black Culture Evaluation Report, 1977.1978 0039 1 civic Parent Education in Philadelphia Hoard Candidates 0248 0242 Race and Ethnicity as Factors in Winning School Title VII Inclividt alized Bilingual Instructional A Social Skills Guide fo System Final Evaluation Report. 1978.1979 Parents to Helphildren Board Elections Predicting Ethnic Composition Cope of Community School Beards 0342 0319 0179 86 Board of Education Policy Subject Index Booed of Education Policy California (Riverside) Career Education 'Access to Excellence" An Analysis and Corn. Integration Lpdatc Career Education Program for the Talented mentary on the 19-5.79 P(ogrern Proposals 0089( aliforma fRicersidel 0212 0321 I; cgration Update Career Education Resource Units Grade Special The Pedagogical Oppression of Black Students in v107 Programs Norfolk City Public Schools- Myth or Preen" 04a California (San Diego) 0054 School Integration Surveys PI chnitrui, Report Career Motivation Activities Guide. 4th through School Closing Policy Report 6th Grade 03'5 0159 School Integration Surreys 1978 it cpor4 0059 Board of Education Role Comprehensive Career Curriculum Final Report 0160 The Politics oil:5n= Desegregation Los An 0023 geics California (San Francisco) Esaluetion of Carccr Education Projects. 1975. o38 A Study of the Vocational Adequacy off wirier 1976 Report No 7715 .SpecialEducation Hooks Students1-olio oeing High 0017 Sshool Graduation Esaluation of CATCCf Education Projects. 1976. Resource Materials for the Cr.stise Curriculum 1977 Report #7829 V. ith Specie: Articles on Es.* 1u:ions the 'coast. 6.r 0137 Hispanic Image in Children's Books) California (San Jose) 0112 An Evaluation Study of the thstrict of Columbia 0433 Mexican American Black and Other Gredoetes and Dropouts Experience Based Career Education Program Fi- 11 A Follow -Lp Study Cciscring nal Report Bostrom Alternative Center for Education / 20 Years of Change. 1956.19'76 Bus:4-0m Affernatise Center foEducationIn 0147 terini Esaluation Report 0098 Experience Based Career Education at Wichita 0210 California Achievement Tests East High School A ThirdPart, Evaluation for Bus Transportation Effects of the Language of the Instructions on 1 car 1 cull, 1977-78 Test Performance California Achics cment rests 0178 Get! ng AroundI. nitI Pi bi.c Transportation SliiiiStudy Student Lesson tt4 En; Improving Sea Equity in Career and Vocational for Losing Classrooms 0444 0110 A I ongitudinal Analysis of Reading and Ar th Career Awareness 0438 Acniesement and ( uurt-Oidered Desegre K12 Urban Career Education Infusion Project. Cancer Education Resource 1_ nits Grade Special Final Esaluation gaton trksthForced- Bus.ngi in a Large Lrben Programs School District in inc Soutn 0176 0054 K-12 Urban Career Education Infusion Project 0083 Career Motisation Activities Guide. 4th through \ ceds Assessment ParentPeri canons of Magnet Si hools as a 6th Grade Method ti Desegregation 0177 0059 Project EPIC Educational Preparation for 0174 New lark Multi-Speak City' Lt- Popular Participation and Representation in the vohcment in Careers. Career Education Derpon 0002 stration KI2 Low IncomeStudents Final Urban Ensironment The School Desegregation Project CASE Career Aspiration and Self Con- Issue in Los Angeles Root. 1975.1976 gruence in the Education of Puerto Rican Youth 0142 0145 Meeting the Vocational Educ anon Needs of Spc Project SPICE Special Partnership in Career ctal Populations Business Communication Education AttitudesandAppreciations A Arizone Bilngue. and Office EducationIfook 0255 Teaching Module IllL. 'ilgual Business Practice Project EPIC Educational Preparation for In 0278 0368 solsement in Cdf Ctrs Career Education Demon Project SP1C E. Special Partnership an Career Arizona Biting-el Business 3--J Office Education stratiot K-12 LowIncome StudentsFinal EducationCareer 'Educational AwarenessA Book II Buingual Bti.ncss Practice Report 1975-19/6 Teaching Module. 0'467 0142 0277 Project SPICE Special Partnership it Business Education Cancer Project SPICE Special Partnership in Career Edi.cetion Attitudes andAprec tenons A Education Dccision Making Br ginning Conipe. Arizona Hilo goal and Office Education.Boot le oiling Module tency A Teaching Module III gU31 Business Practice 0278 0280 0368 Pr -it SPICE Special Partnership in Career Project SPICE Special Partnership in Career Arizona Bilirvul Basin:5s ar,J Ofr.ce Education Ed ,ation Career, Educationei A14.1rCnt:%% A EducationEconomic Awareness A Teaching Book 11 Biji ^goal Business Prectice Teaching Module Module 0367 0277 0281 Anzuna Bienguai Business and on-, c Education Project SPICE Special Partnership in Career Book 1 Bilingual Business Careers Project SPICE Special Partnership in Career Educztion Decision Making Beginning Compc Education EmployabilitySkillsA Teaching 0,69 tent) A Teaching Module Module Arizona Bilinguai Business and Office Education Ono 0279 Boo( Bihrigua Bas. cis Grammar Projcct SPICE Special Partnership in Can er Project SPICE Special Partnc ship in Career 41366 EducationE..tonoinic Awareness A Tceching Education Final Report Busing Module 0282 ParentPerceptionsof Magnet Schools asa 0281 Project SPICE Special Partnership in Career Method of Desegregation Project SPICE Special Partnership in Career Education Guide to Program Implementation 0174 EducationEmployability\killsA Teaching 0276 Racial and NonRacial Correlates of Ant.Busing Module Tucson CareerEducationProject Tucson. Attitudes in Louisville 0279 Arizona. School District No I First Funding 0495 Prole., SPICE Special Partnership in Career car, June, 1976 Final Project Performance Re- Education (side to Program Implementation port California (Berkeley) 0276 0130 School Desegregation in Berkeley. California A TucsonCareerEducation Staff Report of the L S Commission on Coil Project Tucson, Career Exploration Arizona. School District `so I First Funding The Evaluation of the Health and Science Action Rights Year. June. 1976 Final Protect Perforrnara c Re. 0070 port Learning Project. Central High School. Mirl School ResegregationR csidennal and School neapolis Public Schools Final Report Proces, Study, A Collaborative Leadership Plan 0130 0427 rung Training Project ExecutiveSummary. Career Choice Project EPIC Educational Preparation for In Third Ycar Report 1978.79 The Evaluation of the Health and Science Action volvement in Careers Cancer Educations Demon- 0224 Learning Project. Central High School. Min stration K12 LottIncomeStudents. ',Final School ResegregationResidential and School neapolis Public Schools Final Report Report. 1975.1976 Process Study A Collaborative Leadership Plan 0427 0142 ning 7 raining Project. Third 1 ear 1978-79 Final 1979.1980 Hartford Project Concern Program Projeci SPICE Special Partnership in Career Report Final Evaluation Report 80.20 Education Attitudesand Appreciations A 0243 0496 Teaching Module 0278 California (Los Angele!) Career Development Project SPICE Special Partnership in Career The Politics of School Desegregation Los An- An 1:aluanor Study of the Distr.ct of Columbia EducationCareer 'Educational Awareness. A geles Experience Based Carte; ittlii.ation Program Fl. Teaching Module nal Report 0358 0277 Popular Participation and Representation in the 0147 Project SPICE Special Partnership in Career L rban Environment The School Desegregation Project SEISMIC-Sex Loud) inSchools Education Decision Making/Beginning Compc Issue in Los Angeles Modules in Careers Report tency A leaching Module 0145 0428 0280 Subject Index Community Involvement 87

Pro;,,,t SPICESpecial Partnersnipin Career A Multicultural Social Studies Serie, BookI Clinical Diagnosis EducationEconomic Awareness AI Ca, hing Europe The Individual Pupil Profile (Inch: ling Manual) Module 0063 0004 0251 A Multicultural Social Studies SeriesBook 2 Project SP I CE Speoal Partnership in Career Asia Cognitive Development Education EmployabilitySkillsA Teach:rig 0094 Project PROBE Final Esaluation Report Module A Multicultural Social Studies Series Sic C S 0381 0279 Students Book 1Europe College Bound Program oicet SPICE Speetal Partnership rn Career 0091 Education Final Report The College Bound Program. Esaluation Period. A Multieultural Social Studies series for C S 1. School Ycar 1974.1975 0282 Students. Book 2 0028 Project SPICE Spccal Partnersnip in Carccr 0330 Education Guide to Program Implementatio. The Sun-Planets-The Moon College Bound Students 0276 0329 1 he College Bound Program. Esaluation Period, School Ycar 1974.1975 Career Guidance Chinese Americans Es aluanon of Career Educatiiii Prole. ts 0028 Asian Paeific Petspeet-,e,the Chinese Amen- College Bound Program. Summer 1975. 1977 Report 27829 can Inscrutable to Some 01 0027 0164 Career Opportunities Bilingual-Bicultural Program District 2 1977-78 College Preparation Career Opportunities Program in Philadelphia Final Report. Title VII The College Bound Program. Esaluation Period. Penns,l-an.a Report \ amber 7623 0239 Scheid 1 ear 1974.1975 0009 Chinese Culture 0028 Career Opportunities Program Asian Pacific Nispectise, The C Mne, AlcI Colonialism C Veer Opportarm.es Program in Pr.iiadelphia can Inscrutable to Some The Pue:to Ricans A Brief Look At Their His- Per ,cyic-mia Report \ umber 7623 0164 tory 0009 Fa Koh Reading Series Book I 0493 Case Studies 0205 Colorado (Colorado Springs) Desegregation and Hispanic students A Corn- A Multicultural Social Studies Son, for C S L SchoolDesegregation inColoradoSprings. mun.ty Percpcstise Students. Book 2 Colorado A Staff Report of the L. S Commission 0311 0330 on Coil Rights l'ila't -Evniic Curriculum Project Citizenship Education 0073 A,c ulna:anon Lint Becoming a United States Gutzon. Student Les- Comics (Publi ations) 0262 son v20 English for Using Slinneapons Multi-Ethnic Curriculum Projeci The Sex Equity Pamphlet 040 0432 Ethnici.y Lint Kcy Competencies Social S:udics. Elementary 0261 School Communication Skills MultiEihnic Curriculum Project %1'nt.c,Po'is 0401 Building Communicatoc Competenceinthe Family ',nit Bilingual, Bidialectat Classroom City'Governmen) 0264 0392 School Desegregation in Boston. A Staff Report Change Detroit Public Schools Educational Components Prepared for the Hearing of the L. S Conurssion Desegregation n the SO, Concerns an.. Chal- on Chill Rights in Boston Massachusetts. June 0417 lenges for Publ.. Education 1975 Communicative Competence (Languages) 0430 0216 Utility of LESA Criteria for EStilflatill The Num- Change Strategies Class Activities ber of LESA Students Handboo'. of Proecdues for Implericn..ng a Sex 1 Gt.:de for Teaching Crcatice Thinking Stilts 0197 Eaudy Workshop Patrc.il. to ANarcne.., and Crew:cc ProhlemSolcing in the Coned Class- Community Action 0426 room Eliminating Sex Bias in Vocational Education A Nanning for Change Outline and Participants Handbook ler Community Groups Meer als for Generic. Session Three Implement- 0295 mg Title IX and Attaining Sex Equity A Work- A Guide for Teaching Structure of the Intellect in 0474 the Gifted ClaSiirlitiM Eliminating Scx Bias in Vocational Education A shop Package fc,r Elementy Secondary Educators 0296 Workshop for Community Groups 0293 Handbook for the Human ReLition, Approach to 0475 Teaching Community Attitudes Child Advocacy 0125 Urban 5 outh in me 8th Fact Si,eets 1. Dallas School Desegregation History and Prece- IMP 1CT IICatalog of Programs. 19791480 dents 0425 0361 0146 Child Deselopment Classical Languages Intcr,cning in School Desegregation Conflicts Ecaloion of Prekindergarten Head Start5 Car The Classical Heritage in America A Carr Man The Role of the Monitor 1 rid Report, 19'5-19'6 Report `,0 7700 Resource Tentative Edition 0288 0018 0011 Racial and NonRacial Correlates of AntiBusing Prekindergarten Head Start Esaluation Scar End Classical Literature Attitudes in Louissillc Report 19719'8 Report No 7916 0305 0151 The Classical Heritage in America A Curriculum School Integration Surveys Preliminary Report Resource Tentative Edition Child Rearing 0159 0011 A '.oc.al Skills Guide for Parents to lie p Ch.' '-nn Community Characteristics Classroom Observation Techniques Cc pc School Desegregation in Boston. A Staff Report Meaciaring Implementation of the Direct Inetruc 0319 Prepared for the Hearing of the L S Commission Childrens Literature Lion Model in at. Urban School Distract An Ot- on Civil Rights in Boston. Massachusetts. June servational Approach Resource Materials for the Creative Curriculum 1975 (With Special Article.. on Evaluating the Black & 0132 0216 Hispanic Image in Children's Books) Classroom Techniques A Survey of the Puerto Rican Community on Mil- 0433 Compendium The Illinois Nee-cork of Exemplary waukee s Northeast Side in 1976 f he Sex Equity Pamphlet Occupational Programs for Handicapped and 0140 0432 Disadcantaged Students Community Cooperation 001 Chinese School Desegregation Organizers' Manual A G aide for Implementing Project DEEP (Dicer- Bibliography of Chinese Bilingual Title VII Pro- School Desegregation/Integration Notebook jectDeveloped Curriculum Materials sified Educational Experiences Program,Ad. :Innovator's Guide 0097 0431 The Earth s Treasure Soil 0285 Community Education IMPACT IICatalog of Programs. 1979 1980 School DesegregationOrganizers Manual 0328 Fa ',oh RC/ Ant Series Book 1 0361 School Desegregation/Integration Notebook 0097 0205 Clay FinalReportESE A Title VII. Programfor Improc mg the Verbal Cognitice Skills of)icacl- Community Involvement Achievements in Chinese. English and Spanish can:aged Piccshixil Children Through the Arts Community Involvement in Desegregition Mil- (PACES). 19-'7.78 Project Termination Report waukee's Voluntary Plan 021 0129 0103

j V 4. 88 Community Involvement Subject Index Fs aluation Report. St Louis 5.1.ignet Pilot Pro- ESEA, litie 1 Lsaluation Report 1978 1979 grams, Emergency School Assistance Act. Title State Compensatory Education1979.80 Final 11 19-6 1977 0376 Technical Report Publication No 79 18 Esaluatior of Prekindergarten Head Start 1 ear 0290 End Report, 1975.1976 Report No 7700 0352 Popula Participation and Representation in the A Summary of Six Major Evaluation Reportson Lobar. P.f1,1ronmeng The School Desegregation 0018 Follow Through in Philadelphia. 1974-1975 Re- Issue Ifi 1.01 Angcics An Esaluation of the ESEA TitleI and Impact port No 7713 0l4t Aid Programs Community School District 27, New lurk City Etwid of 1977-1978 0019 Reso Icing the Desegregation Issue If, the St Louis Final Report Title I ESEA Projects Digest of Annual Ecalua Public Schools Summar) of Esents Since 1972 bons Supplementary Edition 1976.77Report anAjcis of Policy Considerations Strategies for 0253 No. 77131 Resolution An Esaluation of the ESEA Idle I and Impact 0060 0271 Aid Programs Community School District 27, Title 1 ESEA Projects D.qest of Annual Esalua schom Desegregation Organizers 1.1anual New York City Board of Education 1978-1979 Final Ecaluation Report irons Supplementary Edition 1977.1978 A his- Scrawl Desegregation Integration Notebook torical summary, by the Department of Federal (09' 0309 Evaluation Resources, of the key findingsre- School Resegrega'on Esaluation of the 19'3-79 Limited Stales Lit Residential and School mcn- ported in the annual evaluations of eachproject Process Study A Co 11.164)w:se Leadership Earl- lary and Secondary Education A. t TitleI and Report #7827 cmg Training Project. Third Year 19"8-79 Final Impact Aid Programs in Community School Dis- Report trict 6, New York. 0116 1 Title I ESEA Projects Digest of Annual Esalua. 0243 031" lions 1965-1976 Repoli No 7681 Community Organizations Evaluation of Title 1 ESEA Projects. 1976 1977 Abstracts Report 4:7-139 0065 School Desegregation Portland Style Ink I Evaluation Report 1973.74 Chattanooga 0499 0114 Public Schools aluanon of TitleI ESEA Prujests1976.77 Community Services Technical Reports Report # "7140 0024 %%inners. All' 50 Outstanding Education Projects kn 1-salt/anon of Outreach Prog-am for Disad 0113 That Help Disadsantaged Children s aniagedMentallyRetarded Children19-4. Evaluannn of Title 1 ESEA Projects. 1977.1978 1975 School 1 car Esatuation Report Funct,ori Abstracts Report #7876 0468 'so 09.5660' 0143 Competency Eased Education 001 Esaluation of Title 1 ESF A Projects. 19"7-1978 Health Education Human Growth and Develop- Community Surveys Technical Reports Report 'somber 78'7 mcnt Key Competencies Elementary Kinder. garten-Grade 9 A Survey of the Puerto Rican Communityon Mil- 0171 waukee's Northeast Side in 1976 Es aluation of Title I Program. Community School 0140 District 31. New 1 ork City 1978.79 School1 ear Health Education Human Growth and Deve13o5p70 Final Report, Diagnostic-Prescriptive Programin mcnt Key Compctenescs Secondary Grades 5 Comparative Analysis Mathematics 12 v.1,,1tiimitural Multilingual Resources A 1. cndor Director) 0324 Es aluation of Title 1 Program. Community School Key Competencies African and Afro-Amert3ea5n60 0231 District 31. New York City 1978-79 School Studies, Elementary Schools %hat Happened to the Kids After Their Segre- Year Final Report. E D 1. Reading Lab 0403 gated Scnool Closed' A Nine-1 CarControl Key Competencies African and Afro-American Grout For. ..4.p of Elementary Students 0303 Final Esaluanon Report. School Year 1977,78 Studies, Secondary Education 0014 Part 1ESEA TitleI Part IIImpact Aid Pro- Compensatory Education grams Key Competencies Social Studies. Elementary0 The Basic Sk.'Is Program A 1,40ml Alteinanse School to 0238 theRegularEducational Priaram of the Final Lsaluanon Rep irt1976 77 ESE Title tx orcester Puhhc Schools at Burncuat Junior Program Publication Number 76 61 Key Con netcnciesSociSI Studics, Secondary0 High Scnool Esaluation Report Schools 0172 0365 Final Fcaluanon Report 19 "6 -77 StateCompcn- 0402 Bibgual Pr igain In Auxiliary Seroces ;or High satory Education Publication Number 76 61 'singleSkills Training Comm I S E ATitle Schools School 1 e 1975.76 111-C Final Evaluation Report 0155 0030 Final Technical Report 1976.19'7 State 0327 Buffaio Public Schoms Spanish -En, hsh Program Com Ecaluamin pensatory Education Publication \ amber lb 60 Compliance (Legal) 0154 0220 The Administrator's Role Outlines and Partici- Follow Through Program (Original) 1978-1979 pants' Materials for Application Sessions for Ad- College Bound Program Summer 1975 Report No. 8023 ministrators Implementing 0027 Title IX and Community School District 20K 'strengthening 0331 Attaining Sex Equity A Viorkshop Package for Follow through Pupil Absence Ratesin Phda- Elementary-Secondary Educators Earl) Childhood Bilingual Tine 1 40'1.91622 delphra, 1974.1975 Report No 7701 Final Evaluation Report 1978.79 0294 0057 Intervening in School Desegregation Conflicts 0322 Community School District #5 197579 Title I Follow Through Pupil Achiesement Characteris- Thc Role of the Monitor ticsinPhiladelphia Quaslonsitudinal Data Dec ent-311zed Programs Evaluation of the New 0288 1 cork City school District 5 Educational Projects 1975-1976 and 1976.19" Report et 7870 Ap- Management Accountability System for Desegre- Funded under Title 1 of the Elementary and pendices Volume gation Educational Comj,..nents condars Education Act of 1965 (PL 89-10) Per- 0138 0418 Follow T"risugh Title 1 Expansion Program I 978- formed for Community School District 5 for the Technical Assistance Manual for Civil Rightsin 'scar 1978-79 Final Foalization Report 1979 Report Number 8043 Vocational Education (First Edition) 0318 0172 0477 Continuance and Transience Among- Teachers The Impact of Federal Esaluation t egiclationon and Pupils in the Follow Thu ugh Program Larger Urban School Districts Comprehensive Employment and Training in Act Philadelphia. 19/1.1975 Report No 7709 0339 0058 The Intermediate and Junior HIgh ReadingPro- Connections Parent and Student Guide A Pa- District ESEA Tine I Programs and Impart Aid grams of the 19-4-75 Minneapolis Emergency rent 'Student Guide to Special Education Services (Pt 81 874) Programs Final Evaluation Report, School Aid Act Project An Evaluation in the Boston Public Schools 19'8.1979, 00:2 0257 0311 Longitudinal Analysis of Follow Thro'igh Partici. Comprehensive Programs District 17 Title 1 ESEA. PSE\ and Itact Aid panty, 1968.69 through 1977.78 ReportNumber Academic Improsement Programs Final Evalua 7971 Comprehensive Career Curriculum Final Report non Report. 19781979 0023 0234 0362 Post-Program Achievement of Prekindergarten Computer Assisted Instruction District 24 Decentralized Title I L mbrella & Im- ChildreninPhiladelphia QuasiI ongitudinal Highhto Public Schools Computer-Assisted In pact Aid (Pl.. 81 -874) Final Evaluation Report. Data 1974.1975 Thr, ugh 1976.1077 1978.1979 Report struction Project A Program to Meet Disadvan #7901 caged Students' Individual Needs for Basic Skill 0346 0139 Development. Final Report ESEA Title I Allocation Policy Demonstration Prekindergarten Head Start Fcaluation Year End St'y, Implement..tion Dec.sions Research Plzms 0150 Report 1977.1978 Report No 7916 Conflict Resolution 0090 0151 ESEA Title 1 Evaluation Report. New Ynrk The Desegregation Counselnr Aide Program of State, 1975.76 State Compensatory Education Final Technical Report 1975.76 Appendixes the 1974.75 Minneapolis Emergency School Aid Act Project, Staff and Student Perceptions 0091 0104 0013 Subject index Cultural Background 89 intervening in School Desegregation Conflicts Course Objecfives The Role of the Mondor Cubans Consumer Education Consign, Lduc anon I and Bilingual Schools for a Bicultural Community 0.1sirs Consumer Education II C..se Objcstiv es COW Miami's Adaptation to the Cuban Refugees Constitutional Law tent Analysis, Supporting Ocsstis es and Content 00770 Generalizations Robert Anthony heed, Ill. e' al. Pla.nttfls S s Cultural Activities Limes A. Rhoda, et al Defendants isterm,r,,r 0141 Celebrations Unit IHolidays Student Lesson own Opinion and 0.11.- (Relating to Rascal hola Course Organization tan in the Clev clard Pohl A 16 English for using School Systeml Consumer Education Consumer Education I and 000O 0456 Consumer Education II Course Objcctiscs Con- Celebrations Unit II Personal Celebrations Stu. Consumer Education k it Analysis, Supporting Objc .t.ves and C ontent dent Lesson # 17 English for Living Generalizations (...,surner Edavation Consume: Education I and 0457 Convarner Edus anon II Course Objectives Con- 0141 Cultural Awareness tent Aualysis Supporting Objectives and Content Court Litigation Gencalitations Asian Pacific Perspectis es Filipino Americans A lotiobstrict Inequalities, I Portrait ,114, 040' 0165 Conventional Instruction Resolving the Desegrcgation Issue in the St Louis Asian Pacific Perspecto es Samoans in the United Ev aluation of Personalized. Individualized, ma- Public Schools Summary of Es ems Sins, 19'2, States tional Occupations Training Final Report Analysis of Policy Considerations. Strategics fon 0168 Resolstion 0051 Building Corrinunicatise Competenceinthe Proposed PlanforMagnet St h«ils -Cies eland 0271 Bilingual; Butiaeta: Classioom Public Schools Section II, Clesetand Center tor Robert Anthony Reed. 111. et al. Plaintiffs s 0392 Fundamental Education James A Rhodes, ct 41, Defendants Memoran- Curriculum ()aideIrish Literature and Related dum Opinion and Order (Relating to Racial Isola- 0100 Arts. Grades 11 and 12 tion in the Clevdand Public Ss hool System) 0199 Cooking Instruction 0005 Aincnvan Indian Recipes Ethnic Heritage Studies Arts and Crafts of East Creative Development Asia Experimental Unit 0127 A Guide for Teaching Structure of the Intellect in 0185 Cooperative Planning the Gifted Classroom Ethnic Heritage Studies Ethnic Heritage Foods I Ti Rdependerse Curriculum Aid 0296 F.perimental Unit U0'6 0184 Creative Thinking Ethnic Heritage Studies Farm!) History Project Cooperative Programs A Guide for Teaching Catve Thinking Skills Experimental Unit Funded Programs and Comprehensive Planting and Creative Problem- Soling in the Gifted Class- room 0188 0246 EthnicHeritage StudiesNorthern European Coordination 0295 Foods Experimental Unit A Guide for Teaching Structure of the Inn:Best in Funded Programs and Compreheris,ve P'anning the Gifted Classroom 0191 EthnicHeritageStudiesSouthern European 0246 0296 Foods Experimental Lnn Cost Estimates Criteria 0192 Title 15 ( Pilot Program An Ed icational Needs DetroitHigh School Pofik sC ritc ria Based Et Heritage Studies Themes in Black African Projection Model Proles: FtcportEstimates of Monitoring, of Desegregation an,.Jlack American LiteratureExperimental Personnel Needed and (mists of }Hsi) Bilingual Unit 0406 Lducat.on Programs 0186 00 st Criterion Referenced Tests MultCultural Resource Center Materials Hand. Career Education Resource I ruts Grade Special book. Graces K-3 Counseling Programs Peer Counsclor-Consultant Training .N Self-Help 0491 for 0054 Strategy Cross Cu:tura!, Multi-Ethnic Summer Program for Reading and `Iathernatics Cultural Background Si, hook for Handicapped Pupils in Special Ldusation American Indian Recipes 0088 Classes (DSEPPS) (Severely Emotionally Hand 0127 Title IX Self-Study Report of the Okla'ionia City 'capped.HearingImpaired MultiplyHand. Asian Pacific Perspes tis es Public Schools 'capped. PrePlacemeno Summer 1175 0196 0015 aluation Report Asian Pacific Perspectives Filipino Americans A Cc.cinseling'Effectiveness 0040 Portrait Bostrom Alte C enter for Edue rosin In summer Program of Reading and Matheinatics 0165 :cram valuation:Report for Handicapped Funds inSpecial Education Asian Pacific Perspectives Japanese Americans Classes (Neurologically Impaired - Emotionally 0210 0166 Handicapped. Emotionally Handicapped A and Asian Pacific Perspectis es Korean Americans Counseling Services B Classes, NeurologicallyImpairedand/or 0167 Bilingual Adult Basis Edvic.atom ProjectFinal ScserelyPhysically Handicapped,and the Asian Pacific Perspectives Samoans in the United Report Demonstration Classes for the Teacher Training States Institute), Summer 1975 Es aluation Report 0476 0168 Counselors 0041 Asian Pacific Perspectives The Chinese Amen' Summer Program of Reading and Mathematics Can Inscrutable to Some The Desegregation Counselor Aide Program of fur Handicapped Pupils in Special Education 0164 the 1974 75 Minneapolis Emergency School Aid Classes Speech/Language Impaired Pupils and Act ,Project Staff and Student Percept' ins Celebration A Planning Guide for Ethnic Herit- Mentally Retarded Pupils Summer 1975 Evolua age and Culture Weeks 0013 tour. Report 0363 County Programs 0042 The Classical Heritage in America A Curriculum Dade County Procedures for Providing Special Cross Cultural Studics Resource Tentatise Edition Education for Exseptionai Students Asian American Curriculum Guide 0011 0052 0221 English as a Second Language for the Asian Lan- Course Content Asian American Curriculum Guide Elementary guages and Cultures 0223 0095 Consumer Education Consumer Education I and Ethnic Heritage Studies Cultural Pluralism Ex- Consumer Education it Course Object's es. Con- Asian Amertcar Curriculum Guide Secondary perimental Unit . tent Analysis, Supporting Objectives and Content 0222 Generalizations Factors Related to White, Black and Hispanic 0187 Ethnic Heritage Studies GermanAmencan Pro. 0141 Women's Mathematics Attainments A Desclip true Study files and Contributions-M-aim FiguresExperi- Course Descriptions 0463 mental l,nitt Programming forUse AdultMentally Hand. MultCultural Resource Center Materials Hand. 0190 !capped Source Book book, Grades K.3 Ethnic Studio Teaching and Research Needs 0419 0491 t2f492 Indian Legends Course Evaluation Cross Cultural Training 0126 Evaluation of Career Education Projects1977. Final Evaluation of Project Aprcndc, 1978-79 1978 Report *7905 Key Competencies African and Afro.Amencan School District K6 ESEA Title VII, Program Studies, Elementary Schools 0116 0403 Multicultural Education A Cross Cultural Train Multicultural Education A Cross Cultural Train0in mg Approach Project TIES Tracing Indisidual L:hruc &mists mg Approach Activities. Grades 10.12 0461 0461 0420

1 90 Cultural Differences Subject Index Cultural Differences Curriculum Development Urban School Dropouts. Data Collection and HwWmg Commwocdovc Coo nctenceinthe AISD Title VII Bilingual Project 1974.1975 In Analysis in Philadelphia Bilingual Bidiulectal Classroo: term Evaluation Report February 1975 Publica 0194 0392 lion No 106 26 Deafness Englici- as a Second Language for the Asian Lan 0170 for guages and Cultures Summcr 1976 Program Deaf Children Assessing Concerns of Educators of Black Stu- Evaluation Report, Evaluation Period. July 2. 009 5 dents Identified as Talented and Gifted A Survey August 13. 1976 A Module of Instructior or Principals and Teaca of a Desegregated School District 0085 cis Multicultural 0378 0299 i,mprcherisive Career Curriculum Final Report Decision Making Cultural Education 0023 Project SPICE Special Partnership in Career Education Decision Making; Beginning Compe- Asian Pacific Perspectives Cansumer Education Consumer Education I and Consumer Education II Course Objectives- Con. tency A Teaching Module 0196 tent Analysis. Supporting Objectives and Content Asian Pacific Perspectives 0280 Filipino Americans A Generalizations Portrait Delinquency 0165 0141 Urban Youth in the 80s Fact Shccts 1-4 ESE A Title VIIMultilingual Program. Asian Pacific PerspectivesJapanese Americans SL B E. AVANT I, and If ABILE. Final Report. 0425 0166 1978.1979 Delivery Systems Asian Pacific PerspectivesKorean Americans 0336 An Evaluation of Outreach Program for Disad- 0167 Evaluation Design, 1978.1979 ESEA Title VII, vantaged MentallyRetarded Children 1974. Asian Paoli, PerspectivesSamoans in the United Bilingual Program .1,975 School Year Evaluation Report Function States 0214 No 09-56607. 0168 Fo.eState 'vtultiEthnic TraLning Project. Min- Asian PacitiPerspectives The Chinese Amen- 0033 neapolis Public Schools. EihrTh.' Cultural Center Demography can Inccrutablc to Some Final Progress Report. July I, 1976 through June 0164 30 1977 District and Community Characteristics Influenc- Celebration A Planning Guide for Ethnic Heron ing Desegregation Strategy Choice and Effective. 0259 ncss age and Culture Weeks Public Schools of the District of Columbia. 1977 0363 Annual Report 0434 Fa Knh Reading Series Book 1 0096 Demonstration Programs 0205 Continuance and Transience Among Teachers A Multicultural Social Studies SeriesBook 1 Curriculum Evaluation Evaluation of Personalized. Individualized Voca- and Pupils in the Follow Through Program in Europe Philadelphia. 1971.1975 Report so 7709 0063 tional Occupations Training Einal Report 0058 A Multicultural Ss.131 Studies Series for CS 1, ESEA TitleI Allocation Policy Students Book 1Europe Guidelines to Achieve Sex Equity in °cation; Demonstration Study. Implementation Decisions Research Plans 0093 Home-Economics Final Report. 0429 0090 A Multicultural Social Studies Series for CS L Follow Through Pupil Absence Rates !A-Phila- Students, Boo), 2 Curriculum Guides delphia. 1974.1975 Report No 7701 0330 Asian American'Curneulum Guide A Select Bibliography of Sources on the Teaching 0057 of Hispanic Culture 0221 IMPACT IICatalog of Programs. 1979.1980 s Asian Americah Curriculum Guide Elementary 0304 0361 0223 KEEP Five-Year Summary Report Cultural Influences Asian American Curriculum Guide Secondary 0124 Race and Ethnicit) as Factors in W mining School 0222, Major KEEP Findings. 1971 1975 Board Elect.ons Predicting Ethnic Composition The Classical Heritage in America A Curriculum 0123 of Community School Boards Resource Tentative Edition Pretc,st and Posttest Results of the First KEEP 0179 0011 Program Year Technical Report # 5 Cultural Interrelationships Dade County Hearing Impaired-Program 0122 Peer Counselor-Consi.ltant Training A Selflielp Evaluation of the Dade County Hearing Impaired A School and llome-Based Bilingual Education Strategy for CrossCultural, Multi-Ethnic Program, 1975.76 Model(KindergartenGrade End-ofYear Evaluation Report. 1977-78 (Third-Year Evalua- Schools 0021 0088 tion Study) Dade County Tests of Language 0128 Cultural Isolation Development A School and Home-Based Bilingual Education - Final Report on Evaluaion of ,he Emergency Dade .County Test of Language Development Model (Nursery School-Grade 3)--Exid-Year School Aid Act Program of the Public Schools of (Receptive) Test1 Elementary Aural Compre- Evaluation Report, 1976.77 (Seconear the District of Columbia, 197'78 hension Test B000klet Teacher's Manual Re- Evaluation Study) 0370 vised 0064 Cultural Pluralism 0219 Winners, All! 50 Outstanding Education Projects Ethnic Heritage '..mics Cult.ial Piur' !ism Ex- Daily Living'Skills That Help Disaovantaged Children perimental Unit PrePlacement Program for Severely Multi-Hand. 0468 0187 !capped Blind Children 1974 -1975 School Year Depleted Resources Ethnic Heritage Studies Ethnic Heritage Foods Evaluation Report INTERdependence Curriculum Aid Experimental Unit 0039 0099 0184 Programming forthe Adult Mentally Hand. Desegregation Effects FiveState Multi-Ethnic Training Project, Min- icapped Source Book neapolis Public Schools. Ethnic Cultural Ccntcr. The Desegregated School and Status Relations Final Progress Report. July 1. 1976 through June 0439 among Anglo andMinorityStudentsThe 30. 1977 Project RAISE Title IVC. HO% to Manual Dilemma of School Desegregation -0370 0259 0270 Multicultural Educat.on Programs: Ethnic Stu Dallas Independent School District TX DetroitHigh SchoolProfilesCriteria-Based dies Curricula, and Ethnic Studies Matertals in Interpretive Analyses of 1978-79, Recnarch and Monitoring of Desegregation the L nited States Public Schools Evaluation Reports. volumes I and II 0406 0233 0462 District and Community Characteristics Influenc- Teaching Ethnic Experiences in I. than America Data Analysis ing Desegregation Strategy Choice and Effective Focus on Nee. York City ncss Multi-Ethnic School Environments final Report 0082 Fl 1978.79 V oluine III Da.a Analysts' Reports 0434 Elementary SchoolParentAttitudes Toward Culture Contact 0469 sew York Multi-Speak City' Desegregation-Second Survey. Slay 1978 Data Collection 0410 0002 Evaluation Design 1977.78 ESEA TitleIMi. ElementarySchool ' StaffAttitudesToward 'Curriculum grant Program November 15. 1977 Publication Desegregation-Second,Survey, May 1978 Multicultural Education Progtams, Ethnic Stu No 77.10 0412 ches Curricula. and Ethnic Studies Materials in 0169 Grade 10 Student Attitudes Toward Desegrega the United States Public Schools , Student Data Requirements of Lau Remedies and non Second Survey. May 1978 0233 Texas Senate Bill 121 Title IVC Pilot Program' 0414 Titlk IX Self Study Report of the Oklahoma City An Educational Needs Projection Model Project Grade 7 Student Attitudes Toward Desegrega Public Schools Report non-Second Survey, May 1978 0015 0078 0408

0I 'A oject..,dex Directions 91

School Stag Attitodcsii..ard Dessgrego Maiiagemer i I sic n for Dcscgre. SchoolDesegregationinColoradoSprings, :too sec, :id Surscs Slay "rh ga' in Educational ( omponents Colorado A Staff Report of the S Commission 04Io 0318 on Civil Rights Impost of the Co-f unded Cornporients Shoo! Desi.gregation in f3erkc'e'). California A 0073 0413 Staff Repo .of the S Commission i-01 CR11 Schwa Desegregation in Erie. Pennsylvania A Po:used DesegregationIts Hes tsor %%hit.: Rights Staff Keport of the US Commission on Civil Popclatior. ai.,! Resegregotion r the %fern 00"0 Rights phi, Cgs sshciol 5 ..ic SchadDesegregationin ColoradoSprings, 0074 11158 Colurodo Staff Re; of the l5 Comintssion c -School Deseregation in Little Rock. Arkansas A Integration onoCisil Rights Reporttof the U S Commission on Ciy 0084 00'3 RigtafititseporCivil A 1,,,,gttus rial Analysis oir Reading and Vrith- Shoot Desegregation Rene Pennsytvarira A 0068 4nelis Ashiccement .1 Co..rt Oidered Desegre Stall Report of the L S oinraisston on Coil School Desegregation in Minneapolis, Mtrinesota Ration ,thForcedBusing) irke large Urban R ghts A Staff Report of the US Commissioi orrCivil School District in the south 0074 Rights (083 School Desegregation ittic RiO. Arkansas A 0067 Middle S. c,soi Pdi cid Att.tudes Tossed Dssc6is- Staff Report of the L S ommtssion on Coil SchoolDesegregationinNachcille.Davidson, rht, Sc,rnd Sursey Mas 19'8 Rights Tennessee A Staff Report of the U S Commis. 0409 0068 mon on Civil Rights `frd.lc StaP Attitudes Iota atd Desi.g.e- School Desegregation in 's1inneapolis. Minnesota 0069 g Second Sursry shay ra'srS A Staff Report of the l s C (omission on Cic.I School Desegregation in PeoriaIllinois A Staff 04 ti Rights Report of the U S Commiss.on on Civil Rights .._howl Desegregation in Beach.),C,.1 forma 0067 0071 Si Jlf Report of the I b Coma ssiolon Casa Sao.'Desegregation Nashs illc-Dacidson. School Desegregation inPortland. Oregon A Rgrs Tennessee A Staff Report of the L S Commis- Staff Report of the CS Commission onsCic, 0070 sion on Civil Rightse. Rights SchoolDesegregationinColoradoSprings 0069 0075 C olorado A Staff Repo. t of Ebel S Conotnssoa. Ss hoot Desegregation In Peoria. Mums A Staff School Desegregation in Tulsa. Oklahoma or, Cott Rignts Report of the L S Contrnission on Civil Rights 0072 0073 007; School 1)esegregation Proposal 5, hool Desegregation in EriePennscIscnia lA School Desegregation in Portlan I. Oregon A staff Report of theL. 5 Commission s n Staff Report of the L S Commission on Civil The Six-District Flan Integrion of the Spring.1.0321 Rignts Rights field. Mass , Elementary Schoo. A Report of the (074 007c MassachusettsAdcisoryCommitteetothe hool DL,Lgregalllel tri Latie Rosk, Arkansas School Desegregation inI ulsa. Oklahoma United States Commission on Civil Rights Stall Report of the L S Commismon on Cast! 0012 0022 Rights The SixDistrict Plan Integration of the Spring Detroit Public Schools MI field, Mass . Elementary Schools A Report of the 0068 DetroitHighSchoolProfilesC ritcris Based School Desewetatton in Mit iscapotis, Mitmesota MassachusettsAdvisory Committeetothe Monitoring of Desegregation A Staff Report of L S Commission on .' I United States Commission on Civil Rights Rights 0406 0022 Detroit Public Schools Educational Components 006' 1979.1980 Hartford Project Concern Program 0317 SchoolDesegregattoninNashcilleDasidson, Final Evaluation Report 80.20 DetroitPublicSchools' hrecYear Bilingual I ennessec A StoP Report of the L S Commis. 0496 sion tin Cot: Rights Education Plan. 1979.1982 Desegregation Plans 0411 0069 "Access to Excellence" An Analysis and Corn. Impact of the CoFunded Components Sebool Desegiegatton to Peoria:Illinois A Staff mentary on toe 1978-79 Program Proposals Report of the L s Coritrnission on Coil Rights 0413 0321 Management Accountability System fur Desegre. 0071 Community Involvement in Desegregation Mil- Ration Educational Components Sclyool Desegregation in ,Portland, Oregon A scauisee's Voluntary Plan Staff Report of the S 'Commission on 0318 Rights 0103 Diagnostic Teaching Desegregation and Hisparm. Students A Cortl Community School District 2014 00"c munity Perspective Reading Fro. School Desegregation in TaRs. Oklahoma gram for Optional Assignment, Title 1'. 5071. 0371 91627 Final Evaluation Report. 1978.79 0072 Desegregation of L rban SchoolsIs it Possible' School Desegregation Portland Style The Philadelphia Story 0312 0499 District ESE A Title I Programs and Impact Aid Vi hat Happened to tlic Isids After Their Segre- 0272 (Pt. 81.874) Programs Final Evaluation Report. Human Relations A Guide for Leadership Train 1978-1979 gated school Closed" A Nine YearControl. ing in the Public. Schools Summary Report on a Group FoltoctUp of EL:Mentor) Students Project with the Syracuse New York. School Sys 0311 0014 District 2.4 Dbc-entraltied Title I Umbrella R lin tem pa t Aid (PL 81.874) !Mal Evaluation Report, Desegregation Litigation 0347 19..8-.1979 Integration Update Dallas Serial Desegregation History and Piece. 0346 dents 01°7 Evaluation of Diagnostic Prescriptive Reading 0146 Magnet SchoolsAn xpproach to oluntary Program, Community School District 31, New Desegregation Fastback 131 Desegregation Methods York City 1978 79 School Year Final Report 04Ig 'Accsse to Esse ilense" An Analysis and Corn. 0325 A Narrative Account of the Deselopmcntof mentary on the 19'x'9 Pmgrain Proposals Desegregation Goals for the Seattle Sshool Diagnostic Tests 0321 tact, !9'0.1975 1 he Individual Pupil Profile (Including Manual) ommunit) Involsement in Desegregation Mil- 0066 0004 waukee s koluntary Plan Proposed %faster Plan for Magnet Schools Test of Auditory Comprehension (TAC) for 0103 0334 ficarlog Impaired Pupils-Reliability and Validity Dc egregation of Urban Schools Study Is it Possible' Report on the Status of the 's oluntary Desegrega 7 he Philadelphia Story tton Plan of the School District of Philadelphia 0106 0272 0373 ng Facilities Detroit Pubb.: School. Educational Components Resolving the Desegregation Issue in the St Louis c Restaurant Student Lesson et Is English for 0417 Public Schoch. Summary of Events Since 1972. ing District and Community Characteristics Influenc- Analysts of Folio Considerations, Strategies for 0454 urgDesegregation Strateg Mace and Effective- Resolution ness 027; Direct Instruction Su,-vision Code 0434 School Desegregation in Berkeley ( alicornia A Measuring Implementation of the Direct Instruc- Integration Update Staff Report of the U S Commission on Civil tion Mode: in an Urban School District An Ob- 0089 Rights servational APP,0?:" Magnet Schdol Project Evaluation First Annual 0070 0332 Report. 19'5.76 School Desegregation in BostoA Staff Report Directions 0076 Prepared for the Hearing of the t S Commission Getting Around .,nit1 Reading Maps and Ask. Magnet SchoolsAn Approach to V oluntary on Civil Rights in Boston'Massachusetts. June ing Directions Student Lesson et 5 Lngloh for Desegregation Fastback 141 1975 1.ivtng 0419 0216 0445 ,92 Subject Index Disabilities Las \laternatites Ler.guale L. traversalNiscl 25 Project EPICEducational Preparation for 1n orrperni,urr FhelllrnuuNetwora iti.amp,are Multiplicaelon y Dotson, de Nurricroe Llitereis solsement in Careers Career I.Jueation Demo Occ upa :lona!Programs for (Mathcniati s A 1..rust:TS.11 Language Lescl 2h and rarationK12 Low Income Students Final Disail4m.aged Student. Multiplication and Division Of Vi hole \ umbers) Report. 19751;76 0471 0480 0142 Esiablshrig Laaits in Language cf...Illustration% Driver Education' ke . ised (Vocational Village Stall Handbotal (jetting a Driset's I lc, n .and Closing a C ,tu 0087 dent Lesson al English tot t o 1,1ainstreamg Handicapped StudfnteGuide- Economics Education line. forIncreasing the Enionment of Hand- 0331 Project SPICE Special Partnership in Career arlkd Learners in \ ocationa, Cluster Program Dropout Programs EducationEconomic Awareness A Teaching in 1"e Portland Putioc Sehools A Relear.h bostiom Alternative Celiac( tot lass, ationIn. Module lot's Education in the Portland Pub Esaluation Report, 0281 L.',envois 0210 Education for All Handicapped Children 0284 Di opout Research ' Model Sets ices for Flaldwapped Inants Third A Synthesis of Information Obtained froma let 1 ear Report 'So 8039 ( than School )ropouts Data Collc.tion arid craturc Roma, and Field Research Activities Re Analysis in Philadelphia gardingtheMainstreaming of flarylicapped 0350 Learners in Socational Education. SingleSkills Training Courses-E SI A Title 0194 It C Final Evaluation Report Dropouts 0132 MeNIC3r1 0327 Iliac, and Other Oraducoes Education for All Handicapped Children Vocational Educatitgi Rescarcn Program in the and DropoutsII A Follow -L p Study C cwt. g Act 20 1 car% of Change, 1956.1976 Portland 1.hotii District Etna, Rcpsirt Mainstreaming the Handicapped in \ ocational 0283 0098 Fdlicatiort Literature Review (6 Rest:arch Free- lth n School Dropouts Data Collection and jest in Vocational Education in this Portland Putv Disadvantaged Anal)s in Philadelphia lic Compendium The Illinois Network of Exemplar) 0194 co. ,,,pationalPrograms forHandicapped 0131 Disadsantaged Students Due Process EducatioAal Assessment Dade C unty Procedures for Priwidir g Specia, An Apo+, h for Implementing aSchool District 04-1 Eduiym for Exceptional stuuents Disadvantaged Youth 9,,ide Needs Assessment 0052 The College Bound Program. Irsalearion P, rood 0297 Savo' 1 car 197.r-19'5 Early Childhood Education . ESE A Tule I Migra6l Programi mat Technical Continuar.cc and Transience A.norig leachers Report Lune 30. 197) Oti28 An Esaioation and Pupils in the, FolloW Through Program in 0217 Outrea h Prog.an, for Dicatl- Esaluation Design cantaged \fenally Retarded Childrenitr-3- Philadelphia. 197r-1975 Report 'so 7-09 V. mien Composition Pro gram Publication Number 79 24 19'S Si6col Year Es al...aor Report1- nation 0058 A st,s, 09i660- ESEA Tine I Program Impact Aid al 81.8741 0391 Pimeram Final Evaluation Report 197819"9 Esaluction Design 1977.78 LSEA Title S Isli 0033 grant Program Noveinber 15, 1977 Publication Improsal he lerba Cogndive Skils of ()vat) 0306 No 77.10 santaged Preschool Children Through the Atii' Esaluation of Prekindergarten Head StartLear Project lemon./ in Repot End Report, 1975.1.976 Report No '700 0169 Esaluation of Career Education Projects. 1976. 0:29 0018 77 Rcnort #7629 P.4grant fur ,tic Acadermcall) Gnied Follow Through Pupil Absence Rates in Phila- Phase II LSE A Title 1\ .0 delphia. 1974.1:75 Report No 7701 0112 Report 0057 Eiatuation of TitleI FSEA Projects1976.77 1 echnical Reports Report «7'140 0;149 [mortising the Verbal Cognitise Skill. of Disad kcoort 1,4 the Evaluation .,f the Readmg Is Fun swaged P9:schoo! C hddcn 1 hrough the Art. 0113 damcnta Project l9-1 --4 Research Report No Project Termination Report Evaluation of Title I ESEA Pmects 1977-1978 74.25 0129 Abstracts Reoort =7576 KEEP Fise-Year Summary Report 0002 1/143 no \rc the D.sadsantaged and Vs no Should 0124- Evaluation of laic ['SEA Projects, 1977 -1978 9,,e Do for Them' The Relationship of Famih Major KEEP Findings. 1971 Technical Rcports Report Number 78-7 \ amities to A. meseincm and Some Implo:ations 0,23 017,1 for Educational ProgrammingPublication No Resource Slater,als fig the Creative Curriculum FinalEs aluatienReport 1976-197'Project 40 With Special Articles on Evaluating the Bide), X. P A V E. Evaluation Publication Number 76 57 Hispanic Image in Children' Books) 0160 0153 0433 Final Technical Report ESEA Title \ 11 Blingual District of Columbia A School and florncBarsed Jlit'ngual Education Project 1974-1975 Final 1,311131n Report fo the 19 ").1979 Tide Model (Nindcr4artenGrade 41 EndofI ear 0204 \ 11 Bilingual Pr, icedPub'', Schools of tne Die- Evaluation Report. 1977-'8 1 IhirdI car Lsalua F11131 TechnicarReport .976.1977 Systemwide tr.ct of Columbia Uashington non Study) Evaluation Publication Number 7669 0350 0128 Final Report . E a.,atoin 4 the Ernergenci A School and HomeBascd Bilingoal Education Milwauice Bilingual Education Program 10917572. School \A..jorgiaii,f he Schools of Model isslurscry Schoed-Gradc 3/ End it tear 1978 tEsEA Title 111 Rilrnguai Gant z G the D,strie t of C:,,MO:a !9/7.78 B9aluation Report, 19-6-77 (Second 1 car 007507202) Evaluation Study) 0379 0144 SingleSk.ti% q4ts' Framing Courses ESEA Title 0064 Public Schools of the District of Columbia. 14 11 -C Finat £1,UatiOn Report A Summary of Si x Maio, Esalual or Reports on Annual Report 0327 FoIloa Through in Philadelphia. 1974.1975 Re porn No 7713 3096 District of Columbia Public Schools State flompcnsatots, Lducation Final Technical 0019 Report 1975.16 Appendixes Data Resource Book 19'4-1980 DIstr1:1, (0 1979 Esaluation Report lode I lumbia Public scriools 0104 0310 1977.78 Evaluation Findings fubhcat,, Num Early Experience ben 77.59 Public Schools of the Dictr':t of Columbia. 1977i(137 Annual Repro.. PostProgram Achiescinent of Prekindergarten 0235 ChildreninPhiladelphia 0096 Quasi-Longitudinal Educational Cooperation Data 1974197f Through 1976.1977Report Diversified Educational Experiences #7901s, Funded Programs and Comp chenste Planning Program 0139 02+6 A Guide for Implementing Pruiect DEEP (D.,er Economic Factors Educational Counseling sifted Echier.onal Esperiences, Program)Ad- Report of the High School Articulation Project ministrator s Guide !Minneapolis MultiEthnic Curriculum Project Power l rut 0247 (:285 0265 Educational Diagnosis Division Economically Disadvantaged The Individual Pupil Profile (Including Manual) Las Matematicas Lenguajc Loisersal Grains In Highlinc Public Schools Computer Assisted In 0004 termedios, Novel 45. Division de Ftaccionec struction Prortt A Program to Meet Dtcathan Educational Discrimination (Mathematics A L nisersal Language Intermeth raged Students Individual Need% for Basic Skill ate Grades Iesel45 Disision of Fraction%) Technical Assistance Manual for Lasil Rightsin Developmen Final Report, Vocational Educatiorr(Firct Edition) 0485 0150 04/' ( ' 4

s Subject Index Elementary Schools 93 Educational Environment Key Competencies Social Studies, Elementary Elementary Education Evaluation of Personalized, individualized. Voca- School Concentrated Poverty and Reading Achievement tional Occupations Training Final Report 0401 in Fuse Big Cities Key CompetenciesSocial Stuiltes. Secondary 0053 0061 The Korean- American Child at School and at Schoo's. Indian Legends Home An Analysis of Interaction and Intersen- 0402 0126 non through Groups Project Report. September K 12 Urban Career Education Infusion Project The Sex Equity Pamphlet 30. 1978 - June 30. 1980 Needs Assessment 0432 0464 0177 The Six-District Plan Integration of the Spring- The L'nexpected Minority White Child en in an Minneapolis MultiEthnic Curriculum Develop- field. Mass . Elcmentsry Schools. A Report of the Urban School and Neighborhood ment leather's Guide MassachusettsAdvisoryCommitteeto 'the 0081, 0260 United States Commission on Cisil Rights. Educational Experience 1974.75 ESAA II Pilot Projelt Assist Final Re- 0022 port Follow Through Pupil Achievement Characteris- Elementary School Mathematics ticsinPhiladelphiaQuasi-Longitudinal Data 0109 Emergency School Aid Act Pilot Project. Final 1975-1976 and 1976-1977. Report 278'0 Ap- Educational Planning Project Report. 1978.79 pendices Volume Community Involsement in Desegregation Mil- 0302 0138 ssaukee's Voluntary Plan Follow Through Title I Expansion Program 1978- Educational Finance 0103 1979. Report Number 8043. Intra- DistrictInequalities. II A Comprehensive Occupational Education Sys- 0372 Las Matematicas Lenguaje Universal Grados In- 0405 tem Research and Experimentation in a Career Urban School Desegregation Costs Development Center Volume 1 Planning a Com- termeeltos. Niveles 1-3. Teacher's Guide 1 (Math- prehensive Occupational Education System for a ematicsA Universal LanguageIntermediate 0498 Major Metropolitan Area Grades. Level 1.3. Teacher's Guide I) Educational History 0084 0483 Past and Present School System Response to Magnet School Planning ProjectScience and Las Matematicas Lenguaje Universal Grados In- Asian Immigrants Technology Magnet School termedios,Niveles 4.6Teacher's Guide 11 0079 (Mathematics A Universal Language Intermedi- 0298 ate Grades, Levels 4-6 Teacher's Guide II) Educational Improvement Proposed Master Plan for Magnet Schools. - 0490 Buffalo Public Schools Spanish-English Program 0334 Las hlatematicas Lenguaje Universal Grados In- Es aluation-1977-1978 Public Schools of the District of Columbia. 1977 Annual Report termedios, Nivel 4a Multinheac. in de Fractiones 0220 (Mathematics- A Universal Language. Intermedi- Impact of the Co-Funded Components 0096 ate Grades, Level 4a Multiplication of Fractions) A Vocational Education Research Program in the 0413 0484 Major KEEP Findings. 1971 - 1975 Portland Public School District Final Report Las Matematicas Lenguaje Universal Grados In- 0123 0283 termedios, Novel 4bDivision de Fracciones Multicultural Education, A Concept Paper Educational Policy (Mathematics A Universal Language Intermedi- ate Grades, Level 4b. Division of Fractions) 0206 Final Technical Report ESEA TitleII Bilingual Project 1974-1975 0485 Educational Legislation Las Matematicas Lenguaje Universal Grados In- Student Data Requirements of Lau Remedies and 0204 termedios, Novel 5a Geometria - Conjuntos de Texas Senate Bill 121 Title IV -C Pilot Program Manual for the Development of Instructional Puntos (Mathematics A Universal Language In- Materials Relevant to the Needs of U S Spanish- An Educational Needs Projection Model Project termediate Grades. Level 5a Geometry- Sets of Report Speaking Students Ppints) 0078 Pastand -Ptesftf "Seliciortijstari Response to Las Matematicas Lenguaje Universal Educattunar-MiTliTpds Asian Immigrants Grados111- Prekindergarten Head Start Evaluation Year End termedios. Nivel 5b Medtda Lineal. Perimetro y 0079 Report 1977.1978 Report No. 7916 Area (Mathematics. A Universal Language. Inter- Educational Quality mediate Grades, Level 5bLinear Measure, 0151 NAACP Report on Quality Education for Black Perimeter and Area). Educational Needs Americans: An Impviative 0487 Title 1V-C Pilot Program An Educational Needs Las Matematicas: Lenguaje Umsersal. Grados In- P6P75/ termedios, Nivel 63 Suma de Fracctones (Math- Projection Model Project Report Estimates of Parent Perceptions of Magnet Schools as a Personnel Needed and Costs of HISD Bilingual Method of Desegregation ematics A Universal Language. Intermediate Education Programs. Grades. 1 evel 6a Addition of Fractions) 0174 0056 0488 The Pedagogical Oppression of Black Students in Las Matematicas Lenguaje Universal Grados In- Educational Needs Projection Model Norfolk City Public Schools Myth or Practice' termedios, Nivel 6b Resta de Fracciones (Math- Title IV-C Pilot Program. An Educational Needs 0437 ematics- A Universal Lanuage, Intermediate Projection Model Project Report Estimates of Educational Resources Grades. Level 6b Subtraction of Fractions) the Numbers of Limited-English-Speaking-AU- Intiadistnct Inequalities. 1 ity (LESA) Students-in HISD (K-3) Las Matematicas Lenguaje Universal. Nivel 2b 0062 0407 Multiplication y Division de Numeros Enteros Educational Objectives Educationally Disadvantaged (Mathematics A Universal Language Level 2b Community School District # 10 (N Y.0 ). Title Multiplication and.Division of Whole Numbers). Bilingual-Bicultural Education for Filipino I ESEA Americans B/E 5051. 91620, Impact AId B'E 0480 5051-98720. Final Evaluation Report, 1978-1979. Las Matematicas: Lenguaje Universal Novel 2c: 0005 0315 Factores y Multiplos (Mathematics: A Universql DSEPPS Supplementary Reading Program for Language Level 2e Factors and Multiples). Handicapped Children 1975.76 Evaluation Re- Emergency School Aid Act Pilot Project. Final Project Report. 1978.79, 0481 Pon Las Matematicas: Lenguaje Universal Nivel 3. La 0045 0302 HigherHorizons100,1978. )979, Mcdtda (Mathematics: A Universal Language. E.S.EA TitleVII Multilingual Program, Ha-tford Level 3 Measurement). S U.B E.. AVANT1. and HAB1LE. Final Report. Moves Ahead An Evaluative Report 0482 1978-1979. 0211 0336 Highline Public Schools Computer-Assisted In- Elementary School Students Evaluation Design, 1978-1979. Local/State Bilin- struction Project: A Program to Meet Disadsan- Asian American Curriculum &tide. gual Education Evaluation. taged Students' Individual Needs for Basic Skill 0221 Development Final Report tAsian 0213 American Curriculum Guide: Elementary Five-State Multi-Ethnic Training Project, Min- 0150 -0223 neapolis Public Schools. Ethnic Cultural Center. [Vocational Village Staff Handbook) Elementary School Teachers Final Progress Report, July 1. 1976 through June 0087 Interviews of Teachers in Title VII K-1 Schools 30, 1977, Winners, All! 50 Outstanding Education Projects ESEA Title VII Bilingual Project. Formative 0259 That Help Disadvantaged Children Evaluation Report No 7 KeyCompetencies: African and Afro-Amer-can 0468 0118 Studies, Elementary Schcils Elections Elementary Schools 0403 Race and Ethnicity as Factors in Winning School Junior-Senior High Tutor-Aide Program at Mal- KeyCompetencies Afncan and Afro - American Board Elections Predicting Ethnic Composition Studies, Secondary Education. colm X Elementary School An Evaluation Study of Community School Boards Final Report. 0404 0179 0016 94 Elementary Schools Subject Index Tit le.IX Questions. Answers and Comments An Evaluation of the ESEA Title1 and Impact Eastern District High School Integrated Bilingual 0055 Aid Programs, Community School,District 27. New York City Board of Education. 1977.1978. Dcmonstiation Project for High Schools. 1978- Elementary Secondary Education 1979 Final Evaluation Report ESEA 1 ile VII Bilingual, BICUlltlf31 Education Final Report. 0467 Program. Programa de Educacion 0253 tarot 1975-1976 An Evaluation of the ESEA Title I and Impact Final Technical Report. ESEA Title VII Bilingual Project 1974.1975 0026 Aid Programs, Community School District 27 Eva Wawa Design 1977.78 ESEA ink 1Mi. Neu York City Board of Education 1978.1979 0204 grant Program November 15. 1977 Publication Final Evaluation Report A Multicultural Social Studies-Series Book 2. Asia NO 77.10 0309 0169 Evaluation of the Optional Assignment Program. 0094 Family Living, Including Sen Education Community School District 31. Nev. 1 or', City A Multicultural Social Studies Series for C.S.L 1978.79 School Year 0115 Students Book I. Europe NAACP Report on Quality Education for Black 0304 0093 Americans An Imperative Evaluation of the 1978.79 Lnitcd States Edemen. Title VII ESEA and "Lau vNichols" Comply 0175,/ tar} and Secondary Edu.ation Act Title 1 and ance Towards an Articulated Approach Draft impact Aid Programs in Community School Dis- Title VII Bilingual Project "Let's Be Amigos" 0348 Evaluation of the Sixth Year, 1974.1975 trict 6. Ncv. York, N Y Emergencies 0007 0317 Evaluation of Title 1 ESEA Projects. 1976.1977 Emergency Procedures Student Lesson #9 Eng. Elementary Secondary Education Act Title Abstracts Report #77139. lash for Lividg 0114 0449 Bilingual Pupil Services. School Year 1974-1975 Evaluation of TitleI ESEA Projects. 1976.77 Emergency School Aid Act Technical Reports. Report # 77140 0029 Final Report on Evaluation of the Emergency Ronal() Public Schools Spanish-English Program 0113 Evaluation 1977.1978 School Atd Act Program of the Public Schools of Evaluation of Title I ESEA Projects, 1977.1978 the District of Columbia, 1977.78 0220 Abstracts Report # 7876 037, College Bound Program: Summer 1975 0143 0027 Evaluation of Title I ESEA Projects, 1977.1978 Emergency School Aid Act 1972 Community School District # 10 (N 1 C ). Title Technical Reports Report Number 7877 ESAA Magnet Pilot Project. Final Evaluation I ESEA B E 5051-91620, Impact ALI BiE 0171 Report, 1978-79 5051.98720 Final Evaluation Report. 1978.1979 Evaluation of Title I Program. Community School 0274 0315 District 31, New York City 1978-79 School 1car Year-End Evaluation. Emergency School Aid Act Community School District 20K. Non Public rinat Report. Diagnostic-Prescriptive Programin (ESAA) 1976.77, Tacoma Public Schools School Bilingual Program, Title 1-5071.91626 Mathematics Final Evaluation Report, 1978-79. 0086 0324 0313 Final Evaluation Report, School Year 1977/78 Emotional Disturbances Community School District 20K Reading Pro. Part IESEA Title 1Part IIImpact Aid- Pro- Group Discussions u ith the Emotionally Hand- gram for Optional Assignment. Title I 5071. grams icapped. 91627. Final Evaluation Report. 19-8.79 0238 0351 0312 Final Evaluation Report 1976.77 ESEA Title I Individualized Instructional Program for Emo- Community School District 20K, Sire gthening Program Publication Number 76 63 Early Childhood Bilingual. Title 1-5071.91622 tionallyorizerLChrldrert-L-rrabtekTPartteipate Final Evaluation Report. 1978.79 -iii-Formal Educational Programs(TitleVI) Thr niriFtiTFeci;ral Evaluation Legislationon School Year 1974.75 Evaluation Report. 0322 Larger Urban School Districts Community School District #5 1978.79 Title I 0036 0339 Pre-School Program for Emotionally Disturbed, Decentralized Programs Evaluation of the New TitleI Children's ProgramLearning 'to Read L'oluage and PerceptuallyImpaired Children ork City School District 5 Education& Projects through the Art: Des eloper 'Demonstrator Pro. Funded under Title 1 of the L'enieniaiy and (1 oh. VI) Evaluation Period (December 1974. ice:, National Diffusion Network, L'oucil States Juni. 1975) Evaluation Report condary Education Act of 1965 (PL 89.30) Per- Office of Education Esaluation Report 1978.79 formed for Community School District 5 for the 0050 Year 1978.79 Final Evaluation Report 0335 Supplementary Reading and Mathematics In. Title 1 ESEA Projects Digest of Annual Evalua structional Skills Program for Handicapped Chi!. 0318 lionsi 77nsSITinSupplementary Edition 1976-77 A Cornparlson of TitleI Achievement Results Report dren (1974.1975) Evaluation Report. Obtained Lnder LSOE Models A1, C.-1and a 0044 Mixed Model 0060 Title I ESEA Projects: Digest of Annual Evalua- A Theoretical Mode: for Assessment of Adoles- 0173 cents The Ecological/Behavioral Approach District E.S E A Title I Programs and Impact Aid tions Supplementary Edition 1977.1978 A his. (PL 81.874) Programs Final Evaluation Report, torical summary. by the Department of Federal 0226 1978.1979 Evaluation Resources. of the key findingsre Transitional Classes Program School Year 1975. ported in the annual evaluations of each project 1976. Evaluation Report 0311 Report #7827 Mune% 17 Title I ESEA, PSEN and Impact Aid 0037 Academic Improvement Programs Final Evalua- 0116 Employment Interviews tion Report. 1978.1979 Title I ESEA Projects DigesiTeAhnual Evalua tions 1965.1976 Report No 7681 Folding a Job. Unit II. The Job Interview. Student 0362 Lesson #3. English for Living 0065 District 24 Decentralized Title I Umbrella & Im- 0443 pact Aid (PL 81-874) Final Evaluation Report, Title 1 Evaluation. Report 1973.74 Chattanooga 1978.1979 Public Schools Employment Opportunities 0346 0024 A Survey of the Occupational Education Deliscry ESEA Title I Allocation Policy Demonstration Title IFinal Evaluation Report, Summer 1979 System in the Borough of Brooklyn. New York Study. Implementation Decisions Research Plans 03:3 City, Region 2 1979 Evaluation Report-Title I 0090 0251 ESEA Title 1 and Imre( Aid. Final Evaluation 0310 A Survey of the Occupational Education Delivery Report, 1978.79 Elementary Secondary Education Act Title System in the Borough of Manhattan, New York 0307 I Migrant City, Region 2 ESEA TitleI. Evaluation Report, New York 0250 State. 1975.76 Evaluation Design 1977.78 ESEA TitleI Mi. A Survey of the Occupational Education Delivery grant Program November 15. 1977 Publication 0091 No 77.10 System in the Borough of Richmond, New York ESEA, Title I Evaluation Report 1978.1979. City. Region 2 0169 0376 0252 ESEA Title I Migrant Program Final Techntcal Elementary Secondary Education Act Title A Survey of the Occupational Education Delivery Report. June 30. 1979 VII System in the Borough of the Bronx. New York 0217 AISD Title VII Bilingual Project 1974.1975 In- City. Region 2. ESEA Title 1 Program Impact Aid (PL 81.874) terim Evaluation Report February 1975 Publica 0249 Program Final Evaluation Report, 1978.1979 lion No 106.26. 0306 Employment Qualifications ESEA Title 0170 1 Regular Program, 1979.80 Final Bilingual/BiculturalEducationProgram. Pro Arizona Bilingual Business and Office Education Technical Report. Publication No 72.23. gratna Dc Educacion Bilingue, Bicultural. i975 Book 1V-Bilingual Business Careers 0353 1976. 0369 Evaluation of Diagnostie/Presenptive Reading 0025 Engineering Program. Community School District 31, New Bilingual Program In Auxiliary Services for High York City 1978.79 School Year. Final Report Minority' Contributions to Science. Engineering, Schools; School Year 1975.76 and Medicine. 0325 0030 0111 Subject Index Equated Scores 95 English 0442 Utility of LESA Criteria f6r gstimating The Num- Effects of the Language of the Instrus. ,ons on Finding a Place to Live Student Lesson #6. Eng- ber of LESA Students Test Performance. California Achievement Tests lish for Living Mina-Study 0197 0446 1979 Evaluation Report -Title I. 0110 Getting a Driver's License and Buying a Car Stu- 0310 English (Second Language) dent Lesson # I. English for Lit mg An Approach for Implementing a School District 0441 Enrichment Activities Wide Needs Assessment. Getting Around Unit I. Public Transnostation The High Potential Program in the Minneapolis Student Lesson #4 English for Living Schools. An Evaluation. 0297 Asian Pacific Perspecto es, 0444 0003 Getting Around Unit I Reading Maps and Ask- 0196 ing Directions Student Lesson #5 English for Enrollment Banking Checking Accounts. Student Lesson Living Non-public Schools and Desegregation Racial IS English for Living. 0445, Factors and Changes in the Share of Big -City 0455 Invitations, Thank-You .Notes and Greeting White Pupil Enrollment Going to Non-public Becoming a Limed States Citizen Student Les- Schools son *20 English for Living Cards Student Lesson #18 English for Living 0102 0460 0458 Bilingual Early Childhood Centers Final Evalua- John Bow ne High School Basic Bilingual Pro. Enrollment Trends g,am. Final Evaluation Report, 1978.1979 tion Report 1978.79 Induced Desegregation.ItsEffects on White 0382 0387 Pupil Population and Resegregation in the Mem- Legal Quest -ens Student Lesson #10 English phis City School System. Bilingual Program in Auxiliary Services for High for Living Schools: School Year 1974.75 0158 0450 0031 Environmental Education -Bilingual Program In Auxiliary Services for High Louis D. Brandeis High School Bilingual Pro- ''Schools; School Year 1975.76. gram Final, Evaluation Report. 1978-1979 An Evaluation of Environmental Education! - Communication Skill Program Summer 1979. Fi- 0030 0388 Biology: A Vietnamese Supplement A High. Medical Services Unit One Calling for an Ap- nal Report. School Bilingual Handbook for the Vietnamese pointment Student Lesson #7. English for Liv- 0308 ing. Student. Indochinese High-School Supplements Environmental Influences 0227 0447 Medical Services Unit Two In the Office. Stu- A Theoretical Model for Assessment of Adoles- Celebrations Unit IHolidays. Student Lesson cents The Ecological/Behavioral Approach. *16 English for Living dent Lesson #8. English for Living 0226 0456 0448 Celebrations Unit II' Personal Celebrations. Stu- 0141 Language Proficiency Scale. ESOL Place- Equal Education ment Interview. Guidelines Revised. dent Lesson at 17 English for Living ' The Administrator's Role: Outlines and Partici- 0457 0218 pants' Materials for Application Sessions for Ad- Community School District 20K, Strengthening Physics A Vietnamese Supplement A High- ministrators Implementing jultIXarid Early Childhood Bilingual. Title 1- 5071. 91622. School Bilingual Handbook for the Vietnamese t-taining-SeirEtriffry7AWorkshop Package for Final Evaluation Report. 1978.79 Student. Indochinese gh,Scliool-Supptements, Elementary - Secondary Educators 0229 0294 District #5 1978.79 Title I The Post Office Student Le,son #13 English for irmniTii13---ol Living A Bibliography of Multi-Cultural & Non-Sexist Decentralized Programs Evaluation of the New Resource Materials. York City School District 5 Educational Projects 0453 Funded under Title I of the Elementary and Se- The Restaurant. Student Lesson #14 English for The Context of Title IX: Outline and Participants'0 condary Education Act of 1965 (PL 89.10) Per- Living Materials for Generic Session One. Implementing formed for Community School District 5 for the 0454 Title IX and Attaining Sex Equity. A Workshop Year 078-79 Final Evaluation Report. South &tins High School Bilingual Program. Fi- Package for Elementary-Secondary Educators. 0318 nal Evaluation Report. 1978.1979 Dade County Test of Lang. age Development 0423 0291 (Receptive) Test-1 Elementary. Aural Compre- Special Needs TESL Program. 1978-79. Final Re- Desegregation and Hispanic Students. A Com- hension Test Bonoklet. Teacher's Manual. Re- port munity Perspective vised 0314 0219 Student Data Requirements of Lau Remedies and Desegregation in the 80's Concerns and Chal-0 The Department StoreStudent Lesson #11. Texas Senate Bill 121Title IV-C Pilot Program. lenges for Public Education English for I lying. An Educational Needs Projection Model Project 0436 0451 Report. Intradistrict Inequalities. I. DetroitPublic Schools' Three-Year Bilingual 0078 0407 Education Plan, 1979.1982 The Supermarket Student Lesson # 12 English IntraDistrict Inequalities, II. 0411 for Living. 0405 Dinner at an American Friend's House Student 0452 Planning for Change. Outline and Participants' Lesson #19 English for Living Teacher's Handbook for English for Living A Set Materials for Generic Session Three. Implement - 0459 of Materials Designed to Teach Coping Skills and mg Title IX and Attaining Sex Equity A Work- Emergency Procedures Student Lesson #9. Eng- language Skills to Adolescents for Whom English shop Package for Elementary-Secondary lish for Living Is a Second Language Educators 0449 0440 0293 Emergency School Aid Act Pilot Project, Final Teaching English as a Second Language A Hand- Project Report. 1978.79. Technical Assistance Manual for Civil Rights in book for Language Arts Curriculum Bulletin Vocational Education (First Edition). 0302 Number 75CBM3, Secondary Level ESEA Title VII, Program for Achievements in 0477 0203 The Title IX Regulation and Grievance Process. Chinese, English and Spanish (PACES). Interim Teaching English as a Second Language A Hand- Report. 1978-79. book for Mathematics Curriculum Bulletin Num- Outline and Participants' Materials for Generic Session Two. Implementing Title IX and Attain- 0341 ber 75CBM4, Secondary Level An Evaluation of the PSEN Beading and Bilin- ing Sex Equity: A Workshop Package for Elemen- 0202 tary-Secondary Educators. gual Program 1978.79 Teaching English as a Second Language. A Hand- 0316 book for Science. Curriculum Bulletin Number 0292 Evaluation of the 1978.79 United States Elemen- 75CBM5, Secondary Level. Equal Opportunities (Jobs) tary and Secondary Education Ac: -Title I and 0200 Metropolitan Professional Sexual Differentiation, Impact Aid Programs in Community School Dis- Teaching English as a Second Language. A Hand- 1970 An Ecological Profile. trict 6, New York, N Y book for Social StuidesCurriculum Bulletin 0377 0317 Number 75CBM6, Secondary Level. Promotion Specialization The Informal Process Evaluation Report for the District 19 Bilingual/ - 0201 Bicultural Elementary Program. in Large Urban Districts and Its Adverse Effects Title I Summer Program, Evaluation Report on Non-Whites and Women 0383 0305 Final Evaluation Report on the Rafael Cordero Title IV-C Pilot Program An Educational Needs 0275 Bilingual School. 1978.79. Technical Assistance Manual for Civil Rights in Projection Model Project Report. Estimates of Vocational Education (First Edition) 0345 the Numbers of Limited-English-Speaking-Abil- Finding t Job Unit II:The Job Interview Student ity (LESA) Students in HISD (K-3) 0477 Lesson *3. English for Living 0062 Equated Scores 0443 U S. History. A Vietnamese Supplement. A High- A Comparison of TitleI Achievement Results Finding a Job Unit IReading Want Ads and School Bilingual Handbook for the Vietnamese Obtained Under USOE Models Al. CI and a Using Employment Agencies Student Lesson Student Indochinese High-Wind Supplements Mixed Model #2. English for Living 0228 0173 96 ESOL Placement Interview Subject Index ESOL Placement Interview Asian American Curriculum Guide Elementary Ethnicity Oral Language Proficiency Scale ESOL Place- 0223 Concentrated Poverty and Reading Achievement ment Interview Guidelines Revised Asian American Curriculum Guide. Secondary in Five Big Cities. 0218 0222 0061 Ethnic Bias Establishing Equity in Language & Illustrations Ethnic Heritage Studies Cultural PluralisnEx- Revised Evaluation of Instructional Materials For Social pcnmental Unit Bias Making It Work in a School District Equity 0399 0187 Issues Series Ethnic Studies Ethnic Studies Teaching and Research Needs 0497 Ctlebration A Planning Guide for Fthnis !tent- 0492 A Guide for Evaluating and Selecting Mu ha:W age and Culture Rocks Minneapolis Multi-Ethnic Curriculum Project- tura! Instructional Materials 0363 Ethnicity Unit 0398 Ethnic Heritage Studies Arts ain, Crafts East 0263 Ethnic Groups Asia Experimental Unit Project TIES Tracing Individual Ethnic Sources Activities, Graces 10.12 Asian Pacific Perepectives 0185 Ethnic Heritage Studies Cultural Pluralism F.x 0420 0196 A Survey of the Puerto Rican Community on Mil- Asian Pacific Perspectives. Filipino Americans A perimental Unit. waukee's Northeast Side in 1976. Portrait 0187 0165 Ethnic Heritage Studies Ethnic Heritage Foods 0140 Teaching Ethnic Experiences ip Urban America Asian Pacific Perspectives Japanese Americans Experimental Unit Focus on New York City 0166 0184 Asian Pacific Perspectives Korean Americans. Ethnic Heritage Studies Family History Project 0082 Experimental Unit 0167 Ethnography Asian Pacific Perspectives Samoans in the United 0188 Multi-Ethnic School Environments. Final Report States Ethnic Heritage Studies- German.Ainerican Pro- FY 1978.79. Volume 11 Classroom Case Studies 0168 files and Contributions-Major Figures. Expcn mental Unit 0466 Asian Pacific Perspectives The Chinese Amer. Multi -Ethnic School Environments Final Report can Inscrutable to Some 0190 El 1978.79. Volume 111. Data Analysts' Reports, EthnicHeritage Studies: Northern European 0164 0469 Ethnic Heritage Studies. German.American Pro- Foods Experimental Unit Multi-Ethnic School Environments. Fiortliteport files and Contributions-Major Figures. laperi. '0191 FY 1978:79,Yolume-IOveMF:vand Research menial Unit EthnicHeritage Studies- SouthernEuropean Design Foods Experiniental- Unit- 0190 0465 Ethnic Heritage Studies Illicinumgrant-Experi-- 0192 The Unexpected Minority. White Children in an ner.--Thr-tonviriiig. low ney. Experimental Ethnic Heritage Studies The American Roman Urban School and Neighborhood. L. nit Experimental Unit. 0081r/ 01)3 0189 Ethnic Studies Teaching and Research Need, Ethnic Heritage Studies: The Immigrant Expen. Etiquette 0492 ence. The Long, Long. Journey Experimental Dinner at an American Friend's House Student Factors Related to White, Black, and Hispanic Unit Lesson 19. English for Living %%omen's Mathematics Attainments A Descrip. - 0193 0459 tive Study Ethnic Heritage Studies- Themes in Black African Invitations. Thank-You Notes andGreeting 0463 and Black American Literature. Experimental Cards. Student Lesson #18 English for Living Minneapolis Multi-Ethnic Curnculum Develop- Unit 0458 ment Teacher's Guide. 0186 European History 0260 The Ethnic History of South Carolina. American The Holocaust- A Study of Genocide. Minneapolis NIulti.Ethnic Curriculum Project- History. South Carolina History Grade 8 0286// Acculturation Unit 0245 A Multicultural Social Studies Series. Book 1 0262 Ethnic Studies Teaching and Research Needs Europe Minneapolis Multi-Ethnic Curriculum Project- 0492 0063 Enclaves I. nit [And) The First Original New Eth- Five-State Multi-Ethnic Training Project. Min. nic Comic Book. A Multicultural Social Studies Series for C.S.L ncapolis Public Schools. Ethnic Cultural Center Students Book 1. Europe. 0268 Final Progress Report. July 1. 1976 through June 0093 Minneapolis Multi-Ethnic CurriculumProject- 30. 1977 Ethnicity Unit 0259 Evaluation Criteria 0263 Minneapolis Multi.Ethme Curriculum Develop- ESEA Title 1 Regular Program. 1979.80 Final Minneapolis Multi-Eihie Curriculum Project - ment Teacher's Guide. Technical Report. Publication No 72.23. Family Unit 0260 0353 0264 Minneapolis Multi- Ethnic Curriculum Project-. Evaluation Design 1977.78 ESEA Title 1 Mi- Minneapolis Muin.Ethnic CurriculumProject- Acculturation Unit grant Program November 15, 1977 Publication Migration Unit 0262 No 77.10 0267 Minneapolis Multi-Ethnic Curriculum Project- 0160 Minneapolis Multi-Ethnic CurriculumProject Enclaves Unit [And) The First Original New Eth. Guidelines to Achieve Sex Equity in Vocational Overviews. Student Reading Booklets me Comic Book Home Economics Final Report 0261 0268 0429 Minneapolis Multi-Ethnic Curriculum Project Minneapolis Multi-Ethnic Curriculum Project Resource Materials for the Creative Curriculum Power Unit Ethnicity Unit (With Special Articles on Evaluating the Black & Hispanic Image in Children's Books). 0265 0263 Minneapolis Mu In-Ethnic Curriculum Project- Minneapolis Multi-Ethnic Curricul6ni Project- 0433 Prejudice/Discrimination Unit. Family Unit State Compe tory Education- 1979.80. Final 0266 0264 Technical Report Publication No 79 18 Multicultural Education A Cross Cultural Train. Minneapolis Multi- Ethnic Curriculum Project- 0352 mg Approach Migration Unit. Evaluation Methods 0461 0267 Multicultural, Multilingual Resources A Vendor A1SD Title VII Bilingual Project 1974.1975. In- Directory. Minneapolis Multi-Ethnic CurriculumProject terim Evaluation Report February 1975. Publica- Overviews Student Reading Booklets. tion No. 106.26 0231 0201 0170 Ethnic Heritage Studies Program Minneapolis Multi-Ethnic Curriculum Project- A Comparison of Titlei Achievement Results The Ethnic History of South Carolina American Power Unit Obtained Under USOE Models Al. Cl and a History, South Carolina History. Grade 8 0265 Mixed Model. 0245 Minneapolis Multi- Ethnic Curriculum Project- 0173 Ethnic Relations Prejudice/Discrimination Unit. DetroitHigh SchoolProfiles Criteria-Based Peer Counselor-Consultant Training: A Self-Help 0266 Monitoring of Desegregation. Strategy for Cross Cultural, Multi.Ethnic Multicultural Education Programs. Ethnic Stu. 0406 Schools. dies Curricula, and Ethnic Studies 'Materials in ESEA Title 1 Regular Program. 1979.80 Final the United States Public Schools. 0088 Technical Report. Publication No 72.23. 0233 0353 Ethnic Stereotypes Teaching Ethnic Experiences in Urban America' Evaluation Design ESEA TitleI Migrant Pro. Asian American Curriculum Guide. Focus on New York City. gram Publication No. 79.03. 0221 0082 '0215

1 Subject Index 4 Fractions 97 Evaluation Design ESEA TitleIMigrant Prof Family Characteristics gram Publication No 80 02. Promotion Specialization The Informal Process Ethnic Heritage Studies Family History Project in Large Urban Districts and Its Adverse Effects 0479 Experimental Una Evaluation Design. 1978.1979 Local, State Bi lin. on Non-Whites and Women gual Education Exaltation 9188 0275 Who Are the Disadvantaged and WhatSh,uld 0213 Field Experience Programs We Do for Them" The Relationship ofFamily Evaluation of Ipstructiona(*Matenals For Social anables to Achievement and Some Implisations The Evaluation of the Health and Science Action Bias Making It Vt ork in a School District Equity for Educational ProgrammingPublication No Learning Project. Central High School. Min- Issues Series 77 40 neapolis Public Schools Final Report 0497 0160 0427 A Guide for Evaluating aid selecting Multicul- Filipino A nericans tural Instructional Materials Family Environment Affective Parent Lducation in Philadelphia Asian Pam is Perspectives Filipino AmericansA 039b Portrait The Impact of Federal Evaluation Lesistationon 0242 Larger Loan School Districts Family Life 0165 BilingualBicultural Education for Filipinb 0339' Muincapolis Multi-Ethnic CurriculumProject- Americans, The Inravidual Pupil Profile (Including Manual) Family Unit 0005 0004 0264 A SpeciaWhnstmas (Ang Pinakatanging Pasko; Magnet School Planning Projei.tScience and FamilyLife Education NaisangrAgayalt A Paskua) 1cchnology Magnet School Consumer Education. Consumer Educationland 0162 0298 Consumer Education II. Course Objectives,Con- Final Reports Report for the Evaluation of the Reading Is Fun- tent Analysis, Supporting Objectives and Content In Retrospect 1978.79 SpeciaL EducationRe- damental Project 1973.74 Research Report No Generalizations. search 74.2:19 -- 0141 0244 0092 Guidelines to Achieve Sea Equity in-VoCational s- State Compensatory Education 1979.80 Final Home Econornics- Repor, Financial Problems Technisal Report Publicatam No '9.18 0429 The Effects of Budget Reductions on Program Evaluation in a Large Urban School System 0352 Family School Relationship - Providing Services Beyond Resources. -Evaluation Needs The Korean-American Child at School and at 0156 Evaluation Design ESEA Tale I Migran. Pro- Home An Analysis of Intcrartion andInterven IntraDistrict Inequalities. II gram Publicatidn .`.p 7903 non through Groups. Project Report. September 30. 1978 - June 30. 1980. 0405 0215 Fine Arts Evaluation Design ESEA Title1 Migrant Pt.. 0464 gram Publication No 80 02 Federal Legislation Career Education Resourst'tnits Grade Special Programs 0479 Bilingual Education in the United States A Viea the Impact of Federal Evaluation Legislation on fro,: 1980ERIC/CUEUrban Diversity Series. /0054 Larger Lrban School Districts Numb:: 68. August.1980 Florida (Dade County) . 0339 0474 Dade County Procedures for Providing Special Expenditure Per The Context of Title IX Oialine andParticipants' Education for Exceptional Students Student Materials for Generic Session One Implementing IntraDistrict Inequalities. 11 0052 Title IX a4J Attaining Sex Equity A Workshop Florida (Jacksonville) 0405 Package for Elementary-Secondary Educators. , A Longitudinal Analysis of Reading -and Arith- School Size and Pupil Costs, Reviewed for 1979. 0291 80 1980 APS Planning Document 2 Title IX Questions. Ansg.ers and metic Achievement and CourtOrdered Desegre- Comments gation (With "Forced- Busing) in a Large Urban 0326'I 0055 School District in the South. Expenditures The Title IX Regulation and GrievanceProcess Outline and Participants' Materials for 0083/I Urban School Desegregation Costs Generic Session Tao Implementing Title IX andAttain. Florida (Miami) 0498 mg Sex Equity A Workshop Package for F.lemen- Bilingual Schools for a Bicultural Community Experience Based CareerEducation tarySecondary Educators Miami's Adaptation to the Cuban Refugees. An Evaluation Study of the District of Columbia 0292 0077/1 Experience Based Career Education Program' Federal' Programs Followup Studies nal Report Buffalo Public Schools Spanish-EnglishProgram What Happened to the Kids After Their Segre- 0147, Evaluation 1977.1978 gated School Closed) A NumYear, Control. Experience Based Career Education at Wichita Group Follow -Up of Elementary Students East High School A ThildPany Evaluation for 0220 Community School District 20K. Reading Pro- 0014 Year Tao. 1977.78. gram Or ,Opnonal Assignment. Talc I- 5071- Food 91627. Final Evaluation Report. 1978.79 0178 American Indian Recipes ExperientialLearning 0312 Evaluation Design, 1978.1979 ESE,\ Title VII 0127 Thc Evaluation of the Health and Science Action Bilingual Program Dinner at an American Friend's House Student Learning Project, Central High School. Min- Lesson#19 English for Living ...I neapolis Public Schools Final Report 0214 Evaluation of Titled ESEA Projects. 1976.1977 0459 0327 Abstracts. Report #77139 Ethnic Heritage Studies Ethnic Heritage Foods Experience Based Career Education at Wichita Experimental Unit. 0114 East High School A ThirdParty Evaluation for Evaluation of Title I ESEA Projects. 1976.77 0184 Year Two, 1977.78 Technical Reports. Report #77140 Ethnic Heritage StudiesNorthernEuropean Foods Experimental Unit 0178 0113 ExperimentalPrograms Wale I ESEA Projects Digest of Annual Evalua 0191 lions 1965.1976 Report No 7681 EthnicHeritageStudiesSouthern European Project P.A V E Evaluation. Technical Report Foods Experimental Unit 1977-78, Publication Number 77 49 0065 1 ale VII Project Sabor, 1978.1979 FinalEvalua 0192 0269 tion Report. Thc Restaurant Student Lesson # 14 English for Faculty Development Living 0338 Systematic Approaches to Bilingual Education 1977.78 Evaluation Findings PublicationNum- 0454 (Projec. SA BE) and Bilingual Language Arts Ser- ben 77 59. Food Stores vices (Project BLAS) Final Evaluation Report, 0235 Thc Supermarket Student Lesson # 12 English 1978.1979 Federal Rigulation for Living 0384 Title vilSEA and -Lau s. Nichols- 0452 FacultyMobility Tossards an Articulated Approach Draft. Fractions Continuance and Transience Among 'Teachers 0348 Las Matematicas Lenguaje Universal. GradosIn- and Pupils in the Follow Through Programin Females termechos, Nivel 4a Multiplicacion dc Fraccioncs Ph ladelphia, 1971.1975 Report No 7709 Ethnic Heritage Studtcs Thc American (Mathematics A Universal Language Intsrmedi Woman ate Grades. Level 4a Multiplication of Fractions) 0058 Experimental Unit. 0484 Family (So'ciological Unit) 0189 Factors Related to White, Black, Las Matematicas Lenguaje Universal Grados In- Minneapolis Multi-Ethnic Cornculum Project- and Hispanic termedios. Nivel 4bDivision dc Fraccioncs Family Unit Women's Mathematics Attainments ADescrip- tive Study (Mathematics A Universal Language Intermedi 0264 ate Grades, Level 4b: Division of Fractions). 0463 0485 98 Fractions Subject Index Las Ni3tCM3IIC33 Lenguaje Universal Grados In The High Pi:dent:al Program in the Minneapolis termedios. Nivel tor Suma dc Fraceiones (Math. Schools An Evaluation Guides manes A Gm% ersal LanguageIntermediate Kindergarten Screening Instrument Administra- Grades. Level oa, Addition of Fractions) 0003 Staff Handbook MG11 Pasadena tion Manual, Continuing Revision Number 7. 0488 Program item Number 33,2004 Las Matcmaticas I nguaje Universal Grados In. 0182 0100 termedios. Nivel bb Resta de Fracciones (Math- Gifted Disadvantaged School ematics A Universal Language Desegregation Organizers'Manual Intermediate Minigrant Program for the Academical') School Desegregation/Integration Notebook Grades. Level 6b Subtraction or Fractions) Gifted Phase 11 ESEA Tine 1V-f- hum ivaluation 0097 0489 Report Teaching Ethnic Experiences in Urban America Focus on New York City French 0349, L S E A Title VII- Multilingual Programs Gifted Science Project Resource File 11082 IS B E. AVANT:. HABILE Final Report. Haitian -- )977.7g Gifted Science Project InSersice Manual Se- cond Tryout Edition S.EA Title VII- Multilingual Programs 0236 (S,12 B E AVANT!. HAWLE), Final Report. An Evaluation of Title VII Bilingual 'Bicultural 0393 1977.78 Program. 1977.78 School Year. Final Approach 0236 0287 INTERdimendene,e Curriculum Aid An Evaluation of Title VII Bilingual/Bicultural ,Fused Curriculum 0099 Program, 1977.78 School Year. Final Report The Ethnic History of South CarolinaAmerican Key Competencies Social StudiesElementary 0287 History. South Carolina History Grade 8 School Handicapped Children 0245 0401 Connections Parent and Student Guide A Pa- 1-:12 Urban Career Education Infusion Project Grade 8 rent/Student Guide to Special Education Ser. ices Final Evaluation in the Boston Public Schools Teaching Ethnic Experiences in L. rbanAmerica 0176 Focus on New `i ork City 0257 Project SPICE Special Partnership in Career Dad County Procedures fur Providing Special Education. Final Report 0082 Education for Exceptional Students 0282 Grammar TucsonCareerEducationProject Arizona Bilingual Business and Office 0052 Tucson. Education DSEPPS Supplementary Reading Programfor Arizona. School Distmt No 1 Book I-Bilingual Business Grammar First Funding Handicapped Children 1975.76 EvaluationRe- Year. June. 1976 Final Project Performance Re- port port 0366 Teaching English as a Second Language A Iland 0045 0130 book for Language ArtsCurriculum Bulletin Handicapped Learner Participation in Vocational Geographic Regions , Number 75C8\13, Secondary Level Education A Report on Student. Parentand Teacher Interviews, American Indian Recipes, 0203 0127 Greek 0135 Geometric Concepts Fnrt Hamilton High School Greek. Individualizing Instruction for Physically Hand- Arabic and icapped and Mentally Retarded Childrenin Spa- .Las Matemancas Lenguaje Universal Grados In- Spanish (GRASP) Bilingual Progiam.ESEA Title cial Schools. School 1 ear 1974.1975 Evaluation termedios. Nivel°53 Geometria- Conjuntos de VII. Final Evaluation Report. 19781974' Report Punios (Mathematics A Universal Language. In- 0386 termechate Grades. Level 54 Geometry 0034 - Sets of Grievance Procedures In Retrospect 1978.79 Special EducationRe- Points) search The TitleIX Regulation and Grievance Process 0486 Outline and Participants' Materials for Generic 0244 Las Mateinaticas Lenguaje Universal Grados In- Session Mainstreaming she Handicapped termedios. Nivel 5b Medida Lineal. Penmen() uo Implementing Title IX and Attain- in Vocational y ing Sex E udy A Work,hop Package for Elemen, Education Literature Rolm (A Research Pro- Area (Mathematics A Universal Language Inter- tary-Seconry Educators. ject in Vocational Education in the Portland Pub- mediate Grades. Level 5bLinear Measure. lic Schools) Perimeter and Area) 0292 0131 0487 Group Behav r A Study of the Vocational Adequacy of Former Mathematics A Vietnamese Supplement A High PopularPainipation and Representation in the SpecialEducation StudentsFollowingHigh School Bilingual Handbook for the Vietnamese Urban Environment. The School Desegregation School Graduation. Student Indochinese High-School Supplements Issile in Los Angeles. 0137 0230 Sumpter Program for Hospitalized Handicapped 0145 Geometry Group Discussion Children. Summer 1975 Evaluation Report. Mathematics' A Vietnamese Supplement A High 0032 Group Discussions with the Emotionally Hand. bummer Program for Reading and Mathematics School Bilingual Handbook for the Vietnamese icapped Student. Indochinese HighSchool Supplements kr Handicapped Pupils in Special Education 0351 ClassCs (DSEPPS) (Severely EmotionallyHand- 0230 A Module of Instruction for Principals and icapped.Hearing German Americans Teach- Impaired.MultiplyHand- ers-Multicultural icapped. Pre-Placement) Summer 1975. Ethnic Heritage Studies' GermanAmerican Evaluation Report. Pro- 0299 files and Contribution's-Major Figures Experi- Group Guidance 0 . 0040 mental Unit. Summer Program of Reading and Mathematics Peer Counselor-Consultant T:aining. ASelfHelp for Handicapped Pupils in Special Education 0190 Strategy for Gifted Cross-Cultural. MultiEthnic Classes (Neurologically Impaired- Emotionally Schools Handicapped. Emotionally Handicapped Assessing Concerns of Educators of Black Stu. -Aand 0088 B Clisses.NeurologicallyImpairedand/or dents Identified as Talented and Gifted A Survey Severely of a Desegregated School District Gratin Therapy PhysicallyHandicapped,andthe Demonstration Classes for the Teacher Training 0378 Group Discussions with the EmotionallyHand- Institute). Summer 1975. Evaluation Report. The Astor Program for Gifted Children Pre-Kin- icapped. dergarten Through Grade Three. 0041 0351 Supplementary Reading and MathemzimsIn- 0148 Guidance structional Skills Program for Handicapped Chil- Final Evaluation Report for the C S 211 Bilingual drei. School Year 1974.1975 EValuation Report. Gifted and Talented Program 1918.1979 Detroit Pulic Schools Educational Components 0043 0421 0417 A Sur% cy of the Attitudes of Secondary Teachers Gifted Science Project InService Manual Se- Guidelines Toward theMainstreaming of Handicapped cond Tryout Edition , Establishing Equity jn Language & illustrations. Learners. (A Research Project in Vocational Edu- 0393 Revised cation in the Portland Public Schools). A Guide for Implementing Project DEEP (Diver- sified Educational Experiences Program) Ad- 0399 0133 Guidelines to A:liseic Sex Equityin Vocational A Survey of the Attitudes of SecondaryVoca- ministrator's Guide Home Economics Final Report. tional Cluster Teachers Toward the Mainstream- 0285 ing of Handicapped Learners. (A Research A Guide for Teaching Creative Thinking Skills 0429 Mainstreaming Handicapped Students. Guide- Prnject in Vocational Education in the Portland and Creative Problem - Solving in the Gifted Class- Public Schools) room. lines for Increasing the Enrollmentof Hand- icapped Learners in Vocational ClusterPrograms 0134 0295 in the Portland Public Schools A A Synthesis of Information Obtained froma Lit- A Guide for Teaching Structure of the Intellect Research Pro in jest in Vocational Education in the Portland Pub. erature Review and Field Research Activities Re- the Gifted Classroom lic Schools gardingtheMainstreaming of Handicapped 0296 Learners jn Vocational Education, 0284 0132 I."' Subject Index' Individualized Instruction 99 Teacher Training and Program Development m Desegregation and Hispanic Students A Coin- The First AvenueAfter SchoolDay Care Center Motor Education (or Handicapped Children in munity Perspective A Program for Low Income Families in New York New York City Elementary Schools September ____.-- 13371 y 1974June 1975. Evaluation Report ... History 0395 0051 --..----- Minneapolis MultEthnic Curriculum Project- _PrultairCulde Irish 1 iterature and Related Acculturation Unit Handicapped Students Arts. Grades I I and 12 0262 An Evaluation of_124sural-E-don. 0199 Minneapolis MultiEthnic Curriculum Project- ______Ltzafor---Exnal Learners (PEOPEL) A Narrative Atcomit of the Descropincot el Migration Unit ...------0008 Desegregation Goals fortheSeattle School Dia tract. 1970.1975 0267 Past and Present Scholl System Response to Hawaiians 0066 Major KEEP Findings. 1971 1975 Asian Immigrants 0123 History Instruction 0079 The Holocaust A Study or Genocide Some Characteristics of Korean Immigrants in the Health Education Los Angeles Area Initial Perceptions and Mass Everything N'ou've Always Wanted to Know 0286 Holidays Media Lses About Health Education But %ere Afraid to Ask 0430 Level II Grades 4.6 Celebration. UnitI Holiclaas Student Lesson 0355 #16 English for Living Impact Aid Health Education Human Growth and Develop- 0456 District E S E.A. Title I Programsand Impact Aid ment Key CompetenciesElementary Kinder. Hospital Schools (PL 81-874)1rograms Final Eyaluation Report. gartcnGrade 9 1978.1979 * Summer Program for Hospitalized Handicapped 0311 0357 Children. Summer 1975. Evaluation Report. Health Education HumanGrowth and Develop. ESEA Title 1 anctlomact Aid. Final Eyaluation 0032 Report. 1978.79l ment Key CompetenciesSecondary Grades 5- 1? -^ 12 Hospitalized Children 0307 0356 Summer Program for Hospitalized Handicapped Impact Aid Programs Secondary Health Education Curriculum Guide Children. Summer 1975 Evaluation Report Final Evaluation Report, School Year 1977/78 0354, 0032 Part IESEA Title I. Part IIImpact Aid Pio- Hearing impairments Housing grams Evaluation of the Dade County Hearing Impaired Finding a Place to Live Student Lesson # 6 Eng- 0238 Program. 1975.76 lish for Living Improvement Programs 0021 0446 Project PACT. Parent and Children Together, Test of A,.ditoryComprehension(TAO for Project RAISE Title 1VC How -to Manual Evaluation of the First Year. 1977.1978. Hearing Impaired Pupils-Reliabilityand Validity 0370 0207 Study Human Dignity Individual Characteristics 0106 INTERdependence Curriculum Aid Staff Handbook' MGM Pasadena Program High Potential Program 0099 1 0182 The High Potential Program in the Muutcapolis Human Relations Individual Devc_opment Schools An Evaluation Handbook for the Human Relations Approach to Peer Counselor-Consultant Training A SelfHelp 0003 Teaching. Strategy for. Cross-Cultural. Multi-Ethnic High School Gradcates 0125 Schools. Mexican American. Black and Other Graduates Human Relations Programs 0088. and Dropouts - II A Follow-Up Study Covering Human Relations A Guide for Leadership Train Individual Power 20 Years of Change. 1956.1976 mg in the Public Schools Summary Report on a Minneapolis Multi-Ethnic Curriculum Project - 0098 Project with the Syracuse. New York.School Sys- Power Unit High School Students tem 0265 Bilingual Program In Auxiliary Services for High 0347 Individual Pupil Profile Schools. School Year 1975.76 Humanistic Education The Individual Pupil Profile (Including Manual) 0030 Handbook (or the Human Relations Approach to 0004 JuniorSenior High Tutor-Aide Program at Mal- reaching colm X Elementary School An Evaluation Study 0125 Individual Testing Final Report. The Teaching of Values An Instructional Guide Oral Language Proficiency Scale. ESOL Place- 0016 (or Kindergarten. Grades 1.14. and Accompan- ment Interview. Guidelines Revised Mainstreaming Handicapped Students. Guide- ying BibliographyLos Angeles City Schools. 0218 lines for Increasing the Enrollment of Hand- Division of Instructional Services Publication No Individualized Instruction icapped Learners in Vocational Cluster Programs GC-15. The Basic Skills Program A Tutorial Alternative in the Portland Public Schools. A Research Pro- 0010 to the Regular Educational Program of the ject in Vocational EduCation in the Portland Pub. Identification Worcester Public Schools at Burncoat Junior lie Schools Pre-School Program for emotionally Disturbed. High School Evaluation Report. 0284 Language and Perceptually Impaired Children 0365 A V ocational Education Research Program in the (Title VI) Evaluation Period (December 1974 Diagnostic and Remediation Program to Amelio- Portland Public School District Final Report June 1975) Evaluation Report rate the Reading Disabilities of 'HS CRMD 02'13 0050 Pupils. February-June. 1975. Evaluation Report High Schools Illinois 0047 Bilingual Program in Auxiliary Services for High Evaluation of Personalized, individualized. Voca- A Guide for Evaluating and Selecting Multscul tional Occupations Training Final Report. Schools. School Year 1974.75 tural Instructional Materials 0053 0031 0398 The College Bound Program; Evaluation Period. Individualized Instructional Program for Emo- School Year 1974-19,75 Illinois (Chicago) tionally Disturbed Children Unable to Participate -Access to Excellence- An Analysis and Com- inFormal Educational Programs(Title VI) 0028 School Year 1974.75. Evaluation Report. An Evaluation of Physical Education Opportuni mentary on the 1978.79 Program Proposals 0321 0036 ties for Exceptional Learners (PEOPEL). Individualized Instruction for Handicapped Stu- 0008 School Desegregation Proposal 0320 dents in Special Schools (Part C) School Year A Study of the Vocational.Adequacy of Former 1975-1976. Evaluation Report Special EducationStudents FollowingHigh Illinois (Peoria) 0035 School Graduation School Desegregation in Peoria. Illinois A Staff Individualizing Instruction for Physically Hand- 0137 Report of the U S Commission on Civil Rights. icapped and Mentally Retarded Children in Spe- Higher Education 0071 cial Schools School Year 1974.1975. Evaluation NAACP Report on Quality Education for Black Illustrations Report. Americans: An Imperative Establishing Equity in Language & Illustrations 0034 0175/I Revised Mainstreaming-Supportive Educational Services for the Learning Disabled (DSEPPS) '775.1976 Hispanic Americans 0399 Evaluation Report The Basic Skills Program A Tutorial Alternative Immigrants 0046 totheRegular Educational Program of the Ethnic Heritage Studies. The Immigrant Experi- Project RISE. Reading Achievement in AISD Worcester Public Schools at Burncoat Junior ence The Long, Long. Journey. Experimental Junior High Special Education (1978-79) Interun High School. Evaluation Report. Unit Evaluation Report. 0363 0193 0390 100 Individualized Instruction Subject Index Proposcd Plan for Magnet Schools Cleveland Measuring Implementation of the Due,t Instruc- Public Schools Section II. Center for Indisidual tion Model in an Urban School District An Ob. Project TIES Tracing Inds% idual Ethnic Sources lied Learning sersational Approach Activities. Grades 10.12 0301 0332 0420 Summer Program for Reading and Mathematics. Minigrant Program for the Academically (lifted Rice Harvest (Anahan, Pinagani 10 Paps) for Handicapped Pupils in Special Education Phase IIE S E A. Title IVC Final Esaluation 0163 Classes (DSEPPS) (Severely Emotionally Hand Repiirt A Special Christmas (Ang Pinakatanging Pasko icappedHearingImpaired,MultiplyHand- Naisangsangay an A Paskua) :Lapped. Pre-Placement) Summer 1975 u'49 Es aluation Report MultiE:hnic School Ens ironmoits. Final Report 0162 19789 Volotne 11 Classroom Ca-.e Studies Teaching English as a Second Language A Hand 0Ca0 book for Language Arts 0466 Curriculum Bulletin Sammy: Program of Reading and Mathematics Number 75CW/13...Secondary Level for Handicapped Pupils in Special Education MultiEihnie School Ens ironments Final Report FY 1978.79 I, °Wine III Data AnalystsReports 0203 Classes (Neurologically ImpairedEmotionally 0469 Teaching English as a Second Language Hand. Handicapped, Emotionally Handicapped A and book for Mathematics Curriculum Bulletin Num B Classes, NeurologicallyImpaired, and/or Multi-Ethnic School Esironments, FinalReport fra 1978.79 Volume IOsersiew and Research ber 75CBM4, Secondary Level. Scs era, Physically Handicapped,andthe DLign Demonstration Classes for the Teacher Training 0202 Institute) Summer 1975 Eaaluation Report 0465 Teaching Engli0 as a Second Language A Hand. Reading Disability Presennon for 5 YearOlds book for SOCIal StuidesCurriculum Bulletin 0041 Number 75C43M6, Secondary Les el Sunnier Program of Reading and Mathematics 0195'% forHandicapped Pupils in Special Educilion Skills Training Courses E S E AITitie 0201 1VC Final Evaluation Repoli Classes Speech/Language Impaired Pupils :and Integration Readiness Mentally Retarded Pupils Summer 1975 Esaloa- 0327 Report on the Status of the Voluntary Desegrega lion Report Systematic Approaches to BilingualFducattnn (Project SABE) and Bilifigual Language Linn Plan of the School District of Philadelphia 0042 Arts Ser. Supplementary Reading and kl3li.CM3lICS In. aiecs.(Project BIAS) Final fsaluation Report. 0374 I9781979 School Desegregation in Berkeley. CaliforniaA structional Skills Program for Handicapped Chil Staff Report of the U.S. Commissionon Civil dren Schoolcar 1974.19 Esaluation Report. Rights Teacher Training and Program Development 0943 38in Motor Education for Hand-flapped Childrenin 0070 Sur, iementars Reailing and Mathematics In. Selo.. York City Elementary Schools SchoolDesegregationin structional Skills Program for Handicapped Chil- September ColoradoSprings. 1974-June 1975 Evaluation Report Colorado A Staff Report of the U S Commission dren (1974.1975) Evaluation Report on Cisil Rights 0044 0051 A 1 Otall01131 Education Research Program Institutional Cooperation 007? in the School Desegregation in Erie. Pennsylvania Portland Public School District Final Repot Report of the High School Articulation A Projec Stall Report of the L S Cornimssionon Civil 0283 0247 Rights Individualized Programs Institutional Role 0074 An Es aluation Study of the District of Columbia Eliminating Sea Bias in Vocational EducationA School Desegregation in Little Ruck. ArkansasA Experience Based Career Education Program Handbook for Administiatise Personnel Staff Report of the I S Commissionon Civil real Report Rights 0472 0147 Instructional Design 0068 Summer PrePlazement Program for Severely AISD Title VII Bilingual Project 1974.1975 School Desegregation in Minneapolis. Minnesota In A Staff Report -of the L S Commission Mutt:handicapped Blind Children Summer 1975 terim Esaluation Report February 1975 Publica on Civil Es aluation Report non No 106.26 Rights. 0048 0067 0170 Indochinese SchoolDesegregationinNashville-Davidson. Instructional Materials Tennessee A Staff Report of the U S Commis. Asian American Cum, 'turn Guide Secondary Asian Pacific Perspectives win on Cecil Rights 0222 Biology' A k ietnamese, Supplement A High- 01% 0069 Asian Pacific Perspectives Filipino AmericansA School Desegregation in Peoria. Illinois A Staff School Bilingual Handbook for the Vietnamese Portrait Report of the Student Indochinese HighSclacol Supplements S Commission on Civil Rights 0165 0071 0227 Asian Pacific Perspectives Samoansin the United Mathematics A \ letnamese Supplement A High School Desegregation in Portland. Oregon A States Staff Report of the U S Commissionon Civil School Bilingual Handbook for the Vietnamese Rights Stuoent Indochinese HighSchord Supplitnients. 0168 Bibliography of Chinese Bilingual Title VIIPro. 0075 023G ject.iDea eloped Curriculum Materials. Physics A Vietnamese Supplement A High School Desegregation in Tulsa. Oklahoma 0431 School Bilingual Handbook for the Vietnamese A Bibliography of Multi.Coltural & NonSexist 007 2 Student Indochinese ilighSchool Supplements Resource Materials Integration Studies 0229 0333 School Desegregation in Berkeley. California 'A U S History/ A Vietnamese Supplement A High. Evaluation of Instructional Materials For Staff Report of the U S Commissionon Civil School Bilingual Handbook for the Vietnamese Social Bras Making It Work in a School DistrictEquity Rights Student Indochinese HighSchool Supplements Issues Series 0070 School 0228 0'497 DesegregationinColoradoSprings, Information Dissemination A Guide for Evaluating and Selectinglulticul Colorado. A Staff Report of the L S Commission Gifted Science Protect InSersice Manual Se- tural Instructional Materials on Civil Rights cond Tryout Edition 0398 . 0073 Improving Sex Equity in Career and School Desegregation in 0393 Vocational Eric. Pennsylsania A Classrooms aff Report the U.S Information Sources Commission on Civil 0438 Esaluatton Design 1977.78 ESEA Title I Mi. Manual for the Deselopment ofInstructional 0074 grant Program November 15. 1977 Puhlication Materials Relevant to the Needs of V S No 77.10 Spanish- ail Desegregation in Little Rock. ArkansasA Speaking Students. air Report of the U S. Commissionon Civil 0169 0001 Rights Some Characteristics of Korean Immigrantsin the Multicultural Education Programs. EthnicStu- 0068 Los Angeles Area Initial Perceptions and Mass dies Curricula, and Ethnic Studies Materialsin School Desegregation in Minneapolis. Minnesota: Media Uses the United States Public Schools A Staff Report of the U S Commissionon Civil 0430 0233 Rights Inseriice Teacher Education A Multicultural Social Studies Series Book 1 Europe. 0067 Detroit Public Schools Educational Components School DesegregationinNashsilleDavidson, 0063 0417 Tennessee. A Staff Report of the U S Commis- A Multicultural Social Studies Seres Bonk2 :ion on Civil Rights. Evaluation Report, St Louis Magont/Pilot Pro- Asia grams. Emergency School Assistance Act, Title 0069 VII. 1976.1977 . 0094 School Desegregation in Peoria, Illinois A Staff A Multicultural Social Studies Series for CS L. Report of the U.S. Commission 0290 Students Book IEurope on Civil Rights A Guide for Implementing Project BEEP (Diver 0071 0093 allied Educational Experiences Program)Ad- School Desegregation in Portland, Oregon Project SEISMIC SexEquityin A ministrator's Guide. Schools Staff Report of the U S Commissionon Civil Modules in Careers Report Rights 0285 0428 0075 Subject Index Language Instruction 101 School Desegregation in Tulsa, Oklahoma Japanese American Culture Reading Disability Prevention for 5 Year Olds 0072 Asian Pacific Perspectives Japanese Americans Intelligence Quotient 01951/ 0166 Kindergarten Children Pretest and Posttest Results of the First KEEP Japanese Americans, Program Year Technical Report #5 Kindergarten Screening Instrument. Administra Asian Pacific Perspectives Japanese Americans tion Manual. Continuing Revision Number 7, 0122 Item Number 33.20C4 Intercultural Communication 0166 Jews 0100 Building Communicative Competence inthe The Holocaust A Study of Genocide Revised TechnicarManual for the Kindergarten Bilingual Bidralectal Class loom Screening Inventory. Based on Data from the 0392 0286(1 1975.76 School Year lulticfilfural Education A Cross Cultural Train. Job Layoff 0101 mg Approach The Effects of Budget Reductionson Program Kindergarten Screening Instrument 0461 Evaluation in a Large Lrban School System Kindergarten Screening Instrument Administra Intergroup Relations Providing Services Beyond Resources non Manual, Continuing Revision Number 7 Human & Racial Awareness 0156 Item Number 33.2004 0289 Job Search Methods 0100 Intermediate Grades Finding a Job Unit IReading Want Ads and Revised Technical Manual for the Kindergarten Using Employment Agencies Student Lesson Screening Inventory. Based on Data from the The High Potential Program in the Minneapolis 1975.76 School Year Svhools An Evaluation #2 English for Living 0101 C003 0442 The Intermediate and Junior High Readinp Pro. Job Skills Knowledge of English Yields Success grams of the 1974.75 Minneapolis, Emergency Evaluation of Personalized, Individualized. Voca Project School Aid Act Project An Evaluation bona' Occupations Training Final Report Asian Pacific Perspectives -s. 0012 0053 0196 Interpersonal Competence Protect SPICE Special Partnership in Career Korean EducationEmployabilitySkillsA Teaching A ticial Skills Guide for Parents to Help Children Korean Children's Day Hanguk Ormi Nal Cope. Module 0149 0119 0279 Job Training Korean Americans Interpersonal Relationship Asian Pacific Perspectives Korean Americans Handbook fikr?Ilic Human Relations Approach to A Comprehensive Occupational ViAncarion Sys. 0167 Teaching ' icm Research and Laperimentation in a Com Development Center Volume I Planning a Com- The KoreanAmerican Child at School and at 0125 Home An Analysis of Interaction and Interven prehensive Occupational Education System fora Intervention Major Metronolitan Area non through Groups Project- Report, September 30. 1978 - June 30, 1980 PreSchool Program for Emotionally Disturbed. 0084 Language and Perceptually Impaired Children Junior High School Students 0464 (Title VI) Evaloation Period (December 1974- Korean Children's Day Hanguk Onni Nal June 1975), Evaluation Report College Bound Program. Summer 1975 0149 0050 0027 Some Characteristics of Korean Immigrants in the A School and HomeBased Bilingual Education Junior- Senior High Tutor-Aide Program at Mal- Los Angeles Area Initial Perceptions and Mass Model (KindergartenGrade4) colm X Elementary School An Evaluation Study Media Uses. Endof-Year Final Report Evaluation Report. 1977.78 (ThirdYear Esalua 04 30 non Study) 0016 Korean Culture 0128 Junior High Schools Asian Pacific Perspectives. Korean Americans A School and Homef.sased Bilingual Education The Intermediate and Junior High Reading Pro- 0167 Model (Nursery School-Grade .3)Endof.) ear -grams of the 1974.75 Minneapolis Ernergcney Evaluation Report. 1976.77 (Second-Year School Aid Act Project An Evaluation Language Acquisition Esaluation Study) Dadc County Test of Language Development 0012 0064 (Receptive) Test-1 Elementary. Aural Comore. Kamehamcha Early Education Program hens= Test B000klet Teacher s Manual Re. Interviews KEEP FiveYear Summary Report viscd Fall1974 Parent Interviews ESEA Title VII 0124 0219 Bilingual ProjectFormative Evaluation Report Major KEEP Findings. 1971 - 1975 No. 8 Language Arts 0123 0121 Project PACT (Parents and Children Together) Pretest and Posttest Results of the First KEEP Evaluation of the Second Year, 1978.1979 Re. Intersicsis of Teachers in Title VII K iSchools Program Year Technical Rcport #5 ESEA Tule VIIBilingual ProjectFormative port No 8037 Evaluation Report No 7 0122 0258 0)18 Kentucky (Jefferson County) Teaching English as a Second Language. A Hand Parent Interviev, ESAA Bicultural Pro. Racial and Non Racial Correlates of Anti-Busing book for Language ArtsCurriculum Bulletin sit, Formative Report Nos. 6 Attitudes in Louisville Number 75CBM3. Secondary Level 0120 0495 0203 Irelana KEYS Project Language Dominance Curriculum Guide Irish Literature and Related Asian PaCifik. Perspectives Filipino Americans A Effects of the Language of the Instructions on Arts, Grades 11 and 12. Portrait Test Performance. California Achievement Tests Mini-Study 0199 0165 Asian Pacific Perspectives Japanete Americans 0110 Irish Americans ' Teaching Ethnic Experiences in Urban America 0166 Language Experience Approach Focus on New York City Asian Pacific Perspectives Korean Americans Title1 Children's Program Learning to Read 0167 through the Arts Developer/Demonstrator Pro. 0082 Asian Pacific Perspectives Samoans in the United ject. National Diffusion Network, United States Irish Literature States. Office of Education. Evaluation Report 1978.79 Curriculum GuideIrish Literature and Related 0168 0335 Arts. Grades II and 12. Asian Pacific Perspectives The Chinese Miler! Language Handicaps can Inscrutable to Some 0199 Summer Program of Reading and Mathematics Italian 0164 for Handicapped Pupils in Special Education Korean Children's Day Hanguk Orim Nal E S E.A. Title VII Multilingual Programs Classes Speech/Language Impaired Pupils and (S P B.E , AVANTI. HABILE). Final Report. 0149 Mentally Retarded Pupils Summer 1975 Evalua 1977.78 Rice Harvest (Anihan. Pinagani Ito Pagay) non Report 0236 `01(.3 0042 Project ABLE-Achievement Through Bilingual A Special Christmas (Ang Pinakatanging ()Asko. Naisangsangayan A Paskua) Language Instruction Education at Theodore Roosevelt High School Fa Keuh Reading Series Book 1 Final Evaluation Report, 1478.1979 0162 0205 0389 Kindergarten Kean Children's Day Hanguk grim Nal Title VII Junior High School Bilingual Program, Pretest and Posttest Results of the First KEEP 1978.79 Final Evaluation Report 0149 Program Year Technical Report # 5 Rice Harvest (Amhan, Pinagam In Pagay) 0340 0122 0163

111 1.-1 102 Language instruction Subject Index A Special Christmas (Ang Pinakatanging Pack°. Saissnipansayan A Passmal Leadership Training Life Coping Skills School ResegregationResidential and School 0162 Bilingual Adult Basic EdOcation ProjectFinal Teaching English as a Second Language A Hand. Process Stud), A Collaborative Leadership Pla Report boolfor Language Arts Curriculum Bulletin fling/TrainingProject ExecutiveSummary. Number 7iCBM3, Secondary Level Third Year Report 1978.79 0476 0203 0224 Limited English Speaking Teaching English as a 17.ccond Language A Hand- Learning Activities An Urban-Oriented Fieldwork and In-Circuit boo.. for Mathematics Curriculum Bulletin Num- Calm Education Program for the Talented Television Based Teacher Training Programfor ber 7505.14. Secondary Lesel BilingualBiculturalEducationFocusingon 021: Teachers of Limited English Speaking Ability 0202 Career Education Resource Units GradeSpecial Teaching English as a Second Lar gaagc A Hand- Pi °grams School Age Students, A Model Program. forthe book for Science Curriculum Bulletin Number Urban Middltwest Schools (Milwaukee, Wiscon- -5CBM5, Secondary Level 0054 sin). 1976.1977 Year 1 Compendium The Illuiois NetwOrk \if Exemplary Final Report. 0200 Occupational Programs for Handkappedand 0397 Teaching English as a Second Language A Hand- Doadsantaged Students Linguistic Competence bookfor Social StutdcsCurriculum Bulletin Number 75CBM6. Secondary Level 04'1 Building Communicative Compesenecinthe Curriculum Guide Irish Literature andRelated Bilingual/ Bidialectal Classroom 0 0201 Arts. Grades 11 and 12 0392 Language Proficiency 0199 Evalux,un of Achiesement Outcomes Austin's Human & Racial Awareness Listening Comprehension Experience Palmation No 80.33 Dade County Test of Language Development 0289 (Receptive) Test- 1 Elementary Aural Compre- 0400 Improving the Verbal CognitiseSkills of Dom' santaged Preschool Children Through the hension Test B000klct Teacher's ManualRe. Oral Language Proficiency Scale ESOLPlace- Arts tscd ment Guidelines Res mil Project Termination Report 0219 0218 0129 Test of Auditory Comprehension (TAC) Language Programs Minneapolis Multi-Ethnic Curriculum .pevelop. for merit Teachers Guide Hearing Impaired Pupils-Reliability and Validity Bilingual Schools for a Bicultural Community Study Miami's Adaptrion to the Cuban Refugees 0260 Resource Materials for the Creator.Curriculum .0106 0077 1; (With Special Articles on Evaluatingthe Black & Listening Comprehension Tests Programmatic Needs and Satisfaction of Hispanic Hispanic Image in Children's Books) Parents to the Buffalo. New York Title. Bilingual . Dade County Test of Language Development Program. 19711978 0433 (Receptive) Test-1 Elementary Aural Compre- The Teaching of %aloes An InstructionalGuide 0198 hension Test &maim Teacher's Manual Re. Title VII Paling for Kindergarten. Grath. 1.14. andAccompan sised oject "Let's Be Amigos" ying BibliographyLos Angeles City Schoirls. Evaluation -of the Year, 1974.1975 Division of Instructional Sers ices PublicationNo 0219 0007 OC.15 Literature Appreciation Language Skills 0010 Curriculum Guide. Irish Literature and Related . \n Approach for Implementing a School District Learning Disabilities Arts. Grades 11 and 12 Wide Needs Assessment Pre-School Program for Emotionally Disturbed 0199 0297 Language and Perceptually Impaired Children Longitudinal Studies Community School District 20K. on Public (Title VI) Evaluation Period (December1974 - Factors Relatici to V. hire, Black, and Hispanic S(.11001 Bilingual Program. Title 1-5071.91626 June 1975)- Evaluation Report Final Evaluation Report. 1978.79 Women's Mathematics AttainmentsA Descrip- 0050 tive Study 0313 Project BUILD "Bil.ngual Understanding Community School District 20K. Strengthening Incor- 0463 porates Learning Disabilities"- An ESEA Title Longitudinal Analysis of Follow Through Partici- Early Childhood Bilingual. Title 1-5071-91622 1.11Basic Bilingual Education Program Final Evaluation Report, 1978.79 Final pants f908.69 through 1977.78 Report Number Evaluation Report, 1978.79, 7971 0322 New York Multi -Speak City' 0359 0234 Legal Education Los Angeles City Schools CA 0002 Legal Questions Student Lesson Teaching English as a Second Language A Iland- at 10 English The Teaching of Value- An Instructional Guide book for Language Aits for Living Curriculum Bulletin for Kindergarten. Grades 1.14. andAccompan Number 75C 131,13, Secondary Level 0450 ying Bibliography Los Angeles City Schools, 0203 Legal Responsibility Division of Instructional Services Publication No. Utility of LESA Criteria for Estimating The Num. GC-I5 br of LEA Students Eliminating Sea Bias in Vocational EducationA Handbook for Administrative Personnel 0010 0197 0172 Title IX. Questions. Answers mmcnts. Language Tests Eliminating Sy Bias in Vocational EducationA 0055 Oral Language Proficiency Scale. ESOL Place- Handbook for Community Groups Louisiana (New Orleans) ment Interview Guidelines Revised 04-74 The Vietnamese of New Orleans Adapting Eliminating Sex Bias in Vocational EducationA to 0218 Workshop for Administrator Personnel American Social Structure Language Usage 0473 0494 Establishing Equity in Language & Illustrations Low Achiesement Revised Legends Indian Legends Concentrated Poverty and Reading Achievement 0399 in Five Big Cities Latin American Culture 0126 Leisure Time 0061 A select Bibliography of Sourceson the Teaching F. la) Evaluation Report 1976.77 ESEATitle 1 of Hispanic Culture, LeisuriOActis nies for Retarded ChildrenA Task Program Publication Number 76 63 0394 Analysis Approach Integrating TrainableMen. tallyRetarded Children Through Community 0172 Latin American History Education ESEA Title IV, Part C Low Income Groups The Puerto Ricans A Brief Look At Their His- Career Opportunities Program tory 0181 in Philadelphia. Lesson Plans Pennsylsama Report Number 7623 0493 The Holocaust A Study of Genocide r 0009 Lau v Nichols The First Avenue After-School Day CareCenter A Program for Low Income Families to New York Bilingual Education in the United States A View City from 1980 ERIC/CUE Urban Diversity Series. Letters (Correspondence) Number 68. August 1980 Invitations. ThankYou Notes andGreeting 0305 0424 Cards Student Lesson at 18 Englishfor Living Magnet Schools Title VII ESLA and "Lauv Nichols" Compli 0458 ESAA Magnet/Pilot Project. Final Evaluation Imre. Towards an Articulated Approach Draft. Library Acquisition Report. 1978.79 0348 Multicultural, Multilingual ResourcesA Vendor --0274 Directory Law Enforcement An Evaluation of Houston's Magnet-SaladPro- gram School Desegregation in Boston. A StaffReport 0231 ,-- Prepared for the Hearing of the U S Commission Library Materials -- on Civil Rights in Boston. Massachusetts. June Evaluation ReportSt Louis Magnet 'Pilot0 45: 1975 Multicultural/Multilingual Resources A Vendor Directory grams, Emergency School Assistance Act. Title 0216 VII -1976-1977 0231 0290 Subject Index -Medical Services 103 Magnet School Planning ProjectScience and Massachusetts (Boston) Technology Magnet School An Evaluation of the ESEA TitleI and Impact Connections Parent and Student Guide A Pa Aid programs, Community School Distract 27, 0298 rent/Student Guide to Spewal Education Services New York City Board of Education, 1977.1978 Magnet School Project Evaluation First Annual in the Boston Public Schools Report. 1975.76 Final Report 0257 0076 0253 School Desegregation an Boston, A Staff Report An Evaluation of the ESEA TitleI and ;Impact Magnet Schools An Approach to Voluntary Prepared for the Hearing of the L S Commission Desegregation Fastback 141 Aa Programs, Community School Distract 27. On Civil Rights ,in Boston, Massachusetts, Juno. New York 'City Board of Education 1978-1979. 0419 1975 Final Evaluation Report Magnet Schools Utilized for Voluntary Integra- 0216 tion A Descriptive Study .'0309 Massachusetts (Brookline) EvAluation of the Optional Assignment Program, ' 0213 Community School District 31, New York City. Parent Perceptions inMagnet Schools as a The Brookline AfterSchool Speual A Program Method of Desegregation for Older Elementary Children inBrookline. 1978.79 School Year, Massachusetts 1 he Parent's Perspective and tho 0304 0174 Director's Perspective Proposed Master Plan los Magnet Schools Evaluation of the 1978.79 Urfited States Eiemen- 0396 tary and Secondary Education Act-Title I yid 0334 Massachusetts (Springfield) Impact Aid Programs in Community School Dis- Proposed Plan for Magnet - Schools - Cleveland trict 6, Ncw York, N.Y Public Schools Section II. Center for Individual- The Six-District Plan, Integration pf thc Spring- ized Learning field, Mass. Elementary Schools A Report of the 0317 MassachusettsAdvisory Matematicas. Lenguale Universal Grados In 0301 Committeetothe Proposed Plan for Magnet Schools-Cleveland United States Commission on Civil Rights. tcrnjechos. Niveles 1-3. Teacher's Guide I (Math- emalles A Universal LanguageIntermediate Public Schools. Section IL Cleveland Center for 0022 Grades, Level 1,3 Teacher's Guide I). Fundamental Education Massachusetts (Worcester) 0483 0300 The Basic Skills Program. A Tutorial Altcrnatisc Las Mattmaticas: Lenguaje Universal Grados In- totheRegularEducational, Program of the Mainstreaming tcrmedios,Niveles4-6.Teacher's Guide 11 Worcester Public Schools atBurncoat Junior (Mathematics: A Universal Language Intermedi- Handicapped Learner Participation in(national High School Evaluation Report. Education A Report on Student, Parent and ate Grades. Levels 4-6. Teacher's Guide II) Teacher Interviews 0365 0490 0135 Material Development -teaching English as a Second Language A Hand- Mainstreaming Handicapped StudentsGuide- Manual for thc Development of Instructional book for Mathematics Curriculum Bulletin Num- lines for Increasing the Enrollment of Hand- Materials Relevant to tee Needs of U S Spanish- ber 75CBM4, Secondary Leel. icapped Learners an Vocational Cluster Programs Speaking Students 0202 in the Portland Public Schools A Research Pro- 0001 Title I Summer Program, Evaluation Report ject in Vocational Education an the Portland Pub- Project SEISMIC-Sex Equityin Schools Modules in Careers. Report. 0305 lic Schools Measurement 0284 0428 MainstreamingSups portive Educational Services Las Matcmaticas Lenguaje Universal Grados In- Materials Acquisition Project tcrmedios, Nivel 51) Medida Lineal, Penmetro for the Learning Disabled (DSEPPS) 1975.1976 Manual for y Evaluation Report Development of Instructional AreilMathematics A Universal Language Inter- Materials Relevant to the Needs of U.h Spanish- mediate Grades, Level5b,LinearMeasure. 0046 Speaking Students, Perimeter and Area) Mainstreaming the Handicapped in Vocational 0001 Education Literature Review (A Research Pro- 0487 ject in ocational Education in the Portland Pub- Mathematical Models Las Matematicas Lenguaje Universal Nivel 3. La lic Schools) A Comparison of TitleI Achievement Results Medida (Mathematics A Universal Language Level 3 Measurement) Obtaindi Under USOE Models AI. CI anda 0131 Mixed Model Single Skills Training Courses -E S E ATitle 0482 1VC Final Evaluation Rcport 0173 Measurement Instruments 032 7 Mathematical Vocabulary K-12 Urban Career Education Infusion Project Special Education TV Reading Program Final Mathematic's 'A Vietnamese Supplement A High Needs Assessment Report School Bilingual Handbook for the Vietnamese 0177 0256 Student Indochinese HighSchool Supplements State Compensatory Education Final Technical A Survey of the Attitudes of'SecondaryVoca- 0230 Report 1975.76 Appendixes tional Cluster Teachers Toward the Mainstream- Mathematics 0104 ingof Handicapped Learners (A Research Bilingual Program Evaluation Report ESEA Title 1973-74 ESAA I Pilot Project Assist Evaluation, Project an Vocational Education an the Portland Report Pitblie Schools) VII Bilingual Program, Bilingualism Increases Ex cellence Now 0108 0134 0360 Measurement Techniques A Synthesis of Information Obtained from a Lit- ESEA Title I, Evaluation Report. New York ESEA TitleI Regular Program, 1979.80 Final erature Resiew and Field Research Activities Re- Stat.& 1975.76 gardingtheMainstreamingofHandicapped Technical Report. Publication No, 72 23 0091 Learners an Vocational Education Factors Related to Vihitc, Black, and Hispanic 0353 Evaluation of Instructional Materials For Social 0132 IX omen's Mathematics Attainments A Descrip- A Vocational Education Research Program in the tive Study.. Bias Making It Work in a School District, Equity Portland Public School District Final Report Issues Series. , 0463 0283 Individualized Instructional Program for Emo- 0497 Maintenance tionally Disturbed Children Unable to Participate Media Research__ Project RAISE Title IV -C. Howto Manual in Formal Educational Programs _[Rile- VD Sirife-Cliaractenstics of Korean Immigrantsan the School Year I 974-75Evalir tion-R-eport. Los Angeles Arca. Initial Perceptions and Mass 0370 Media Uses, Malcolm X Elementary School 0036 _-Indrvidualized Instruction for Handicapped Stu- 0430 JuniorSenior High TutorAide Program-arMal- dents in Special Schools (Part C) School Year Media Selection colm X Elementary SchooLAri-EvaTirs non Study. 1975.1976 Evaluation Report: Final Report. 0035. A Bibliography of Multi-Cultural & NonSexist Resource Materials 0016 Individualizing Instruction for Physically Hand. j!..1 air :capped and Mentally Retarded Children in Spe- 0333 cial Schools School Year 1974.1975. Evaluation Evaluation of Instructional Materials For Social Getting Around Unit IReading Maps and Ask Report Bias' Making It Work in a School District. Equity mg Directions Student Lesson *5 English for Issues Series. Living. 0034 Mathematics A Vietnamese Supplement A High 0497 0445 School Bilingual Handbook for the Vietnamese A Guide for Evaluating and Selecting Multicul -Maryland (Montgomery County) Student Indochinese HighSchool Supplements. tural Instructional Materials Gifted Science Project InService Manual Se- 0230 0398 cond Tryout Edition Title 1 Evaluation Report 1973-74. Chattanooga Public Schools Medical Services 0393 0024 Medical Services Unit One Calling for an Ap- Mass Media pointment Student Lesson *7 English for Liv- Mathematics Instruction mg. Some Characteristics of Korean Immigrants in the Community School District * 10 (N Y.0 ), Title Los Angeles Area Initial Perceptions and Mass I ESEA 0447 Media Lies. B/E 5051. 91620, Impact AldB/E Medical Services Un,t Two In the Office Stu- 5051.98720 Final Evaluation Report. ;978.1979 dent Lesson *8 English for Living 0430 0315 0448 104 - Medicine Subject Index Medicine ESEA Title I Regular Program; 1979.80 Final Minnesota (Saint Paul) , Minority Contributions to Ssieme, Engineering. Teshmeal Report Publication No 72 23 Whet Happened to the Kids After Their Segre- and Medicine 0353 gated School Closed? A Nine-Year, Control- 0111 EvaluatioDesign ESEA TitleI Migrant Pro- Group Follow-Up of Elementary Studente gram Publication No 79 03 MentalHealth 0014 0215 Secondary Health Education Cor.ulum Guide Minority Group Children Evaluation Design ESEA Title 1 Migrant Pro- 0354 gram Publication No 80 02 Building Communicative Competence inthe MeatRetardation 0479' Pilingual/Bidtaleetal Classroom. Anvaluation of Outreach Program for Disad Evaluation .Dcsigii 1977.78 ESEA 1 itleI'AI. 0392 %a. taged MentallyRetarded Children 1974. grant Program November 15. 1977 Publication Minority Group Influences 19 No 77.10 School l car Evaluation Report Function District and Community Characteristics Influenc- No 56607 0169 ing Desegregation Strategy Choice and Effective- 0033 Migrant HealthServices ness idualized Inuction for Handicapped Stu ESLA Title I Migrant Program Final leshmeal 0434 dents in Special Se. nits (Part C) School car Report Junc 10, 1979 1975.1976 Evaluation Report Minority,Groups 0217 0035 Asian Pacific Perspectives Filipino Americans: A Programmingfor the Adult Mentally Hand Migration Portrait icappjed Smace Book Ethnic Studies Teaching orti Research Needs 0165 0439 0492 Asian Pacific Perspectives Japanese Americans Summer Program of Reading and Mathematics Minneapolis Multi-Ethnic Curriculum Project 0166 for Handicapped Pupils inSpecial EdusaSon Migration Uni Asian Pacific Perspectives Korean Americans Classes Speech,Language Impaired Pupils and 0267 0167 Mentally Retarded Pupils Summer 1975 Evalua- Mild Mental Retardation Asian Pacific Perspectives Samoans in the United tion Report States Diagnostic and Remediation Program to Amelio- 0042 0168 Supplementary Reading and Mathematics In- rate the Reading Disabilities of HIS CRMD Pttpils, February-June, 1975 Evaluation Report Asian Pacific Perspectives The Chinese Amer. structional Skills Program for Handicapped Chil- can Inscrutable to Some dren (1974.1975) Evaluation Report 0047 0164 0044 Project S P I C,E Special Partnership in Career EducationAttitudes andAppresianons A Bostrom Alternative Center for Education in- Metropolitan Areas Teaching Module. terim Evaluation Report Non-public Schools and DesegregationRacial 0278 0210 Fagots and Changes in the Share of Big-City Project SPICE Special Partnership in Carer( The Evaluation of the Health and Science Action White Pupil Enrollment Going to Non-public EducationCareer/Educational Awareness A Learning Project, Central High School, Min- Schools Teaching Module neapolis Public Schools Final Report. 0102 0277 0427 Resolving the Dcscgrcgation Issue in the St Lbws Project SPICE Speciai Partnership in Career Final Evaluation Report. School Year 1977/78, Public Schools' Summary of Events Sillk.e 1972,. Education Decision Making/Beginning ( onipe Part IESEA Title IPart II. Impact Aid Pro- Analysis of Policy Considerations, Strategics for tency A Teaching Module grams. Resolution 0280 0238 0271 Project S.P.I C.E. Special Partnership in Career Minority Contributions to Science, Engineering, Mexican American History Education Economic Aywent:vs A Trashing and Medicine Teaching English as a*Second Language A Hand- fvlod ul c 0111 g Promotion Specialization The Informal Process bookfor Social Stu:desCiarriculumBulletin 0281 Number 75CBM6, Secondary Level Project S P.1 C E Special Partnership in Career in Large Urban Districts and Its Adverse Effects on Non-Whites and Women. 0201 EducationEmployabilitySkills A Teaching A275 lean Americans Module. 0279 Research Review- of Seno..1 Deaegregai:on (A ,"(Teets of the Language of the Instructions op Problem) and Multi-Cultural Education (A Solu- ..Test Performance Cahfornia,Achievement Tests Project S.P.I.0 E Special Partnership in Career Al Education. Final Report tion). -Mini-Study 0470 0110 0282 Mexican American, Black and Other Graduates Project S P I C E' Special Partnership in Career Missouri (Saint Louis) and Dropouts - II. A Follow-Up Study Covering Educ...:ion Guide to Program Implementation Evaluation Report, St Louis Magnet/Pilot Pro- 20 Years of Change, 1956.1976 0276 grami, Emergency School Assistance Act. Title VII. 1976.1977 0098 Milwaukee Bilingual Education Program Who Are the Disadvantaged and What Should ESEA Title VII Bilingual/Bicultural Education 0290 Ve Do for Them' The Relationship of Family Program, Programa de Education Bilmgue Bicul. Parent Perceptions of Magnet Schoolsas a Variables to Achievement and Some Implications rural 1975.1976 Method of Desegregation. for Educational Programming Publication No 0026 0174 77 40 Resolving the Desegregation Issue in the St Lbws Milwaukee Public Schools 0180 WI Public Schools Summary of Events Since 1972, Desegregation and Hispanic StudentsA Com- Analysis-of Policy Considerations, Strategies for Michigan (Detroit) ----- munity Perspective Resolution Elementary SchoolParent Attitudes 'inward 0371 0271 Desegregation-Second Survey, May 1978 0410 nicourses Models ElementarySchoolStaffAttitudes Toward CurWorn Guide Irish Literature and Related Bilingual- Bicultural Education for Filipino Desegregation-Second Survey, May 1978 Arts, cs 11 and 12. Americans. 0412 0199 0005 Grade 10 Student Attitudes Toward Desegrega- Minneapolis Pub c Schools MN Evaluation of Prekindergarten Head Start. Year End Report, 1975.1976 Report No. 7700. tion-Second Survey, May 1978. The Dcscgrcgation unsclor Aide Program of 0414 the 1974.75 Minneapoll Emergency School Aid 0018 Grade 7 Student Attitudes Toward Desegrega- Act Project' Staff and Stu Fnt Perceptions Human Relations A Guide for Leadership Train- tion-Second Survey, May 1978 ing in the Public Schools Summary Report on a 0013 0408 Eliminating Sex Bias-Pipe Dre rri or Possibility? Project with the Syracuse. New York. School Sys- tem, High School Staff Attitudes Toward Desegrega- A Program Description and Evalnon Summary tion-Second Survey, May 1978 of the Title IV /C. ESEA Project. "Elinunating 0347 0416 Sex Bias in Education," Implementation and Evaluation of a Desegrega- Middle School Parent Attitudes Toward Desegre- non Model for the Erie, Pennsylvania School Dis- 0161 trict gation-Second Survey, May 1978. The Intermediate and Junior High Read' g Pro- 0409 grams of the 1974.75 Minneapolis Emergency 0020 N:iddle School Staff Attitudes Toward Desegre- School Aid Act Project An Evaluation Magnet School Planning ProjectScience and gation-Second Survey, May 1978 Technology Magnet School. . 0012\ 0415 0298- Minnesota (Minneapolis) \Title 1V-C Pilot Program: An Educational Needi Migrant Education School Desegregation in M.nneapolis. Minnesota \ Projection Model. Project ReportEstimates of ESEA Title I Migrant Program Final Technical A Staff Report of the U S. Commission on Civil he Numbers of Limited-FrighshSpeaking-Abil- Report Junc 30. 1979, Rights it(LESA) Students in HISD (K-3). 0217 0067 0062 Subject Index New York (Bronx) 105 Moderate Mental Retardation Minneapolis Multi-Ethnic Curriculum Project- Native Language Instruction Leisure Actis Ines for Retarded Children A Task Migration Unit Bilingual Adult Basic Education ProjectFinal Analysis Approach Integrating Trainable Men- 0267 Report. tallyRetarded Childrer Through Community Minneapolis Multi-Ethnic CurriculumProject Education ESEA Title IV. Part C Osersiews: Student Reading Booklets 0476 The Earth's Treasure. Soil. 0181 0261 Project RAISE Title IV-C How-to Manual Minneapolis Multi-Ethnic Curriculum Project- 0328 Power Unit Eastern District High School Integrated Bilingual 0370 Demonstration Project for High Schools. 1978- Money Management 0265 1979. Final Evaluation Report. Minneapolis Multi-Ethnic Curriculum Project Arizona Bilingual Business and Office EJucanon 0467 Book II-Bilingual Business Practice Prejudice/Discrimination Unit The Sun-Planets-The Moon 0367 0266 A Module of Instruction for Principals and Teach. 0329 Moral Development ers-Multicultural. Nazism The Teaching of Values. An Instructional Guide 0299 The Holocaust A Study of Genocide. for Kindergarten, Grades 1.14, and Accompan- Multicultural Education. A Concept Paper 0286// ying BibliographyLos Angeles City Schools. 0206 Needs Assessment Disown of Inst. actuarial Services Publication No Multicultural Education. A Cross Cultural Train- GC-1 5. ing Approach Assessing Concerns of Educators of Black Stu- 0010 dents Identified as Talented and Gifted. A Survey 0461 of a Desegregated School District. Multicultural Education Multicultural Education Programs. Ethnic Stu- 0378 Asian Pacific Pers'pectives dies Curricula, and Ethnic Studies Materials in the United States Public Schools Final Esaluation Report 1976-77. ESEA Title 1 0196t Program Publication Number 76 63. 0233 A Bibliography of Multi-Cultural & Non-Sexist 0172 Resource Materials. Multi-Cultural Resource Center Materials Hand- book, Grades K-3. K-12 Urban Career Education Infusion Project 0333 Needs Assessment. 0491 BilmguaBicultural Program, District 2. 1977-78 0177 Final Report. Title VII Project TIES. Tracing Individual Ethnic Sources Title IV-C Pilot Program An Educational Needs Actisities, Grades 10-12. 0239- Projection Model. Project Report. Estima'es of E S E A. Title VII - Multilingual Programs 420 the Numbers of Limited-English-Speaking-Abil- (S U B.E . AVANT', HABILE). Final Repoli, Research Review of School Desegregation (A ity (LESA) Students in HISD (K-3). 1977-78. Problem) and Multi-Cultural EdUeation (A Solu- tion) 0062 0236 Ethnic Heritage Studies. Arts and Crafts of East 0470 Neighborhoods Asia Expenmental Unit An Urban-Oriented Fieldwork and In-Circuit Minneapolis Multi-Ethnic Curriculum Project- 0185 Television Based Teacher Training Program for Enclaves Unit (And) The First Original Nev. Eth- Ethnic Heritage Studies. Cultural Pluralism. Ex- BilingualBiculturalEducationFocusing on- nic Comic Book. penmental Unit. Teachers of Limited English Speaking Ability 0268 School Age Students. A Model Program for the 0187 Neurological Impairments Ethnic Heritage Studies- Ethnic Heritage Foods Urban Middlewest Schools (Milwaukee, Wiscon- sin), 1976-1977. Year 1Final Report Mainstreaming-Supportive Educational Services Experimental Lind. for the Learning Disabled (DSEPPS) 1975-1976. 0184 0397 Evaluation Report. Ethnic Heritage Studies. Family History Project Multilingualism 0046 Experimental Unit. New York Multi-Speak City ! Summer Education Program for Neurologically 0188 0002 and Physically Handicapped Children Summer Ethnic Heritage Studies German-Aniencan Pro- Multiple Disabilities 1975. Evaluation Report. files and Contributions-Major FiguresExperi- 0049 mental Unit The Individual Pupil Profile (Including Manual). Supplementary Reading and Mathematics In- 0190 0004 structional Skills Program for Handicapped Chil- Ethnic 'Heritage Studies_ Northern European Pre-Placement Program for Severely Multi-Hand- dren (1974-1975). Evaluation Report Foods. Experimental Unit icapped Blind Children. 1974-1975 School Year. 0044 Evaluation Report. 0191 New Jersey (Newark) EthnicHeritage StudiesSouthern European 0039 Foods Experimental Unit Summer Pre-Placement Program for Severely Assessments of Upward Bound Participation and the Black Liberation Movement as Indicated by 0192 Multihandicapped Blind Children Summer 1975. Evaluation Report. Data Obtained from a Group of Black Youth in Ethnic Heritage Studies. Themes in Black African Newark, New Jersey. and Black American Literature. Experimental 0048 Unit Multiplication 0080 // 0186 Las Matematicas Lenguaje Universal Grados In- New Mexico An Esaluation of Title VII Bilingual/Bicultural termedios, Nivel 4a Multipltcacion de Fracciones A School and Home-Based Bilingual Education Program. 1977.78 School Year. Final Report. (Mathematics A Universal Language Intermedi- Model (Nursery School-Grade 3). End-of-Year 0287 ate Grades, Level 4a Multiplication of Fractions). Evaluation Report, 1976.77 (Second-Year Final Report. ESEA Title VI. Evaluation Study). Program for 0484 Achievements in Chinese, English and Spanish Las Maternaticas. Lenguaje Universal Nivel 2b: 0064 (PACES), 1977.78. Multiplicacion y Division de Numeros Enteros New Mexico (Clovis) 0241 (Mathematics: A Universal Language Level 2b A School all Home-Based Bilingual Education A Guide for Evaluating and Selecting Multicul- Multiplication and Division of Whole Numbers) tural Instructional Matenals. Model (Kindergarten-Grade 4)End-of-Year 0480 Evaluation Report, 1977-78 (Third-Year Evalua- 0398 Las Matematicas. Lenguaje Unisersal. Nivel 2c: tion Study) Human & Racial Awareness. aClOreS y Multiplos (Mathematics A Universal 0128 0289 LaNuage. Level 2c: Factors and Multiples). New York Milwaukee Bilingual Education Program 1977- 0481 1978. (ESEA Title VII Bilingual Grant # G ESEA TitleI, Evaluation Report, New York 00'507202). Museums State, 1975-76. 0144 Title I Children's Program. Learning to P.ead 0091 Minneapolis Multi-Ethnic Curriculum Develop. through the Arts. Developer/Demonstrator Pro- New York (Bronx) ment Teacher's Guide. ject, National Diffusion Network, United- States Office of Education. Evaluation Report 1978-79. Bilingual Mini School, Title VII ESEA Final 0260 Evaluation Report. Minneapolis MultiEthnic Curricidum Project- 0335 AcculturationUnit . 0343 National Association Advancement Bilingual Program Evaluation Report. ESEA Title 0262 Colored People VII Bilingual Program, Bilingualism Increases Ex- Minneapolis Multi-Ethnic Curriculum Project-. NAACP Report on Quality Education for Black cellence Now. Enclaves Unit (And) The First Original New Eth- Americans: An Imperative. nic Comic Book 0360 0175// Community School District # 10 (N.Y.C.), Title 0268 1 ESEA - B/E 5051. 91620, Impact Ald - B/E Minneapolis Multi-Ethnic Curriculum Project - National Longitudinal Study High School 5051-98720. Final Evaluation Report, 1978-1979. Ethnicity Unit. Class 1972 0315 0263 Factors Related to White, Black, and Hispanic Project ABLE-Achievement Through Bilingual Minneapolis Multi-Ethnic Curriculum Project - Women's Mathematics Attainments A Descrip- Family Unit. Education at Theodore Roosevelt High School. tive Study Final Evaluation Report, 1978-1979. 0264 0463 0389 106 New York (Bronx) Subject Index Project PROBE Final Evaluation Report College Bound Program, Summer 1975 Evaluation of Title I Program. Community School 0381 South Bronx High School Bilir 0027 Distrkt 31, New York City 1978.79 School Year at Program Fi- Community School District #5 1978.79 1 Mc I cal Esaluation Report. 1978- Final Report. E.D.L. Reading Lab Decentralized Programs Evaluation of the Neu 0303 0423 York City School District 5 Educational Projects A Survey of the Occupational Education Delivery 's Survey of the Occupational Education Delivery Funded under Tale I of the Elementary and Se. System in the Borough a the Bronx. New York System in the Borough of Richmond. New York condary Education Act of 1965 (PI. 89.10) Per- City. Region 2 Cuy, Region 2 formed for Community SOtoid District 5 for the 024-) Year 1978.79. Final Evaluation Report 0252 Title I Final Evaluation Report. Summer 1970 0318 New York City Board of Education 0323 A Comprehensive Occupational Education Sys- ESEA, TitleI Evaluation Report 1978.1979 Tali,. VII Project Sabot. 1978.1979 Final Ev3IU3. tem Research aid Exj.erimcntation in a Career 0376 lion Report Development Center Volume IPlanning a Com Non English Speaking 0338 prehensise Occupational Education System for a Major Metropolitan Area Bilingual Program in Auxiliary Services for High New York (Brooklyn) S:hools, School Year 1974.75 Bilingual Early Childhood Centers Final Ex 81113. 0084 non Report 1979.79 ESEA Title VII, Program for Achievementsin 0031 Chinese. English and Spanish (PACES) Interim Bilingual Pupil Services. School Year 1974.1975. 0352 Report, 1978.79 0029 Community School District 20K, Non Public DetroitPublicSchools' Three-Year Bilingual School Bilingual Program, Title 1-5071.91626 0341 Education Plan, 1979.1982 Final Evaluation Report, 1978-79 An Evaluation of the PSEN Reading and Bilin- gual Program 1978.79 0411 0313 0316 Emergency School Aid Act Pilot Project. Final Community School District 24. Strengthening Project Report, 1978.79. Early Childhood Bilingual. Title 1.5071.91622 Evaluation of the 1978.79 Lnitcd States Elemen Final Esaluation Report. 1978.79 tart'' and Secondary Education Act TitleI and 0302 Impact Aid Programs in Community School Dm- English as a Second Language for the Asian Lan- 0322 tr.ct 6. Neu Y,..k. N.Y . guages and Cultures District 17 Title 1 ESEA. PSEN and Impact Aid 0317 0095 Academic Improvement Programs Final Evalua- Final tion Report. 1979.1979 Family Using. Including Sex Education Report. ESEA TitleVII, Program for 0115 Achievements in Chinese. English and Spanish 0362 (PACES), 1977.78. Effeoise Transition of the Bilingual and Bicul- Final Evaluation of Project Aprende. 1978.79 School District #6 ESEA Title VII Program tural Student Thomas Jefferso., High School 0241 oat Eval s Report. 1978.1979. 0344 Nondiscriminatory Education Final 'Evaluation Report for the Rafael Corder° 0385 Tide IX.Questions, Ansuers and Comments. BilingualSchool (AtJ H S45).1977.1978. ESE A 1 isle VU- Multilingual Programs 0055 (S U B E . AVANT!. HABILE), Final Report. Funded Under an ESEA Title VII Grant. 1977.78 0237 Nontraditional Education Final Evaluation Report on the Rafael Corder() Bostrom Alternative Center for Education: In- 0236 Bilingual School. 1978.79 terim Evaluation Report E.S E A TitleVII Multilingual Program. SURE. AVANTI and HABIt Final Report, 0345 0210 1978.1979 Final Evaluation Report.1977.78, Title VII An Evaluation of Houston's Magnet School Pro- ESEA Bilingual School Complex gram. 0336 An Esaluation of Title VII Bilingual 'Bicultural 3240 0157 Program. 1977.78 School Year, Final Report Funded Programs and Comprehensive Planning, A Guide for Implementing Project DEEP (Diver. 0246 sificd Educational Experiences Program). Ad. 0287 ministrator's Gufde. Fort Hamilton High School Greek, Arabic and IMPACT II. Catalog cf Programs. 1979.1980. Spanish (GRASP) Bilingual Program, ES EA Title 0361 0285 V1L Final Evaluation Report. 1978.1979 Ness York MultSricak City' Magnet School Project Evaluation First Annual Report, 1975.76. 0386 0002 Project ABLE-Achieving Through Bilingual Edu Project BUILD "Bilingual Understanding Incor- 0076 cation Final Report porates Learning Disabilities"-An ESEA Title Parent Perceptions of Magnet Schoolsas a VII Basic Bilingual Education ProgramFinal Method of Desegregation. 0364 P.S 332 Title VII Program. District Model for Evaluation Report. 1978.79. 0174 Bilingual Development Final Evaluation Report. 0359 (Vocational Village Staff Handbook) 1978.79 Report of the High School Articulation Project. 0087 0337 0247 Number Concepts Systematic Approaches to Bilingual Education Special Needs TESL Program, 1978.79. Final Re- Las Matematicas Lenguaje Universal. Nivel 2c port (Project SABE) and Bilingual Language Arts Ser- vices (Project BLAS) Final Evaluation Report. Factures y Multiplos (Mathematics A Universql 0314 197g-1979. Language. Level 2c Factors and hrultiples). A Survey of the Occupational Education Delivery - 0481 System in the Borough of Brooklyn. New York 0384 City. Region 2. Teaching Ethnic Experiences in Urban America. Objectives Focus on New York City 0251 Evaluation Design ESEA Title I Migrant Pro- 0082 gram Publication No. 79 03 Title Val- Individualized Bilingual Instructional Title VII System Final Esaluation Report. 1978.1979 BilingualBiculturalProgram.Final 0215 Evaluation Report. 1977.1978 0342 Observation 0248 Title VII Junior High Scnool Bilingual Program, \ MultiEthine School Environments; Final Repot 1978.79 Final Evaluation Report. New York (Queens) FY 1978.79. Volume II Classroom Case Studies. 0340 District 24 Decentralized Title I Umbrellit & Im 0466 New York (Manhattan) pact Aid (PL 81.874) Fins! Es aluation Report. 1978.1979. Occupational Aspiration A Survey of the Occupational Education Delivery Project CASE. Career Aspiration and Self Con. System in the Borough of Manhattan, New York 0346 grucnce in the Education of Puerto Rican Youth City, Region 2 An Evaluation of the ESEA Title I and Impact Aid Programs, Community School District 27, Meeting the Vocational Education Needs of Spe- 0250 New York City Board of Education, 1977-1978 cial Populations. New York (New York) Final Report. 0255 BilingualBicultural Program, District 2. 1977.78 0253 Occupational Information Finai Report. Title VII. John Bowne High School Basic Bilingual Pro- Arizona Bilingual Business and Office Education. 0239 gram. Final Evaluation Report. 1978.1979 Book IV- Bilingual Business Careers. Bilingual Program in Auxiliary Services for High 0387 Schools. School Year 1974.75 0369 New York (Staten Island) Office Occupations Education 0031 Evaluation of Diagnostic /Prescriptive Reading Bilingual Program In Auxiliary Services for High Arizona Bilingual and Office Education. Book Schools, School Year 1975.76. Program. Community School District 31. New Ill-Bilingual Business Practice York City 1978.79 School Year Final Report. 0030 0368 Bilingual Pupil Services; School Year 1974.1975 0325 Arizona Bilingual Business and Office Education Evaluation of Title I Program, Community School Book II-Bilingual Business Practice 0029 District 31. New York City 1978.79 School Year. The College Bound Program, Evaluation Period. 0367 Final Report. DiagnosticPrescriptive Progra.,in Arizona Bilingual Business and Office Education. School Year 1974.1975 Mathematics Book IV-Bilingual Business Careers. 0028 0324 0369 I 1 0 Subject Index Personnel Needs 107 Arizona Bilingual Business and Office Education Report for the Evaluation of the Reading Is Fun- Book 1-Bilingual Business Grammar Parent Role darnental Project 1973.74 Research Report No Project PACT. Parent and Children Together, 0366 74.289. Evaluation of the First Year. 1977.1978. Ohio (Cleveland) 0092 0207 Proposed Master Plan for Magnet Schools Parent Child Relationship Parent School Relationship 0334 A Social Skills Guide for Parents to Help Children The Brookline After-School Special: A Program Proposed Plan for Magnet Schools-Cleveland Cope Public Schools Section II. Center for Individual. for Older Elementary Children in Brookline, 0319 Massachusetts. The Parent's Perspective and the reed Learning Director's Perspective. (1301 Parent Education Affective Parent Edinstion in Philadelphia 0396 Proposed Plan for Magnet Schools-Cleveland Fall 1974- Parent Interviews ESEA Title VII Public Schools Section 11. Cleveland Center for 0242 Bilingual Project. Formative Evaluation Report Fundamental Education Model Services for Handicapped Infants Third No 8. 0300 Year Report No 8039 0121 Robert Anthony Reed. 111. et al. Plaintiffs Vs 0350 Parent Interview ESAA Bilingual/Bicultural Pro- James A Rhodes, et al. Defendants Memoran. Project PACT (Parents and Children Together) ject. Formative Report No 6 dum Ocnnior?and Ordedilelating to Racial Isola. Evaluation of the Second Year, 1978-1979 Re- Lion in the Cleveland Public School System) port No. 8037. 0120 Participant Characteristics 0006 0258 School Closing Policy Report Teacher Training and Program Development in Assessments of Upward Bound Participation and 0375 Motor Education for Handicapped Children in the Black Liberation Movement as Indicated by Data Obtained from a Group of Black Youth in Oklahoma (Tulsa) New York City Elementary Schools. September 1974.June 1975. Evaluation Report Newark, New Jersey School Desegregation in Tulsa. Oklahoma. 0080// 0072 0051 Parent Influence Participation Oral Language Proficiency Scale Assessments of Upward Bound Participation and Oral Language Proficiency Scale. ESOL Place- Affective Parent Education in Philadelphia the Black Liberation Movement as Indicated by ment Interview Guidelines Revised 0242 Data Obtained from a croup of Black Youth in 0218 Parent Participation Newark. New Jersey Oregon (Portland) Tlie Brookline After.School Special A Program . 0080// School Desegregation in Portland. Oregon A for Older Elementary Children inBrookline. Pasadena Unified School District CA Staff Report of the L S. Commission on Civil Massachusetts The Parent's Perspective and the Staff Handbook MGM Pasadena Program. Director's Perspective. Rights 0182 0075 0396 Peer Counselor Consultant Training School Desegregation Portland Style Connections. Parent and Student Guide. A Pa. Peer Counselor-Consultant Training. A Self-Help 0499 rent/Student Guide to Special Education Services in theBoston Public Schools Strategy 'or Cross-Cultural, Multi-Ethnic Organizational Change Schools 0257 Planning for Change Outline and Participants E.S.E A TitleVIIMultilingual Program. 0088 Materials for Generic Session Three Implement. S.0 B E , AVANT], and HABIL,,E Final Report. Peer Groups ing Title IX and Attaining Sex Equity A Work- 1978.1979 shop Group Discussions with the Emotionally Hind. Package for Elementary-Secondary icapped. Educators. 0336 Fall 1974-Parent Interviews. ESEA Title VII 0351 0293 Bilingual Project Formative Evaluation Report Peer Influence Organizational Effectiveness No 8. Group Discussions with the Emotionally Hand- A Synthesis of Information Obtained froM a Lit. 0121 icapped. erature Review and Field Research Activities Re- Final Evaluation Report for the 1978.1979 Title gardingtheMainstreamingof Handicapped VII Bilingual Project. Public Schools of the Dis- 0351 Learners in Vocational Education. trict of Columbia. Washington Peer Teaching 0132 0380 Junior-Senior High Tutor-Aide Program at Mal- Follow Through Program (Original). 1978.1979 colm X Elementary School An Evaluation Study Organizations (Groups) Final Report. Assessments of Upward Bound Participation and Report No. 8023 the Black Liberation Movement as Indicated by 0331 0016 Data Obtained from a Group of Black Youth in Parent Interview ESAA Bilingual/Bicultural Pro. pennsylvania (Erie) Newark. New Jersey. ject, Formative Report No 6. Implementation and Evaluation of a Desegrega. 0080// 0120 tion Model for the Erie. Pennsylvania School Dis- trict. Paraprofessional Personnel PrePlacement Program for Severely Multi.lian 'capped Blind Children. 1974.1975 School Ycar 0020 Individualized Instruction for Handicapped Stu- Evaluation Report. School Desegregation in Erie, Pennsylvania A dents in Special Schools (Part C) School Year Staff Report of the U S Commission on Civil 1975.1976. Evaluation Report 0039 Programmatic Needs and Satisfaction of Hispanic Rights. 0035 Parents to the Buffalo. New 1 ork Title I Bilingual 0074 Parent Attitudes Program, 1977.1978. Pennsylvania (Philadelphia) Elementary School Parent Attitudes Towara 0198 Desegregation of Urban Schools Is it Possible' Desegregation-Second Survey, May 1078 Project PACT, Parent and Children Together. The Philadelphia Story 0410 Evaluation of the First Year. 1977.1978. 0272 Fall1974-Parent' Interviews ESEA Title VII 0207 Project PACT, Parent and Children Together; Bilingual Project. Formative Evaluation Report Project PACT (Parents and Children Together). Evaluation of the First Year. 1977.1978. No 8. Evaluation of the Second Year, 1978.1979. Re- 0207 0121 port No 8037. Report on the Status of the Voluntary Desegrega. Handicapped Learner Participation in Vocational 0258 ton Plan of the School Dotrict of Philadelphia. Education. A Report on Student. Parent and Summer Education Program for Neurologically 0374 Teacher Interviews. and Physically Handicapped Children Summer 0135 1975 Evaluation Rerun Perceptual Motor Coordination Middle School Parent Attitudes Toward Desegre- Teacher Training and Program Development in 0049 Motor Education for Handicapped Children in gation-Second Survey, May 1978. Summer PrePlacement Program for Severely 0409 New York City Elementary Schools September Multihandicapped Blind Children. Summer 1975. 1974-June 1975. Evaluation Report. Parent Interview ESAA BilinguallBicultural Evaluation Report jeer. Formative Report No. 6 0051 0048 0120 Title 1. Final Evaluation Report. Summer 1979 Performance Factors Parent Perceptions of Magnet Schools as a 0323 Post-Program Achievementof Prekindergarten Method of Desegregation Title V11-Individualized Bilingual Instructional ChildreninPhiladelphia.Quasi.Longitudinal 0174 System. Final Evaluation Report. 1978.1979. Data. 1974.1975 Through1976-1977. Reptirt Popular Participation and Representation in the at 790 0342 Urban Environment. The School Desegregation 0139 Issue in Los Angeles 1979 Evaluation Report-Title I 0310 Personnel Needs 0145 Title IV.0 Pilot Program An Educational Needs Programmatic Needs and Satisfaction of Hispanic Parent Responsibility Projection Model. Project Report Estimates of Parents to the Buffalo. New York Title I Bilingual A Social Skills Guide for Parents to Help Children Program, 1977-1978, Personnel Needed and Costs of HISD Bilingual Cope. Education Programs 0198 0319 0056

I 4-I-_I. 108 Personnel Policy Subject Index Personnel Policy `- Political Power tary-Secondary Educators. Promotion Specialization Thc Informal Process Minneapolis Multi-Ethnic Curriculum Project- 0292 in Large Urban Districts and Its Adserse Effects Povier Unit on Non-Whites and Women Process Education 0265 0275 K-6 Social Studies Skills for the Human Behavior Politics arid Urban Studies Program. Philadelphia School District PA The Poliths of School Desegregation i os An- 0183 The Effects of Budget Reductions on Program geles. Professional Occupations Evaluation in a Large Urban School System 0358 Providing Scrsices Beyond Resources Metropolitan Professional Sexual Differentiation. Post Office 1970. An Ecological Profile, 0156 The Post Office Student Lesson * 13 English for Esaluation of Career Education Projects, 1975- Lning 0377 1976 Report No 7715 0453 Program Administration 0017 Potential Dropouts Bilingual Title VII Program. Regular School Ycar Evaluation of Carccr Education Projects. 1976- 1978.79 Final Evalution Report, July 1, 1978 1977. Report * 7829 A Guide for Implementing Project DEEP (Div cr- through Junc 30. 1979 sificd Educational Experiences Program)Ad- 0112 ministrators Guide 0422 Evaluation of Title 1 ESEA Projects 1976-1977. Final Evaluation Report. 1976.77 ESEA Title I Abstracts Report *77139 0285 Program Publication Number. 76.63 Practical Arts 0172 Evaluation of Title 1 ESEA Projects. 1976-171740 Project RAISE Title 1V-C. How-to Manual. (Vocational Village Staff Handbook] Technical Reports Report #77140 0370 0087 0113 Predictor Variables Program Attitudes Longitudinal Analysis of Follow Through Partict- Who Are the Disadvantaged and What Should An Evaluation of Houston's Magnet School Pro- pants. .968-69 through 1977.78 Report Number We Do for Them? The Relationship of randy gram. 7971 Variables to Achicscinenrand Some Implications 0157 0234 for Educational ProgrammingPublication No 77.40. Evaluation of the Dadc County Hearing Impaired Title I ESEA Projects Digest of Annual Evalua- Program,,1975-76. tionsSupplementary Edition 19.'6-77. Report 0180 No 77131 0021 Pregnaht Students Experience Based Career Education at Wichita 0060 Urban Youth in the liOs Fact Sheets 1.4 East High School. A Third-Party Evaluation for Title 1 ESEA Projects Digest of Annual Evalua- Ycar Two, 1977.78 0425 tions 1965.1976 Report No 7681 Preschool Education 0178 0065 Final Evaluation Report 1976-77. State Compen- The Astor Program for Gifted Children Pre-Kin- satory Education Publication Number 76.61. Philippines dergarten Through Grade Three Rice Harvest (Anihan; -Pitman: Iii Pagay ) 9155 0148 Final Technical Report 1976.1977 State '2om- 0163 Longitudinal Analysis of Follow Through Partizi. pensatory Education. Publication Number: '6.60 pants. 1968.69 through 1977.78. Report Number Physical Activities 7971. 0154 Leisure Activities for Retarded Children. A Task Project P.A.V E Evaluation Technical Report 0234 Analysis Approach. Integrating Trainable Men- PostProgram Achievement of Prekindergarten 1977-78. Publication Number. 77 49. tally Retarded Children Through Community ChildreninPhiladelphia Quasi-Longitudinal 0269 Education ESEA Title IV. Part C Data1974.1975 Through 1976.1977. Report PrOgrain Content *7901 0181 Programming forthe Adult MentallyHand- Physical Disabilities 0139 icapped. Source Book Prekindergarten Head Start Evaluation. Year End Summer Education Program for Neurologically Report 1977.1978 Report No 7916 0439 and Physically Handicapped Children Summer Program Costs 0151 1973 Evaluation Report. Title IV-C Pilot Program. An Educational Nccds 0049 Preschool Teachers - Projection Modal Project Report Estimates of Physical Fitness Interviews of Teachers in Title VII K-I Schools Personnel Needed and Costs of HISDBilingual ESEA Title VII Bilingual Project...Formative Education Programs Secondary Health Educatiod Curriculum Guide. Esaluation Report No. 7. 0056 0354 0118 Program Descriptions Physical Sciences Preservice Teacher Education Bilingual/BiculturalEducation Program; Pro- Minority Contributions to Science, Engineering. Research Review of School Desegregation (A grama Dc Education Bilinguo Bicultural, 1975- and Medicine, Problem) ani Multi-Cultural Education (A Solu- )976. tion) 0111, 0025 Physics 0470 Bilingual Schools for a Bicultural Community. Physics: A Vietnamese Supplement. A High- Prevention Miami's Adaptation to the Cuban Refugees. School Bilingual Handbook for the Vietnamese Bibliography on Suicide and Suicide Prevention: 007-7 / / Student. Indochinese High-School Supplements 1897-1957. 1958.1970 Evaluation of Career Education Projects, 1976-. 1977 Report *7829. 0229 01 17 Pilot Projects Primary Education 0112 Follow Through Title 1 Expansion Program 1978- Evaluation of Career Education Projects. 1977- ESAA Magnet/Pilot Project. Final Esaluation 1979. Report Number 8043 1978. Report *7905. Report 1978.79 0372 11136 0274 Evaluation of Title I ESEA Projects. 1976-'.977: Private Schools Abstracts Report #77139. Policy Formation Community School District 20X. Non Public ESEA TitIc'l Allocation Policy Demonstration 0114 School Bilingual Program. Title 1-5071.91626 Evaluation of TitleI ESEA Projects, 1976-77. Study, Implementation Decisions Research Plans Final Evaluation Report, 1978.79 Technical Reports Report #77140 0090 0313 0113 School Desegregation: Portland Style. Non-public Schools and Desegregation Racial, Family Living. Including Sex Education. 0499 Factors and Changes in the Share of Big-City White Pupil Enrollment Going to Nonpublic 0115 Urban EducationThc Relationship Between School Rcscgregation: Residential and Selyoo1 Schools and the Urban Milieu Schools Process Study; A Collaborative Leadershipan- 0254 0102 ping/TrainingProject. Executive Sum ry, Political Influences Problem Solving Third Year Report: 1978-79. Multicultural Education, A Concept Paper. The Effects of Budget Reductions on Program 0224 Evaluation in a Large Urban School System. Summer Program for Autistic Children. Summer 0206 Providing Services Beyond Resources 1975. Evaluation Report. The Politics of School Desegregation: Los An- geles. 0156 0038 A Guide for Teaching Creative Thinking Skills Supplementary Reading and Mathematics in- 0358 and Creative Problcm-Solving in the Gifted Gass- structional Skills Program for Handicapped Chil- PoliticalIssues room. dren School Year 1974-1975. Evaluation Report Bilingual Education in the United Starts: A View 0295 0043 from 1980 ERIC/CUE Urban Diversity Series. Thc Title IX Regulation and Grievance Process A Survey of the Occupational Education Delivery Number 68, August 1980. Outline and Participants' Materials for Generic System in the Borough of Brooklyn. New York Session Two. Implementing Title IX and Attain- City. Region 2. 0424 ing Sex Equity. A Workshop Package for Mama n 0251 Subject Index Progran. Effectiveness 109 A Surscy of the Occupational Education !Misery Bilingual Title VII Program, Regular School Year Final Report on Evaluation of the Emergency System in the Borough of Manhattan New ork 1978-79 Final Esalution Report. JulyI. 1978 School Aid Act Program of the Public Schools of City. Region 2 through June 30. 1979 the District of Columbia. 1977.78 0250 0422 0379 A Surscy of the 0^cupational Education Dcliscry Bostrom Alternatisc Center for Education. In- Follow Through Program (Original), 1978.1979 System in the Borough of Richmond. New York terim Evaluation Report Report No 8023 City. Region 2 0210 0331 0252 Buffalo Public Schools cpanish-English Program Follow Thrnugh Pupil Achievement Characteris- A Sursey of the Occupational Education Delisery Esaluation 1977.1978 ticsinPhiladelphia Quasi-LongitudinalData System in the Borough of the Bronx. New York 0220 1975.1976 and 1976.1977 Report #7870. Ap- City. Region 2 Career Opportunities Program in Philadelphia. pendices Volume, Penns) 1%8n:a Report Nullifier 7623 0138 title I ESEA Projects Digest of AnnualEsal2u4a90 0009 Fort Hamilton High School Greek, Arabic and lions Supplementary Edition 1977-1978 A his- Case Studies and Promising Approaches 1 oca- Spanish (GRASP) Bilingual Program. ESEA Title torical summary by the Department of Federal (tonal Education Equity StudyFinal Report VII Final Evaluation Report, 1978-1979. Evaluation Resources, of the key findings re- Volume III ported irl the annual esaluations of each project 0386 0209 Report At 7827 HigherHorizons100,1978.1979,Hartford Community School District 20K. Reading Pro- Moves Ahead: An Evaluative Report 0116 gram for Optional Assignment, Title 1 - 507)- itleI Esaluation Report 1973.74 Chattanooga 91627 Fin.' Evaluation Report. 1978.79 0211 Public Schools Highline Public Schools Computer-Assisted In- 0312 struction Project. A Program to Meet Disadvan- 0024 Community School District 20K. Strengthening TitleVIIBilingual-BiculturalProgram. Final taged Students' Individual Needs for Basic Skill Early Childhood Bilingual, Title 1-5071.91622 Development Final Report. Esaluation Report, 1977.1978 Final Esaluati. n Report. 1978.79. 0248 0150 0322 Impact of the Co-Funded Components Transitional Classes Program Szhool N ear 1975. Detroit High SchoolProfilesCriteria-Based 1976 Evaluation Report Monitoring of Desegregation 0413 Implementation and Evaluation of a Desegrega- 0037 0406 V. inners, All, 50 Outstanding Education Projects tion Model for the Eric, Pennsylvania School Dis- District ESEA Title I Programs and IMpact Aid trict That Help Disadsantagcd Children (PL 81.874) Programs. Final Esaluation Report, 0468 1978-1979. 0020 Year-End Evaluation. Emergency School Aid Act John Bov.ne High School Basic Bilingual Pro- 0311 gram Final Evaluation Report, 1978-1979. (ESAA) 1976.77. Tacoma Public Schools. District 17 Title 1 ESEA. PSEN and Impact Aid 0086 Academic Improvement Programs Final Evalua- 0387 1974.75 ESAA 11 Pilot Projec,.ssist Final Re- tion Report, 1978.1979 K-12 Urban Career Education Infusion Project Final Evaluation port 0362 0109 District 24 Decentralized Title I Umbrella Z. Im- 0176 Longitudinal Analysis of Follow Through Partici- Program Design pact Aid (PL 81.874) Final Esaluation Report. 1978.1979 pants. 1968.59 through 1977.78 Report Number . Esaluation Design ESEA TitleIMigrant Pro- 797) gram Publication No. 80')2 0346 Eileen% c Transition of the Bilingual and Bicul- 0234 0479 tural Sydent Thomas Jefferson High School. Fi- Louis D Brandeis High School Bilingual Pro- Proposed Master Plan for Magnet Schools nal Esaluation Report, 1978-1979. gram. Final Evaluation Report, 1978-1979. 0334 0385 0388 Program Development ESEA Title I and Impact Aid Final Evaluation Post-Program Achievement of Prekindergarten - The Brookline After-School Special.N Program Report. 1978.79 ChildreninPhiladelphiaQuasi-Longitudinal Data for Older Elementary Children inBrookline, 0307 1974.1975 ThrougF 1976-1977. Report Massachusetts The Parent's Perspcctise and the ESEA, Title I Evaluation Report 1978-1979. #7901. Director's Perspectise 0376 0139 0396 ESEA Title I Program Impact Aid (PI, 81.874) Project ABLE-Achies molt Through Bilingual Final Esaluation Report 1976.77 State Compen- Program Final Esaluation Report. 1978.1979 Education at Theodore Rooseselt High School Final Evaluation Report. 1978-1979. satory Education, Publication Number 76 61 0306 0155 ESEA Title VII, Program for Achievements in 0389 Final Technical Report 1976.1977. State Com- Chinese. English and Spanish (PACES). Interim Project A BLE-Achies ing Through Bilingual Edu- pensatory Education Publication Number 76 60 Report. 1978.79 cation. Final Report 0154 0341 0364 Handbook of Procedures for Implementing a Scx Esaluation DesignWritten Composition Pro- Project CASE Career Aspiration and Self Con- Equity Workshop Pathway to Ayareness gram. Publication Number 79.24 gruence in the Education of Puerto Rican Youth. Meeting the Vocational Education Needs of Spe- 0426 0391 Integration Update Evaluation of Diagoostie/Preseriptise Reading ccl Populations. 0107 Program, Community School District 31. New 0255 Proposeel Plan for Magnet Schools-Cleveland York City 1978-79 School Year Final Report Project PACT, Parent and Children Together, Evaluation of the First Year, 1977.1978 Public Schools Section II. Center for Indis 'dual- 0325 :zed Learning An Es aluation of Physical Education Opportuni 0207 Project P R.0.8 E. Final Evaluation Report. 0301 tics for Exceptional Learners (PEOPEL) Proposed Plan for Magnet Schools-Cleveland 0008 0381 Public Schools Section II, Cleveland Center for An Evaluation of the PSEN Reading and Bilin- PS 332 Title VII Program, District Model for Fundamental Education gual Program 1978.79 Bilingual Development Final Evaluation Report, 1978.79 0300 0316 Staff Handbook MGM Pasadena Program Evaluation of Title I Program. Community School 0337 South Bronx High School Bilingual Program. Fi. 0182 District 31, New York City 1978.79 School Year. Urban School Dropouts Data Collection and Final Report, DiagnosuePrescriptive Program in nal Evaluation Report, 1978.1979. Analysis in Philadelphia- Mathematics 0423 A. Study of the Vocational Adequacy of Form 0194 0324 Evaluation Report for the District 19 Bilingualt- SpecialEducationStudentsFollowingHigh Program Effectiveness Bicultural Elementary Program School Graduation. The Basic Skills Program A Tutorial Alternative 0383 0137 totheRegularEducational Program of the Experience Based Career Education at Wichita Title I, Final Evaluation Report. Summer 1979 Worcester Public Schools at Burncoat Junior East High School: A Third-Party Evaluation for 0323 High School. Evaluation Report Year Two, 1977-78. Title VII Junior High School Bilingual Program, 0365 0178 1978-79. Final Evaluation Report. Bilingual Early Childhood Centers Final Evalua- Final Evaluation Report for the CS 211 Bilingual 0340 tion Report 1978.79 Gifted and Talented Program 1978:1979 Title V11 Project Sabor, 1978.1979 Final Evalua 0382 0421 tion Report. Bilingual Mini School. Title VII ESEA Final Final Evaluation Report for the 1978.1979 Title 0338 Evaluation Report VII Bilingual Project. Public Schools of the Dis- Transitional Classes Program. School Year 1975. 0343 trict of Columbia, Washington 1976 Evaluation Report. Bilingual Program Evaluation Report ESEA Title 03b0 0037 VII Bilingual Program. Bilinguansm Increases Ex- Final Evaluation Report on the Rafael Cordcro Year -End Evaluation, Emergency School Aid Act cellence Now Bilingual Schbol, 1978-79. (ESAA) 1976.77; Tacoma Public Schools. 0360 0345 0086 110 Program Evaluation Subject Index Pro' ram Evaluation Evaluation of Talc 1 ESEA Projects. 1976.77 Magnet School Project Evaluation Fast Annual Bilingual/BiculturalEducationProgram;Pro. Technical Reports Report #77140 Report, 1975.76 ;lama De Education Bilingue/ Bicultural. 1975. 0113 0076 1976 Evaluation of Title I ESFA Projects. 1977.1978 Mainstreaming-Supportive Educational Services 0025 Abstracts Report #7876 for the Learning Disabled (DSEPPS) 1975.1976 Bilingual Education in the United States A View 0143 Evaluation Report from 1980 ERIC CLE Urban Diversity Series. Evaluation ofl tie I ESEA Projects. 1977.1978 0046 Number 68. August 1980 Technical Reports Report Number 7877 Milwaukee Bilingual Education Program1977. 0424 0171 1978 (ESEA Title VII Bilingual Grant# G Buffalo Public Schools Spanish-English Program Evaluation Report. St Louis Magnet Pilot Pro. 007507202) Eva laation 1917.1978 grams. Emergency School Assistance Act. Title 0144 0220 VII, 1976.1977. Minigrant Program for the Academically Gifted- Career Opportunities Program in Philadelphia, 0290 Phase 11E.S.E.A Title IVC Final Evaluation Pennsylvania Report Number 7623 An Evaluation Study of the District of Columbia Report 0009 Experience Based Career Education Program Fi- 0349 The College Buuno Program, Evaluation Period nal Report Model Services for Handicapped Infants Third School 1 ear 19-4-1975 0147 Year Report No 8039 0028 Experience Based Career Education at Wichita 0350 The Desegregation Counselor Aide Program of East High Scho )1 A Third-Party Evaluation for Parent Interview ESAA Bilingual/Bicultural Pro- the 1974-75 Minneapolis Emergency School Aid Year Two. 1977.78 ject, Formative Report No. 6. A..t Project. Staff and Student Perceptions 0178 0120 0013 Fall 1974-Patent Interviews ESEA TitleVII Pre- Placement Program for Severely MultiHand Diagnostic and Remediation Program to Amelio- Bilingual Project Formative Evaluation Re.)ort 'capped Blind Children 1974-1975 School Year. rate the Reading Disabilities of JHS CRMD No 8 Evaluation Report FebruaryJunc. 1975 Evaluation Report 0121 . 0039 Family Living. Including Scx Education Pre-School Program for Emotionally Disturbed. 0047 Language and Perceptually Impaired Children DSEPPS Supplementary Reading Program for 0115 Final Evaluation Report for the Rafael Corder° (Title VI) Evaluation Period (December 1974 - Handicapped Children 1975.75 Evaluation Re- June 1975). Evaluation RepOrt, port Bilingual School (At J H S45),1977.1978, Funded Under an ESEA Title VII Grant 0050 0045 Pretest and Posttest Results of the First KEEP ESAA Magnet/Pilot Project. Final Evaluation 0237 Program Year. Technical Report #5 Report. 1978.79 Final Evaluation Report, School Ycar 1977/78 0122 0274 Part I. ESEA TitleI Part IIImpact Aid Pro- grams Project EPIC. Educational Preparation for In. ESEA TitleI.Evaluation Report. New York volvement in Careers. Career Education Demon- State. 1975.76 0238 strationK-12 Lou Incomz. Students Final 0091 Final Evaluation Report 1976.77 ESEA Title I Report. 1975.1976. ESEA Title I Migrant Program Final 1 echnical Program. Publication Number 76 63. . 0142 Report lane 30, 1979 0172 Final Evaluation Report. Project PACT (Parents and Children Together): 0217 1977.78.TitleVII Evaluation of the Second Year. 1978.1979 Re- ESEA Title1 Regular Program, 1979.80 Final ESEA-Bilingual Schttol Complex. port No 8037 Technical Report Publication No. 72.23 0240 Final Technical Report ESEA Title VII Bilingual 0258 0353 Project RISE Reading Achievement in AISD ESEA Title VII Bilingual/Bicultural Education Project 1974.1975 Junior High Special Education (1978.79). Interim Program. Programa de Education Bilingue/Bicul- 0204 Evaluation Report tural 1975.1976 Follow Through Title i Expansion Program 1978. 0390 1979 Report Number 8043 0026 Project S.P.I.0 E. Special Partnership in Career Evaluation Design ESEA Title 1 Migrant Pro. 0372 Education Final Report gram Publication No 79.03 HigherHorizons100. 1978.1979.Hartford 0282 Moves Ahead An Evaluative Report 0215 Report for the Evaluation of the Reading Is Fun. Evaluation Design ESEA Title 1 Migrant Pro- 0211 damental Project 1973.74. Research Report No, gram Publication No 80 02 The High Potential Program in the Minneapolis 74.289 0479 Schools. An Evaluation 0092 Evaluation DesignWritten Composi"on Pro. 0003 Report of the High School Articulation Project. gram Publication Number 79 24 The Impact of Federal Evaluation Legislation on 0247 Larger Urban School Districts 9 0391 A School and HometBasea Bilingual Education Evaluation Design, 1978.1979 ESF4A Title VII 0339 Model (Nursery SchoolGrade 3) End -of -Year Bilingual Program Implementation and Evaluation of a Desegrega- Evaluation Report, 1976.77 (Second-Year tion Model for the Erie, Pennsylvania School Dis- Evaluation Study). 0214 Evaluation Design 1978.1979 Local/State trict 0064 'gun) Education Evaluation 0020 Special Education TV Reading Program. Final Individualized Instructional Program for Emo Report 0213 Evaluation of Career Education Protects, 1975. tionally Disturbed Children Unable to Participate 0256 1976 Report No. 7715 inFormal Educational Programs(TitleVI) State Compensatory EducationFinalReport School Ycar 1974.75. Evaluation Report. 1975.76 0017 0036 0105 Evaluation of Career Education Protects. 1976. State Compensatory Education Final Technical 1977. Report #7829 Individualized Instruction for Handicapped Stu- dents in Special Schools Wart C). School Ycar Report 1975.76. Appendixes. .0:t2 1975.1976. Evaluation Report 0104 Evaluation of CareeEducation Projects1977. A Summary of Six Major Evaluation Reports on 1978 Report #791'5 0035 Individualizing Instruction for Physically Hand- Follow Through in Philadeipnia. 197:1.1975. Re- 0136 icapped and Mentally Retarded Children in Spe- port No. 7713., An Evaluation tit Houston's Magnet School Pro- cial Schools. School Year 1974.197' Evaluation 0019 gram Report. Summer Education Program for Neurologically 0157 0034 aid Physically Handicapped Children. Summer An Evaluation of Outreach Program for Disad In Retrospect 1978.79: Special Education Re. 1975. Evaluation Report. vantagtd Mentally Retarded Children 1974. search - 0049 1975 School Year Evaluation Report. Function Summer Pre-Placement Program for Severely No 09.:,6607. 0244 The Intermediate and Junior High Reading Pro. Multihandicapped Blind Children. Summer 1975. 0033 grams of the 1974.75 Minneapolis Emergeey =. Evaluation Report An Evalutrion of Physical Education Opportuni School Ail Act Project: An Evaluation. 0048 ties for Exceptional Learners (PEOPEL.). Summer Program for Autistic Children, Summer 0012 1975 Evaluation Report 0008 Interpretive Analyses of 1978.79 Research and Evaluation of Prekindergarten Head Start Year Evaluation Reports; Volumes 1 and II. 0038 End Report. 1975.1976 Report No 7700. Summer Program for Hospitalized Handicapped 0462 Children. Summer 1975 Evaluation Report 0018 Intervening in School Desegregation Conflicts. -valuation of the Dade County Hearing Impaired The Role of the Monitor. 0032 Program, 1975.76 Summer Program for Reading and Mathematics 0288 for Handicapped Pupils in Special Education 0021 Interviews of Teachers in Title VII K.1 Schools Evaluation of Title I ESEA Projects, 1976.1977. Classes (DSEPPS) (Severely Emotionally Hand. ESEA Title VIIBilingualProjectFormative 'capped.HearingImpaired,Multiply Abstracts. Report #77139 Evaluation Report No 7. Hand- icapped, Pre-Placement) -Summer 1975. 0114 0118 Evaluation Report Subject Index Racial Attitudes III 0040 in.' in Vocational Lducation in the Portland Pub. Promotion (Occupational) Summer Program of Reading and Mathematics lic Schools for Handicapped Pupils in Special Education Promotion Specialization The Informal Process Classes (Neurologically Impaired - Emotionally 0284 in Large Urban Districts and Its Adserse Effects Management Accountability System for Desegre Handnapped. Emotionally 11?ndicapped A and gation Educational Components on Non-Whites and Women BClasses. NeurolligicallyImpairedand 'or 0275 Sec crely PhysicallyHandicapped.andthe 0418 Demonstration Classes for the Teacher Training Measuring Implementation of the Direct Instruc- Protocol Materials Institute) Summer 1975 Evaluation Report tion Model in an Lrban School District An Oh- A Module of Instruction for Principals and Teach- scrvational-Approach ers Multicultural, 0041 Si.mmer Program of Read mg and Mathematics 0332 0299 for Handicapped Pupils inSpecial Ilducation Planning for Change Outline and Participants' Psychological Evaluation Classes. Speech Language Impaired Pupils and Materials for Generic Session Thrcc Implement- ing Title IX and -Attaining Sex Equity A Work' A 'Theoretical Model for Assessment of Adoles- Mentally Retarded Pupils Summer 1975 Evalua- 'cents The Ecological:Behacioral Approach tion Report shop Package for ElememarySecondary Fducators 0226 0042 Summer 1976 Programfor Deaf Children 0293 Public Officials Ecaluation Report, Evaluation Period, July 2- School Desegregation Portland Style The Polities of School Desegregation. Los An- August 13, 1976 0499 geles 0085 Program Improvement 0358 Supplementary Reading and Mathematics In- The Administrator's Role. Outlines and Partici- Public Opinion structional Skills Program for Handicapped Chil- pants' Materials for Application Sessions for Ad- dren School Year 1974.1975. Evaluation Report Racial and Non-Racial Correlates of Anti-Busing ministrators. Implementing Tole IX and Attitudes in Louisville. 0043 Attaining Sex Equity A Workshop Package for Supplementary Reading and Mathematics In- 0495 Elementary-Secondary Educators School Integration Surseys 1978 Report structional Skills Program for Handicapned Chil- 0294 dren (1974.1975) Evaluation REport Experience Based Career Education at Wichita 0160 0044 East High School A ThirdParty Evaluation for Public Schools Teacher Training and Program Decelopment in Year Two. 1977.78 Multicultural Education Programs. Ethnic Stu- Motor Education for Handicapped Children in 0178 dies Curricula. and Ethnic Studies Materialsin New York City Elementary Schools September the United-States Public Schools 1974-June 1975 Ecaluation Report Program Length 0233 0051 Follow Through Pupil Achicvcincnt C'haracteris- ticsin A Narratise Account of the Deselopment of Title I ESEA Projects;Digest of Annual Ecalua- Philadelphia Quasi-Longitudinal Data Desegregation Goals for the Seattle School Dis- tionsSupplementary Edition 1976.77Report 1975.1976 and 1976-1977. Report #7870 Ap- trict. 1970-1975 No 77131 pendices Volume 0066 0060 0138 Public Schools of the District of Columbia, 1977 Title I ESEA Projects Digest of Annual E1,21U3. Program Validation Annual Reprirt lions Supplementary Edition 1971-1978 A his- Project P.A V E Evaluation torical summary, by the Department of Federal TechnicalReport 0096 1977-78. Publication Number 77 49. Robert Anthony Reed. III. et al. Plaintiffs Vs. Ecaluation Resources, of the key findings re- James A. Rhodes, et al. Defendants Memoran- ported in the annual esaluations of each project 0269 Report #7827 Project Follow Through dum Opinion and Order (Relating to Racial Isola- tion in the Cleveland Public School System) 0116 Continuance and Transience Among Teachers Title I ESEA Projects Digest of Annual Es alua- and Pupils in the Follow Through Program in 0006 lions 1965.1976 Report No. 7681 Urban EducationThe Relationship Between Philadelphia. 1971-1975. Report No 7709, Schools and the Urban Milieu 0065 0058 Title 1 Ecaluanon Report 1973-74. Chattanooga Follow Through Program (Original). 1978.1979 0254 Public Schools . Report No 8023 Publishing Industry 0024 0331 Multicultural/Multilingual Resources. A Vendor TitleVIIBilingual-Bicultural Program,Final Follow Through Pupil Absence Rates in Phila- Directory Esaluation Report. 1977.1978 delphia. 1974-1975. Report No 7701. 0231 0248 0057 Puerto Rican Culture Title VII Bilingual Project i'Let's Be Amigos". Follow Through Pupil Achiccement Characteris- ticsin The Puerto Ricans A Brief Look At Their Fils Evaluation of the Sixth 1 ear. 1974-1975. Philadelphia Quasi-Longitudinal Data tory 0007 1975.1976 and 1976.1977. Report #7870 Ap- Year-End Evaluation. Emergency School Aid Act pendices Volume 0493 (ESAA) 1976.77. Tacoma Public Schools 0138 Puerto Ricans 0086 Longitudinal Analysis of Follow Through Partici- Project CASE, Career Aspiration and Self Con- 1973-74 ESAA I Pilot Project Assist Evaluation pants. 1968.69 through 1977.78 Report Number gruence in the Education of Puerto Rican Youth Report 7971. Meeting the Vocational Education Needs of Spe- 0108 0234 cial Populations. 1974.75 ESAA II Pilot Project 'Assist Final Re- Post-Program Achievement of Prekindergarten 0255 port. ChildreninPhiladelphiaQuasi-Longitudinal The Puerto Ricans. A Brief Look At Their His- Data1974.1975 Through 1976.1977Report tory. 0109 #790I 1977.78 Ecaluation Findings Publication Num- 0493 ber 77.59. 0139 A Survey of the Puerto Rican Community on Mil- 0235 A Summary of Six Major Evaluation Reports on waukee's Northeast Side in 1976 Follow Through in Philadelphia, 1974.1975, Re- Program Guides port No. 7713 0140 Dade County Procedures for Pros Kling Special 0019 Puerto Rico Education for Exceptional Students The Puerto Ricans A Brief Look At Their His- 0052 Project Follow Through Expansion tory Human & Racial Awareness. Program 0493 0289 Follow Through Title I Expansion Program 1978- 1979. Report Nu nber 8043 Purchasing Program Implementation The Department StoreStudent Lesson #I1 The Brookline After-School Special A Program 0372 English for Living, for Older Elementary Children in Project Head Start Brookline. 0451 Massachusetts The Parent's Perspective and the Evaluation of Prekindergarten Head Start Year -The Supermarket Student Lesson #12 English Director's, Perspective. End Report, 1975-1976. Report No 7700. for Living. 0396 0018 Detroit ,PublicSchool,' Three-Year Bilingual 0452 Education Plan, 1979.082, Project PAVE Quality of Life FinalEvaluationReport 0411 1976.1977Project The Vietnamese of New Orleans Adapting to Handbook of Procedures for Implementing a Sex P.A.V E Evaluation Publication Number 76 57 American Social Structure Equity Workshop Pathway to Awareness 0153 Project P A,V E Evaluation Technical Report 0494 0426 Racial Attitudes Interpretive Analyses of 1978.79 Research and 1977.78 Publication Number 77:49. 0269 The Desegregation Counselor Aide Program of Evaluation Reports, Volumes 1 and II the 1974.75 Minneapolis Emergency School Aid 0462 Project RISE Act Project Staff and Student Perceptions Mainstreaming Handicapped- StudentsGuide- Project RISE Reading Achiesement in AISD 0013 lines for Increasing the Enrollment of Hand- Junior High Special Education (1978.79) Interim Racial and Non-Racial Correlates of Anti-Busing icapped Learners in Vocational Cluster Programs Evaluation Report Attitudes in Louisville in the Portland Public Schools A Research Pro- 0390 0495 112 Racial' Balance Subject Index Racial Balance Reading Centers Reading Programs Wha: Happened to the Kids After Thee Segre- Bilingual Program in Auxiliary Sersises for High Bilingual Program r.valuatton Report ESEA Title gated Sauol Closed' A Nine-Year, Control- Schools. School Year 1974-75 YIIBilingual Program. Bilingualism Increases Ex- Group Fu lioss-Lp of Elementary Students 0031 cellence Now. 0014 Evaluation of Title I Program. Community School 0360 Racial Bias District 31. New York City 1978.79 School Ycar Community School District #10 (N.Y.C.). Title Final Report. E D L Reading Lab Guide for Esaluating and Selecting Mu:neut 1 ESEA - B/E 5051-91620. Impact Ald - B/E turai Instructional Materials 0303 5051.98720 Final Evaluation Report. 1978-1979. 0398 Reading Difficulty 0315 I he Pedagogical Oppression of Bin,. Students in Diagnostic and Remediation Program to Amelio- Community School Distract 20K. Reading Pro- Norfolk City Public Schools-Myth or Practice* rate the Reading Disabilities of JHS CRIviD gram for Optional Assignment, Title 1- 5071- 91627. Final Evaluation Report, 1978.79, 0437 Pupils. February-June, 1975 Esatuation Report. 0047 0312 Racial Composition Community School District #5 1978.79 Title I, School Desegiegation Proposal Reading Failure Decentralized Programs. Evaluation of the New 0320 Reading Disability Prevention for 5 Year Olds York City School District 5 Educational Projects Racial Discrimination 0195// Funded under Title I of the Elementary and Se- Reading Improvement condary Education Act of 1965 (PL 89.10) Per- Desegregation in the 80's. Concerns and Chal- formed for Community School District 5 for the lenges for Public Education An Evaluation of Environmental Education/- Year 1978.79 Final Evaluation Report 0436 Communication Skill Program Summer 1979 Fi- nal Report. 0318 Intradistrict Inequalities. I Distract E.S.E A Title 1 Programs and Impact Aid 0407 0308 (PL 81.874) Programs Final Evaluation Report, Evaluation of the Optional Assignment Program. 1978.1979 Racial Distribution Community School District 31. New York City Magnet School Project Evaluation Fiist Annual 1978.79 School Year 0311 DSEPPS Supplementary Reading Program for Report. 1975.76 0304 Evaluation of Title I Program, Community School Handicapped Children 1975.76 Evaluation Re- 0076 port District 31, New York City 1978.79 School Year. Racial Factors - Final Report, E D L Reading Lab 0045 Non- public Schools and DesegregationRacial An Esaluation of the ESEA Title I and Impact 0303 Factors and Changes in the Share of Big-City Title 1 Summer Program. Esaluation Report Aid Programs. Community School District 27, White Pupil Enrollment Going to Non-public New York City Board of Education. 1977.1978. Schools 0305 Final Report Transitional Classes Program School 1 ear 1975- 0102 1976 Evaluation Report 0253 Race and Ethnicity as Factors in Winning School An Evaluation of the ESEA Title I and Impact Board Elections: Predicting Ethnic Composition 0037 Aid PEograms, Community School Distract 27, of Community School Boards Reading Instruction New York City Board of Education 1978-1974. 0179 Esaluation of the Optional Assignment Program. Final Evaluation Report. Community School District 31, New York City. 0309 Racial Integration 1978.79 School Year. Evaluation of the 1978.79 United States Elemen- Robert Anthony Reed. Ill. et al. Plaintiffs Vs 0304 tary and Secondar' Education Act-Title 1 and James A Rhodes. et al. Defendants Memoran- Fa Keih Reading Series. Book I. Impact Aid Programs an Corpmunity School Dis- dum Opinion and Order (Relating to Racial Isola- trict 6. New York. N.Y. tion in the Cleveland Public School System) 0205 Individualized Instructional Program for Emo- 0317 0006 tionally Disturbed Children Unable to Participate The Intermediate and Junior High Reading Pro- Racial Isolation inFormal Educational Programs.(TitleVI) grams of the 1974 -75 Minneapolis Emergency Robert Anthony Reed. Ill. et al.Plaintiffs Vs School Year 1974-75 Esaluation Report. School Aid Act Project An Evaluation James,A Rhodes. et al. Defendants Memoran- 0036 0012 dum Opinion and Order (Relating to Raci.1 Isola- Individualized Instruction for Handicapped Stu- Reading Disability Prevention for 5 Year Olds tion 4n the Cleveland Public School System) dents in Special Schools (Part C). School Year 0195// 0006 1975-1976. Evaluation Report. Report for the Evaluation of the Reading Is Fun- 0035 damental Project 1973-74. Research Report No. Racial Relations Individualizing Instruction for Physically Hand- 74.289 The Desegregated School and Status Relations icapped and Mentally Retarded Children in Spe- 0092 among Anglo andMinonty' StudentsThe cia1Schools. School Year 1974.1975 Esaluation Special Education TV Reading Program. Final Dilemma of School Desegregation:., Report. Report. 02700 0034 0256 Esaluation Report, St Louis Magnet/Pilot Pro- Korean Children's Day. Hanguk Orini Nal TitleI Children's Program. Learning to Read grams. Emergency School Assistance Act. Title 0149 through the Arts Developer/Demonstrator Pro- VII, 1976-1977. Project RISE Reading Achiesement in AISD ject, National Diffusion Network. United States .0290 Junior High Special Education (1978-79). Interim Office of Education. Evaluation Report 1978.79 TheUnexpectedMinority White Children in an Evaluation Report. 0335 Urban School and Neighborhood. 0390 Title I Evaluation Report 1973-74. Chattanooga 0081// Rice Harvest (Anshan, Pinagani Iti Pagay) Public Schools Racial Segregation'. 0163 0024 A SpcZxal Christmas (Ang Pinakatangoig Pasko, 1973.74 ESAA I Pilot Project Assist Evaluation Induced Desegregation.ItsEffects on White Naisang4ngayanAPaskua) Report. Pupil Population and Resegregation in the Mem- phis City School System 0162 0108 Summer Program for Hospitalized Handicapped Reading Readiness 0158 Children. Summer 1975. Evaluation Report Reading Disability Prevention for 5 Year Olds. Reading s , 0032 0195/I ESEATitle1.Evaluation Report. New York 1973.74 ESAA I Pilot Project Assist Evaluation State, 1975.76 Report. Reading Research 0091 0108 1973.74 ESAA 1 Pilot Project Assist Evaluation 1974.75 ESAA 11 Pilot Project Assist Final Re- Report Reading Achievement port. Bilingual Education Special Bulletin No 2 0108 0109 1974.75 ESAA II Pilot Project Assist Final Re- 0478 port. Concentrated Poverty and Reading Achievement Reading Is Fundamental' in Five Rig Cities. Reportfor the Evaluation of the Reading Is Fun- 0109 0061 damental Project 1973-74 Research Report No. Reading Skills Follow Through Title I Expansion Program 1978- 74.289 Detroit Public Schools Educational Components 1979 Report Number 8043 0092 0417 0372 Reading Materials Evaluation of Achievement Outcomes. Austin's HigherHonzons 100.1978.1979;Hartford Fa Keih Reading Seiics Book I. Experience. Publication No 80 33, 0400 Moves Ahead: An Evaluative Report. 0205 0211 Rice Harvest (Anthan; Pinagani Its Pagay). Project P.R 013 E Final Evaluation Report. Project RISE. Reading Achievement in AISD 0163 0381 Junior High Special Education (1978-79). Interim A Special Christmas (Ang Pmakatanging Pasko. Recipes Evaluation Report Naisangsangayan A Paskua). American Indian Recipes. 0390 0162 0127

1`''J Subject Index Resources 113 Recreational Activities 0309 Leisure ActivIties for Retarded Children A Task Evaluation of the Optional Assignment Program, Research Methodology Analysts Approach Integrating Trainable Men. Community School District 31. Nework City. Multi-Ethnic School Environments, Final Report tally Retarded Children Through Community 1978.79 School Year FY 1978.79 'Volume Overview and Research Education ESEA Title IV. Part C Design. 0304 0181 Evaluation of the 1978.79 United States Elemen- 0465 Regional Characteristics tary and Secondary Education Act-Title I and Talc lV -C Pilot Program, An EducationalNccds Metropolitan Professional Sexual Differentiation. Impact Aid Programs in Community School Div. Projection Model Project Report Estimatesof 1970. An Ecological Profile tract 6, New York, N Y the Numbers of LtmatedEnghsh-Speaking-Abil. ity (LESA) Students in H1SD (K-3). 0377 0317 Regional Dialects Evaluation of Title 1 ESEA Projects. 1977-1978 0062 Abstracts- Report *7876 Research Projects Effects of the Language of the Instructionson Test Performance: California Achievement Tests 0143 ESEA TitleI Allocation Policy. Demonstration Mini-Study Evaluation of Title 1 ESEA Projects. 1977.1978. Study. Implementation Decisions ResearchPlans. 0110 Technical Reports Report Number 7877 0090 Rehabilitation Programs 0171 KEEP Five-Year Summary "Report Evaluation of Title I Program. Community School 0124 Summer Education Program for Neurologically District 31. New York Qty 1978-79 School 1977-78 Evaluation Findings Publication and Physically Handicapped Children. Summer Year. Num- Final Report. DiagnosticPrescriptiveProgram in ber: 77.59 1975, Evaluation Report Mathematics. 0049 0235 Summer Pre-Placement Program for Severely 0324 Research Reviews (Publications) Final Report on Evaluation of the Emergency Multihandlopped Blind Children Summer 1975 Mainstreaming the Handicappedin Vocational Evaluation Report School Aid Act Program of the Public Schoolsof the District of Columbia, 1977-78 Education Literature Revtew (AResearch Pro- 0048 ject in Vocational Educationin the Portland Pub- 0379 lic Schools). Remedial Instruction Pre-School Program for Emotionally Disturbed. Evaluation of the Optional Assignment Program. Language and Perceptual() Impaired Children 0131 Community School District 31. New York City (Title VI) Evaluation Period (December Residential Programs 1978.79 School Year. 1974 - June 1975) Evaluation Report Individualized Instructional Program forEmo- tionally Disturbed Children Unable 0304 0050 to Participate Title I Summer Program. Evaluation Report. Title I. Final Evaluation Report. Summer 1979. in Formal Educational Programs(TitleVI) School Year 1974.75 Evaluation Report. 0305 0323 Remedial Mathematics Title 1 Summer Program. Evaluation Report 0036 ESEA Title 1 and Impact Aid Final Evaluation 0305 Resource Allocation Report. 1978.79. 1979 Evalua: on Report-Title I. ESEATitle I Allocation Policy: Demonstratio 0307 0310 Study. Implementation Decisions Research,'-cans. ESEA Title I Program Impact Aid (PL 81.874) Remedial Reading 0090 Program Final EvalLation Report. 1978.1979 Intradtstrict Inequalities. I. Community School District 20K ReadingPro- 0306 gram for Optional Assignment. 'fitle 0407 Evaluation of Title I ESEA Projects. 1977.1978 I- 5071- State Compensatory Education 91627. Final Evaluation Report. 1978.79 1979-80. Final Abstracts. Rcport * 7876 Technical Report. Publication No 79.18. 01:13 0312 Evaluation of Title I ESEA Projects. 1977.1978 Diagnostic and Remediatton Programto Amelio- 0352 Technical Reports. Report Number 7877. rate the Reading Disabilities of JHS CR MD Resource Centers The Astor Program for Gifted Children: 0171 Pupils. February-June. 1975 Evaluation Report. Pre-Kin Evaluation of Title I Program. Community School 0047 dergarten Through Grade Three. District 31. New York City. 1978.79 School Year. ESEA Title 1 and Impact Aid Final Evaluation 0148 Final Report. DtagnosucPresenptiveProgram m Report. 1978-79. . Career Education Resource Units Grade.Special Mathematics Programs 0307 0324 ESEA Title I Program Impact Aid (PL 81.874) 0054 1979 Evaluation Report-Tstle, I Program Final Evaluation Report. 1978.1979 Mainstreaming-Supportive Educational Scrvtces for the Learning Disabled (DSEPPS) 0310 0306 1975.1976 Remedial Programs Evaluation of Diagnostte /Prescript:se Reading Evaluation Report. Community School District *10 (N Y.C.). Title Program. Community School District 31. New 0046 I ESEAB/E 5051-91620. Impact AldB/E York City. 1978.79 School Year. Final Report Resource Materials 5051. 98720. Final Evaluation Report1978.1979. 0325 Asian American Curriculum Guide. An Evaluation of the PSEN Reading and Bilin- 9315 022! Community School District *5 1978.79 Title I gual Program 1978.79 Asian American Curriculum Guide: Elementary. Decentralized Programs. Evaluation of the New 0316 0223 Y.rk City School District 5 EducationalProjects Evaluation of Title 1 ESEA Projects. 1977-1978. Asian American Curriculum Guide Secondary. Funded under Title I of the Elementary and Se- Abstracts: Report *7876. 0222 condary Education Act of 1965 (PL 89-10) Per- 0143 A Bibliography of Multi-Cultural & NonSextst formed for Community School District 5for the Evaluation of Title 1 ESEA Projects. 1977.1978 Resource Materials. Year 1978.79 Final Evaluation Report Technical Reports Report Number 7877. 0333 0318 0171 The Classical Heritage in America. ACurriculum A Comparison of Title 1 AchievementResuLs Evaluation of Title I Program. Community School Resource Tentative Edition Obtained Under USOE Models Al, CI anda Mixed Model District 31. New York City. 1978.79 School Year Final Report. E.D.L. Reading Lab 0011 Gifted Science Project In-Service Manual.Se- 0173 cond Tryout Edition. District 17 Title I ESEA.TSEN and Impact 0303 Aid Title tFinal Evaluation Report. Summer 1979. Academic Improvement Programs FinalEvalua- 0393 tion Report. 1978.1979 0323 Multicultural/Multilingual Resources A Vendor 1979 Evaluation Report-Title I. Directory. 0362 ESEA Title I and Impact Aid. Final Evaluation 0310 0231 Report. 1978.79 Research Coordinating Units Resource Materials for the Creative Curriculum (With Special Articles on Evaluating theBlack & 0307 The Effects of Budget Reductionson Program Hispanic Image in Children's Books). ESEA Title I Program. Impact Aid (PL81.874) Evaluation in a Large Urban School System. Program. Final Evaluation Report, 1978.1979. Providing Services Beyond Resources. 0433 Resource Room Programs 0306 0156 Evaluation of Diagnostic/PrescriptiveReading Evaluation of Title I Program. Community School Program. Community School District 31. New Research Design District 31. New York City. 1978.79 School York City 1978.79 School Year Final Ycar. Report DSEPPS Supplementary Reading Programfor Final Report. DiagnosticPrescriptive Programin 0325 Handicapped Children 1975.76. Evaluation Re- Mathematics An Evaluation of En' mail Education/ - pOrt, Communication Skill Pk,. ..an Summer 1979, Fi 0324 0045 Special Needs TESL Program. 1978-79. FinalRe- nal Report. KEEP Five-Year Summary Report. port. 0308 0124 0314 An Evaluation of the ESEA Title I andImpact Multi-Ethnic School Environments. Final Report Aid Programs. Community School District Resources 27. FY 1978.79. Volume 1: Overview andResearch New York City Board of Education 1978.1979. Design School Desegregation Organizers' Manual. ?inal Evaluation Report. School Desegregation/Integration Notebook. 0465 0097 1 114 Retailing Subject Index Retailing ESAA Magnet iPilot Prinect. Final Evaluation Research Review of School Desegregation (A Arizona Bilingual and Office Education Book Report. 1978.79 Problem) and Multi-Cultural Education (A Solu- III-Bilingual Business Practice 0274 tion) , 0368 An Evaldation cif Houston s Magnet School Prod- 0470 Role Models gram Resolving the Desegregation Issue in the St Louis 0157 Public Schools Summary of Events Since 1972; Peer Counselor-Consultant Training A Self-Help Final Report on Evaluation of she Emergency Analysis of Policy Considerations. Strategies for Strategy for Cross-Cultural. loulte-Ethims School Aid Act Program of the Public Schools of Resolution. Schools the District of Columbia. 1977.78 0088 0271 (g 0379 School Desegregation in Berkeley. California- A :tole Perception Grade 10 Student Attitudes Toward Desegrega- Staff Report of the U.S Commission on Civil Ethnic Heritage Studies i he American woman tion-Second Surve), May 1978 Rights Experimental L nit 0414 0070 0:89 Grade 7 Student ,.ttitudes Toward Desegrega- School Desegregation in Boston: A Staff Report 'Samoan Americans tion-Second Survey. May 1918 Prepared for the Hearing of the U S Commission 0408 Asian Pacific Perspectiscs Samoans in the L. nitcd on Civil Rights in Boston. Massachusetts. June High School Staff Attitudes Toward Deserega- 1975. States tion -Second Survey, May 1978 016 1 0216 0416 SchoolDesegregationinColoradoSprings. School Aides Impact of the Co-Funded Components Colorado A Staff Report of the ILA Commission The Desegregation Counselor Aide Program of 0413 on Civil Rights the 1974.75 Minneapolis Emergency School Aid Implementation and Evaluation of a Desegrega- 0073 Act Project Staff and Student Perceptions tion Model for the Erie. Pennsylvania School Dis- School Desgregation in Erie. Pennsylvania. A 0013 trict. Staff Report of the U.S. Commission on Civil School Closing 0020 Rights Induced Desegregation. Its School Closing Policy Report Effects on White 0074 Pupil Population and Resegregation in the Mem- 0375 School Desegregation in Little Rock, Arkansas: A phis City School System. Staff Report of the U.S. Commission on Civil School Community. Relationship .0158 Rights. District and Community Characteristics Influenc- Integration Update 0068 ing Desegregation Strategy Choice and Effective- 0089School Desegregation School Desegregation in Minneapolis, Minnesota: ness Integration Update. A Staff Report of the U.S Commission on Civil 0434 0107 Rights. The Politics of School Desegregation Los An- Intersening in School Desegregation Conflicts. 0067 gees, The Role of the Monitor. School DesegregationinNashvilleDavidson, 0358 0288 Tennessee A Staff Report of the U.S. Commis- School ResegregationResidential and School A Longitudinal Analysis of Reading and Arith- sion on Civil Rights Process Study. A Collaborative Leadership Plan- metic Achievement and Court-Ordered Desegre- 0069 ning TrainingProject ExecutiveSummary, gation (With "Forced" Busing) in a Large Urban School Desegregation in Peoria, Illinois. A Staff Third Year Report 1978.79 School District in the South Report of the U.S. Commission on Civil Rights. 0224 0083// School Resegregation 0071 Residential and School Magnet Schools: An Approach to Voluntary School Desegregation in Portland. Oregon: A Process Study A Collaborative Leadership Plan- Desegregation. Fastback 141 Staff Report of the L.S. Commission on Civil ning /Training Project, Third Year 1978.79. Final 0419 Rights. Report. Magnet Schools Utilized for Voluntary Integra- 0243 0075 tion- A Descriptive Study. School Desegregation in Tulsa. Oklahoma. School Demography 0273 Middle School Parent Attitudes Toward Desegre- 0072 Data Resource Book 1979-1980. District of Co- School Desegregation gation-Second Survey. May 1978. Organizers' Manual. lumbia Public Schools School Desegregation/Integration Notebook. 0373 0409 Middle School Staff Attitudes Toward Desegre- 0097 School Desegregation gation-Second Survey. May 1978. School Desegregation: Portland Style "Access to Excellence". An 'Analysis and Com- 0415 04^9 mentary on the 1978.79 Program Proposals. MultiEthnic School Environments: Final Report School Desegregation Proposal 0321 FY 1978.79. Volume 11. Classroom Case Studies. 0320 School Integration Surveys Community Involvement in Desegregation: Mil- 0466 Preliminary Report. waukee's Voluntary Plan Multi-Ethnic School Environments Fina' Report 0159 0103 FY 1978-79. Volume Ill Data Analysts' Reports. School Integration Surveys1978 Report. Dallas School Desegregation: liatory and Prece- 0469 0160 dents MultiEthnic School Environments; Final Report School Resegregation- Residential and School 0146 FY 1978-79. Volume 1: Overview and Research Process Study, A Collaborative Leadership Plan- The Desegregated School and Status Relations Design ning/TrainingProject.ExecutiveSummary. among Anglo andMinority . StudentsThe 0465 Third Year Report: 1978.79 Dilemma ci; School Desegregation A Narrative Account of the Development of 0224 0270 Desegregation Goals for the Seattle School Dis- School ResegregationResidential and School Desegregation and Hispanic Students: A Com- trict. 1970-1975. Process Study. A Collaboratise Leadership Plan- munity Perspective 0066 ning /Training Project. Third Year. 1978-79. Final 0371 Parent Perceptions of Magnet Schools as a Report. The Desegregation Counselor Aide Program of Method of Desegregation 0243 the 1974.75 Minneapolis Emergency School Aid 0174 The SixDistrict Plan. integration of the Spring- Act Project Staff and Student Perceptions The Politics of School Desegregation: Los An- field, Mass , Elementary Schools A Report of the 0013 geles. MassachusettsAdvisoryCommitteetothe Desegregation in the 80's Concerns and Chal- 0358 United States Commission on Civil Rights lenges for Public Education Popular Participation and Representation in the 0022 0436 Urban Environment The School Desegregation Urban School Desegregation Costs. Desegregation of Urban Schools.. Is it Possible/ Issue in Los Angeles 0498 The Philadelphia Story. 0145 What Happened to the Kids After Their Segre- 0272 Proposed Plan for Magnet Schools-Cleveland gated School Closed? A NineYear. Control- Group FollowUp of Elementary Students. Detroit High SchoolProfiles.CntenaBased Public Schools Section II, Center for Individual- -... Monitoring of Desegregation. ized Learning. 0014 0406 0301 YearEnd Evaluation, Emergency School Aid Act District and Community Characteristics Influenc- Proposed Plan for Magnet Schools-Cleveland (ESAA) 1976-77. Tacoma Public Schools. ing Desegregation Strategy Choice and Effective- Public Schools. Section II, Cleveland Center for 0086 ness Fundamental Education. School Desegregation Monitors 0434 0300 Intervening in School DesegregationConflicts Elementary School Parent Attitudes Toward Racial and Non-Racial Correlates of Ants-Busing Desegregation-Second Survey. May 1978. Attitudes in Louisville The Role of the Monitor. 0288 0410 0495 ElementarySchoolStaffAttitudes Toward Report on the Status of the Voluntary Desegrega- School District Reorganization Desegregation-Second Survey, May 1978. tion Plan of the School District of Philadelphia School Desegregation Proposal. 0412 0374 0320

1 11. L.,'

4 Sut;iect Sex Discrimination 115 School District Spending School Statistics The Effects of Budget Reductions on Program Secondary School Science Data Resource Book 1979.1980 District of Co- Magnet School Planning Project Evaluation Ir.- Large Urban School System lumbia Public Schools Science and Providing Sets ices Beyond Resources Technology Magnet School 0373 0156 0298 IntraDistrict Inequalities. School Surseys Teaching English as a Second Language A Hand- 0405 Title IX SclfStuds Report of the Oklahoma City book for Science. Curriculum Bulletin Number School Size and Pupil Costs, Reviewed tot 1979- Public Schools 75CBM5. Secondary Level 80 1980 APS Planning Docianent 2 0015 0200 0326k' Science Course Improvement Projects Secondary Schools Urban School Desegregation Costs Gifted Science Project In-Service Manual Se 'fateIX: Questions, Answers road Comments cond Tryout Edition 0055 School Districts 0393 Segregationist Organizations Data Resource Book 1979.1980 District of Co. Popular Participation and Representation in the lumbia"Public Schools Science Education Gifted Science Project In.Sers ice Manual Sec- Urban Environment. The School Desegregation 0373 ond Tryout Edition Issue in Los Angeles Interpretive Ana.yses of 1978.79 Research and 0393 0145 Esaluation Reports. Volumes I and II Self Concept 0462 Science Instruction Multicultural Education Programs Ethnic Stu- Physics. A Vietnamese Supplement A High. The Desegregated School and Status Relations dies Curricula. and Ethnic Studies Materials among Anglo andMinorityStudents: The in School Bilingual Handbook for the Vietnamese Dilemma of School Desegregation. the t,nitcd Stares Public Schools Student Indochinese High-School Supplements 0233 0270 A Narrative A.. ',tint 0229 Self Congruence of the Development of Science Materials Desegregation G .s for the Seattle School Dis- Project CASE, Career Aspiration and Self Con-- trict. 1970-1975 Teaching Engliti as a Second Language A Hand- grucnce in the Education of Puerto Rican Youth. 0066 book for Science Curriculum Bulletin Number Meeting the Vocational Education Needs of Spe- Title 1 ESEA Projects Digest of Annual Evalua- 75cam5. Secondary Level cial Populations tions Supplementary Edition 1976-77Report 0200 No 77131.. 0255 Screening Tests Sensitivity Training 0060 Kindergarten Screening Instrument Administra- Urban EducationThe Relations-hipBetween Handbook for the Human Relations Approachto tion Manual. Continuing Revision Number 7, Teaching Schools and the Urban Milieu Item Number 33 2004. 0254 0125 1977.78 Evaluation Findings Publication Num. 0100 Sensory Integration bet. 77 59 Reading Disability Prevention for 5 Year Olds 0195/! Improving tile Verbal Cognitive Skills of Disad- 0235 Revised Technical Manual for the Kindergarten vantaged Preschool Children Through the Arts Project Termination Report. School Holding Power Screening Inventory. Based on Data from the Continuance and Transience Among Teachers 1975.75 School Year 0129 snd Pupils in the Follow Through Programin 0101 Sensory Training Philade:phia, 19711975 Report No 7709 Second Language Instruction Teacher Training sand Program Development lit fk5R Motor Education for Handicapped Children in Urban School Dropouts Data Collection and Final Evaluation of Project Aprende. 1978-79 New York City Elementary Schools September Analysis in Philadelphia School District is 6 ESEA Tale 111 Progranf 1974-June 1975 Evaluation Report 0194 0344 A Multicultural Social Studies Series for C SL. 0051 School Orgarezation Students, Book 2 Services Funded Programs and Comprehensive Planning 0330 Connections. Parent and Student Guide. A Pa-/ 0246 A Select Bibliography of Sources on the Teaching rent/Student Guide to Special Education Services School Personnel of Hispanic Culture in the Boston Public Schools PromotionSpecialization. The Informal Process 0394 025 in Large Urban Districts and Its Adverse Effects Second Language Learning Severe Disabilities on Non-Wnites and Women Er.glish as a Second Language for the Asian Lan- Summer Pre-Placement Program for Sever/1y 0275 guages and Cultures Multihandicapped Blind Children. Summer 19/75 Title IV.0 Pilot Program An Educational Needs Evaluation Report. Projection Model Project Report Estimates of 0095 Korean Children's Day Hanguk Orini Nal 0048 Personnel Needed and Costs of HISD Bilingual Education Programs 0149 Sex Bias New York: Multi-Speak City' Eliminating Sex Bias in Vocational Education A 0056 Handbook for Administrative Personnel. School Policy 0002 Rice Harvest (Anshan, Pinagam It: Pagay) 0472 The Opinions of Inner-City Alternative High 0163 Eliminating Sex Bias in Vocational Education A School Students Toward Student Rights A Special Christmas (Ang Pinakatanging Paskc, Handbook for Community Groups 0435 Naisangsangayan A Paskua) 0474 School Resegregation 0162 Eliminating Sec Bias in Vocational Education A Vi orkshop for Administrative Personnel Induced DesegregationItsEffects on White Utility of LESA Criteria for Estimating The Num- Pupil Population and Resegregation in the Mein ber of LESA Students 0473 phis City School System 0197 Eliminating Sex Bias in Vocational Education. A Workshop for Community Groups 0158 Second Language Programs School DesegregationinNashville-Davidson. 0475 Tennessee A Staff Report of the U S Commis- Community School District 20K. Strengthening Evaluation of Instructional Materials For Social sion on Civil Rights Early Childhood Bilingual. Title 1-5071.91622 Bias. Making It Work in a School District. Equity Final Evaluation Report, 1978.79 Issues Series 0069 School ResegregationResidential and School 0322 0497 Process Study. A Collaborative Leadership Plan- Special Needs TESL Program. 1973-79. Final Re. Guidelines to Achieve Sex Equity in Vocational port ning 'TrainingProject. ExecutiveSummary, Home Economics Final Report Third Year Report: 1978.79 0314 0429 0224 Secondary School Mathematics Sex Differences School ResegregationResidential and School Las Matemancas Lenguaje Universal Grados In- Metropolitan Professional Sexual Differentiation. Process Study A Collaborative Leadership Plan- termedios, Niveles 4.6Teachers Guide 11 1970: An Ecological Profile ning/Training Project. Third Year. 1978.79 Final (Mathematics. A Universal Language. Intermedi- Report 0377 ate Grades, Levels 4.6. Teacher's Guide II) The Opinions of InnerCoy Alternative High 0243 0490 School Students Coward Student Rights School Responsibility Mathematics A Vietnamese Supplement A High 0435 Staff Handbook MGM Pasadena Program School Bilingual Handbook for the Vietnamese Sex Discrimination Student. Indochinese High - School Supplements 0182 The Administrator's Role. Outlines and Partici School Size 0230 pants' Materials for Application Sessiona for Ad. Teaching English as a Second Language A Hand. School Size and Pupil Costs. Reviewed for 1979- ministrators. Implementing TitleIX and book for Mathematics Curriculum Bulletin Num- Attaining Sex Equity A V orkshop Package for 80 1980 APS Planning Document 2 ber 75CBM4. Secondary Level 0326!/ Elementary-Secondary Educators 0202 0294 116 Se ::crirni on Subject Index Case SI daleand-Promising Approaches tional Ed anon Equity Study osa- Eliminating Sex Bias in Vocational Education A Final Report orkshop for Adininistrativ e Personnel Technical Assistance Manual for Civil Rightsin Volume I Vocational Education (First Edition) 0209 0473 The °meat of Title IX Outline and Eliminating Sex Bias in Vocational EducationA 0477 Participants' Workshop for Community Groups Social Influences X4 .erials for Generic Session OneImplementing tie IX and Attaining Sex Equity A Workshop 0475 Multicultural Education, A Concept Paper ackage for Elementary-Secondary Educators Establishing Equity in Language & Illustrations Revised 0206 0291 A Theoretical Model for Assessment ofAdoles- Eliminating Ses Bias-Pipe Dream or Possibility' :11399 cents The Ecological/Behavioral Approach A Program Description and Evaluation Summary Ethnic Heritage Studies The Ainen, an Woman Experimental Unit 0226 of the Title IV/ C. ESEA Proiest, Social Relations Sex Bias in Education 0189 Literature ane Secondary Data Review of the Via. ESAA Magnet/Pilot Project, Final Evaluation 0161 eatiohal Education Equity Study Final Report, 1978.79 Handbook of Procedures for Implementinga Sc x Report Equity Workshop Pathway to Awareness Volume 11 0274 0208 Social Sciences 0426 The Sex Equity Pamphlet Literature and Secondary Data Review of the Vo Key CompetenciesSocial Studies, Secondary cationalgducation Equity' Study. Final Report 0432 Schools Volume 11 Supervising the Development and Presentationof a Pilot Program to Reduce Sex-Role Stereotyping 0402 0208 Planning for Change Outline and Participants in Dallas Public Schools Social Status Materials for Generic Session Three Implement- 0225 The Desegregated School and StatusRelations mg Title IX and Attaining Sex Equity A Vi ork- Single Skills Treining Courses among Anglo andMinorityStudents -The shop Package for Elementary-Secondary Dilemma of School Desegregation Educators Single Skills Training Courses E S F. ATitle IV C Final Evaluation Report 0270 0293 Social Studies Supervising the Development and Presentationof 0327 Six District Plan Career Motivation Activities Guide.4th through a Pool Program to Reduce Sex-Role Stereotyping 6th Grade. in Dallas Public Schools The SixDistrict Plan Integration ofthe Spring- field, Mass Elementary Schools A Reportof the 0059 0225 INTERdependence Curriculum Aid. Title IX Questions. Answers and Comments MassacnusettsAdvisoryCommitteetothe Looted States Commission on Civil Rights 0099 0055 Key Competencies Social Studies, Elementary Inc Title IX Regulation and Grievance Process 0022 School Outline and Participants' Materials for Generic. Skill Development Session Two Implementing Title IN andAttain- Career Motivation Activities Guide 4th through 0401 ing Sex Equity A Workshop Package for Elcinen 6th Grade Key Compmencies Social Studies,Secondary tary-Secondary Educators Schools 0059 0292 0402 K:6 Social Studies Skills for the HumanBehavior K6 Social Studies Skills-for the Human Tale IX SelfSo.-1, Report of the OklahomaCity and turban Studies Program Behavior Public Schools and Urban Studies Program 0183 0015 Measuring Implementation of the DirectInstrus 0183 Sex Fairness A Multicultural Social Studies Series.Book 1. non Model in an Urban School District An Ob Europe A Bibliography of Multi-Cultural &NonSexist scrvational Approach. 0063 Res-mrce Materials 0332 A Social 31.alls Guide for Parents to Help Children A Multicultural Social Studies Series. Book2. 0333 Cope Asia Eliminating Sex: Bias in Vocational Education.A Handbook fo: Administrative Personnel 0319 0094 A Multicultural Social Studies Seriesfor C.S.L 0472 Slang Students Book 1Europe. Eliminating Sex Bias in Vocational EducationA Teaching English as a Second Language AHand- Handbook for Community Coups book for Language Arts 0093 Curriculum Bulletin A Multicultural Social Studies Seriesfor C S L 0474 Number 75CBM3, Secondary Level Students, Book 2 Eliminating Set Bias in VocationalEducation A Workshop for Administrative Perso-,c) 0203 0330 Small Group Instruction Teaching English as a Secondtanguage. AHand- 0473 book for Social Stuidcs Eliminating Sex Sias in Vocational Education The :?asic Skills Program A TutorialAlternative Curriculum Bulletin A to the Number 75CBM6, Secondary Level Workshop for Community Group's RegularEducational Program ofthe Worcester Public Schools at 0475 Burncoat Junior 0201 Guidelines to Achieve Sex Equityin Vocational High School. Evaluation Report Sociocultural Patterns Home Economics Final Report. 0365 The-Puerto Ricans, A Brief Look At TheirHis- 0429 Social Bias tory. Handbook of Procedures for Implementing a Scx The Context of Title IX: Outline andParticipants' 0493 Equity Workshop Pathway to Awareness Materials for Generic Session One Implementing Socioeconomic Background Tole IX and Attaining Sex Equity 0426 A Workshop Ethnic Heritage Studies Family Improving Sex Equity in Career andVocational Package for ElementarySecondary Educat-rs - History Project Classrooms Experimental Unit. 0291 0438 Minneapolis Multi-Ethnic Curriculum Poicct- 0188 ProjectSEISMIC-SexEquity in Schools Prejudice/Discrimination Unit. Pretest and Posttest Results of the. FirstKEEP Modules in Careers. Report. Progrim Year Technical Repoit #5. 0266 0428 Planning for Change Outline and Par.ticipants' 0122 Six Role Materials for Generic Session Three. Implement- Socioeconomic Influences ing Title IX and Attaining Sex Equity. A Work- Ethnic Heritage Studies The AmericanWoman, The Puerto Ricans A Brief Lodk AtTheir His- Experimental Unit. shop Package for Elementary-Secondary tory. Educators 0189 0493 Tye Sex Equity Pamphlet. 0293 Socioeconomic Status The Title IX Regulation and GrievanceProcess A Survey of the Puerto Rican Community 0432 Outline and Participants' Materials forGeneric on Mil- Supervising the Development and Presentationof waukee's Northeast Side in 1976 s Pilot Program to Reduce Sex-Role Stereotyping Session Two Implementing Title IX'andAttain- in Dallas Public Schools ing Sex Equity: A Workshop Package for Elemen- .0140 tary-Secondary Educators. Who Are the Disadvantaged and WhatShould 0225 0292 We Do for Them? The Relationshipof Family Sim Stereotypes Social Development Variables to Achievement and Some Implications Case Studies and Promising Approaches. for Educational Programming Publication Voca- Secondary Health Education Curriculum Guide No tional Education Equity Study. -FinalReport' Volume.111. 0354 0180 0209 Soda! Differenies Soil Science Eliminating Sex Bias in Vocational EducationA Intradistrict Incqualiocs, I The Earth's Treasure, Soil Handbook for Administrative Personnel O 0407 0472 0328 Social Discrimination Spanish Eliminating Sex Bus in Vocational Education,A, Handbook for Community Groups. Minneapolis Multi-Ethnic Curriculum Protect- Arizona Bilingual and Office Education Book - Preiudice/DiseriMination Unit 0474 Ill- Bilingual Business Practice. 0266 0368 I4, ) Subject Index Staff Development 117 Arizona Bilingual Business and Office Educatiun Final Technical Report ESEA Title VII Bilingual Book II-Bilingual Business Practice Project 1974.1975 A School and Home-Msed Bilingual Education 0367 Model (Nursery School-Grade 3)End-of-Year Arizona Bilingual Business and Office Education. 0204 Evaluation Report. 1976.77 (Second-Year Book O.-Bilingual Business Careers Fort Hamilton High School Greek. Arabicand Evaluation Study). Spanish (GRASP) Bilingual Prugram. ESEA Title 0369 VII Final Evaluation Report, 1978-1979 0064 Arizona Bilingual Business and Office Education South Bronx High School Bilingual ProgramFi- book 1-Bilingual Business Grammar 0386 nal Evaluation Report, 1978.1979 Las Matematicas Lenguaje Universal Grados In- 0366 termechos. Niveles 1.3 Teacher's Guide I (Math- VII 0423 Effects of the La ,gunge of the Instructionson mane, A Universal Language Bilingual-BiculturalProgram, F4234-, Test Perfurmanee California Achievement Tests. Intermediate Evaluation Report, 1977.1978 Mini-Study Grades. Level 1-3. Teacher's Guide I). 0483 0110 Title VII Bilingual Project -Let's BeAmigos0 ": ES EA Title VII-Multilingual Las klatemattcas Lenguajc Universal Grados In- Evaluation of the-Sixth Year, 1974.1975, Prugrams tenni:Mos,Niveles 4-6Teacher's GuideII (St B E, AVANT!. HABILE). FinalReport. 0007 1977.78 (Mathematics A Universal Language Intermedi- ate Grades. Levels 4.6 Teacher's Guide II). Title VII-Individualized Bilingual Instructional 0236 System. Final Evaluation Report, 1978-1979. An Evaluation "f Title VII Bilingual. Bicultural 0490 Las Matematicas. Lenguaje Lhiversal Grados In- Program. 1977.78 School Year. Final Report Title VII Project Sabor, 1978-1979. FinalEvalua-0 termedios. Nivel 4a' Multiplication de Fracciones tion Report 0287 (Mathematics A Universal Language. Intermedi- Final Evaluation of Project Aprende, 1978.79 ate Grades. Level 4a Multiplication of Fractions) School District er 6ESEA Title VII Program An Urban- Oriented Fieldwork and In-Circuit0 0484 0344 Televisiiin Based Teacher Training Programfor Las Matematicas Lcnguajc L ;mato' Grados In. BilingualBicultural Manual' fur the Desclupment of Instructional termedios, Nivel 4b EducationFocusingon Materials Relevant to the Needs of I S Spanish- Divra.m dc Fracciones Teachers of Limited English Speaking Ability (Mathematics A Universal Language. Intermedi- Speaking Students School Age Students. A Model Programfor the ate Grades, Level 4b. Division of Fractions) Urban Middlewest Schools (Milwaukee. Wiscon- 0001 Teaching English as a Second Language A Hand- 0485 sin). 1976.1977, Year 1. Final Report. Lac Matematicas Lenguaje Universal Grados book for Mathematics Curriculum Bulletin Num- In- 0397 ber 75CBM4, Secondary Level termcdios, Nivcl 5a Geometria- Conjuntos de Utility of LESA Criteria for Estimating The Num- Puntoc (Mathematics A Universal Language.In- ber of LESA Students 0202 termediate Grades. Level 53 Geometry- Sets of leaching English as a Second Language: A Hand- Points). 0197 . book for Science Curriculum Bulletin Number Special Classes 75CBM5, Secondary Level 0486 Las \latematicas. Lenguajc Universal GradosIn- Summer Progrim for Reading and Mathematics 0200 termedius. Nivel 5b Medida Lineal. Perimetroy for Handicapped Pupils in Special Education Teaching English as a Second Language A Classes (DSEPPS) (Severely Emotionally Hand- Hand- Area (Mathematics A Universal LanguageInter- book for Social StindesCurriculum Bulletbn icapped,HearingImpaired, mediate Grades. Lev el5b.LinearMeasure, Multiply Hand- Number 75CBM6. Secondary Level. Perimeter and Area). icapped, Pre-Placement) Summer 1975. Evaluation Report. 0201 0487 lift VII Junior High School Bilingual .Program. 0040 1978-79 Final Evaluation Report. Las Matcmaticas Lenguajc 1;nis crsal GradosIn- termedios, Nivel 6a Suma de Fracciones (Math- SpecialEducation 0340 ematics A Universal LanguageIntermediate Dade County Procedures for Providing Special .Spanish Culture Grades, Level 6a Addition of Fractions) Education r -,xceptional Studcnts A Select Bibliography of Sources on the Teaching 0488 0052 of Hispanic Culture Las Matematicas Lenguaje Universal. GradosIn- FinalEvaluationReport.1976.1977Project P A V.E. Evaluation Publication Number. 0394 termedios, Nivel 6b Resta de Fracciones(Math- 76.57. ematics. A Universal Language Spanish Speaking Intermediate 0153 Grades, Level 6b Subtraction of Fractions). Project BUILD "Bilingual UnderstandingIncor- Arizona Bilingual and Office EducationBook 111-Bilingual Business Practice. 0489 porates :Learning Disabilities"-An ESEA Title Las Matematicar Lenguaje Universal. Nivel2b. VII Basic Bilingual Education Program,Final 0368 Multiplication y Division de NumerosEnteros Evaluation Report, 1978.79 Arizona Bilingual Business Ind Office Education (Mathematics: A Universal Language. Level 2b: Book II-Bilingual Business Practice 0359 MultipLcaticin and Division of Whole Numbers). ProjectP.A.V r.Evaluation. Technical Report 0367 0480 1977.78. Put ication Number: 77.49 Arizona Bilingual Business and Office Education Las Matematicas. Lenguaje Universal. Nisei Book IV-Bilingual Business Careers 2c 0269 Factores y Multiplos (Mathematic A Universql Project RISE: Reading Achievement inAISD 0369 Language. Level 2c: Factors and Multiples). Junior High Special Education (1978-79). Interim Arizona Bilingual Bus. +ass and Office Education Evaluation Report Book I-Bilingual Business Gr..mmar 0481 Las Matcmaticas Lenguaje Universal Nivel3: La 0390 0366 p Medida (Mathematics A Universal Language, Special Education TV Reading Program Final Bilingual /BiculturalEducation Program: Pro- Level 3. Measurement). Report grama De Educacn Bilingue/ Bicultural, 1975- 1976 0482 0256 Milwaukee Bilingual Education Progiam1977 - Special Programs CO25 1978 (ESEA Title VII Bilingual Grant# G Bilingual-Bicultural Program, District 2, 1977-78. 007507202). Funded Programs and Comprehensive Planning. Final Report, Title VII. 0246 0144 0239 Programmatic Needs and Satisfaction of Hispanic Special Schools Bilingual Pupil Services, School Year 1974.1975 Parents to the Buffalo, New York Title I Bilingual Individualizing Instruction for Physically Hand- 0029 Program, 1977-1978. icapped and Mentally Retarded Children inSpe- Eastern District High School Integrated Bilingual cial Schools School Year 1974-1975. Evaluation Demonstration Project for High Schools, 1978- 0198 Report 1979 Final Evaluation Report. Project ABLE-Achievement Through Bilingual Education at Theodore Roosev.it High School. 0034 0467 Final Evaluation Report, 1978-1979. Speech Handicaps Effective Transition of the Bilingual andBicul- tural Student Thomas Jefferson High School. Fi- 0389 Summer Program of Reading and Mathematics nal Evaluation Report, 1978-1979. Project BUILD. "Bilingual UnderstandingIncor- for Handicapped Pupils in SpecialEducation porates Learning Disabilities"-An ESEA Title Classes: Speech /Language Impaired Pupils and n385 VII Basic Bilingual Education ProgramFinal Mentally Retarded Pupils. Summer 1975. Evalua- Evaluation of Achievement Outcomes Austin's Evaluation Report. 1978.79 tion Report. Experience. Publication No 80.33.. 0359 0400 0042 Project PACT, Parent and Children Together; Staff Development Final Evaluation of Project Aprende, 1978.79. Evaluation of the First Year, 1977-1978. School District *6 ESEA Title VII Program. AISD Title VII Bilingual Project 1974.1975.In- 0207 0344 Project PACT (Parents and Children terim Evaluation Report February 1975.Publica- Final Evaluation Report for the Rafael Cordaro Together): tion No. 106.26. Bilingual School (At Evaluation of the Second Year, 1978.1979Re- .1,11 S.45),1977-1978, port No. 8037. 0170 Funded Under an ESEA Title .Y11 Grant. Bilingual Adult Basic Education Project.Final 0258 Report. 0237 K School and Home-Based Bilingual Final Report, ESEA TitleVII, Program for Education Model(Kindergarten -Grade4).End-of-Year 0476 Achievements in Chinese. English and Spanish E S.E.A.TitleVIIMultilingual Program, (PACES), 1977.78, Evaluation Report, 1977.78 (Third -Year Evalua- tion Study)e &LLB E., AVANT!, and HABILE FinalReport. 0241 1978-1979. 0128 0336 118 Staff Development Subject Index Final Esaluation Report for the Rafael Corder° Student Characteristics Bilingual School (At 1 H S45),1977-1978, Suicide Funded Lnder an ESEA Title VII (i.ant Student Data Requirements of Lau Remedies and Bibliography on Suicide and Suicide Prevention Texas Senate Bill 1: 11 C Pilot Program 1897.1957,1955.1970 0237 An Educational Needs Projection Model Project Fma! Esaluation Report for the 1978.19 ") Title Report 0117 111 Bilingc.al Project, Public Schools of the Dis. SummerPrograms tric: of Cr lumbia. Washington 0078 Student Evaluation College Bound Program. Summer 1975 0380 0027 Follov. Through Program (Ortgitial). 19'8-1979 An Approach for ImPlementing, a District An Evaluation of Environmental Education!. Report sin 8023 Wide Needs Assessment Communication Skill Program Summer 1979. Fi- 0331 0297 nal Report Title 111-indisidualized Bilingual Instructional Connections Parent and Student Conde A Pa- 0308 System Final Esaluation Report. 1978-1979 rent 'Student Guide to Special Education Seri. nes Evaluation of Title I ESEA Projects, 1977.1978 0342 in the Boston Public Schools Abstracis Report *7876 State History 0257 0143 The Ethnic History of South Carolina American The Indisidual Pupil Profile (Including Manual) Esaluation of Title I ESEA Piojects. 1977.1978 History. South Carolina History Grade b 0004 Technical Reports Report Number 7877, Utility of LESA Criteria for Estimating The Num- 0245 0171 ber of LESA Students Summer Education Program for Neurologically State Legislation 0197 and Physically Handicapped Childien Summer Connections. Parent and Student Guide A Pa. 1975 Evaluation Report rent Student Gutdc to Special Education Sersici s Student Improvement HigherHorizons 100, 0049 in the Boston Public Schools 1978-1979.Hartford Summer Program for Autistic Children. Summer Moves Ahead An Ev Ain's% c Rcport. 0257 1975 Esaluation Report 0211 State Programs 0038 Evaluation Design. 1978.1979 LOC31.Sutc Bilin Student Mobility Summer Program for Reading and Mathematics gual Education Esaluation Continuance and Transience Among Teachers for Handicapped Pupils inSpecial Education Classes (DSEPPS) (Severely Emotionally Hand- 0213 and Pupils in the Follow Through Program in Philadelphia. 1971.1975 Report No 7709 icapped.HearingImpaired,MultiplyHand- Finai Esaluation Report 1976.77 State Compen- icapped. 0058 Pre-Placement) Summer 1975 satory Education Publication Number 76 61 Esaluation Report 0155 Student Needs Final Technical Report 1976.1977 State Com Bilir.gual-Bicultural Education for Filipino Summer Program of Reading and Mathematics pensatory Education. Publication Number 77660 Americans, for Handicapped Pupils inSpecial Education 0154 0005 Classes (Neurologically Impaired - Emotionally Statewide Planning K.12 Urban Career Education Infusion Project. Handicapped. Emotionally Handicapped: A and ESEA Title 1 Allocation Poky Demonstration Final Esaluation B Classes,NeurologicallyImpairedand/or Study. Implementation Decisions Research Plans 0176 SeverelyPhysicallyHandicapped.andthe Demonstration Classes for thr Teacher Training 0090 K-I2 Urban Career Education Infusion Project Needs Assessment Institute) Summer 1975. Evaluation Report. StatisticalData 0177 0041 Revised Technical Manual for the Kindergarten . Summer Program of Reading and Mathematics Screening Inventory. Based on Data from the Student Placement for Handicapped Pupils in Specie] Education 1975.76:Schoo! Year Dada County Test of Language Development Classes Speech/Language Impaired Pupils Ind 0101 (Receptive). Test- I Elementary Aural Cignpre- Mentally Retarded Pupils Summer 1975 Evalua- hension Test B000klct. Teacher's Manual Re- tion Report Stimulation vised Model Services for Handicapped Infants Third 0042 sear Report No 8039 0219 Summer1976 ProgramforDcaf Children Oral Language Proficiency Scale ESOLPlace- Evaluation Report. Evaluation Period. July 2- 0350 ment Interview. Guidelines. Revised August J3. 1976 Structure of Intellect 0218 -0085 A Guide for Teaching Structure of the Intellect in Student Rights Title 1Final Evaluation Report. Summer 1979. the Gifted Classroom. The Opinions of Inner-City Alternative Higo 0323 0296 School Students Toward Student Rights Title I Summer Program. Evaluation Report. Student Attitudes 0435 0305 Grade 10 Student Attitudes Toward Desegrega Student School Relationship Supplementary Education lion-Second Survey. May 1978. The Context of Title IX Outline and Participants' HigherHorizons 100.1978.1979.Hartford 0414 Materials for Generic Session One Implementing Moses Ah6ad An Esaluative Report Grade 7 Student Attitudes Towa5rd Dcsegrega- Title IX and Attaining Sex Equity. A Workshop non-Second Survey, May 1978 Package for Elementary-Secondary Educators Supplementary Reading and Mathematics In- structional Skills Program for HandicappedCO21ii1i1- (ZS,. 0408 0291 Handicapped Learner IsIrticfpanon in Vocational dren. School Year 1974.1975 Esaluation Report. Education A Report on Student. Parent and Student Transportation 0043 Teacher Interviews Magnet School Project Es'aluatton First Annual Supplementary Reading and Mathematics In- Report. 1975.76 0135 structional Skills Program for Handicapped Chil- Mexican American, Black and Other Graduates 0076 dren ()'4-1975) Evaluation Report and Dropouts - II A Follow-Up Study Covering Subtraction 0044 20 Years of Change. 1956.1976. Las Matematicas Lenguaje Universal Gradoc In. Supplementary Reading Materials 0098 tcrmedios. Nivel 6b Resta dc Fraccioncc (Math- Biology- A Vietnamese Supplement AHigh- The Opinions of inner -City Alternative High ematics. A Universal LanguageIntermediate School Bilingual Handbook for the Vietnamese School Students Toward Student Rights Grades, Level 6b Subtraction of Fractions). Student Indochinese High-School Supplements. 0435 0489 0227 Report for the Evaluation of the Reading Is Fun- Indian Legends damental Project 19-3.74 Research Report No Success 74-289. Diagnostic and Remediation Program to Amelio- 0126 Physics. A Vietnamese Supplement Athigh- 0092 rate the Reading Disabilities of JHS CRMD School Bilingual Handbook for the Vietnamese School Integration Surveys PreliminaryReport, Pupils, Fcbruary-June, 1975 Evaluation Report Student Indochinese High-School Supplements. 0047 0159 0229 Supervising the Development and Presentation of Integration Update. U.S. History: A Vietnamese Supplement. A High- a Pilot Program to Reduce,Sex-Role Stereotyping 0107 School Bilingual Handbook for the Vietnamese in Dallas Public Schools The Six-District Plan Integration of the Spring- Student, Indochinese High-School Supplements field, Mass , Elementary Schools A Report of thc 0225 0228 MassachusettsAdvisoryCommitteeto 1979.1980 Hartford Project Concern Program thc Surveys Final Evaluation Report 80.20 United States Commission on Civil Rights School Integration Surveys. 1978 Report. 0496 0022 Student Attrition A Synthesis Of Information Obtained from a Lit. 0160 erature Review and Field Research Activities Re- Survival Competencies 1979.1980Hartford Project Concern Program. gardingtheMainstreamingof Handicapped Final Esaluation Report 80.20 Banking. Checking Accounts. Student Lesson Learners in Vocational Education. #15. English for Living 0406 0132 0455

I'1A. ).1 Subject Index Tennessee (Nashville) 119 Becoming a United States Citizen Student Les. son # 20 English for Living Talent School Age Students A Model Program for the Career Education Program fur the Talented 0460 Urban Middlewest Schools (Milwaukee, Wiscon- Celebrations Unit I: Holidays Student Lesson 0212 sin), 1976.1977 Year 1Final Report # lb English for Living Talent Identification 0397 0456 Staff Handbook- MGM Pasadena Program Teacher Education Curriculum Celebrations Unit 11 Personal Celebrations Stu- dent Lesson #17 English for Living 0182 An Urban-Oriented Fieldwork and In-Circuit Task Analysis Television Based Teacher Training Program for 0457 Bilingual Leisure Activities for Retarded Child, en A Task BiculturalEducationFocusingon The Demtient StoreStudent Lesson # 11 Teachers of Limited English Speaking Ability English for Living Analysis Approach Integrating Trainable Men- tally Retarded Children Through Community School Age Students: A Model Program for the 0451 Education ESEA Title IV. Part C Urban Middlewest Schools (Milwaukee, Wiscon- Dinner at an American Friend's House Student sin), 1976.1977. Year 1Final Report. : -coon *19 English for Living 0181 0397 0459 Teacher Aide Role Emergency Procedures Student Lesson *9 Eng, Interviews of Bilingual Teacher Aides. November Teacher Recruitraent lash for Living 1974 ESEA Title VII Bilingual Project Forma- Career Opportunities Program in Philadelphia, 0449 tive Evaluation Report No 5. Pennsylvania Report Number 7623 Finding a Job Unit 11 The Job Interview. Student 0119 0009 Lesson #3 English for Living Teacher Aides Teacher Responsibility 0443 Finding a Job Unit I 1973.74 ESAA l'Pilot Project Assist Evaluation Building Communicative Competence inthe Reading Want Ads and Report Bilingual/Millie:tat Classroom. Using Employment AgenciesStudent Lesson #2 English for Living 0108 0392 1974.75 ESAA II Pilot Project Assist Final Re. Interviews ngBilingual Teacher Aides November 0442 port: Finding a Place to Live Student Lesson at 6 Eng- 1974 ESEA Title VII Bilingual Project Forma- lish for Living 0109 tive Evaluation Report No. 5 0446 Teacher Attitudes 0119 Getting a Dresser's License and Buying a Car Stu. Elementary SchoolStaffAttitudes Toward Staff Handbook MGM Pasadena Program dent Lesson ail. English for Living Desegregation-Second Survey, May 1978. 0182 0441 0412 Teaching Guides Getting Around Unit I Public Transponauon Handicapped Learner Participation in Vocational English as a Second 1.4, iusge for the Asian Lan- Student Lesson #4 Engliah for Living. 3 Education: A Report on Student, Parent and guages and Cultures. 0444 Teacher Interviews. Getting Around Unit 1Reading Maps and Ask. 0135 0095 High School Staff Attitudes Toward Desegrega- Handbook for the Human Relations Approachto ing -Directions. Student Lesson' at 5 English for Teachmg Lis ing tion-Second Survey, May 1978 0125 0445 0416 Human & Racial Awareness. Invitations. Thank-YouNotes and Greeting Interviews of Bilingual Teachc, Aides November Cards Student Lesson # 18. English for Living 1974. ESEA Title VII Bilingt 11 Project Forma- 0289 Las Matematicas. Lenguaje Universal Grados In. 0458 tive Evaluation Report No 5. Legal Questions Student Lesson *10. English . 0119 termedios, Nivcles 1.3. Teacher's Guide I (Math- for Living Interviews of Teachers in Title V11 K-1 Schools ematics: A Universal Language. Intermediate ESEA Title VII Bilingual Project. Formative Grades, Level 1.3. Teacher's Guide I). 0450 Medical Services Unit One: Calling for an Ap. Evaluation Report No. 7. 0483 pi:liniment. Student Lesson #7 English for Liv. P118 Las Matematicas. Lenguaje Universal Grados In.- ing. Middle School Staff Attitudes Toward Dcsegrc. termedios,Nivcles 4.6Teacher's GuideII gation-Second Survey. May 1978 (Mathematics A Universal Language. Intermedi- 0447 Medical Service: 'nit Two. In the Office. Stu. 0415 ate Grades. Levels 4.6 Teacher's Guide II). dent Lesson *8. English for Living A Module of Instruction for Principals and Teach- 0490 ers-Multicultural. 0448 Teaching Methods The Post Office Student Lesson *13. English for 0299 School Integration Surveys Preliminary Report Compendium The Illinois Network of Exemplary Living Occupational Programs for Handicapped and 003 0159 Disadvantaged Students The Restaurant Student Lesson # 14. English for State Compensatory Education. Final Technical Living. Report 1975.76 Appendages. 0471 Improving the Verbal Cognitive Skills of Disad- 0454 0104 'Supervising the Development and Presentation of vantaged Preschool Children Through the Arts The Supermarket Student Lesson *12, English Project Termination Report. for Living a Pilot Program to Reduce Scx.Role Stereotyping in Dallas Public Schools 0129 0452 Longitudinal Analysis of Follow Through Partici- Teacher's Handbook for English for Living: A Set 0225 A Survey of the Attitudes of Secondary Teachers pants, 1968.69 through 1977.78. Report Number of Materials Designed to Teach Coping Skills and Toward the 7971 Language Skills to Adolescents for Whom English Mainstreaming of Handicapped Is a Second Language. Learners (A Research Prmect in Vocational Edu- 0234 cation in the Portland Public Schools). Minneapolis Multi-Ethnic Curriculum Develop- 0440 0133 ment Teacher's Guide Syracuse City Schools NY A Survey of the Attitudes of Secondary Voca- 0260 Human Relations A Guide for Lead-,ship Train. tional Cluster Teachers Toward the Mainstream- Multicultural Education. A Cross Cultural Train- ing in the Public Schools. Summary Report on a ingof HandicappedLei. ncrs. (A Research ing Approach. Project with the Syracuse, New York, School Sys. Project in Vocational Education in the Portland 0461, tem o Public Schools). Teaching Skills 0347 0134 :ectPACT (Parents and Children Together). Systems Development Teacher Developed Materials Evaluation of the Second Year, 1978.1979. Re. A Comprehensive Occupational Education Sys- IMPACT iI Catalog of Programs. V179.1180. putt No. 8037. tem Research and Experimentation in a Career 0361 0258 Development Center. Volume I. Planning a Com- Teacher Education prehensive Occupational Education System fora Team Training Major Metropolitan Area. Career Opportunities Program in Philadelphib Human Relations. A Guide for Leadership Train. Pennsylvania. Report Number 7623. ing in the Public Schools. Summary Report on 0084 0 a Tables (Data) 0009 Project with the Syracuse, Ncw York, School Sys. Evaluation Design, 1978.1979 ESEA Titl^ VII tern. Title 1V-C Pilot Program: An Educational Needs Bilingual Program. 0347 Projection Model. Project Report. Estimates of 0214 the Numbers of Linuted.English.Speaking.Abil A Module of Instruction for Principals and Teach. Television ity (LESA) Students in HISD (K-3). ers-Multicultural. Special Education TV Reading ProgramFinal 0062 ., 0299 Report . Tagalog Multicultural Education: A Cross Cultural Train- 0256 ing Approach. Rice Harvest (Anihan: Pinagant Iii Pagay). Tennessee (Chattanooga) 0461 0163 An Urban - Oriented Fieldwork and In-Circuit Title I Evaluation Report 1973.74. Chattanooga' A Special Christmas (Ang Pinakatanging Pasko. Public Schools. Naisangsangayan A Paskua). Television Based Teacher Training Program for BilingualBiculturalEducationFocusingon 0024 0162 Teachers of Limited 7.nglish Speaking Ability Tennessee (Nashville)

..;3 120 Tennessee (Nashville) Subject Index SchoolDesegregationinNr.shvilleDavidson. Textbook Evaluation Tennessee A Staff Report of the U S Cumin's. The Title IX Regulation and Grievance Process sion on Civil Rights Improving Sea Equity in Career and 'vocational Outline and Participants' Materials for Generic Classrooms Session Two. Implementing Title IX and Attain- 0069 0438 ing Sex Equity A Workshop Package for Elemen- TestInterpretation Textbook Selection tary-Secondary Educators A Comparison of Title I Achievement Results Manual for 0292 Obtained Under USOE Models Al: CI and x the Development of Instructional Materials Relevant to the Needs of t S Spanish. Title IX SelfStudy Report of the Oklahoma City Mised Model Speaking Students Public Schools 0173 0001 0015 Test Manuals Textbooks Trend Analysis Kindergarten Screening Instrument Administra Biology A Vietnamese Supplement. A High. Integration Update. non Manual. Continuing Revision Number 7 School Bilingual Handbook for the Vietnamese 0089Trend Analysis Item Number 33 2004 Student: Indochinese High-School Supplements Integration Update. 0100 0227 0107 Revised Technical Manual for the Kindergarten Las Matematicas Lenguatc Universal Grados In. Tutorial Programs Screening Inventory. Based on Data from the ermedios. Nivel 4a Multiplication de Fracciones 1975.76 School Year (Mathematics A Universal Language Intermedi- JuniorSeuior High Tutor-Aide Program at Mal- ate Grades. Level 4a: Multiplication of Fractions). colm X Elementary School An Evaluation Study 0101 Final Report. Test of 0484 Auditory Comprehension 0016 Test of Auditory Comprehension (TAC) for Las Matematicas Lenguate Universal Grados In. Hearing Impaired Pupils-Rebel:Ida) and Validity termedios. Nivel 4bDivision de Fracciones United States History Study. (Mathematics' A Universal Language. Intermedi- The Classical Heritage in America. A Curriculum ate Grades. Level 4b Division of Fractions) Resource Tentative Edition 0106 0485 0011 Test Reliability Las Matematicas. Lenguate lmtv ersal Grados In- Course of Study: Afro-American History. Grades Measuring Implementation of the Direct Instruc- termedios. Nivel 5a Geometria - Contuntos de I I and 12. Revised tion Model in an Urban School District An Ob- Puntos (Mathematics A'Universal Language. In. 0232 seri,ational Approach. terinediate Grades. Level 5a GeometrySets of The Ethnic History of South Carolina American Points) 0332 History. South Carolina History. Grade 8. Revised Technical Manual for the Kindergarten 0486 0245 Screening Inventory. Based on Data from the Las Matematicas. Lcnguajc Universal Grados In- U S History A Vietnamese Supplement. A High- 1975.76 School Year. termedics. Nisei Sb Medida Lineal. Perimetro y School Bilingual Handbook for the Vietnamese Area (Mathematics A Universal Language Inter- 0101 Student Indochinese High-School Supplements Test mediate Grades. Level SbLinearMeasure, of Auditory Comprehension (TACt for 0228 Healing Impaired Pupils-Reliability and Validity Perimeter and Area) Study 0487 Units of Study 0106 Las Matematicas Lenguate Universal Grados In- Career Motivation Activities Guide. 4th through termedios. Nivel 6a. Suma dc Fracciones (Math- 6th Grade Test Results ematics A Universal LanguageIntermediate 0059 Interpretive Analyses of 1918.79 Research and Grades. Level 6a Addition of Fractions) INTERdependence Curriculum Aid Evaluation Reports, Volumes I and II 0488 0099 0462 Las Matematicas. Lenguate Universal. Grados In. Upward Bound Test Validity termedios. Nivel 6b: Resta de Fraccioncs (Math. ematics A Universal LanguageIntermediate Assessments of Upv. -I'd Bound Participation and Measuring Implementation of the Direct Instrue. Grades, Level 65. Subtraction of Fractions). the Black Liberation Movement as Indicated by him Model in an Urban School District An Ob. Data Obtained from a Group of Black Youth in servational Approach 0489 Las Matematicas Lenguate Universal. Nivel 2b Newark. New Jersey 0332 Multiplicacion y Division de Numcros Enteros 0080// Revised Technical Manual for the Kindergarten (Mathematics A Universal Language Level 2b' Urban Education Screening Inventor). Based on Data from the Multiplication and Division of Whole Numbers) 1975.76 School Year A Comprehensive Occupational Education Sys- 0480 tem Research and Experimentation in a Career 0101 Las Matematicas Lenguate Universal Nivel 2c Test of Auditory Comprehension (TAC) for Development Center Volume I Planning a Com- Factores y Multiplos (Mathematics A Lniversql prehensive Occupational Education system for a Hearing Impaired Pupils-Reliability and Validity Language Level 2c: Factors and Multiples). Study Major Metropolitan Area 0481 0084 0106 Las Matematicas Lenguaje Universal. Nivel 3 La An Urban-Oriented Fieldwork and In-Circuit Testing Medida (Mathematics: A Universal Language. Level 3' Measurement). Television Based Teacher Training Program for Detroit Public Schools Educational Components BilingualBiculturalEducationFocusingon 0417 0482 Teachers of Limited English Speaking Ability Kindergarten Screening Instrument Administra Physics A Vietnamese Supplement A High- School Age Students A Model Program for the tion Manual. Continuing Revision Number 7 School Bilingual Handbook for the Vietnamese Urban Middlewest Schools (Milwaukee. Wiscon- him Number 33.2004 Student Indochinese High-School Supplements sin), 1976-1977. Year I. Final Report. 0229 0397 0100 U.S. History. A Vietnamese Supplement A High- TestingPrograms School Bilingual Handbook for the Vietnam .-se Urban Planning Final Technical Report 1976-1977. Systemwide Student Indochinese HighSchool Supplements Urban Education. The Relationship Between Evaluation. Publication Number 76 69 0228 Schools and the Urban Milieu. 0152 TitleIX Education Amendments 1972 0254 Kindergarten Screening Instrument. Administra- The Administrator's R-le. Outlines and Partici: Urban Population tion Manual, Continuing Revision Number 7 Urban Education The Relationship Between Item Number 33 2004. pants' Materials for Application Sessions for Ad. ministrators, Implementing Title IX and Schools and the Urban Milieu. 0100 Attaining Sex Equity. A Workshop Package for 0254 Texas ElementarySecondary Educators. Urban Problems State Compensatory Education. 1979.80Final 0294 Urban Education. The Relationship Between Technical Report. Publication No. 79 18 The Contest of Title IX. Outline and Participants' Materials for Generic Session One. Implementing Schools and the Urban Milieu 0352 0254 Teaching English as a Second Language: A Hand Title IX and Attaining Sex Equity: A Workshop book for Social StuidesCurriculum Bulletin Package for Elementary-Secondary Educators. Urban Programs Number 75CBM6, Secondary Level. 0291 ESEA Title VII Bilingual/Bicultural Education Handbook of Procedures for Implementing a Sex Program: Programa dc Education Bilingue/Bicul- 0201 Equity Workshop Pathway to Awareness. tural 1975-1976. Texas (Dallas) 0426 0026 Dallas School Desegregation History and Prece- Planning for Change Outline and Participants An Evaluation of Outreach Program for Disad- dents Materials for Generic Session Three. Implement- vantaged Mentally Retarded Children 1974- 0146 ing Title IX and Attaining Sex Equity A Work- 1975 School Year. Evaluation Report Function shop Package for Elementary-Secondary No. 09.56607 Textbook Bias Educators Improving Sea Equity in Cgreer and Vocational 0033 Classrooms, 0293 Summer Program for Hospitalized Handicapped Title IX: Questions, An.ers and Comments. Children, Summer 1975 Evaluation Report 0438 0055 0032 I Subject Index WLiie Students 121 Urban Schools VisualMeasures A Survey of the Occupational Education Delivery Concentrated Poverty and Reading Achievement Dade County Test of Language Development System in the Borough of Richmond. New York in Else Big Cities (Receptive). Test-I Elementary Aural Compre- City. Region 2 0061 hension Test B000klet Teacher's Manual Re. 0252 Dallas School Desegregation History and Prece- vised A Survey of the Occupational Education Delivery dents 0419 System in the Borough of the Bronx. New York 0146 City. Region 2. Desegregation of Urban Schools Vocabulary Development Is it Possible' 0249 Thc Philadelphia Story, Arizona Bilingual Business and Office Education A Synthesis of Information Obtained from a Lit- 0272 Book 1- Bilingual Business Grammar erature Review and Field Research Activities Re- Follow Through Title 1 Expansion Program 1973. 0366 gardingtheMainstreamingof Handicapped 1979 ,Report Number 8043 Vocational Education Learners in Vocational Education. 0372 Case Studies and Promising Approakties Voca- 0132 K.12 Urban Career Education Infusion Project tional Education Equiry StudyFinal Report Technical Assistance Manual for Civil Rights in Final Evaluation Volume III Vocational Education (First Edition). 0176 0209 0477 K-I2 Urban Career Education Infusion Project A Vocational Education Research Program in the Needs Asses'sment Compendium The Illinois Network of Exemplary Occupational Programs for Handicapped and Portland Public School District. Final Report. 0177 Disadvantaged Students 0283 Non-public Schools and DesegregationRacial [Vocational Village Staff Handbook] 0471 Factors and Changes in the Share of Big-City 0087 White Pupil Enrollment Going to Non-public A Comprehensive Occupational Educttion Sys- Schools tem Research and Experimentation in a Career Vocational Educition Teachers 0102 Development Center Volume 1. Planning a Com- A Survey of the Attitudes of Secondary Voca- Project EPIC Educational Preparation for in- prehensive Occupational Education System for a tional Cluster Teachers Toward the Mainstream- volvement in Careers Career Education Demon- Major Metropolitan Area ingof Handicapped Learners(AResearch stration K-I2 Low Income Students.Final 0084 Project in Vocational Education in the Portland Report. 1975.1976 Eliminating Sex Bias in Vocational Education A Public Schools) 0142 Handbook for Administrative Personnel 0134 School Closing Policy Report 0472 Vocational High Schools 0375 Eliminating Sex Bias in Vocational Education A A Survey of the Occupational Education Delivery School Integration Surveys 1978 Report Handbook for Community Groups System in the Borough of Richmond, New York 0160 0474 City, Region 2. Urban Education- Th: Relationship Between Eliminating Sex Bias in Vocational Education. A 0252 Schools and the Urban Milieu Workshop for Administrative Personnel A Survey of the Occupational Education Delivery 0254 0473 System in the Borough of the Bronx, New York Urban School Desegregation Costs Eliminating Sex Bias in Voeationallducation: A City, Region 2 0498 Workshop for Community Groups 0249 Urban Studies 0475 [Vocational Village Staff Handbook] K.6 Social Studies Skills for the Human Behavior Evaluation of Career Education Projects. 1976. 0087 and Urban Studies Program. 1977. Report #7829. Vocational Schools 0112 A Survey of the Occupational Education Delivery 0183 Evaluation of Career Education Projects 1977. Urban to Suburban Migration System in the Borough of Brooklyn, New York 1978 Report #7905. City, Region 2. Induced Desegregation.ItsEffects on White 0136 0251 Pupil Population and Resegrcgation in the Mem- Evaluation of Personalized. Individualized, Voca- phis City School System A Survey of tne Occupational Educaoon Delivery tional Occupations Trairing Final Report. System in the Borough of Manhattan. New York 0158 0053 City, Region 2 Urban Youth FinalEvaluationReport. 1976.1977Project 0250 Urban School Dropouts Data Collection and P A V E. Evaluation Publication Number. 76 57 Voluntary Desegregation Analysis in Philadelphia 0153 Community Involvement in Desegregation Mil- 0194 Handicapped Learner Participation in Vocational waukee's Voluntary Plan Values Education. A Report on Student. Parent and Teacher Interviews 0103 Thc Teaching of Values An Instructional Guide Desegregation of Urban Schools Is at Possible/ for Kindergarten. Grades 1.14, and Accompan- 0135 The Philadelphia Story. Improving Sex Equity in Career and Vocational ying Bibliography. Los Angeles City Schools. 0272 Division of Instructional Services Publication No Classrooms. Magnet Schools Utilized for Voluntary Integra- GC. 15. 0438 tion: A Descriptive Study Literature and Secondary Data Review 0010 .hc Vo- 0273 Verbal Development cational Education Equity Study. Elmo Report Report on the Status of the Voluntary Desegrega. Volume 11. tion Plan of the School District of Philadelphia. Improving the Verbal Cognitive Skills of Disad- vantaged Preschool Children Through the Arts 0208 0374 Mainstreaming Handicapped StudentsGuide. Project Termination Report lines for Increasing the Enrollment of Hand- Washington (Seattle) 0120 icapped Lcnrners in Vocational Cluster Programs A Narrative Account of the Development of Vietnamese in the Portland Public Schools A Research Pro- Desegregation Goals for the Seattle School Dis- trict. 1970-1975. Biology A Vietnamese Supplement. A High. ject in Vocational Education in the Portland Pub- School Bilingual Handbook for the Vietnamese lic Schools. 0066 Student. Indochinese High.School Supplements 0284 Washington (Tacoma) 0227 Mainstreaming the Handicapped in Vocational Year-End Evaluation, Emergency School Aid Act Mathematics A Vietnamese Supplement. A High Education Literature Remy. (A Research Pro- (ESAA) 1976.77, Tacoma Public Schools. School Bilingual Handbook for the Vietnamese ject in Vocational Education in the Portland Pub. 0086 Student. Indochinese High-School Supplements Ice Schools) White Flight 0230 0131 Induced Desegregation' Physics A Vietnamese Supplement A High. A Study of the Vocational Adequacy of Former ItsEffects on White Pupil Population and Resegregation in the Mem- School Bilingual Handbook for the Vietnamese SpecialEducation StudentsFollowing High phis City School System. Student Indochinese High-School Supplements. School Graduation. 0158 0229 0137 U S History: A Vietnamese Supplement. A High- A Survey of the Attitudes of Secondary Teachers White Students School Bilingual Handbook for the Vietnamese Toward the Mainstreamingof Handicapped Induced Desegregation.ItsEffects on White Student Indochinese High-School Supplements Learners, (A Research Project in Vocational Edu- Pupil Population and Resegregation in the Mem- 0228 cation in the Portland Public Schools). phis City School System. Vietnamese People 0133 0158 The Vietnamese of New Orleans Adapting to A Survey of the Occupational Education Delivery A Longitudinal Analysis of Reading and Anal. American Social Structure. System in the Borough of Brooklyn. New York mem Achievement and Court- Ordered Desegre- City, Region 2. gation With "Forced" Busing) in a Large Urban 0494 School District in the South. 0251 Virginia (Norfolk) A Survey of the Occupational Education Delivery 0083/I The Pedagogical Oppression of Black Students in System in the Borough of Manhattan, New York Non-public Schools and Desegregation. Racial Norfolk City Public Schools-Myth or Practice? City, Region 2. Factors and Changes in the Share of 131g.City 0437 White Pupil Enrollment Going to Nonpublic 0250 Schools. 122 White Students Subject Index 0102 The Unexpected Minority; White Children in an Urban School and Neighborhood 0081// Wisconsin (Milwaukee) Bilingual'Ilicultural Education Program.Pro- grama De Education Bilingue/ Bicultural. 1975. 1976 0025 Community Involvement in Desegreganun Mil. v.aukee's Voluntary Plan. 0103 A Survey of the PuerZo'Rican Community on Mil. v,aukee's Northeast Side in 1976 0140 Work Attitudes Project S.P.1.C.E. Special Partnership in Career Education.Attitudes andAppreciationsA leaching Module. 0278 Workshops Eliminating Sex Bias in Vocational Education: A Workshop for Community Groups. 0475 Handbisok of Procedures for Implementing3Sex Equity Workshop. Pathway to Awareness 0426 Human Relations: A Guide for Leadership Train ing in the Public Schools. Summary Report on a Project with the Syracuse, New York, School Sys- tem. 0347 Supervising the Development and Presentation of a Pilot Program to Reduce Sex-Role Stereotyping in Dallas Public Schoois 0225 World Problems INTERdependence Curriculum Aid. 9099 World War II The Holocaust: A Study of Genocide. 0286// Writing (Composition) Evaluation Design: Written Composition Pro- gram. Publication Number 79.24 0391 An Evaluation of Environmental Education/- Communication Skill Program. Summer 1°79 Fi- nal Report. 0308 Teaching English as a Secqnd Lanuage: A Hand- book for Language ArtsCurriculum Bulletin Number 7SCBM3. Secondary Level 0203 Writing Instruction Evaluation Design. Written Composition Pro- lam. Publication Number 79.24. 0391 Yiddish Community School District 20K. Non Public School Bilingual Postern, Title I-5071.91626 Final Evaluation Rexirt, 1978.79. 0313 Young Adults Project RAISE Title IVC. How-to Manual 0370 Youth Problems Urban Ycuth in the 801. Fact Sheets1.4. 0425 Youth Tutoring Youth Urban Youth in the 80s Fact Sheets 1.4. 0425 123 Author Index

Abordo, Enrique J. Ames, Judith S. Baker, William P. Summer Program of Reading and Mathematics An Evaluation of Title VII Bilingual/Bicultural Mexican American, Black and Other Graduates for Han...capped Pupils in Special Education Program, 1977-78 School Year. Final Report. Classes (Neurologically Impaired - Emotionally and Dropouts - II. A Follow-Up Study Covering 0287 Handicapped. Emotionally Handicapped- A and 20 Years of Change, 1956.1976 B Classes.NeurologicallyImpairedand/or Anderson, Judith 1. 0098 SeverelyPhysicallyHandicapped.andthe An Evaluation of Physical Education Opportuni- Baltzell, Dora Catherine Demonstration Classes for the Teacher Training ties for Exceptional Learners (PEOPEL). A Longitudinal Analysis of Reading andArith- Institute). Summer 1975. Evaluation Report 0008 metic Achievement and Court-Ordered Desegre- 0041 Anderson, Nancy W. gation (With "Forced" Busing) in a Large Urban Agocs, Carol _- Proposed Master Plan for Magnet Schools School District in the South. Ethnic Studies Teaching and Research Needs. 0334 0083 // 0492 Arce, Aaron Bank, Stanley Akbar, Na'im Parent Interview ESAA Bilingual/Bicultural Pro- Title I. Final Evaluation Report. Summer 1979. ject, Formative Report No 6. Desegregation in the 80's Concerns and ChM- 0323 lenges for Public Education. 0120 Banks, Samuel L., Ed. 0436 Arneklev, Bruce L. K-6 Social Studies Skills for the Human Behavior Alexander, E Curtis Year-End Evaluation, Emergency School Aid Act and Urban Studies Program (ESAA) 1976-77; Tacoma Public Schools. The Pedagogical Oppression of Black Students in 0183 0086 Norfolk City Public Schools-Myth or Practice? Barrientos, Anita , Atkins, Janice 0437 Multi-Cultural Resource Center Materials Hand- Model Services for HandiCapped Infants. Third book, Grades K-3. Allen, Talbott Year Report No 8039. Ethnic Hentage Studies: German-American Pro- 0491 0350 files and Contributions -Major Figures. Experi- Batsche, Catherine, Ed. Averitt, Gwen mental Unit. Compendium. The Illinois Network of Exemplary Report for the Evaluation of the Reading Is Fun- 0190 Occupational Programs for Handicapped and damental Project 1973-74. Research Report No. Disadvantaged Students. Alston, Herbert L. 74-289. 0471 Revised Technical Manual for the Kindergarten 0092 Screening Inventory. Based on Data from the Azios, Maria Leticia Beck, William W. 1975-76 School Year. Dallas School Desegregation: History and Prece- Teaching English ass Second Language: A Hand- dents.- 0101 book, for Language Arts. Curriculum Bulletin Student Data Requirements of Lau Remedies and Number 7SCBM3, Secondary Level. 0146 Texas Senate Bill 121. Title IV-C Pilot Program: 0203 Becker, Hank An Educational Needs Projection Model. Project Teaching English as a Second Language. A Hand- Non-NM: Report. Szh.7.06 and Desegregation: Racial book for Mathematics. Curriculum Bulletin Num- Factors and Changes in the Share of Big-City 0078 ber 7593M4, Secondary Level. White Pupil Enrollment GoiRg to Non-public Title IV-C Pilot Program: An Educational Needs 0202 Schools. Projection Model. Project Report. Estimates of Teaching English as a Second Language: A Hand- 0102 Personnel Needed and Costs of HISD Bilingual book for Science. Curriculum Bulletin Number Education Programs. 75CBM5, Secondary Level. Beckum, Leonard C. Multi-Ethnic School Environments: Final Report 0056 0200 Title IV-C Pilot Program: An Educational Needs Teaching English as a Second Language: A Hand- FY 1978.79, Volume 1:. Classroom Case Studies. Projection Model. Project Report. Estimates of book for Social Stuides. Curriculum Bulletin 0466 the Numbers of Limited-English-Speaking-Abil- Number 75CHM6, Secondary Level. Multi-Ethnic School Environments: Final Report FY 1978-79. Volume III: Data Analysts' Reports. ity (LESA) Students in HISD (C-3). 0201 0062 Baez, Tony 0469 Utility of LESA Criteria for Estimating The Num- Multi-Ethnic School Environments: Final Report betof LESA Students. Desegregation and Hispanic Students: A Com- . FY 1978-79. Volume 1: Overview and Research munity Perspective. Design. 0197 0371 0465 124 Beebe, Von Nieda Author Index Beebe, Von Nieda Bozza, Leonard C ..rvenka, Edward J. Bilingual Schools for a Bicultural Community A Survey of the Occupational,Education Delivery Final Evaluation Report for the Rafael Cordero Miami's Adaptation to the Cuban Refugees System in the Borough of Brooklyn, New York 0077// City. Region 2 Bilingual School (At J.H S45).1977-1978, Funded Under an ESEA Title VII Grant. Benedict, Annette 0251 PS, 332 Title VII Program, District Model for A Survey of the Occupational Education Delivery 0237 Biltngual Development Final Evaluation Report. System in the Borough of Manhattan, Nev. York Final Evaluation Report on the Rafael Cordero 197809. City. Region 2 Bilingual School, 1978-79. 0345 0337 0250 Title VIIBilingual-BiculturalProgram.Final A Survey of the Occupational Education Delivery Project BUILD: "Bilingual Understanding Incor- Evaluation Report, 1977-1978 System in the Borough of Richmond. New York porates Learning Disabilities " -An ESEA Title 0248 City, Region 2. VII Basic Bilingual Education Program. Final Title VII -Individualized Bilingual Instructional Evaluation Report, 1978.79 0252 System Final Evaluation Report. 1978.1979 A Survey of the Occupational Education Delivery 0359 0342; System in the Borough or the Bronx, New York Cirvenka, S. B. Bennett, David A. City. Region 2 Final Evaluation Report for the Rafael Cordero Community Involvement in Desegregation Mil 0249 Bilingual School (A: 1 H S45),1977-1978. waukee's Voluntary Plan. Brooks, Thomas E. Funded Under an ESEA Title VII Grant 0103 ESAAMagnet/Pilot Project. Final Evaluation 0237 Bennett, Janice 0. Report, 1978-79. Chacon, Louis, Jr. A Guide :or Teaching Structure of the Intellectin 0274 Arizona Bilingual and Office Education Book the Gifted Classroom. Evaluation Report. St Louis Magnet, Pilot Pro- 111-Bilingual Business Practice. 0296 grams, Emergency School Assistance Act. Title VII, 1976.1977 0368 Benson, Doug:as K. Arizona Bilingual Business and Office Education.. A Select Bibliography of Sources on the Teaching . 0290 Book 11-Bilingual Business Practice. of Hispanic Culture. Brothers, Lynn 0367 0394 Ethnic Heritage Studies Family History Project, Arizona Bilingual Business and Office Education. Berger, Barbara Experimentil Unit Book 1V- Bilingual Business Careers Teacher Training and Program Developmentin 0188 0369 Motor Education for Handicapped Childrenin Brown, William H., Comp. Arizona Bilingual Business and Clice Education. Book 1-Bilingual Business Grammar. New York City Elementary Schools September District 17 Title I ESEA, PSEN and Impact Aid 1974-June 1975. Evaluation Report. Academic Improvement Programs Final Evalua- 0366 0051 tion Report. 1978.1979 Chan, Susy S. Bergeth, Robert L. 0362 Bostrom Alternative Center for Education. In-,' The High Potential Program in the Minneapolis terim Evaluation Report. Schools: An Evaluation. Brumberg, Stephan F. Final Evaluation Report for the C.S. 211 Bilingual 02-10 0003 Gifted and Talented Program 1978.1979 Chan, Yiu Man Berman, Steven 0421 A Multicultural Social Studies Series for C S.L. The Individual Pupil Profile (Including Manual). Bryan, Louis Marie Students Book I. Europe. 0004 Assessments of Upward Bound Participation and 0093 Berry-Caban, Cristobal S. the Black Liberation Movement as Indicated by Chapline, Elaine A Survey of the Puerto Rican Community on Mil- Data Obtained from a Group of Black Youth in waukee's Northeast Side in 1976 An Evaluation of Environmental Education/- Newark. New Jersey. Communication Skill Program. Summer 1979. Fi- 0140 0080// nal Report. BerrY, Ray Bryant, Valarie A. 0308 Integration Update The Opinions of Inner-City AlternativeHigh Chem, Hermine J. 0107 School Students Toward Student Rights. Integration Update Evaluation of Career Education Projects. 1975- 0435 1976. Report No 7715/' 0089 flicks, Patricia Campbell, Jeanne 0017 Eliminating Sex Bias-Pipe Dream or Possibility? Evaluation of Career' Education Projects, 1976- An Evaluation of Title VII Bilingual/Bicultural A Program Description and Evaluation Summary 1977, Report #7829. Program. 1977.78 School Year, Final Report. of the Title IV/C, ESEA Project, "Eliminating 0112 0287 Sex Bias in Education.** Evaluation of Career''Education Projects, 1977- Bildner, Beatrice 0161 1978. Report "It 7905. Title I Summer Program. Evaluation Report. Carin, Arthur A. 0136 0305 ESEA Title I Program. Impact Aid (PL 81.874) Chin, Lauri, Ed. Bonn, Ethel V. Program. Final Evaluation Report. 1978-1979. The Six-District Plan. Integration of the Spring- Community School District 20K, Strengthening 0306 field. Mass., Elementary Schools. A Report of the Early Childhood Bilingual, Title 1-5071-91622. bE.A.Title VII-Multilingual Programs MassachusettsAdvisoryCommitteetothe Final Evaluation Report, 1978-79, (S.0 B.E., AVANTI,HABILE),Final Report. United States Commission on Civil Rights. 1977.78. 0322 0022 Project ABLE-Achieving Through Bilingual Edu- 0236 Chitayat, Deanna cation Final Report E.S.E A TitleVII Multilingual Program, 'Project 0364 S.U.B E , AVANTI, and HABILE. Final RePort, e ASMIC-SexEquity inSchools: Bonn, Robert L 1978-1979. ' Modules in Careers Report. 0428 District E,S.E.A. Title I Programs and Impact Aid 0336 The Sex Equity Pamphlet. (PL 81.874) Programs Final Evaluation Report, Carmine, Doug 1978-1979. 0432 Measuring Implementation of the Direct Instruc- 0311 tion Model in an Urban School District An Ob- Chorost, Sherwood B. Project ABLE-Achieving Through Bilingual Edu- servational Approach. Summer Program for Reading and Mathematics cation. Final Report. ,0332 for Handicapped Pupils in Special Educstion 0364 Classes (DSEPPS) (Severely Emotionally Hand- Special Needs TESL Program, 1978.79, Final Re- Carsrud, Karen Elisabeth icapped,Hearingimpaired, port. Multiply Hand- Evaluation of Achievement Outcomes ;Austin's icapped, Pre-macement) Summer 1975. 0314 Expenence. Publicatio t No. 80.33. Evaluation Report. Bortin, Barbara H. 0400 0040 Milwaukee Bilingual Education Program 1977- Carter, Herman Christner, Catherine A. 1978 (ESEA Title VII Bilingual Grant # G Follow Through init.! Expansion Program 1978- 007507202). Evaluation Design: ESEA Title I Migrant Pro- 1979. Report Numoer 8043 gram. Publication No. 8002. 0144 0372 Boyce, Douglas A. 0479 Celuzza, Paul W., Ed. , A Study of the Vocattonal Adequacy of Former Clawar, Harry J. SpecialEducation Connections: Parent and Student Guide. A Pa- Race and EthnicityasFactors in Winning School StudentsFollowingHigh rent/Student Guide to Special Education Services School Graduation. Board Elections. Predicting Ethnic Composition in the Boston Public Schools of Community School Boards, 0137 0257 0179

2 Author Index Gonzalez, Josue M. 125 Cayton,Shelley Bakst, Ed. S History A Vietnamese Supplement. A High- Fox, Louise W. School Bilingual Handbook for the Vietnamese ConneCtions Parent and Student Guide A Pa- Bilingual-Bicultural Program. District 2, 1977:78 = Student Guide to Special Education Services Student Indochinese High-School Supplements Final Report. Title VII. the Boston Public Schools 0228 0239 0257 Doughtie, Eugene B. ESEA Title VII. Program for Achievemenuin z Cohen, Mary Revised Technical Manual rot the Kindergarten Chinese. English and Spanish (PACES). Interim Report of the High School Articulation Project Screening Inventory. Baud on Data from the Report. 1978-79. 0247 1975.76 School Year. 0341 0101 Final Report. ESEA Tole VII, Program Colbert. Theresia Achievements in Chinese, Engle% and Spanish Ethnic Heritage Studies Ethnic Heritage Foods Douglas, Marcia (PACES). 1977-78. Experimental Unit School Desegregation. Portland Style 02f4olr 0184 0499 Fraser, Lowrie A. Collister, Larry Dowe, Ronald R. Emergency School Aid Act Pilot: Project. Final A Narratne Account of the Development of DetroitHigh SchoolProfilesCriteria-Based Project Report. 1978.79. Desegregation Goats for the Seattle School Dis- Monitoring of Desegregation trict. 1970.1975 0302 0406 Freepartner, Susan 0066 Doyle, Robert E. Ethnic Heritage StudiesNorthern European Colton, David L. TheCollege Bound Program. Evaluation Period, Foods Experimental Unit. ^ Urban School Desegregation Costs School Year 1974-1975. 0191 0498 Ethnic 0028 Heritage StudiesSouthernEuropean Foods. Experimental Unit Conde, Aquiles Eglsaer, Richard Evaluation of the 1978.79 United States Elemen- 0192 Project P.A.V.E. Evaluation Technical Report tary and Secondary Education Act-Title 1 and 1977-78. Publication Number 77 49. Friedman, Myron Impact Aid Programs in Community School Dis- ESEA Title I Migrant Program Final Technical trict 6. New York. N.Y. 0269 Report. June 30. 1979 0317 Ehrlich, Virginia Z. 0217 Connett, Jane The Astor Program for Gifted Children: Pre-Kin- Frisby, Deborah dergarten Through Grade Three A Guide for Implementing Project DEEP (Diver- Resource Materials for the Creative Curriculum silied Educational Experiences Program) Ad- 0148 (With Special Articles on Evaluating the Black & ministrator's Guide, Ell's, Ronald S. Hispanic Image in Children's Books). 0285 Summer Education Program for Neurologically 0433 Cox, David and Physically Handicapped Children Summer Fryburg, Estelle L Bilingual Mini School, Title VII ESEA. Final 1975 Evaluation Report. Individualizing Instruction for Physically Hand- Evaluation Report 0049 icapped and Mentally Retarded Children in Spe- 0343 Summer Pre-Placement Program for Severely cial Schools School Year 1974-1975. Evalu'ation Multihandicapped Blind Chil2ren. Summer 1975. Report. Crawford, George Evaluation Report, Experience Based Career Education at Wichita 0034 East High School A Third-Party Evaluation for 0048 Frye, Thomas M. Year Two. 1977.78, Summer Program for Autistic Children. Summer 1979 Evaluation Report-Title 1. 1975. Evaluation Report 0178 0310 0038 Crow, Karen, Comp. Funches, Peggy Consumer Education. Consumer Education 1 and MO, Freeman F. Minority Contributions to Science. Engineering, Consumer Education 11 Course Objectives. Con- A Study of the Vocational Adequacy of Former and Medicine. SpecialEducation tent Analysis. Supporting Obrctivesand Content StuJentsFollowing High 0111 School Graduation. Generalizations. Furlong, Michael J. 0137 0141 Peer Counselor - Consultant Training A Self-Help Cunningham, Claude H. , Estes, Gary D. Strategy for Cross-Cm:Hal. Multi-Ethnic An Evaluation of Houston's Magnet School Pro- AnoEvaluation of Physical Education Opportuni- Schools gram ties for Exceptional Learners (PEOPEL). 0088 0157. 0008 Gable, Robert K., Magnet School Project Evaluation First Annual Farberow, Norman L 1979.1980 Hartford Project Concern Program. Report. 1975.76 Bibliography on Suicide and Suicide Prevention Final Evaluation Report 80-20. 0076 1897-1957. 1958.1970, ,0496 Dasho, Stefan J. 0117 GiliI im ore, Ronald Multi-Ethnic School Environments; Final Report Feingold, Jeffrey KEEP Five-Year Summary Report FY 1978-79. Volume 11: Classroom Case Studies. Bilingual Early Childhood Centers Final Evalua- 0124 0466 tion Report 1978-79. Pretest and Posttest Results of the First KEEP Multi-Ethnic School Environments Final Report Program Year. Technical Report #5. 0382 FY 1978.79 Volume Ill: Data Analysts' Reports. 0122 0469 Fleming, Margaret, Ed. Multi-Ethnic School Environments; Final Report Proposed Plan for Magnet Schools-Cleveland Gayles, Anne R. FY 1978.79, Volume 1Overview and Research Public Schools Section II. Center for Individual- Research Review of School Desegregation (A Design ized Learning Problem) and Multi-Cultural Education (A Solu- tion). 0465 - 0301 0470 Denton, William T. Proposed Plan for Magnet Schools-Clevetand K-12 Urban Career Education Infusion Project. Public Schools. Section II. Cleveland Center fur Gersten, Russell M. Final Evaluation Fundamental Education. Measuring Implementation of the Direst Instruc- 0300 tion Model in an Urban School Distract: An Ob- 0176 servational Approach K-I2 Urban Career Education Infusion Project School Closing Policy Report Needs Assessment. 0375 0332 0177 Forlano, George Gibson, Jessie M. Do, Dinh Tam Family Living, Including Sex Education. Affective Parent Education in Philadelphia. Biology A Vietnamese Supplement. A High- 0115 0242 A Social Skills Guide for Parents to Help Children School Bilingual Handbook for the Vietnamese Foster, Kathleen M. Cope. Student. Indochinese High-School Supplements. A Guide for Teaching Creative Thinking Skills 0227 0319 and Creative Problem-Solving in the Gifted Class- Gillespie, Mary F. Mathematics A Vietnamese Supplemert. A High room. School Bilingual Handbook for the Vietnamese Multi-Cultural Resource Center Matenals Hand- Student. Indochinese High-School Supplements. 0295 book. Grades K-3. 0230 Fox, David J. 0491 Physics: A Vietnamese Supplement A High- ESEA Title VII. Piogram for Achievements in Gonzalez, Josue M. School Bilingual Handbook for the Vietnamese Chinese, English and Spanish (PACES). Interim Title VII ESEA and "Lau v. Nichols" Compli- Student. Indochinese High-School Supplements. Report. 1978.79 ance: Towards an Articulated Approach. Draft. 0229 0341 0348

.1 S.,es 9 .126 Goodwin, Judith Author Index Goodwin, Judith 'the Intermediate and Junior High Reading Pro- A Summary of Six Major Evaluation Reports on grams of the 1974.75 Minneapolis Emergency Iwanicki, Edward F. Iullow Through in Philadelphia. 1974.1975 Re- School Aid Act Project An Esaluation 1979.1980 Hartford Project Concern Program. Final Evaluation Report 80.20. port No 7713 0012 0019 What Happened to the Kids After Their Segre- 0496 Goodwin, Judy gated School Closed" A NineYear. Control- -Wm, Charles Group FollosstUp of Elementary Students Follow Through Program (Original). 1978.1979 The First Avenue After-School Day Care Center. Report No 8023. 0014 A Program for Low Income Families in New York City. 0331 Hitchens, Donna J. Gottlieb, Jay Eliminating Sex Bias in Vocational Education A 0395 Handbook for Administrative Personnel Supplementary Reading and Mathematics In- Jensen, HenryC. structional Skills Program for Handicapped Chil 0472 Mexican American. Black and Other Graduates dren (19744975). Evaluation Report Eliminating Sex Bias in Vocational Education. A and DropoutsII. A Follow-Up Study Covering Handbook for Community Groups. 0044 20 Years of Change, 1956.1976. Transitional Classes Program. School Year 1975. 0474 0098 1976. Evaluation Report Eliminating Sex Bias in Vocational Education: A Workshop for Admiriistrative Personnel. John, Thomas 0037 0473 Junior-Senior High Tutor-Aide Program at Mal- Graham, Janet Roth Eliminating Sex Bias in Vocational Education. A colm X Elementary School: An Evaluation Study. Bilingual Adult Basic Education ProjectFinal Workshop for Community Groups. - Final Report. Report. 0475 0016 0476 Holley, Freda M. - Johnson, Gordon C., Jr. Gudinas, Ruth A. Evaluation Design 1977.78 ESEA Title I M. Metropolitan Professional Sexual Differentiation. Evaluation of Instructional Materials For Social grant Program November 15. 1977 Publication 1970: An Ecological Profile Bias Making It Work in a School District Equity No. 77.10 0377 Issues Series 0169 Jones-Okpalobi, Mortis 0497 Hollinshead, Merrill T. Assessing Concerns of Educators of Black Stu- Gurnoe, Katherine J. PreSchool Piogram for Emotionally Disturbed. dents Identified as Talented and Gifted. A Survey American Indian Recipes Language and Perceptually Impaired Children of a Desegregated School District 0127 (Title VI) Baluation Period (December 1974- 0378 Indian Legends June 1975). Evaluation Report. Jones, Yvonne 0050 0126 A Social Skills Guide for Parents to Help Children Halliwell, Joseph Holtz, Gregory M. Cope Community School District 20K Reading Pro- Bilingual Program Evaluation Report ESEA Title 0319 gram for Optional Assignment. TitleI- 5071- VII Bilingual Program. Bilingualism Increases Ex- 91627. Final Evaluation Report. 1978.79 cellence Now. Juarez, Manuela Effects of 0312 0360 the Language of the Instructions on Test Performance California Achievement Tests. Helsel), Meyzeek House, Gary D. Mini-Study. Ethnic Heritage Studies Themes in Black African A Comparison of Title 1 Achievement Results 0110 and Black Amencan Literature. Experimental Obtained Under USOE Models AI. Cl and a Unit Mixed Model. Judd, Catherine R. 0186 0173 Assessing Concerns of Educators of Black Stu. 'ants Identified as Talented and Gifted. A Survey Hanusey, Richard D. Hoversten, Gloria H. of a Desegregated School District. Test of Auditory Comprehension (TAC) for Desegregation of Urban Schools Is it Possible' 0378 The Philadelphia Story Hearing Impaired Pupils-Reliability and Validity Study. Kaplan, Marion 0272 0106 Model Services for Handicapped Infants. Third Harrington, Charles Year Report No. 8039 Bilingual Education in the Vnited States A View Hubek, June, Comp. from 1980 ERIC/CUE Urban Diversity Series. Handbook of Procedures for Implementing a Sex 0350 Number 68. August 1980. Equity Workshop: Pathway to Awareness Katz, Gwynne 0424 0426 A Theoretical Model for Assessment of Adoles- Harris, Kenneth A. Iadicolo, Peter cents: The Ecological/Behavioral Approach 0226 Detroit High SchoolProfiles:Criteria-Based The Desegregated School and Status Relations Monitoring of Desegregation. among Anglo andMinorityStudents: The Kean, Michael H. Dilemma of School Desegregation 0406 The Impact of Federal Evaluation Legislation on Hart-Nibbrig, Nand 0270 Larger Urban School Districts. The Politics of Scrm! th.segregation:Los An- Irizarry, Ruddie A. 0339 pies. Eastern District High School Integrated Bilingual Keepers, Beverly 0358 Demonstration Project for High Schools. 1978- Ethnic Heritage Studies. The American Woman. 1979. Final Evaluation Report. Hoskin, Christine Experimental Unit. 0467 Who Are the Disadvantaged and What Should Effective Transition of the Bilingual and Bleu!. 0189 We Do for Them? The Relationship of Family tural Student. Thomas Jefferson High School. Fi- Keller, Gary D. Variables to,Achievement and Some Implications nal Evaluation Report. 1978.1979. Final Evaluation of Project Aprende. 1978.79. for Educational Programming. Publication No. School District #6 ESEA Title VII Program. 77.40. 0385 Fort Hamilton High School Greek. Arabic and 0344 0180 Spanish (GRASP) Bilingual Program. ESEA Title Kelly, Charles P. VII. Final Evaluation Report. 1978-1979. Heflin, John F. Evaluation of the Optional Assignment Program, School Desegregation. Portland Style. 0386 Community School District 31. New York City. 0499 John Bowne High School Basic Bilingual Pro- 1978.79 School Yeai Herron, William P. gram. Final Evaluation Jteport. 1978.1979, 0387 0304 Urban School Dropouts: Data Collection and LOuis D. Brandeis High School Bilingual Pro- Kemp, Edith S. Analysis in Philadelphia. gram. Final Evaluation Report, 1978-1979. Urban School Dropouts. Data Collection and 0194' 0388 Analysis in Philadelphia. Hicks, John S. Project ABLE-Achievement Through Bilingual 0194 Individualized Instructional Program for Emo- Education at Theodore Roosevelt High School. Final Evaluation Report. 1978.1979. Kim, Bok-Lim C. tionally Disturbed Children Unable to Participate The Korean-American Child at School and at inFormal Educational Programs.(Title VI) 0389 School Year 1974-75. Evaluation Report. South Bronx High School Bilingual Program. Fl Home: An Analysis of Interaction and Interven- nal Evaluation Report. 1978.1979 tion through Groups. Project Report. September 0036 30. 1978June 30, 1980. 0423 Higgins, Paul S. Systematif. Approaches to Bilingual Education 0464 The Desegregation Counselor Aide Program of (Project SABE) and Bilingual Language Arts Ser- Kleck,Will. the 1974.75 Minneapolis Emergency School Aid vices (Project BLAS). Final Evaluation Report, Act Project. Staff and Student Perceptions. K-I2 Urban Career Education Infusion Project. 1978.1979. Final Evaluation 0013 0384 0176 3 0 Author Index McKnight-Taylor, Mary 127 Klugerman, Phyllis B. Lichtman, Marilyn Martin, Andrew Programming forthe Adult Mentally Hand Factors Related to white, Black. and Hispanic Supervising the Development and Presentation of icapped Source Book Women's Mathematics Attainments A Descrip- a Pilot Program to Reduce Sex-Role Stereotyping 0439 tive Study. inpallas Public Schools Knight, Michael E. 0463 0225 Etalua:om of Diagndsoct Prescriptit e Reading Ligon, Glynn Martin, Joan, Ed. Prozram, Community School District 31. hew AISD Title VII Bilingual Project 1974.19'5 In- Consumer Education Consumer Education 1 and 101. City19'8-79 School Year Final Report terim Evaluation Report February 19" Publica- Consumer Education II Course Objectives, Con- 0325 tion No 106 26 tent Analysis, Supporting Objectives and Content Evaluation of Title I Program. Community School 0170 Generalizations District 31. New York City 1978.79 School Year Fall 1974-Parent Interviews ESEA Title VII 0141 Final Report. Diagnostic - Prescriptive Program in Bilingual ProjectFormative Evaluation Report Mathematics No 8 Martin, Ruth E. 0324 0121 Guidelines to Achieve Sex Equity inVocational Evaluation of Title 1 Program. Community School Final Technical Report ESEA Title's II Bilingual Home Economics Final Report District 31. Nework City. 1978.79 Shoot 1. ear Project 1974.1975 0429 Final Report. E D L Reading Lab 0204 Maser, Arthur L. 0303 Project RISE. Reading Achievement in AISD Highline Public Schools ComputerAssisted In. Junior High Special Education (1978.79) Interim struction Project A Program to Meet Disadvan Kosky, Elizabeth Evaluation Report. Community School District 20K, Non Public aged Students' Individual Needs for Basic Skill School Bilingual Program. Title I-5071.91626 0390 Development: Final Report. Final Evaluation Report. 1978-79 Lindley, Jesse B. 0150 0313 TitleIX Self-Study Report of the Oklahouu City Matthews, Martha Kwok, Irene Public Schools The Administrator's Role Outlines and Partici. 0015 A Multicultural Social Studies Series Book I pants' Materials for Application Sessions for Ad. Europe Lodato, Francis J. ministrators Implementing Title IX and 0063 An Evaluation of Outreach ?frit= for Disad- Attaining Sex Equity A Workshop Package for A Multicultural Social Studies Series Book 2. vantaged Mentally Retarded Children 1974. Elementary-Secondary Educators Asia` 1975 School Year LvaluatiOn Report Function 0294 0094 No 09. 56607. The Context of Title IX Outline and Participants' 0033 Materials for Generic Session One Implementing Langford, Karla D. Title IX and Attaining Sex Equity: A Workshov ESAA Magnet Pilot Project. Final Evaluation Lohman, Maurice A. Package for Elementary-Secondary Educators. Bilingual Pupil Services. School Year 1974-1975 Report. 1978.79 0291 0274 0029 Planning for Change. Outline and Participants' Langlois, Margaret Loveridge, Robert L. Matenals for Generic Session Three. Implement. ESEA Title I and Impact Aid Final Evaluation Parent Perceptions of Magnet Schools at a ing Title IX and Attaining Sex Equity A Work. Report. 1978.79. Method of Desegregation shop Package for Elementary-Secondary Educators. 0307 0174 0293 Langnehs, Chic Luiden, Jinny The Title IX Regulation and Grievance Process Ethnic Heritage Studies Tice Imrmgrant Expen. Project RAISE Title IV-t' How-to Manual Outline and Participants' Materials for Generic enve The Long, Long. Journey Expenmental 0370 Session Two Implementing Title IX and Attain. Unit Lukshus, Anne M. mg Sex Equity. A Workshop Package for Elemen 0193 Continuance and Transience Among Teachers tary-Secondary Educators Laten, Sherry and Pupils in the Follow Through Program in 0292 A Theoretical Model for Assessment of Adoles- Philadelphia, 1971.1975 Report No. 7709 Matuszek, Paula cents The Ecological ,Behavioral Approach 0058 Project P.A V.EEvaluation. Technical Report 7ollov. Through Pupil Absence Rates in Phila- 1977.78. Publication Number: 77 49, 0226 delphia, 1974.1975 Report No 7701. 0269 Latham, Eleanor E., 0057 The Basic Skills Program A Tutorial Alternative Who Are the Disadvantaged and What Should to theRegular Educational Program of the Lym, C. LaVor We Do for Them? The Relationship of Family orcester Public Schools at Burncoat Junior Report for the Evaluation of the Reading Is Fun- Variables to Achievement and Some Implications High School Evaluation Report damental Project 1973.74 Research Report No. for Educational Programming Publication No. 74.289 77.40. 0365 0092 0180 Laue, James H. McConahay, John B. Intersening to School Desegregation Conflicts Mackey, William Francis The Role of the Monitor Bilingual Schools for a Bicultural Community. Racial and Non-Racial Correlates of Anti-Busing Miami's Adaptation to the Cuban Refugees. Attitudes in Louisville. 0288 007711 0495 Lee, Alitt Malloy. lone M. McCune, Shirley The Earth's Treasure Soil Curriculum Guide Irish Literature and Related The Administrator's Role Outlines and Partici. 0328 Arts. Grades 11 and 12 pants Matenals for Appiication Sessions for Ad- The Sun-PlanetsThe Moon 0199 ministrators. Implementing TitleIX and 0329 Attaining Sex Equity: A Workshop Package for Maraschiello, Richard ElementarySecondary Educators. Lee, Ann M. Longitudinal Analysis of Follow Through Partici. 1973.74 ESAA I Pilot Project Assist Evaluation pants. 1968.69 through 1977.78 Report Number 0294 Report. 7971. The Context of Title IX Outline and Participants' Materials for Generic Session One Implementing 0108 0234 1974.75 ESAA II Pilot Project Assist Final Re. Title IX and Attaining Sex Equity A Workshop Post-Prograni Achievement of Prekindergarten, Package for Elementary-Secondary Educators. port ChildreninPhiladelphia: Quasi-Longitudinal 0109 Data1974.1975 Through 1976.1977. Report 0291 #7901. Planning for Change: Outline and Participants' Levine, Daniel U. Materials for Generic Session Three. Implement. Concentrated Poverty and Reading Achievement 0139 ing Title IX and Attaining Sex Equity: A Work- in Five Big Cities. Motaasiello, Richard F. shop Package for Elementary-Secondary 0061 Prekindergarten Head Start Evaluation. Year End Educators. Levine, Jonathan Report. 1977.1978. Report No. 7916. 0293 Race and EthnicityasFactors in Winning School 0151 McDonnell. Sheila Board Elections Predicting Ethnic Composition Maria, Genaro District 24 Decentralized Title I Umbrella & 1m. of Community School Boards. Title VII Project Sabor, 1978.1974. Final Evalua- pact Atd (PL 81.874). Final Evaluation Report. 0179 tion Report. 1978-1979. Levy, Marguerite F. 0338 0346 Individualized Instruction for Handicapped Stu- Markle, PatriciaAnn McKnight-Taylor, Mary dents in Special Schools (Part C) School Year A Guide for Teaching Structure of the Intellect in Summer Program for Hospitalized Handicapped 1975.1976. Evaluation Report. the Gifted Classroom. Children. Summer 1975. Evaluation Report. 0035 0296 0032 128 McMillan, Charles B, Author Index McMillan, Charles B. Offenberg, Robert M. Ramsay, James G. Magnet Schools An Approach to Voluntary Project PACT. Parent and Children Together. DSEPPS Supplementary Reading Program for Desegregation Fastback 141. Evaluation of the First Year. 1977.1978 Handicapped Children 1975.76. Evaluation Re- 0419 ,0207 port. McNamara, Thomas Project PACT (Parents and Children Together) 0045 Evaluation of the Second Ycar, 1978.1979 Re- Follow Through Pupil Achievement Character's. Redford, Dale ticsinPhiladelphia DuaSLOngitud1:131 Data port No 8037 0258 Ethnic Heritage Studies- Cultural Pluralism Ex- 1975.1976 and 1976.1977 Report =7870 Ap- perimental Unit. pendices Volume Title VII Bilingual Project "Let's Bc Amigos" 0187 V 0138 Evaluation of the Sixth Year, 1974.1975 Meyer, Jeanie Keeny 0007 Roberson, Mickey Concentrated Poverty and Reading Achievement Pancella, John R. Group Discussions with the Emotionally Hand- in Five Big Cities Gifted Science Project In- Service Manuel Se. icapped. 0061 cond Tryout Edition. 0351 Miller, Martin B. 0393 RodriguezAcosta, Carlos Mainstreaming- Supportive Educational Services Park, Jeanne S., Comp. TiticVII Bilingual Project "Let's Be Amigos": for the Learning Disabled (DSEPPS) 1975.1976 Winners. All' 5) Outstanding Education Projects Evaluation of the Sixth Year. 1974-1975 Evaluation Report, That Help Disadvantaged Children 0007 0046 0468 Rodriguez-Munoz, Juan Summer Program of Reading and Mathematics Patton, Richard H. Final Evaluation Report on the Rafael Cordero for Handicapped Pupils in Special Education Resolving the Desegregation Issue in the St Louis Bilingual School. 1978-79. Classes Speech/Language Impa.red Pupils and Public Schools Summary of Events Since 1972. Mentally Retarded Pupils Summer 1975. Evalua. 0345 Analysis of Policy Considerations; Strategies for Rosser, R. Stephen` bon Report. Resolution 0042 Magnet Schools Utilized for Voluntary Integra. 0271 Minton, Judith tion: A Descriptive Study. Pepper, Floy Childers 0273 Summer 1976 ProgramforDeaf Children Group Discussions with the Emotionally Hand. Evaluation Report. Evaluation Period. July 2. :capped Rothschild, Susan J. S. August 13, 1976 Factors Related to Whiie. Black. and Hispanic 0351 0085 Women's Mathematics Attainments A Descrip- Misbra, ShitCa Pings, Este's G. tive Study. Bilingual.Bicultural Education for An Approach for Implementing a Schooi District' Filipino 0463 Americans. Vide Needs Assessment. Rumble, Richard D. 0005 0297 Mainstreaming the Handicapped in Vocational Miskel, Cecil Pizzillo, Joseph J., Jr. Education Literature Review. (A Research Pro- Bilingual Title VII Program. kegular School Year Experience Based Career Education at Wichita ject in Vocational Education in the Portland Pub- 1978.79 Final Evolution Report. July1. 1978 lic Schools) East High School: A Third-Party Evaluation for through June 30. 1979. Year Two. 1977.78. 0131 0422 0178 Rumble, Richard R. Miyamura, Candace P. Pollack, Eileen Mainstreaming Handicapped Students. Guide- A Survey of the Occupational Education Delivery Building Communicative Competenceinthe lines for Increasing the Enrollment of Hand- System in the Borough of Brooklyn. Ncw "ork icapped Learners in Vocational Cluster Programs Bilingual B:dialectalClassroom. - City. Region 2. 0392 in the Portland Public Schools A Research Pro- 0251 ject in Vocational Education in the Portland Pub- Modest, John A Survey of the Occupational Education Delivery lic Schools. Human & Racial Awareness System in the Borough of Manhattan. Nov York 0284 0289 City. Region 2, A Survey of the Attitudes of Secondary Teashers Montalvo,David 0250 Toward the Mainstreaming of Handicapped A Survey of the Occupational Education Delivery The Puerto Ricans A Bnef,Look At Their His- Learners. (A Research Project in Vocational Edu- tory System in the Borough of Richmond, New York cation in the Portland Public Schools). City. Region 2 0493 0133 0252 A Survey of the Attitudes of Secondary Voca- Monti, Daniel J. A Survey of the Occupational Education Delivery tional Cluster Teachers Toward the Mainstream- Intervening in School Desegregation Conflicts System in the Borough of the Bronx. New York ingof HandicappedLearners. (A Research The Role of the Monitor. City, Region 2. Project in Vocational Education in the Portland 0288 0249 Public Schools). Moore, Helen Potter, Anne 0134 The Desegregated School and Status Relations The Individual 11 Profile (Including Manual). A Synthesis of Information Obtained from a Lit- amongAnglo and MinontyStudentsThe 0004 erature Review and Field Research Activities Re- Dilemma of School Desegregation. gardingtheMainstreaming of Handicapped Price, Alda Learners in Vocational Education. 0270 Project P.R O.B.E. Final Evaluation Report Moy, Mary C. 0132 0381 A Vocational Education Research Program in the A Multicultural Social Studies Senc. for C.S L Prusso, Kenneth W. Portland Public School District. Final Report. Students. Book 2. Prekindergarten Head Start Evaluition Year End 0283 0330 Report. 1977.1978 Repo,' No 7916 Ryu, Jung S. Murphy, Hardy Ray 0151 'District and Community Characteristics Influent Some Characteristics of Korean Immigrants in the Los Angeles Area- Initial Perceptions and Mass ing Desegregation Strategy Choice and Effective. Pusch, Margaret D., Ed. Media Uses. ness Multicolsural Education A Cross Cultural Train. mg Approach. 0434 0430 Nadel, Max, Ed. 0461 Sala, Frank C. Teaching Ethnic Experiences in Urban America. Quoyeser, Isabella Implementation and Evaluation of a Desegrega- Focus on New York City. A Module of Instruction for Principals and Teach. tion Model for the Erie, Pennsylvania School Dis- trict., 0082 ers-Multicultural Napier, Shirley 0299 0020 Multicultural Education. A Concept Paper Ralmondis, Nina Mendoza Sanchez, Lillian L FinalEvaluation Report, I977-78 Title VII 0206 Effects of the Language of the Instructions on Test Performance. California Achievement Tests. ESEA-Bilingual School Complex Norris, Carol A. MiniStudy. 0240 Bostrom Alternative Center for Education: In. 0110 terim EvaluationReport. Santos, Rolando A. 0210 Raivetz, Mark J. Rice Harvest (Anshan; Pinagani ltiPagay). The Effects of Budget Reductions on Program 0163 Nylander, Nikki Evaluation in a Large Urban School System' A Special Christmas (Ang Pinakatanging Pasko; Project RAISE. Title IV-C. How-to Manual. Providing Services Beyond Resources. Naisangsangayan A Paskua) 0370 0156 0162 Author Index Waxman, Rebecca 129 Schrfft, Gretchen E. Snowden, Petra Elizabeth Thomas, Ann G. The Unexpected Minority. White Children in an Urban EducationThe Relationship Between Eliminating Sex Bias in Vocational Education. A Urban School and Neighborhood Schools and the Urban Milieu Handbook for Administrative Personnel 13081// 0254 0472 ScheMer,Louis Soberano, Rawlein G. Eliminating Scx Bias in Vocational Education. A 11ndbook for Community Groups. Career Opportunities Program in Philadelphia, The Vietnamese of New Orleans Adapting to 0474 Pennsylvania Report Number 7623 American Social Structure Eliminating Sex Bias in Vocational Education: A 0009 0494 Workshop for Administrative Personnel. Schenker, Joseph H. Soles, Stanley 0473 Title 611 Junior High School Bilingual Program, Bilingual Program in Auxiliary Sersices for High Eliminating Sex Bias in Vocational Education A 1978.79. Final Evaluation Report Schools. School Year 1974.75 Workshop for Community Groups 0340 0031 0475 Schoener, John E. Sosa, Xavier Thompson, Bryan PatentInterviewESAA Bilingual/Bicultural Pro- Ethnic Studies Teaching and Research Needs. Title 1 Children's ProgramLearning to Read through the Arts Developer/Demonstrator Pro- ject. Formative Report No. 6. 0492 ject, National Diffusion Network. United States 0120 Tilis, Howard S. Office of Education. Evaluation Report 1978-79 Spack, Eliot G. An Evaluation of the PSEN Reading and Bilin- 0335 Community School District (N Y C ). Title gual Program 1978.79. Schwager, Istar I ESEA - B/E 5051-91620. Impact Ald - B/E 0316 5051-98720 Final Evaluation Report. 1978.1979. Evaluation of the 1978-79 United States Elemen- TitleIChildren's Program: Learning to Read tary and Secondary Education Act-Title I and through the Arts. Developer/Demonstrator Pro- 0315 Impact Aid Programs in Community School Dis- ject, National Diffusion Network. United States Sperber, Diane trict 6. New York, N Y Office of Education Evaluation Report 1978-79. Project P.R 0.B E Final Evaluation Report. 0317 0335 0381 Final Evaluation of Project Aprende, 1978-79. Scott, Elo IsM. Skeen Stanley, Cheryl F. School District #6 ESEA Title VII Program. Buffalo Public Schools Spanish-English Program Magnet Schools Utilized for Voluntary Integra- 0344 Evaluation 1977-1978. tion. A Descriptive Study Tipple, Bruce E. 0220 0273 Minneapolis Multi-Ethnic Curriculum Develop- Scott, Elo Is Skeen Steiger, JoAnn mcnt Teacher's Guide. Programmatic Needs and Satisfaction of Hispanic Literature and Secondary Data Res iew of the Vo- 0260 Parents to the Buffalo, New York Title I Bilingual cational Education Equity Study Final Report Minneapolis Multi-Ethnic CurriculumProject Program. 1977.1978 Volume II. Overviews- Student Reading Booklets. 0198 0208 0261 Shafer, Janet L.,Ed. Stephens, 0. Z. Toledo, Victor Magnet School Planning ProjectScience and Induced DesegregationItsEffects on White Final Evaluation Report for the C S. 211 Bilingual Technology Magnet School Pupil Population and Resegregation in the Mem- Gifted and Talented Program 1978-1979. 0421 0298 phis City School System. Shapiro, Richard 0158 Toll, Sherran Stowell, Mary Anne Evaluation of Prekindergarten Head Start. Year Report of the High School Articulation Project. End Report. 1975.1976. Report No 7700. 0247 Handicapped Learner Participation in Vocational Education A Report on Student. Parent and 0018 Shon, Mary Lee Teacher Interviews. Torres, Rita, Comp. Korean Children's Day. Hanguk Orini Nal 0135 Multicultural/Multilingual Resources: A Vendor 0149 Streit, Fred Directory. Silverman-Dresner, Toby Bilingual Mini School. Title VII ESEA Final 0231 Pre-Placement Progratn for Severely Multi-Hand- Evaluation Report. Totusek, Patsy F., icapped Blind Children. 1974.1975 Sawn] Ycar. 0343 Evaluation Design- ESEA TitleI Migrant Pro- Evaluation Report Community School District # 10 (N Y C ), Title gram. Publication No 79 03. 0039 I ESEA - B/E 5051-91620. Impact Ald - B/E 0215 Silverman, Dorothy 5051. 98720. Final Evaluation Report. 1978.1979. Truesdell, Lee Ann Title Irinal Evaluation Report. Summer 1979. C315 Funded Programs and Comprehensive Planning. 0323 Strum, Irene 0246 Bilingual Program In Auxiliary Services for High Valverde, Leonard A. Siperstein, GaryN. Schools; School Ycar 1975.76 Promotion Specialization: The Informal Process Supplementary Reading and MathematicsIn- 0030 structional Skills Program for Handicapped Chil- in Large Urban Districts and Its Adverse Effects dren. School Year 1974.1975. Evaluation Report. Studer, Sharon on Non-Whites and Women. 0043 Eliminating Scx Bias-Pipe Dream or Possibility' 0275 A Program Description and Evaluation Summary Skjervold, Christian K. Vanecko, James J. of the Title IV/C. ESEA Project. "Eliminating ESEA Title I Allocation Policy' Demonstration Minneapolis Multi-Ethnic Curriculum Project- Sex Bias in Education " Study, Implementation Decisions Research Plant Acculturation Unit. 0161 0090 0262 Sung, Robert Minneapolis Multi-Ethnic Curriculum Project- Ward, Raquel Enclaves Unit (And) The First Original-New Eth. Fa Keih Reading Series Book I Interviews of Bilingual Teacher Aides. November nic Comic Book 0205 1974. ESEA Title VII Bilingual Project. Forma- A Multicultural Social Studies Series. Book I. 0268 tive Evaluation Report No. 5. Europe. Minneapolis Multi -Ed:lie Curriculum Project- 0119 Ethnicity Unit. 0063 Interviews of Teachers in Title VII K-I Schools A Multicultural Social Studies Series Book 2 ESEA Title VII Bilingual ProjectFormative 0263 Asia Minneapolis Multi-Ethnic Curriculum Project - Evaluation Report No. 7. Family Unit. 0094 0118 0264 Swanson, Monty Washburn, David E. Minneapolis Multi-Ethnic CurriculumProject- A Guide for Implementing Project DEEP (Diver- Multicultural Education Programs. Ethnic Stu- Power Unit. sified Educational Experiences Program). Ad- dies Curricula, and Ethnic Studies Materials in 0265 ministrator's Guide. the United States Public 'Schools. Min eapolis Multi-Ethnic Curriculum Project- 0285 0233 Prejudice /Discrimination Unit. Tamminga, Harriet L. Washington, Thomas P.. 0266 Past and Present School System Response to Evaluation Design. Written Composition Pro- Skjervold, Christian, Ed. Asian Immigrants. gram. Publication Number 79 24 American Indian Recipes. 0079 0391 0127 Tharp, Roland G. Waxman, Rebecca Indian Legends. KEEPFive-Year SummaryReport Urban Youth in the 80s Fact Shccts 1-4. 0126 0124 0425

' '3 130 Weatherford, M. Stephen Weatherford, M. Stpphen Wong, Anna, Comp. Popular Participation and Representation in the Bibliography of Chinese Bilingual Title VII Prii- Urban Environment: The School Desegregation ject-Developed Curriculum Materials Issue in Los Angeles. 0431 0145 Yang, Daisy Weibly, Gary Ethnic Heritage Studies. Arts and Crafts of East Evaluation Design, 1978-1979. ESEA Title VII Asia Experimental Unit. Bilingual Program. :-- 0185 0214 Zeichner, Harvey Evaluation Design, 1978-1979. Local/State Bain- Evaluation Repo:i for the District 19 bilingual,- gual Education Evaluation. Bicultural Elementary Program 0213 0383 Weinberg, Meyer Intradistrict Inequalities, I. 0407 Intra-District Inequalities, II 0405 Weinstein, Sanford Diagnostic and Remediation Program to Amelio- rate the Reading Disabilities of JHS CRMD Pupils, February-June, 1975. Evaluation Report. 0047 Weiss, James Community School District #5 1978-79 Title I Decentralized Programs. Evaluation of the New York Cily School District 5 Educational Projects Funded under Title 1 of the Elementary and Se- condary Education Act of 1965 (PL 89.10) Per- formed for Community School District 5 for the Year 1978-79. Final Evaluation Report. 0318 Welsh, David J. Project RISE: Reading Achievement in AISD Junior High Special Education (1978.79). Interim Evaluation Report. 0390 , Wheeler, Jeanette D. Case Studies and Promising Approaches. Voca. tiOnal Education Equity Study. Final Report: Volume III. 0209 Wheeler, Samuel B. The Brookline After-School Sxciali,A Program for Older Elementary Children in Brookline, Massachusetts The Parent's Perspective and the Director's Perspective. 0396 Whitehead, Pamela Minneapolis Multi-Ethnic Cumculum Develop- ment Teacher's Guide. 0260 Minneapolis Multi-Ethnic Curriculum Project Overviews: Student Reading Booklets. 0261 Williams, Frank P. Magnet School Project Evaluation First Annual Report, 1975.76. 0076 Williams, Giorgio School Resegreption. Residential and School Process Study; A Collaborative Leadership Plan- ning/TrainingProject.ExecutiveSummary. Third Year Report: 1978-79. 0224 School Resegregation: Residential and School Process Study.ACollaborative Leadership Plan- ning/Training Project,Third Year: 1978-79. Final Report. 0243 Wilson, Cynthia E. The Brookline After-School Special. A Program (or Older Elementary Children in Brookline, Massachusetts. The Parent's Perspective and the Director's Perspective. 03% Wolfe, Howard C. The Evaluation of the Health and Science Action Learning Project, Central High School, Min- neapolis Public Schools. Final Report. 0427 Woloshin, Gerald W. College Bound Program; Summer 1975. . 0027 I ' 1 DOCUMENT REPRODUCTION SERVICE [ERIC P 0 Box 190 ARLINGTON, VIRGINIA 22210(703) 841-1212IEDRSI ORDER FORM -OPERATEr) BY COMPUTER MICROFILM INTERNATIONAL CORP 'PORTANT INSTRUCTIONS SHIP TO

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