A Preliminary Study of 5th Year ESEA Title VII Bilingual Bicultural Programs with High Concentrations of Mexican American Students.

Sonst. Personen	Rodriguez, Rodolfo (Mitarb.)
Institution	National Education Task Force de la Raza, Albuquerque, NM.
Titel	A Preliminary Study of 5th Year ESEA Title VII Bilingual Bicultural Programs with High Concentrations of Mexican American Students.
Quelle	(1973), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Community Involvement; Educational Programs; Enrollment; Federal Programs; Financial Support; Mexican Americans; Parent Participation; Student Teacher Ratio; Surveys + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Einschulung; Finanzielle Förderung; Hispanoamerikaner; Elternmitwirkung; Survey; Umfrage; Befragung
Abstract	In preparation for the National Bilingual Institute which was held November 28-December 1, 1973, a mail survey of fifth year ESEA (Elementary and Secondary Education Act) Title VII Bilingual Education Projects was conducted. Its purpose was to obtain data relative to the progress of bilingual bicultural education programs since implementation of the original Title VII legislation in 1969. Since the institute was concerned with Bilingual Bicultural Education as it affects the Mexican American child, those projects with a heavy concentration of Mexican American students were selected. Fifty-eight projects were sent survey questionnaires; 30 responded. The questionnaire was divided into: Basic Program Information; Instructional Component; Impact of Program; and Parent and Community Involvement. Project directors were asked to make recommendations for: national legislation, state legislation, U.S. Office of Education, State Departments of Education, school boards, teacher training institutions, and Chicano communities and parents. Among the findings were: the pupil/teacher ratio varied noticeably from project to project; 87 percent indicated having a language maintenance program; and 50 percent reported having influenced the development of bilingual programs in adjacent districts. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC