Assessing Evaluation Studies The Case of Bilingual Education Strategies (1992) / Chapter Skim
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1 Bilingual Education in the United States
1 Bilingual Education in the United States
Pages 1-11
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These theoretical views of bilingualism such as the cognitive effects of bilingualism, the social correlates of knowing two or more languages, the nature of We relationship among languages, and the relationship between language and its family, school, community and societal contexts provide a background for understanding of bilingual education practice and policy; these issues are discussed in Fishman (1977) and Hakuta (1986~.
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A wealth of research shows two key results: these students learn French at levels far beyond what they would have achieved in traditional French language instruction programs, and these students perform in English at a level comparable to the* peers who are in monolingual English instruction.
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Giving instructions to this group in Chinese is another. There may be others." The OCR response, officially htled Task-Force Findings Specifying Remedies Available for Eliminating Past Educational Practices Ruled Unlawful under Laze v.
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As the research agenda was being formulated by the Part C Committee, He proposed federal regulations regarding remedies to Lau violations were finally published in the Federal Register on August 5, 1980, doling the final months of the Carter administration. lithe proposed Lau regulations went even father than the earlier remedies, mandladng bilingual education in schools win more Han 25 LEP students from the same language group.
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Specifically, a compromise was shuck in which 4 to 10 percent of the total bilingual education funding could be used towards Special Alternative Instructional Programs (SAIP - programs that do not use the native language. William Bennett, Me new Secretary of Education, focused national attention on bilingual education on September 26, 1985, in a well-publicized address, at which he said (cited in Crawford, 1989, page 71~: `'After $1.?
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The report sewed as a counterweight against the strong claims made by the critics of bilingual education. Also relevant in the funding formula debate was the leak of an interim report on the first-year scores from the Immersion Study in June, 1986, in which unadjusted scores showed the English immersion group scoring lower than the other two groups in most of the measures.
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For the Department to formulate federal education policy regarding services provided to language minority limited English proficient students in a tune of decreasing federal monies and regulation, a comprehensive information base is required a base containing information about He broad range of services being provided to such students.
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The Department now believes that the prerequisite foundation is in place and is therefore initiating a national longitudinal evaluation of the effectiveness of services provided language minority [united English proficient students in the United States. In [act the study did not result in an evaluation of a set of distinct program alternatives, about which much was known as a result of basic research.
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The heart of this report consists of Chapters 3 and 4, which present the panel's appraisals of Me Longitudinal Study and Immersion Study, respectively. Both of the chapters also present quotations that show the Department of Education's official view of these studies.
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The panel highlights the major weaknesses in the studies and provide specific recommendations on how to avoid similar weaknesses in future studies. The appendices provide some background material on bilingual education in the United States, a technical summary of a statistical methodology used in the Immersion Study, a list of acronyms used in the report, and biographical sketches of the panel and staff.
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(199lb) Final report: Longitudinal study of s~uctured-english unrnersion strategy, early-exit and late-exit transitional bilingual education programs for language-minonty children, Volume II.
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