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The Puerto Rican language-culture nexus is seen as the natural field where young Puerto Ricans forge their ethnic identities. Ethnographic theory and methods were used to study this nexus from a naturalistic perspective. A focus group of 12 Puerto Rican 8th grade students (9 males and 3 females) attending a school within 1 Puerto Rican barrio in Cleveland (Ohio) was used. The students were from 13 to 17 years old. Although their parents were all bilingual-Spanish dominant or monolingual in Spanish, two students were monolingual in Spanish, two used English solely, and eight were basically bilingual. The study used an open-ended inquiry process that was characterized by a constant search for the actors' interpretation of their own behavior, beliefs, values, and self-perception. Focus was on exploring whether and how ethnic identity structures educational outcomes by assessing students' personal and cultural history, family, community, and society. Theoretical and methodological questions and recommendations about acculturation processes and school achievement of young Puerto Rican students in mainland America are summarized. Analytical categorizations of different personality types are included. Each student was located on a particular point within the cultural/linguistic continuum. Students continually struggled to adapt and maintain their identities. Included are 11 references. (RLC)

This report assesses the Do-It-Yourself Home Savings Techniques project, which was designed to develop and test an instructional unit for making homes energy efficient. The project, implemented at schools in the Cleveland City School District from October 1981 through February 1983, involved 11 science teachers and approximately 1,200 students. The report includes a program plan, summary of project operations, summary of lesson units with related objectives and activities, and project evaluation. Key project accomplishments are noted: (1) development of a curriculum guide, ("Do-It-Yourself Energy Guide"), consisting of nine energy lessons; (2) assembling of materials required by the instructional activities of the energy lessons; and (3) provision of periodic inservice workshops for participating teachers. Teachers assessed lessons for degree of relevance, practicality, and adaptability to home use while students evaluated them for clarity, quantity of new knowledge, time allowed, and overall usefulness. Teachers also rated the quality of inservice support. In addition, parents responded to energy activities tried in the home. All ratings by students, staff, and parents were markedly favorable. (Appendices contain forms used to collect information and some of the recommendations made for program improvement). (Author/JM)

Issues related to the Education Reform Bill of Ohio are discussed. Administration of norm-referenced achievement tests in reading, mathematics, language, and related school-ability tests is required for grades 4, 6, and 8 (effective by 1990) and grade 10 (effective by 1991). The reform bill specifies rewards and sanctions in addition to statewide publication of test scores and other district outcome measures as a way of encouraging the community to apply its own rewards and sanctions. Students graduating after July 1, 1993 will have to pass high school proficiency tests in reading, writing, citizenship, and mathematics. In early administrations of these tests, it was apparent that the wealth of the school district was linked with higher test scores. The test scores are being used to provide accountability, an important aspect of the educational reform effort. An Educational Management Information System is being developed for each district. The impact of testing requirements and the emphasis on accountability in Ohio are evidenced in the following areas: (1) curriculum alignment; (2) state versus local control; (3) teaching; and (4) effects on at-risk students. The reform bill is directly related to student test outcomes. The use of tests to measure effectiveness of the reform has strong support, but care must be taken to overcome the limitations of reliance on test scores alone. A 17-item list of references is included. (SLD)

This 1974-75 evaluation report of the Title VII Cleveland Bilingual Education Program discusses the degree to which process objectives were implemented and product objectives attained, and the impressions of project and school staff and parents. The goals of the bilingual program were to develop the ability to communicate and function in Spanish and English and to acquire knowledge and understanding of the differences and similarities in the two cultures. The program served 520 children in 14 schools, grades kindergarten through three. A full program description details participants, project operations, staff development and parent-community involvement. Detailed evaluation at each grade level is included. Scope and sequence charts are drawn for language arts, mathematics and science. Numerous tables and charts provide statistics on test results, class ranking and performance scores. The program appeared to be relatively successful. Surveys indicated it was most effective in enhancing positive school attitude and motivation for learning, learning Spanish, and involving parents with the school. Shortcomings included failure to provide inservice sessions on bilingual teaching and ESL skills, late arrival of bilingual-bicultural materials and lack of a bilingual curriculum guide at the start of the year. (CHK)

This report provides a summary description of the Title IV-C Classroom Management Project conducted in the Cleveland (Ohio) Public Schools. The purpose of this project was to develop and pilot test a resource handbook designed to improve elementary and secondary school teachers' ability to organize and manage their classrooms. The development of the handbook was based on three approaches: (1) behavior modification; (2) socioeconomic climate; and (3) group processes. The report summarizes (1) contents of the resource handbook; (2) needs assessment and data collection activities; (3) project goals and activities; (4) project and evaluation outcomes; and (5) consultants' recommendations. It is concluded that while the project met its objectives for developing and testing the resource handbook, use of the handbook did not result in significant changes in classroom climates. Recommendations to improve implementation of similar projects are provided. Appended are different documents used in organizing and implementing the project; instruments used for classroom observation during the pilot testing phase and individual classroom results. (Author/MJL)

An eight-week summer science program was designed to create and encourage interest in science among outstanding secondary school students from different geographic areas of Kuwait. Opportunities were provided for students to: (1) engage in hands-on science activities; (2) work in laboratories in one of three research areas (chemistry; physics/electronics; and computer science); and (3) become familiar with science careers. In addition to these objectives, the first part of this report includes criteria for selecting and characteristics of participants, program activities, and a summary of program operations. Findings related to attainment of program objectives and program strengths/weaknesses are discussed in the second section and summarized in the third. Based on the results of questionnaires, formal/informal interviews, and staff impressions/observations, it was concluded that the program was successful in generating interest in science among the 40 participants. The major strength of the program was concluded to be its designed activities and organizational structure. Weaknesses included scheduling of selected activities, shortness of the 8-week program, need for mature supervisors, and quality of cafeteria food. Supporting data are provided in an appendix. (SK)

This report presents an evaluation for the school year 1982-1983, of the Pilot Projects component of the Cleveland Public Schools, for grades K-10. The purpose of the component is to develop and pilot innovative approaches for meeting selected needs of disadvantaged students at the local level. Pilot Projects are small grants that are designed, implemented, and evaluated by local school personnel. Ongoing supervision of selected projects is provided by the project manager, school principals, and subject-area supervisors. Progress reviews and final evaluation forms are completed by coordinators. In the school year 1982-83, the projects funded were: Concrete Mathematical Abilities; Developmental Play Labs and Curriculum (for multihandicapped/autistic children); Home Learning Center Curriculum (for autistic children); Improvement of Basic Social Studies Skills among Geography Students; Practical Life Skills and Sensorial Training (for nonreading visually impaired, children); Practical and Real Life Language and Learning Usage; and Self Imagery Improvement (for potential dropouts). No evaluation material was received for two of the projects, but 15 (94 percent) of the 16 objectives for the remaining 5 projects were attained, reflecting better than average success in project implementation. (CMG)

This report evaluates the 1982-83 Reading Impact Project in Cleveland, Ohio, which served 2,313 first grade pupils in 46 Chapter 1 public schools. The project utilized supervised educational aides and provided inservice education for them as well as workshops for parents. Project operations were successfully implemented, as indicated by the attainment of three objectives. Approximately 75 percent of the project participants achieved passing scores for 6 out of 10 assessment level subtests embedded in the district reading program. Eleven inservice workshops for aides were rated as effective by participants. Parents were involved through meetings and a monthly newsletter, and reported evident project effects on reading skills of children. In addition, over two-thirds of the students were expected to be promoted in September 1983, and a comparison between performance levels of blacks and whites on assessment level subtests showed only one statistically significant difference in favor of black pupils. (CMG)

The Pupil Adjustment Project (PAP) in the Cleveland Public Schools is designed to develop basic social and academic skills among kindergarten pupils exhibiting special needs (but not identified as learning disabled or developmentally handicapped). The highly individualized instructional model involves extensive diagnosis, places strong emphasis on language development, and supplements the school system's regular half-day kindergarten. Services are provded in three formats: (1) Comprehension Center classes, each with 10-15 children who are transported to and from home daily and spend the entire day at the Center; (2) Adjustment Center classes, each with 10-15 children who are transported from their regular school to one of the Centers, receive approximately two hours of supplementary instruction in the morning or afternoon, and spend the rest of the day with their school kindergarten class; and (3) classes for individuals and small groups served by a PAP travelling teacher. In 1982-83, the project served 167 children and was effective in developing basic academic and social skills. Pre-post test results on the Metropolitan Readiness Test and on the Levine-Elzey Social Competency Rating Scales showed that significant gains were made by program participants. (CMG)

The Reading Strategy Project in Cleveland, Ohio, is designed to assist upper elementary school pupils who have deficits in basic reading skills as reflected in performance on city-wide reading tests. The project design is based on an "in-class model" in which the reading strategy teacher and the classroom teacher work as an instructional team utilizing a diagnostic-prescriptive approach. Alternative approaches are used in selected schools. In the 1982-83 school year, the project served 3978 public (grades 4-6) and 318 nonpublic (grades 1-8) pupils. Participants enhanced their reading comprehension scores on the California Test of Basic Skills significantly more than would have been expected under Chapter 1 treatment conditions, and observed gains exceeded the project's criterion. The project appeared to be more effective with pupils pretested at or below 41 Normal Curve Equivalent (NCE) units than with those pretested above that level. Furthermore, the size of the gains was influenced both by the model used and by the grade level. Finally, both project and classroom teachers were very supportive of the project, and teachers rated the project very highly in terms of improving pupils' basic reading skills and making teachers aware of pupils needs. (CMG)

The Reading Improvement Project in the Cleveland Public Schools, evaluated here, provides individualized instruction to pupils in grades 1-3 who are functioning at or below the 33rd percentile on the Stanford Diagnostic Comprehension subtest or the Metropolitan Readiness Test. The project supplements regular reading instruction by providing services to small groups of six or less for 45 minutes daily in the reading center of each school. The project also uses inservice programs for teachers, coordination with regular instruction or related reading programs and supportive work with parents. In the 1982-83 school year, the project attained all of its objectives. Project participants in all three grades showed mean gains of six to twenty Normal Curve Equivalent (NCE) units on reading subtests, exceeding the pre-post criterion gains for NCE units. End-of-year performance levels among a significant proportion of 1982-83 participants were high enough to make them ineligible for continuation in the project. In addition, classroom teachers confirmed improvements in the reading skills and behavior of participants. Finally, teachers gave favorable ratings to the project service information they received. (CMG)