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Project A.B.C. (Academic Bilingual Career Program) is a multisite project serving new immigrant students at three different high schools in the Bronx, New York: Vietnamese (Chinese ethnics) at Theodore Roosevelt, Italians at Christopher Columbus, and Cubans and Dominicans at John F. Kennedy high schools. Project students are incorporated into the schools' regular bilingual programs, and receive additional special resources. As well as attending ESL and native language arts classes, participants take content-area subjects (mathematics, science, social studies) in their native language. Analysis of the program's first year of operation found that most students met program objectives in English syntax. Performance in other areas was variable. This evaluation report attributes failures to meet objectives to organizational and administrative difficulties and provides a number of recommendations regarding: (1) the development of career resource centers at each site; (2) completion of implementation of the curriculum development component within the Italian bilingual program; (3) curriculum development and location of Vietnamese-speaking teachers for program students at Roosevelt High; and (4) continued efforts toward developing an instrument to measure native language ability for the Vietnamese students. (GC)

Project "A Warm Welcome," in the last of a 3-year funding cycle, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science and social studies, to 250 Hispanic students at Bushwick High School, Brooklyn, New York. The principal goals of the program were to expedite the acquisition of those English language skills necessary for full mainstreaming by the senior year of high school, and to provide career awareness training. Title VII funds provided for administrative and support services staff, while instructional services and paraprofessional assistance were funded from other sources. The project developed an integrated core curriculum for ESL, science, social studies, mathematics, and career awareness. Student supportive services consisted of college and career preparation, individual counseling, and referrals to outside agencies. Staff development and parent participation activities were also supported by Project Adelante. Student evaluation data indicate that, with the exception of mathematics performance, participants achieved significant gains in English language skills, in Spanish reading, and in content areas and business/vocational courses. The attendance rate for program students was also significantly higher than that of the general school population. (GC)

In 1982-83, the program evaluated here provided tutorial and supportive services to approximately 50 Spanish-speaking students of limited English proficiency (LEP) in grades 9-12 at Clara Barton High School, Brooklyn, New York. The program's main objective was to enable LEP students to function successfully in terms of language achievement and content courses, acculturation, and motivation to remain in school. Students were not scheduled for tutorial sessions but came in when they needed help and specified areas in which they most needed help. Supportive services offered by the project included services from the school's grade advisors and guidance counselors and more informal advice and encouragement from program staff. Quantitative analysis of student achievement indicates that (1) students did not meet the program's criterion for English language development, but high pretest scores limited the possible growth in this area; (2) passing rates for program students in Spring social studies and foreign language courses exceeded those for mainstream students; and (3) attendance rates did not differ significantly from the general school attendance rate. In the area of staff development, staff members attended relevant university courses. Finally, parental participation was limited because the school is not neighborhood based. (CMG)

Project Parents was a three-year program designed to increase parental participation in the educational process. Originally implemented in two community school districts at four school sites, the project focused on parents of Spanish-, French/Creole-, Greek -and Italian-speaking primary level students with limited English language skills. Parents participated in classes in ESL and in high school equivalency test preparation. In addition, program staff offered workshops designed to increase parent understanding of New York City school system operations and role-playing workshops designed to increase parents' self-confidence in being advocates for their children. Also taking place as part of Project Parents was the ongoing evaluation and acquisition of curriculum materials, the development of materials for those language groups for which commercial items were scarce, and staff development activities. Participating parents were assessed in high school equivalency and attendance. Their children were assessed in English and Spanish language ability, English reading, and mathematics. Quantitative analysis of parent and student achievement indicated that (1) gains made by program students in listening/speaking and reading/writing were statistically significant; (2) in Spanish, students demonstrated no significant change in listening/speaking (due to high pre-test performance), but improved their reading/writing test scores; (3) moderate to large gains were made on the California Achievement Test; (4) third graders made large gains in mathematics; and (5) l9 participating parents passed the General Equivalency Diploma examination. (Author/GC)

To expedite acquisition of English language skills needed for full mainstreaming, the Bilingual Basic Skills Program at South Bronx High School in New York City provided instruction in English as a second language and native language arts, and bilingual mathematics, science, and social studies for 370 Spanish speaking students of limited English proficiency, during 1981-82. Aside from instructional services, program activities included curriculum development, support and counseling services, staff development, and provision of opportunities for parent involvement in the program. The report describes the project context, participants, organization, implementation, and evaluation. Evaluation results indicate that (1) gains in English reading were statistically significant; (2) students achieved more English syntax objectives than the criterion objective; (3) a greater proportion of participants passed teacher-made Spanish language arts tests in the spring than in the fall; (4) passing rates were slightly higher than 50 percent for mathematics, about 60 percent for science, and 67 percent (fall) and 58.8 percent (spring) for social studies; and (5) the attendance rate among participants was higher than the school-wide attendance rate. Recommendations for program improvement are presented. (MJL)