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ERIC Number: ED337027
Record Type: RIE
Publication Date: 1990-Feb
Pages: 58
Abstractor: N/A
Reference Count: N/A
School Success for Limited English Proficient Students. The Challenge and State Response.
Council of Chief State School Officers, Washington, DC. Resource Center on Educational Equity.
Several initiatives, including this report, have been undertaken to define and understand better and help solve the problems of limited-English-proficient (LEP) school children. A study of the role of state education agencies (SEAs) in educating LEP children is reported. Five chapters contain information on the general challenge, response of the educational system, and SEA challenges; profile of LEP students, social and cultural context, and future; goals, purposes, methodology, and findings of the SEA survey; promising practices for curriculum development in California, vocational preparation in Illinois, program coordination in New Jersey, and education reform in Texas; and findings and recommendations. Main findings are that large numbers of LEP students who require special help to succeed academically are not receiving services; many states are aware of the gap between current programs and needs; and several SEAs have begun initiatives to create the necessary service system. Recommendations for SEAs include the following: create an intensity of commitment; clarify the fact that LEP students constitute a growing component of children "at risk"; document current and projected needs; and develop ways of coordinating and collaborating with local systems. Contains 24 references. (LB)
Council of Chief State School Officers, 379 Hall of the States, 400 North Capitol Street, N.W., Washington, DC 20001-1511.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: Council of Chief State School Officers, Washington, DC. Resource Center on Educational Equity.
Identifiers: California; Illinois; New Jersey; Texas