ERIC Number: ED316031
Record Type: Non-Journal
Publication Date: 1988-Feb
Eastman Curriculum Design Project: First-Year Implementation Report, 1986-87. Publication No. 512.
Salazar, Jesus; Heishi, Miyeko
The Eastman Curriculum Design Project was intended to replicate, in seven selected schools, the modified bilingual education program implemented successfully at the Eastman Avenue Elementary School. Program features include: grouping by language proficiency for core subject instruction; separation of languages (no translation or concurrent teaching in two languages); introduction of sheltered English for limited-English-proficient (LEP) students; a balanced curriculum for all students, regardless of language proficiency; emphasis on communicative English; transitional reading program for Spanish-speakers; and emphasis on oral English for both LEP and English-speaking students. Program evaluation showed the following results: staff development was effective in helping teachers implement instructional activities; concurrent instruction decreased from 33% to 3% after one year, in comparison with 29% at other schools; academic gains are likely to be gradual, becoming apparent after 3-5 years; former LEP students transitioned into mainstream instruction (reclassified as fluent English proficient or FEP) outperformed counterparts at other schools in reading and math; project teachers and parents were more satisfied than others with the instructional program; and reclassified FEP students had the highest self-esteem scores of all language classification students at any school. Tables, figures, instruments and training schedules are appended. (MSE)
Descriptors: Achievement Gains, Bilingual Education Programs, Communicative Competence (Languages), Curriculum Development, English (Second Language), Grouping (Instructional Purposes), Language of Instruction, Limited English Speaking, Mathematics, Program Effectiveness, Program Evaluation, Reading, School Districts, Secondary Education, Self Esteem, Spanish Speaking, Speech Communication, Staff Development, Transitional Programs, Writing Instruction
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Los Angeles Unified School District, CA. Research and Evaluation Branch.