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ERIC Number: ED423335
Record Type: RIE
Publication Date: 1996
Pages: 44
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Multicultural Middle College High School: An Attempt at Creating an Innovative Bilingual High School.
Brisk, Maria Estela
Research on bilingual education has suggested three areas as critical for quality bilingual education: (1) school climate and organization; (2) curriculum content and delivery; and (3) instructional strategies. These three areas form a framework that was used to evaluate the Multicultural Middle College High School (MMCHS), an alternative bilingual high school created by a group of teachers from the Boston (Massachusetts) public schools. An analysis of school organization, curriculum, staff, classroom instruction, student population, and home-school relationships shows how the school succeeds in providing quality bilingual education. The MMCHS opened in 1993 with 82 bilingual and mainstream students, 4 bilingual teachers, and 1 special education teacher as an outgrowth of a"school within a school" program for bilingual and mainstream students that had operated in a high school since 1990. The program was housed in a community college, but was the satellite of a high school. Because the conditions of a quality bilingual education focus on characteristics of the different components of a program, it provides a thorough but flexible model of evaluation. Had the MMCHS been evaluated with the simple criteria of language instruction or adherence to an established model of bilingual education, it would not have been evaluated as favorably. Using the scrutiny of the conditions, which adds an extensive focus on characteristics of good education, the results were more positive. There was a strong basis of quality education in the program, which could be transformed into quality bilingual education by implementing the recommendations from the evaluation. These included the fostering of more positive attitudes towards the cultures and native languages of the bilingual students (mostly, but not exclusively Spanish speaking), fostering positive attitudes toward U. S. culture, suggestions for increased parent participation, and specific suggestions for the improvement of curriculum and instructional strategies. (Contains 2 tables and 53 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Brown Univ., Providence, RI. Education Alliance for Equity in the Nation's Schools.; New England Desegregation Assistance Center, Providence, RI.