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TM 028 421

Carrasquillo , Angela; Rodriguez, Judy-

Measuring Success in Bilingual Education Programs: Case

Studies of Exemplary Practices.

1998 -04-00

12p . ; Paper presented at the Annual Meeting of the American

Educational Research Association (San Diego, CA, April

13-17, 1998) .

Reports - Evaluative (142) -- Speeches/Meeting Papers (150)

MF01/PC01 Plus Postage.

Academic Achievement; ^Bilingual Education; Case Studies;

Curriculum; Educational Environment; Elementary Secondary

Education; * Instructional Leadership; Interviews; Parent

Participation; * Program Effectiveness; Program Evaluation;

Self Esteem; *Success; *Teacher Expectations of Students;

Urban Schools

New York City Board of Education

The factors or variables that contribute to the academic

I success of limited English proficient students in three schools in New York

[ City were studied. Researchers studied two elementary schools and one high

K school with successful bilingual education programs. A team of five

| researchers visited the schools, observed bilingual classes, interviewed

1 bilingual students and their teachers, administrators, and parents, analyzed

| test data and other academic records, and evaluated student work. Teachers

( also completed questionnaires about the programs. Results indicated that each

school has its own unique characteristics, but that 10 areas were present in

all 3 schools: (1) positive school climate; (2) an administration with

leadership and commitment to bilingual education; (3) teachers' high

expectations of students; (4) teacher effectiveness and empowerment; (5)

clearly defined curricula; (6) extracurricular and co-curricular activities;

(7) high student self-esteem and expectations of themselves; (8) academic

growth; (9) satisfactory attendance; and (10) parental involvement. In the

successful programs, teachers, administrators, and other school personnel are

constantly questioning their techniques and academic support to the bilingual

program. (Contains 11 references.) (SLD)

ED 419 845

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TM028421

American Educational Research Association

San Diego, California

April 13, 1998

Tf

00

5 MEASURING SUCCESS IN BILINGUAL EDUCATION PROGRAMS: CASE

g STUDIES OF EXEMPLARY PRACTICES

Angela Carrasquillo
Fordham University

Judy Rodriguez

New York City Public Schools

Demographic changes in the United States have brought educational and

social issues related to language and academic learning. Educators across the

nation are facing the challenge of educating students with whom they cannot

easily communicate because of language, cognitive and cultural differences. A

major challenge confronting these educators is the identification of appropriate

instruction to insure academic achievement of limited English proficient (LEP)

students No matter what criterion is ^.sed (grades, tests scores, dropout rates,

college acceptance rates), linguistically and culturally diverse students in general,

do not perform as well as their majority group counterparts in school (Council of

Chief State Officers, 1990; National Center for Educational Statistics, 1993;

National Educational Goals Panel, 1996). School failure persists among a

disproportionate number of language minority students. With the exception of

some Asian groups (especially Chinese, Koreans and Japanese) a disproportionate

number of linguistically and culturally diverse students do not reach acceptable

achievement levels in English literacy, reading, mathematics, or science. In

addition, many of these students come from low socio economic backgrounds.

Academic surveys of academic achievement conclude that there exist

achievement disparities among students from differing family, socioeconomic,

ethnic and language backgrounds and that these students are at risk of academic

failure. However, students bring to the educational setting, knowledge, skills, and

personal (linguistic, cultural, cognitive) characteristics and strengths which can

help educators to plan and implement effective instructional programs. Recent

literature has pointed toward institutional, school reforms and resources that

define and contribute to students 7 academic success (August & Hakuta, 1997;

August & Pease- Alvarez, 1996). Bilingual instruction in the students’ native

U S OtPARTME NT Or f DUCAT10N

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EDUCATIONAL RESOURCES INFORMATION

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official OERI position nr policy

language and in English has been mentioned as one of the ways to effectively

instruct LEP students.

Classrooms that have linguistically and culturally diverse students reflect a

broad variety of linguistic and cultural differences. Educators need to plan to

provide LEP students with an appropriate school environment, professionally and

motivated certified teachers, challenging instructional experiences that take into

consideration students’ linguistic and academic levels and cultures (Faltis, 1993),

Research and theory (Carrasquillo, 1995; Faltis, 1993; Garcia, 1993; Ramirez,

1992) suggest that effective teaching to linguistically and culturally diverse

students would require educators to be knowledgeable about the principles of

second language acquisition, bilingualism, students’ cultural backgrounds,

cognitive and learning styles, and experiences, to establish different and varied

instructional classroom strategies to meet these students’ growing needs. For

example, research indicates that utilizing a variety of interactive teachers’

methods allow teachers to better instruct students with varying learning/cognitive

styles, and individual differences thereby engaging all students in learning

(August & Hakuta, 1997; August & Pease- Alvarez, 1996; Garcia, 1993).

How can educators contribute to improve language minority students’

performance? Educators need to concentrate on the whole student, the quality and

quantity of school experiences, challenging curricula and instruction which

focuses on the development of the cognitive processes used in critical thinking,

problem solving and decision making. These strategies teach students how to

think and act when planning, executing, and evaluating performance on a task.

These strategies also serve as a mediating link between the application of basic

skills to the mastery of content material. But teachers need training in challenging

students who have or do not have proficiency in the English language, especially

in reading and writing. In addition, educators need to find ways to communicate

to each student that his/her special ability/quality/language/culture is understood,

and valued. There is a group of researchers and educators who suggest that

bilingual education is one of the most successful instructional programs to

successfully educate students for whom English is not their native/first language

(August & Pease- Alvarez, 1996; Garcia, 1993; Ramirez, 1992). But in some

cities/areas of the United States, research on the effectiveness of bilingual

education is limited

New York City lacks information on the effectiveness of bilingual

education programs. In addition, the media has presented a one sided view of

New York City bilingual education programs, mainly emphasizing

misconceptions and negative information (i.e.; bilingual education is confusing to

students; bilingual students who are in bilingual programs are only taught in

students’ native language; parents are forced to enroll their children in bilingual

programs). However, we have worked in and evaluated bilingual programs in

New York City for more than twenty years and have come across effective

bilingual programs. Effectiveness is measured through increased English

language skills, satisfactory academic performance in core subjects, satisfactory

school attendance and positive students self-image.

Setting and Participants

Because of the lack of research on bilingual education programs in New

York City, the authors decided to research three schools who have been cited in

the educational forum and in the media for implementing successful bilingual

programs. The purpose of this study was to identify the factors/variables that

have contributed to the academic success of limited English proficient students

enrolled in those three schools. The investigators approached two elementary

schools and one high school principal and asked them permission to research their

bilingual education programs. A research team of three individuals plus the two

principal investigators visited the schools, observed bilingual classes, interviewed

bilingual students, teachers, administrators and parents, analyzed students

standardized test data and other academic records, and evaluated students'

projects/products. In addition, a questionnaire was mailed to all bilingual teachers

and monolingual teachers working in the bilingual program with the purpose of

identifying the teachers’ perceptions on the factors contributing to the success of

the bilingual program in each of the schools. Students’ academic data

(standardized and informal tests scores), were analyzed comparing the bilingual

students’ scores with the scores of students in similar schools of New York City.

The data from the interviews, classroom observations, and questionnaire were

categorized, and analyzed.

Findings

The results of this study indicated that each school has its own uniqueness

in terms of school leadership, staff, students’ characteristics, curricula and

instructional approaches. However, there were ten areas that were present in the

three schools. These were (a) positive school climate, (b) administrations’ school

leadership and commitment to bilingualism and Bilingual Education, (c) teachers’

high expectations of students, (d) teachers’ effectiveness and empowerment,

(e) clearly and defined curriculum, (f) extra-curricular/ co-curricular activities,

(g) students’ high self-esteem/students’ high expectations of themselves,

(h) students’ academic growth, (i) students’ satisfactory attendance, and

(j) quality of parental involvement. Below is a description of the ten variables that

were identified as factors contributing to the success of bilingual programs.

4

Positive School Climate/Administration’s School Leadership

The positive climate of the schools seemed to contribute to the success of

the bilingual program. Parents, students, staff members and teachers expressed

that the schools were kept clean, in good repair and provided a secure and safe

place to learn. Different from other schools, there are no metal detectors to check

students and staff. The school halls and lobbies reflected the multicultural and

multilingual curriculum of the school. The data also indicated that the students,

teachers and other staff members were proud of their school, felt respected by one

another and showed a friendly relationship. In addition, we observed a team-work

effort between the monolingual and bilingual teachers who worked together to
plan and implement innovated ideas in their school because many of them shared

the same goals. There was also interaction between monolingual and bilingual

students. They ate together, took classes together, went on trips together and

participated in social/educational activities together.

The philosophy of the school is one that promotes respect, and supports

bilingualism and bilingual education to meet the linguistic and academic needs of

each student. The data indicated that there is support and dedication toward the

bilingual program beginning from the superintendent's office, the principals, the

supervisors, and from school staff members. There is on-going staff development

to better prepare teachers to teach in the bilingual program. There is also

availability of bilingual instructional materials. In addition, there are smaller

groups for classroom instruction. The teachers also receive support from the

community, and the parents. For example, the PTA provides moral support as

well as support to schools being able to accomplish several instructional or

leadership tasks.

1 Teachers’ High Expectations of Students and Individual Empowerment

Teachers’ high expectation of students seemed to contribute to the success

of the bilingual programs. The teachers and all the staff of the school emphasize

students’ successes rather than students' failures. It was the belief of all members

of the school community that the school’s goal is to provide students with an

excellent education with high standards so that they may fulfill their potential and

become productive members of society. In the three schools, it was found that
teachers motivated, encouraged, supported and expected a high degree of efforts

and accomplishments from their students by providing a challenging curriculum

with high standards.

The data showed that the teachers are effective with their students because

they view their students as top priority by teaching some strategies that will make

learning easier. In addition, teachers teach by taking into consideration different

learning styles that would make learning more individualized for the students. The

Annual School Report indicated that approximately 80% of the school staff were

fully licensed and permanently assigned to the schools.

The data showed that teachers empowered students to be successful by

giving them the tools they need to learn. For example, they empower the students

to be successful by preparing them to learn in both languages in a caring manner.

They provide a quality education and an enriching curriculum for their students in

both languages. Teachers have the flexibility to use various approaches to

accommodate students needs.

Quality of the Curriculum

The curriculum c- r the school seemed to contribute to the success of the

bilingual program. The ac nistrators facilitate the provision of a rich,

challenging curriculum which promotes high standards and allow the teachers the

flexibility of modifying or creating a curriculum that would address the needs of

the students in their school. It also allows the teachers to use a variety of teaching

approaches including a creative instructional methodology. Teachers share their

ideas with each other, implement strategies which have been successful to other

teachers. They also provide opportunities to excel by focusing on the students 1

strengths as a medium of effective academic development. Assessment/evaluation

is determined by the quality of work (notebook and portfolios and checklist)

students show as well as by their score on standardized tests.

Extra-Cn ro ricular, Co-Curricular Activities

The extra-curricular, co-curricular activities seemed to contribute to the

success of the bilingual program. A significant number of students were attending

the after school program to enhance their English and other basic skills. There
were a variety of extra-curricular, co-curricular activities for everyone from gym

to literature, music, sports, health care, child abuse to leadership clubs through

ASPIRA (a non-profit organization promoting Latino students’ leadership). In

addition, some of the schools provided dinners, dances, movies, and trips for the

students and parents.

Students 1 Positive Self-Esteem/High Expectation of Themselves

The data indicated that students have confidence and feel good about

themselves. Students have high expectations of themselves. Students are learning

in their own language which builds their self-esteem and also validates their home

language, culture and ethnic background. For example, during the classroom

observations, it was noted that students were actively involved in the lesson.
They raised their hands and participated in the lesson, they took turns, and were

well-behaved. Teachers engaged students in the lesson by asking questions or

providing a variety of activities related to the topic. Teachers’ discussions

centered around the students' experiences, reading and knowledge of the area

under discussion. Teachers reinforced vocabulary skills in Spanish by asking the

students to give other sophisticated words as synonyms or antonyms. They also

provided opportunities to provide the English translation and or examples of the

use of the vocabulary words in sentences. Students have high expectations of

themselves such as wanting to go to Ivy League University and entering highly

academic demanding professions.

Students’ Academic Growth

The data indicated that students’ academic growth was measured by their

ability to learn in two languages, and the ability of the program to use the

students’ native language. Students also learned how to read and write in both

languages as well as demonstrating knowledge in the content areas. The data also

indicated that students' academic development have improved as shown by the

results of informal assessments including portfolio, journal writing, checklists,

quizzes, practice tests, class participation, observations, and individual records.

Additional data information of students’ academic growth were found in data

from standardized tests. These data showed that students academically performed

in English, in content areas and in the native language.

Students Satisfactory Attendance

The attendance of the students seemed to contribute to the success of the

bilingual programs. For example, the data indicated that daily attendance was in

the 90%, and most of the students were in school 95% to 100% of the time. The

New York State School Report Card of each school reported that 90% of the

students at the three schools demonstrated satisfactory attendance. For example, at

the high school It was also reported that a small group of students ( 2.3%) of the

student population was suspended. Teachers concluded that the factors

contributing to good attendance were that: (a) students liked the school,

(b) parents were involved in their children's education and they believe

attendance was an important element to succeed, and (c) some students expressed

that in order not to miss school content, they could not be absent

7
Quality of Parental Involvement

School data indicated that parental involvement in educational activities

were and are a key factor of successful bilingual programs. Two principals

indicated that parental involvement was very successful in their schools. Parents

were involved by attending regular PTA meetings, volunteering to help in the

classrooms, assisting with health screenings, and with school security. In

addition, the parents help during holiday activities, and field trips. Schools

provided parents with the following services: ESL and Spanish as a Second

Language instruction, leadership/involvement projects, computer workshops.

Parents As Partners Reading Program, and parenting skills workshops.

In summary, the success of bilingual programs was based on the

coordinated efforts of parents, teachers and the administration of the school.

Schools promoted bilingualism and had made available several different types of

bilingual programs to LEP students providing these students with a challenging

curriculum in Spanish and English. The three main factors contributing to the

success of the schools were: (a) the leadership of the school, reflected in a

positive school climate, (b) the commitment and enthusiasm of teachers reflected

in high expectations for their students and a challenging curriculum, and

(c) support and commitment of the parents in collaborating with school goals and

challenges.
Indicators of Successful Bilingual Programs

In this study, indicators of successful bilingual programs were generated

by analyzing data using teachers, parents, and administrators interviews, school

data (standardized tests, school report cards, official memorandums) and field

observations. In measuring successful bilingual programs, several criteria/

indicators need to be looked at These are school climate, school administration,

L expectations of students, quality of the bilingual program, curriculum, activities

I provided by the school to enrich students’ academic curriculum and life, students'

| own motivation, and the quality of parental involvement. The findings of this

I study helped the research team to conclude that: (a) successful bilingual programs

| are part of successful schools and (b) the involvement of the administration in the

I planning and implementation of the bilingual program is a key factor in the

success of the bilingual program.

In successful schools, academic success is expected from all students

enrolled in the school, including English language learners. A successful school

is one in which students enter its doors mentally prepared to do school work.

Students, teachers, parents and the administrative staff recognize that the main

objective of the school is to emphasize learning in all subject areas. The efforts of

the principal, teachers and parents are geared toward helping students to achieve

and do well in school. The school's primary goal is the attainment of academic

development, and the school’s mission is to provide opportunities for the students

to demonstrate their academic development. The whole school community

celebrates students’ individual and collective achievement. Parents are informed

of students’ successes as well as their difficulties, and they receive praise when

their children excel and receive help when their children need help to accomplish

the academic tasks. Schools’ efforts go into making all students successful

learners. To accomplish these goals, educators provide challenging programs to

help at-risk students, limited-English-proficient students, academically average

students, as well as talented students. Thus, an effective school is one with

dedicated parents, effective educators, and successful students.

The invc. 'ement of the administration in the planning and implementation

of the bilingual program is a key factor in the success of the program. As we

found in the three schools studied, the role of the administration is the most

important factor in the success of the bilingual program. Carrasquillo and London

(1993) identified successful principals as those who run the school in such a way

that promotes: (a) the highest quality of learning and teaching, (b) a safe and

orderly school, (c) a well-planned and well-developed curriculum, (d) a strong

parental involvement program, and (e) a plan to recognize academic excellence

among all students and teachers of the school. The principal is the chief

instructional teacher of the school, and perhaps of the whole community. The

main objective of the school is the full development of each student’s character

and intellect, personal and social relationships, and academic achievement. Thus,

the school is an institution interested in students as persons and in their total

development. Children, youth, and adults attend school to become cuxessiui

learners; that is, to increase their knowledge of facts and skills ana to develop

thinking strategies. If learning is demonstrated in these areas, it is said that there

were desirable outcomes of schooling.

As in the case of the administration of the three described schools

administrators of successful schools respect racial, ethnic, cultural, and linguistic

diversity by infusing the consideration of diversity into instruction and by

reflecting it in the composition of the school’s staff, in extra-curricular activities

of the school, and in the total ambiance of the school. All students need to have
instructional experiences that include the study of the cultures and the

contributions of different histories, including the struggles by which diverse

groups have sought to become full participants in the American society (London,

& Carrasquillo 1993). Effective administrators plan and provide adequate

educational experiences for non-English or limited-English-proficient students.

Adequate educational experiences mean that the school evaluates the students’

linguistic strengths and weaknesses, and provides programs in which the students’

strengths are used as a medium of effective academic and social development.

These administrators recognize that LEP students need to be instructed in the

language that they know best so that they can learn skills and concepts in reading,

mathematics, social studies, and science in the same way that their English-

speaking counterparts learn them. For limited-English-proficient students or non-

English-speaking students, it is more efficient to learn these subjects by using

their native, or dominant language as the medium of instruction. At the same,

time, they need a challenging curriculum to learn the English language necessary

for success in school. Schools must provide a challenging and motivating

curriculum to all students, including those who do not initially speak the language

of the school By providing instructional experiences through bilingual education

and English as a second language, the school is ensuring that adequate learning

experiences are available to all students.

Instructional leadership in the described schools implied that the principal

is the instructional leader of the school and he/she demonstrates the effectiveness

of his/her leadership so that every student is capable of making significant

progress in achievement as well as in social and emotional behavior. The first

priority of the school is to make sure that all students enrolled in the school learn

to the maximum of their potential. All individuals in positions of authority in the

school need to make every possible effort for the students to achieve in every

subject area. But as shown in the three schools described in this study, the most

important leader of the school is the principal who leads the other administrators

of the school and the teachers to accomplish the school’s short and long-term

objectives.

All students are capable of learning and all students are entitled to quality

educational experiences. To be effective, a bilingual program need not bring all

students to identical levels of mastery, but it must bring a high percentage of

students to an agreed-upon, acceptable minimum level of mastery. The school

staff believes that the school controls the conditions that lead to success. The

school staff and the principal need to be committed to the idea that all students
can master basic skills and go beyond the skills to more challenging and abstract

ones. Therefore, every effort is made in school to expect the achievement of basic

skills, critical thinking, and problem-solving skills, and to actively teach these

skills using whatever strategies or materials prove most effective.

In successful bilingual programs parents, teachers, and administrators and

other school personnel are constantly questioning their teaching and academic

support to the bilingual program and to students enrolled in the bilingual

programs. All educators are continually challenged to do more for culturally and

linguistically diverse students. The words of one of the principals of the schools

10

«
t

we observed, summarize this continuing challenge and preoccupation. As the

principal said:

" Although we are well on our way to truly becoming a school of excellence ,

much work remains to be done . We are greatly encouraged by the recognition ,

and are more committed than ever to achieve world-class \ standards . But these

lofty goals are unattainable unless each student individually commits to the

highest standards , expectations and achievements. Working together , ( teachers ,

students and parents ), (here is nothing which we can 7 attain. "

11

n
References

August, D. & Pease- Alvarez, L. (1996). Attributes of effective programs

and classrooms serving English language learners. Santa Cruz, CA: University of

California National Center for Research on Cultural Diversity and Second

Language Learning

August, D. & Hakuta, K. (1997). (Eds.), Improving schooling for language

minority children: A research agenda. Washington, DC: National Academy Press

Carrasquillo, A. (1995). Language minority students in the mainstream

Classroom. Clevedon, England: Multilingual Matters.

Carrasquillo, A. & London, C. (1993). Parents and schools . New York:

Garland.

Council of Chief State School Officers. (1990). School success for limited

English proficient students. The challenge and state response. Washington, D. C:

Author
Faltis, C. (1993) Joinfosterinp: Adapting teaching strategies for the

multilingual classroom. New York: MacMillan.

Garcia, E. E., (1993). Language, culture, and education. In L. Darling-

Hammond (Ed.). Review of research in education (51-98). Washington, D. C.

American Research Association.

National Center for Education Statistics. (1993). The condition of

education. Washington, D. C Government Printing Office.

National Education Goals Panel, (1996). Data for the national educati on

goals report . Washington, D.C.: Government Printing Office.

Ramirez, J. D. (1992). Executive summary. Bilingual E duc ation Research

Journal , 16(I#2L 1-62.

Stanford Working Group. (1994). Federal education programs for limited-

English-proficient students: A blueprint for the second generation . Stanford, CA:

Stanford University.

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