A r c h i v e d  I n f o r m a t i o n

U.S. Department of Education FY 1999 Annual Plan - February 27, 1998

Bilingual and Immigrant Education


Bilingual Education Program -- $232,000,000 (FY 99)
Goal: To help limited-English proficient (LEP) students reach high academic standards.
Objectives Indicators Source and Next Update Strategies
Student outcomes -- participants in Title VII programs
1. Improve English proficiency and academic achievement of students served by Title VII of the Bilingual Education Act. 1.1 English proficiency. Students in the program will annually demonstrate continuous and educationally significant progress on oral or written English proficiency measures.

1.2 Other academic achievement. Students in the program will annually demonstrate continuous and educationally significant progress on appropriate academic achievement measures of language arts, reading, and math.

1.3 Success in regular classrooms. Sixth-graders who were identified as LEP in first grade and who have been in the program for five years or who have successfully exited from the program will perform at levels comparable to those similar non-LEP students on English language academic achievement measures by FY 2000.

1.4 Low retention. LEP students in programs will be retained in grade at rates comparable to those for similar non-LEP students by FY 1998.

1.1 Contracted evaluation based on local project data, 1997 biennial.

1.2 Contracted evaluation based on local project data, 1997 biennial.

1.3 Title VII subsample of contracted evaluation on LEP achievement, 2000.

1.4 Contracted evaluation based on local project data, 1997 biennial.

• Implement the federal Bilingual Education Instructional Services program to support linguistic and academic development of LEP students.

• Increase onsite monitoring to ensure high-quality grant implementation.

• Focus program administration on outcomes and accountability instead of process compliance.

• Use Bilingual Education Support Services funds to aggregate and analyze performance measure data.

• Disseminate successful models through the National Clearinghouse on Bilingual Education and other Departmental technical assistance providers.

Student outcomes -- all limited English proficient children
2. Ensure that LEP students nationwide achieve to high standards (part of Department-wide effort). 2.1 Student achievement. The proportion of LEP and former LEP students nationwide who meet or exceed basic and proficient levels on NAEP reading and math will increase between FY 1997 and FY 1998.

2.2 Student achievement. The annual status dropout rate of Hispanic students will decline by 10% of the FY 1996 rate by FY 1999.

2.3 Inclusion in state and local plans. 100% of new state and local consolidated plans for federal programs will include LEP students in framework of standards, assessment, and accountability by FY 1998.

2.4 Participation in other programs. LEP students will be appropriately served by all education federal programs by FY 1998.

2.1 National Assessment of Educational Progress (NAEP), supplemented by annual LEP inclusion studies, 1999.

2.2 National Center for Education Statistics (NCES) survey "Dropout Rates in the U.S," FY 1999.

2.3 Annual joint OESE/ OBEMLA review, 1997.

2.4 Review conducted by each ED principal office with information from enhanced data collection instruments, 1998.

• Encourage coordination of Title VII services with other federal programs to serve the maximum number of students with highest-quality instruction.

• Explore partnerships with non-profit organizations to leverage federal funds.

Program improvement
3. Build capacity of schools and school districts in program to serve LEP students. 3.1 Comprehensive programs. 75% of programs will be comprehensive and integrated with the mainstream of school and district by FY 1998.

3.2 Effect of federal support. 80% of grantees will maintain program activities after expiration of federal funding by FY 1998.

3.1 Onsite monitoring survey; Annual benchmark research study, 1997.

3.2 Contracted evaluation, 1998 for some grants, annual.

• Emphasize program features that will allow grantees to carry on activities after grant expires.

• Provide intensive technical assistance on school reform issues.

• Disseminate information through the Comprehensive Technical Assistance Centers and the National Clearinghouse for Bilingual Education.

• Provide high-quality data needed for accountability and improvement:

  • publish guidance on program evaluation for grantees.
  • strengthen grantee performance reports.
  • implement research and evaluation agenda.
Research, information dissemination, and technical assistance
4. Ensure that schools serving LEP students have access to high- quality information and guidance. 4.1 State data collection. 100% of state education agencies will collect data on the education of LEP students by FY1998.

4.2 Inquiries to NCBE. The number of inquiries to the National Clearinghouse on Bilingual Education will increase by 15% per year.

4.1 OBEMLA review of SEA data collection surveys, 1997, annually.

4.2 NCBE performance report, 1997, annually.

• Encourage state education agencies to apply for federal bilingual education program funding and to collect data on LEP students.

• Pursue research agenda on topical issues important to LEP students, including assessment, evaluation, and the voluntary national assessment.

• Commission a study on expected gains of LEP students.

• Commission a study on aggregation of project evaluation data.

Professional development
5. Improve quality and quantity of educational personnel serving LEP students. 5.1 New teachers. At least 2,000 teachers per year will complete high quality bilingual education/English as a second language certification or degree programs through the Bilingual Education Professional Development program.

5.2 Total bilingual/ESL teachers. Number of teachers with state recognized credentials in bilingual education/ESL will increase by 5% by FY 1999.

5.3 Teacher placement. 90% of educational personnel trained through Title VII will be placed in instructional settings with LEP students.

5.1 OBEMLA review of project evaluations, 1998, annually.

5.2 Schools and Staffing Survey, 1999.

5.3 OBEMLA review of project evaluations, 1997, annually.

• Expand technical assistance to grantees to promote
  • incorporation of LEP educational issues into the general teacher training curriculum and
  • partnerships between teacher training institutions and school districts.

• Work with Department's professional development team to ensure that LEP educational issues are addressed in all relevant teacher training programs.

Federal program administration
6. Ensure that the Office of Bilingual Education and Minority Languages Affairs (OBEMLA) administers its programs in an efficient and customer service-oriented fashion. 6.1 Customer satisfaction. A majority of OBEMLA customers will express satisfaction with administration of ED programs by FY 1998.

6.2 Streamlining. Number of steps necessary to award discretionary grants will diminish by 30% between FY 1996 and FY 1997.

6.1 Annual OBEMLA customer surveys, 1998.

6.2 Analysis of funding process by OBEMLA, 1997.

• Streamline the funding process for grants.

• Place the full application package for bilingual education grants on the Internet.

• Establish an OBEMLA web page to provide information on ED programs and provide an easy way for customers to reach ED.


Foreign Language Assistance Program -- $5,000,000 (FY 99)
Goal: To help students reach national education objective of mastering one or more foreign languages.
Objectives Indicators Source and Next Updates Strategies
1. Improve foreign language proficiency of students served by the Foreign Language Assistance Program (FLAP). 1.1 Increasing student achievement. The percentage of students participating in Foreign Language Assistance Program supported instruction who meet or exceed national standards for foreign language education will increase annually. 1.1 Review of grantee annual reports, 1997; program evaluation under consideration, FY 1998. • Coordinate with federal, state, and local programs, professional associations, and other entities to improve foreign language education through support of effective foreign language instruction to high standards.
2. Build capacity of schools in FLAP to teach foreign languages. 2.1 Increased professional development. At least 80% of educational personnel involved in funded projects will report receiving high-quality preservice or inservice training related to foreign language instruction by FY 1998.

2.2 Increased school capacity for effective instruction At least 80% of grantees will maintain program activities [for at least three school years] after expiration of FLAP funding for the program.

2.1 Review of grantee annual reports, 1997; program evaluation under consideration, FY 1998.

2.2 Review of grantee annual reports, 1997; program evaluation under consideration, FY 1998.

• Support dissemination of information on effective foreign language education and related career opportunities.

• Encourage development of effective preservice and inservice professional development for teachers of foreign languages.

• Emphasize program features that will allow grantees to carry on activities after grant expires.

3. Cooperate with federal programs and state and local reform efforts to increase the proportion of U.S. students proficient in foreign languages. 3.1 Increased student proficiency. The number of students who demonstrate that they meet the national standards for foreign language education will increase by 10% annually.

3.2 Increased capacity. The number of elementary school programs [in less commonly taught languages] will increase by 5% annually.

3.3 Increased professional development. The percentage of foreign language teachers who report participating in professional development activities that led to improvements in foreign language instruction will increase annually.

3.4 Ready for advanced study. The number of students [scoring at proficient levels] on the AP test and SAT II foreign language achievement test (widely used for 4 year college or university admission and placement) will increase 5% annually.

3.1 Data from Joint National Committee for Languages and Center for Applied Linguistics, annual, 1997.

3.2 Data from Joint National Committee for Languages and Center for Applied Linguistics, annual, 1997.

3.3 Data from Joint National Committee for Languages and Center for Applied Linguistics, annual, FY 1997; Schools and Staffing Survey, 2001.

3.4 Educational Testing Service data, annual.

• Coordinate Foreign Language Assistance Program services with other federal programs to serve the largest number of students with highest-quality instruction.

• Serve as national "lighthouse" program for instruction of foreign languages, with professional associations and others in identifying and disseminating information on effective models and best practice in foreign language learning.

• Support dissemination and utilization of the national standards for foreign language education.


Emergency Immigrant Education Program -- $150,000,000 (FY 99)
Goal: To help offset the cost of supplementary services to recent immigrant students.
Objectives Indicators Source and Next Update Strategies
1. Provide financial assistance to schools that serve large numbers of recently arrived immigrant students. 1.1 Use of funds. 90% of program funds will be used for direct services to students by FY 1997.

1.2 Distribution of funds. 90% of eligible applicants will receive payment by May 15 by FY 1998.

1.1 SEA Biennial Report, 1998.

1.2 Annual grant notification documents and payment files, 1998.

• Provide technical assistance to encourage grantees to
  • use more funds for direct services to students, and
  • focus on helping eligible students reach high academic standards.

• Streamline and expedite award distribution.

2. Help participating students to reach high standards. 2.1 Student achievement. The number of participating students meeting challenging state performance standards will increase. 2.1 SEA Biennial Report, 1998. • Collect eligible student counts earlier in the year to shorten award process.

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