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

Biennial Evaluation Report - FY 93-94

Chapter 203

Bilingual Education Programs--Training and Technical Assistance--Part C

(CFDA No. 84.195)

I. Program Profile

Legislation: Part C of the Bilingual Education Act of 1988, Title VII of the Elementary and Secondary School Act, as amended, (20 U.S.C. 3321-3325) (expires September 30, 1999).

Purpose: To develop the human resources necessary to conduct instructional programs for students with limited English proficiency (LEP).

Funding History:

Fiscal Year Appropriation Fiscal Year Appropriation
1969 $0 1986 $32,123,000
1970 0 1987 33,564,000
1975 21,000,000 1988 35,447,000
1980 30,325,000 1989 30,413,000
1981 32,075,000 1990 31,913,000
1982 28,836,000 1991 36,065,000
1983 31,288,000 1992 36,000,000
1984 32,610,000 1993 35,708,000
1985 33,566,000 1994 36,431,000

Grants and contracts are awarded under Part C to support the following activities:

II. Program Information and Analysis

Population Targeting

The nation's growing enrollment of LEP students is discussed in Chapter 201. Over 363,000 teachers (15 percent of all teachers in the nation) taught LEP students in school year 1991-92, yet only about one third had taken college courses concerning the implications of second-language acquisition and cultural differences for instruction. When inservice training (averaging between 9 and 34 hours annually) is included, 55 percent of teachers of LEP students had some training that included these issues. Only 10 percent of teachers of LEP students were certified in bilingual education and 8 percent in English-as-a-second language (ESL) instruction. Eighty percent of districts reported "some" or "a lot" of difficulty hiring bilingual teachers. Fifty-three percent reported the same difficulty hiring ESL teachers (III.1).

Services

In FY 1993, Part C funds were awarded as follows (III.5):

Program Number of Awards Funding
Education Personnel Training 87 $15,375,000
Fellowships 40 4,962,000
Training Development and Improvement 3 892,249
Short-Term Training 32 3,455,000
MRCs 16 11,024,000
TOTAL 178 $35,708,249

Faced with the need to ensure that more teachers are trained to work effectively with LEP students, OBEMLA has initiated Training Development and Improvement (TDI) grants. To identify effective approaches, three types of grants have been funded at major universities. The first project hosted on its campus a 14-day session for college and university deans, curriculum developers and other key staff analyzing current practices of teacher training to work with LEP students, identifying ways to improve training for all teachers in this area, and developing a strategic plan for each participating college of education to improve its teacher training in this area. A second project focuses on reaching broad audiences of educators through presentations at major education conferences. A third project involves a group of institutions of higher education working together to restructure training in colleges of education to ensure that all teachers are better prepared to work with LEP students.

Outcomes

The Bilingual Fellows Program has assisted in graduating a majority (including 82 percent of master degree students and 46 percent of doctoral degree students) of the graduate students supported by the program.

The program is building education capacity to provide bilingual education services to LEP students. Between 1979 and 1993, 2,337 individuals have received bilingual education fellowships. Thirty-nine percent were employed as teachers or local education agency (LEA) administrators after completing their degrees. In addition, this program is building professional capacity by training the researchers, evaluators and college faculty who advance professional practice and educate tomorrow's teachers. Of the Fellows who have now completed degrees and have a reported occupational category, over a third (35 percent) are faculty members or administrators at colleges or other institutions of higher education. Another 11 percent list research, evaluation, or curriculum development as their occupation.

Status of Bilingual Education Fellowships Awarded 1979-1993

Completed fellowship and working in bilingual field: 64%
Currently enrolled as full-time student: 25
Degree not yet completed and currently working in qualified bilingual education job: 4
Deferment of payment: 2
Waiver for special conditions: 1
Action pending on account: 1
Account 30 days or more delinquent: 2
Account written off for failure to meet work requirement and nonrepayment: 0
Source: III.5.

An evaluation of the Bilingual Fellowship program indicates that, for the period 1979 to 1987 (III.2):

No new Fellows were funded during FYs 1988 and 1989; 185 individuals began participation in the Fellowship Program in FY 1990 and 131 began in FY 1991.

[graph omitted]

An evaluation of the Education Personnel Training Programs found the following (III.3):

Management Improvement Strategies

The Multifunctional Resource Centers (MRCs) are incorporating the National Education Goals into their teacher training and technical assistance functions. The implementation of these goals includes an emphasis on early childhood education and school readiness, increasing stress on math and science education for LEP students, and leadership training for principals, superintendents and other school officials administering institutions which house Title VII projects.

III. Sources of Information

  1. Descriptive Study of Services to Limited English Proficient Students, Volume 1--Summary and Conclusions. (Arlington, VA: Development Associates, Inc., 1993).

  2. Title VII Bilingual Education Fellowship Program Study. (Silver Spring, MD: The MayaTech Corporation, 1991).

  3. A National Study of the ESEA Title VII Bilingual Education Personnel Training Program. (Research Triangle Park, NC: Research Triangle Institute, Inc., 1992).

  4. Young, M.B. et al. LEP Students: Characteristics and School Services. Descriptive Phase Report of the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited English Proficient Students. Development Associates, Inc., and Research Triangle Institute, Inc., 1984).

  5. Program files.

IV. Planned Studies

None.

V. Contacts for Further Informaion

Program Operations:
John Ovard, (202) 205-5576, Division of National Programs, OBEMLA

Program Studies:
Dang Pham,(202) 732-5463, Research and Evaluation, OBEMLA

Jeffery Rodamar, (202) 401-1958
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