CATHERINE MINICUCCI is head of Mini cucci Associates, Sacramento, and a research affiliate with t... more CATHERINE MINICUCCI is head of Mini cucci Associates, Sacramento, and a research affiliate with the National Centerfor Research on Cultural Diversity and Second Language Learning, University of California, Santa Cruz. PAUL BERMAN is president of BWAssociates, ...
Abstract: This report by the National Study of Charter Schools provides descriptive information o... more Abstract: This report by the National Study of Charter Schools provides descriptive information on charter schools that were operating in the 1998-99 school year. The document addresses three major questions:" How have charter schools been ...
Many schools across the nation are facing the challenge of educating students from diverse lingui... more Many schools across the nation are facing the challenge of educating students from diverse linguistic and cultural backgrounds who have limited English proficiency. This paper examines four exemplary elementary schools that have successfully implemented language development programs for limited English proficient (LEP) students as part of a schoolwide restructuring effort. These exemplary schools-in California, Texas, and Illinois-were selected on the basis of a national nomination process. All have nontraditional school organizations, a well-developed language acquisition program for LEP students, and high-quality language arts curricula. The analysis presented here synthesizes data about the four schools gathered from telephone interviews and on-site interviews with teachers, principals, and district staff. Research staff also conducted focus groups with students and parents and observed instruction in selected classrooms. Although each school takes an individual approach to language acquisition and development, they share the following elements: (a) They have changed the organization of the school in ways that support improved teaching and learning for all students, including LEP students; (b) they have adapted their programs for LEP students in response to their students' needs; (c) they have provided LEP students access to challenging content; (d) they have engaged LEP students with their English-only peers; (e) they have implemented innovative curricular strategies including whole language, literaturebased curriculum, and thematic, integrated curriculum; and (f) they have implemented innovative instructional strategies including cooperative learning, active learning, and experiential instructional strategies. In undertaking a process of education reform, these schools have been able to tailor their programs to meet the needs of their students. They have instituted innovative organizational structures that have specific pedagogical benefits for LEP students while at the same time creating a mission and vision for the school that embraces all students.
Many schools across the nation are facing the challenge of educating students from diverse lingui... more Many schools across the nation are facing the challenge of educating students from diverse linguistic and cultural backgrounds who have limited English proficiency. This paper examines four exemplary elementary schools that have successfully implemented language development programs for limited English proficient (LEP) students as part of a schoolwide restructuring effort. These exemplary schools--in California, Texas, and Illinois-- were selected on the basis of a national nomination process. All have nontraditional school organizations, a well-developed language acquisition program for LEP students, and high-quality language arts curricula. The analysis presented here synthesizes data about the four schools gathered from telephone interviews and on-site interviews with teachers, principals, and district staff. Research staff also conducted focus groups with students and parents and observed instruction in selected classrooms. Although each school takes an individual approach to la...
This report examines the operational and educational changes that school administrators attribute... more This report examines the operational and educational changes that school administrators attribute to charter schools. It is part of the U.S. Department of Education's 4-year study to document and analyze the charter-school movement. The study asked two questions: What changes have districts made in district operations and district education that can be attributed to charter schools? and Under what conditions do charter schools affect change in district operations and district education? To answer these questions, researchers conducted in-depth site visits in 14 school districts and interviewed by telephone administrators in 35 other districts. The results indicate that every district in the study reported being affected by charter schools and, accordingly, had made operational changes. Nearly half of the district leaders believed that their diminished budgets were attributable to charter schools and had begun tracking the number of students who attended these schools. Likewise, almost half of these leaders reported becoming more customer-service oriented, increasing their marketing and public-relations efforts, or heightening their frequency of communication with parents. Most districts also implemented new educational programs, made changes in educational structures in district schools, and/or created new schools with programs that were similar to those in the local charter schools. (Contains 20 references.
Abstract: The second-year report of the National Study of Charter Schools updates information on ... more Abstract: The second-year report of the National Study of Charter Schools updates information on charter schools presented in the first report of the study. The study is a 4-year research effort (September 1995 to September 1999) intended to document and analyze ...
CATHERINE MINICUCCI is head of Mini cucci Associates, Sacramento, and a research affiliate with t... more CATHERINE MINICUCCI is head of Mini cucci Associates, Sacramento, and a research affiliate with the National Centerfor Research on Cultural Diversity and Second Language Learning, University of California, Santa Cruz. PAUL BERMAN is president of BWAssociates, ...
Abstract: This report by the National Study of Charter Schools provides descriptive information o... more Abstract: This report by the National Study of Charter Schools provides descriptive information on charter schools that were operating in the 1998-99 school year. The document addresses three major questions:" How have charter schools been ...
Many schools across the nation are facing the challenge of educating students from diverse lingui... more Many schools across the nation are facing the challenge of educating students from diverse linguistic and cultural backgrounds who have limited English proficiency. This paper examines four exemplary elementary schools that have successfully implemented language development programs for limited English proficient (LEP) students as part of a schoolwide restructuring effort. These exemplary schools-in California, Texas, and Illinois-were selected on the basis of a national nomination process. All have nontraditional school organizations, a well-developed language acquisition program for LEP students, and high-quality language arts curricula. The analysis presented here synthesizes data about the four schools gathered from telephone interviews and on-site interviews with teachers, principals, and district staff. Research staff also conducted focus groups with students and parents and observed instruction in selected classrooms. Although each school takes an individual approach to language acquisition and development, they share the following elements: (a) They have changed the organization of the school in ways that support improved teaching and learning for all students, including LEP students; (b) they have adapted their programs for LEP students in response to their students' needs; (c) they have provided LEP students access to challenging content; (d) they have engaged LEP students with their English-only peers; (e) they have implemented innovative curricular strategies including whole language, literaturebased curriculum, and thematic, integrated curriculum; and (f) they have implemented innovative instructional strategies including cooperative learning, active learning, and experiential instructional strategies. In undertaking a process of education reform, these schools have been able to tailor their programs to meet the needs of their students. They have instituted innovative organizational structures that have specific pedagogical benefits for LEP students while at the same time creating a mission and vision for the school that embraces all students.
Many schools across the nation are facing the challenge of educating students from diverse lingui... more Many schools across the nation are facing the challenge of educating students from diverse linguistic and cultural backgrounds who have limited English proficiency. This paper examines four exemplary elementary schools that have successfully implemented language development programs for limited English proficient (LEP) students as part of a schoolwide restructuring effort. These exemplary schools--in California, Texas, and Illinois-- were selected on the basis of a national nomination process. All have nontraditional school organizations, a well-developed language acquisition program for LEP students, and high-quality language arts curricula. The analysis presented here synthesizes data about the four schools gathered from telephone interviews and on-site interviews with teachers, principals, and district staff. Research staff also conducted focus groups with students and parents and observed instruction in selected classrooms. Although each school takes an individual approach to la...
This report examines the operational and educational changes that school administrators attribute... more This report examines the operational and educational changes that school administrators attribute to charter schools. It is part of the U.S. Department of Education's 4-year study to document and analyze the charter-school movement. The study asked two questions: What changes have districts made in district operations and district education that can be attributed to charter schools? and Under what conditions do charter schools affect change in district operations and district education? To answer these questions, researchers conducted in-depth site visits in 14 school districts and interviewed by telephone administrators in 35 other districts. The results indicate that every district in the study reported being affected by charter schools and, accordingly, had made operational changes. Nearly half of the district leaders believed that their diminished budgets were attributable to charter schools and had begun tracking the number of students who attended these schools. Likewise, almost half of these leaders reported becoming more customer-service oriented, increasing their marketing and public-relations efforts, or heightening their frequency of communication with parents. Most districts also implemented new educational programs, made changes in educational structures in district schools, and/or created new schools with programs that were similar to those in the local charter schools. (Contains 20 references.
Abstract: The second-year report of the National Study of Charter Schools updates information on ... more Abstract: The second-year report of the National Study of Charter Schools updates information on charter schools presented in the first report of the study. The study is a 4-year research effort (September 1995 to September 1999) intended to document and analyze ...
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