1/ Of this amount, $9,870,000 was released and made available for obligation in FY 74. 2/ Plus sums authorized for the provisions of Sections 721 (b)(3) and 742 of P.L. 93-380. 3/ Amount shown is after congressionally authorized reductions. 4/ Includes funds earmarked by the Congress to carry out provisions of Part J of the Vocational Education Act. An amount of $2,800,000 was appropriated for this purpose each year. Program Goals and Objectives The general goal of the Bilingual Education Program is to provide equal educational opportunity for children of limited Englishspeaking ability. To achieve this goal, the Program provides assistance (a) for establishing elementary and secondary programs of bilingual education, (b) for establishing training programs to increase the number and quality of bilingual education personnel, (c) for developing and disseminating bilingual instructional materials, and (d) for coordinating programs of bilingual education. The term "limited English-speaking ability" when applied to a student means one who has difficulty speaking and understanding instruction in the English language by reason of his/her being: (a) not born in the United States or in a country whose native language is not English: or (b) a student who comes from an environment where the dominant language is other than English. The term "program of bilingual education" means an instructional program designed for students of limited English-speaking ability in elementary or secondary schools where instruction is given in English and, to the extent necessary, the native or dominant language for the student to progress effectively through the educational system. system. Such instruction shall incorporate an appreciation for the cultural heritage of the student of limited English-speaking ability and shall be in all subjects of study necessary for the student to progress effectively through the educational system. A program of bilingual education may provide for the voluntary enrollment to a limited degree of students whose native language is English so that they may acquire an understanding of the cultural heritage of the students of limited English-speaking ability for whom the program is designed. However, in assigning students to a bilingual education program, priority must be given to students whose native language is not English, and in no event may the program be designed to teach a foreign language to English-speaking children. Although the goals and objectives of the Bilingual Education: Program are as given above, two facets of the program, are not clearly defined: (a) whether the program is a service program, a demonstration program or both and (b) whether the program is a "transitional" program or "maintenance" program. A resolution of both issues is basic to clearly defining the Federal role in bilingual education and to assessing program effectiveness. - -- The problem begins with the "purpose" section of the law. The law reads: The Congress declares it to be the policy of the United States to encourage the establishment and operation of bilingual educational programs, --- and --- for that purpopse, to provide financial assistance to local educational agencies --- in order to enable such local educational agencies to develop and carry out such programs ---; and to demonstrate effective ways of providing, for children of limited English-speaking ability, instruction designed However, The question of transition versus maintenance was debated at considerable length during Congressional hearings on the legislation in 1974. The result was that while the new law retained the emphasis on transition it was not so specific as to rule out a maintenance approach. Thus, the law speaks of enabling children to achieve competence in English (and does not say the same about other languages) and defines a bilingual program as one in which the native language is used to the extent necessary to allow a child to progress effectively through the educational system. However, the term transition is never used and the notion of a child leaving a bilingual program after acquiring English competence is not explicitly in the law. Program Operations: In general, the Bilingual Education Program awards forward-funded discretionary grants on a competitive basis to local educational agencies, institutions of higher education, and Resource and Materials Development, and contracts with State Educational Agencies. Although the majority of grants are for multiple years, grant awards are made for a one year duration--with continuation awards for subsequent years subject to satisfactory performance and availability of funds in future fiscal years. The Office of Bilingual Education administers the ESEA Title VII Bilingual Education Program and funds five categories of sub-programs: Basic Programs of Bilingual Education, Support Services, Teacher Training Programs, Fellowship Programs, and Technical Assistance Programs operated by State Educational Agencies. Basic Programs: A Basic Program grant is awarded to local Support Services: Support Services grants are made to three 1. Training Resource Centers: Those eligible for funding are local educational agencies, State educational agencies, and 2. institutions of higher education applying either jointly or Materials Development Centers: Those eligible for funding are institutions of higher education in preparing teachers and 3. Dissemination and Assessment Centers: Those eligible for funding are local educational agencies or institutions of higher education applying jointly with local education agencies. Authorized activities include (a) the publication and distribution of instructional and testing materials for use in bilingual education programs of local educational agencies or institutions of higher education, and (b) assessment of the need, effectiveness, and applicability of materials and test instruments for bilingual education programs. 4. Other Support Services: Funding is also provided for National Information Clearinghouse, a Bilingual Advisory Council, and model replication and studies Training Programs: Eligible applicants for a Training Program grant are local Educational agencies, State educational agencies, and institutions of higher education applying either jointly or after consultation with local education agencies. Funding to State educational agencies is limited to 15 per cent of all training funds to Centers, local educational agencies, and institutions of higher education. Authorized activities include (a) training programs for teachers, administrators, paraprofessionals, teacher aides, and parents associated with programs of bilingual education, (b) programs to train personnel who will subsequently train those involved with programs of bilingual education, and (c) programs which encourage reform, innovation, and improvement in educational curricula, graduate education, structure of academic profession, and the recruitment and retention of higher education and graduate school faculties. Fellowships for Preparation of Teacher-Trainers: Fellowships authorized under this program are restricted to fulltime students enrolled in a program which trains them to be the trainers of teachers within bilingual education programs. Graduates of this postbaccalaureate fellowship program should be able to train teachers capable subsequently of (a) teaching elementary and secondary school courses in both English and another language, and (b) selecting and using appropriate test instruments for measuring the educational achievement of students of limited English-speaking ability. Technical Assistance Programs by State Educational Agencies A State educational agency (in a State where programs of bilingual education operated during the fiscal year preceding the fiscal year for which assistance is sought) may submit a grant application to provide technical assistance to local educational agencies in conducting programs of bilingual education. The grant of any State may not exceed 5% of the total amount paid to local educational agencies in the same State. Technical assistance may take the following forms: a. monitoring programs of bilingual education; C. d. evaluating the impact of bilingual education programs; facilitating exchange of information among bilingual programs; disseminating to local educational agencies sample copies of materials acquired by the State educational agency. Finally, The Commissioner of Education is authorized to make payments to the Secretary of the Interior for bilingual education projects to serve children on reservations having elementary and secondary schools for Indian children operated or funded by the Department of the Interior. |