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Public Law 95–561, Nov. 1, 1978, Sec. 703 (a)(4)(A). The section stipulating the percent of English speakers in the program is found in Public Law 95–561, Nov. 1, 1978, Sec. 703 (a)(4)(B). 14. Public Law 93–380, Aug. 21, 1974, Sec. ); Public Law 95–561, Nov. 1, 1978, Sec. 722 (a). 15. The children’s language, however, was still viewed as “deficient” by most educators. See Valencia, The Evolution. 16. The label used for the targeted population was changed to “limited English proficiency” in 1978.
1983), 114–44. For a broader view of this period encompassing other groups besides blacks see Leonard Dinnerstein, Roger L. Nichols, and David M. Reimers, Natives and Strangers: Blacks, Indians and Immigrants in America, 2nd ed. (New York: Oxford University Press, 1990), 293–333. 12. ” For one of the earliest studies to document the impact of this type of discrimination on Mexican Americans in education, see Thomas P. Carter, Mexican Americans in School (New York: College Entrance Examination Board, 1970).
5 million. Four years later it increased to $75 million. 8 Although funding levels were still relatively small in contrast to those of Title I and other federal programs, they increased appreciably during the 1970s. Modify Program: From Compensatory to Enrichment The proponents of bilingual education also tried to change the compensatory character of this policy. They tried to turn it into an enrichment program serving not only low income, limited-English-speaking children, but all children regardless of language ability, ethnicity, or social class.