Book Review

Tricia A. Kelly
Norwalk Connecticut Public Schools

Slavin, R. E., & Calderón, M. (2001). Effective programs for latino students. Mahwah, NJ: Lawrence Erlbaum Associates

As the debate over bilingual education continues, the focus on the uni-dimensional issue of language remains an essential dynamic to the argument. In reaction to Proposition 227 in California, Proposition 203 in Arizona, and Ron Unz's crusade to ban native language instruction in other states, most media attention remains focused on the languages in which English language learners should be taught. Lost are questions of whether these students are actually learning, and of the educational equity and equality of their school programs.

It is in this context that Effective Programs for Latino Children enters into this debate. Described by the authors as a book "for educators, policymakers, and researchers interested in helping Latino children to succeed," the book highlights a variety of research projects that have sought to answer some of the more difficult questions concerning the schooling of Latino children. The 10 chapters go far beyond issues of language of instruction to address more difficult questions—including dropout, transition, emergent literacy, and program quality—that affect Latino student outcomes in U.S. schools.

Chapter 1 evaluates elementary and middle school programs and describes their effectiveness as determined by their applicability to Latino students, their evaluations as compared to control groups, and their replicability. The authors describe in detail 24 programs, divided into six categories: schoolwide reform; cooperative learning methods; reading, writing, language arts; math; pre-school; and, tutoring programs. Succinct descriptions of the programs are given along with evidence of effectiveness. The authors identify the following three conditions that were present in effective programs:

The authors challenge schools working with Latino children to step out of the status quo in selecting an appropriate program for their own adaptation. They provide a helpful table and an especially helpful appendix of contact information for this purpose.

In Chapter 2, six programs are explored that meet the criteria of effectiveness, replicability, and applicability for Latino students. An additional seven programs (in California) did not meet the effectiveness criteria based on evaluations but are described due to their widespread use with Latino students. The authors identify four common themes in effective programs: personalization, connecting students to an attainable future, targeted academic assistance, and student status and recognition. Again, a useful table of programs is presented and a helpful list of contact information is provided.

Chapter 3 takes a closer look at three effective programs for Latinos. The elementary, middle, and high school programs were each described briefly in Chapters 1 or 2. The elementary program described is Success for All (SFA), one of the programs with which the authors are associated. The SFA process is described primarily through the lens of the principal. While this is insightful, an exploration of multiple viewpoints would have been helpful. Especially lacking are voices of students and parents served by the program. The middle school program described is the Coca-Cola Valued Youth Program. A helpful part of this section is an explicit description outlining how the program overcame obstacles and barriers to implementation. It would have been helpful to detail how the other programs dealt with barriers as well. The high school program described is Project AVID (Advancement Via Individual Determination). Direct quotes from a past program participant highlight the effects of this program and leave the reader wanting more such input concerning all three programs. Overall, this chapter provides a solid, qualitative complement to the first two chapters, which present more quantitative evidence of program successes. The chapter is a solid opportunity for those considering adaptation of one of the programs to have more personal insight into the process of implementation.

Chapter 4 is an ethnographic study of a two-way bilingual program in El Paso, Texas. The action-research project looked at:

The study gives a good look at the complexities involved in all stages of the implementation of a two-way program. It provides an in-depth glimpse at the two-way adaptation of SFA as well as issues concerning curriculum development, team teaching, separation of languages, instructional methods, and professional development. The study highlights the importance of involving teachers as researchers, as well as the importance of their attitudes and collegial relationships. Additionally, the study focuses on the unique role of the principal in a two-way program and the relevance of such issues as cultural and racial tension, historical inequities, and negative attitudes of staff.

This is an important chapter in light of the proliferation of two-way programs across the United States. The eight recommendations for schools considering implementing two-way programs are both practical and philosophically thought-provoking. This is a solid, in-depth ethnography that gleans many useful ideas, especially as related to pedagogy and professional development. It also highlights the complexity of issues important to two-way programs.

While Chapter 4 discusses what may be the future of bilingual education in two-way programs, Chapter 5 focuses on the most widely used current model: transitional programs. The authors describe the point of transition as the "crucial period during which many English learners are especially vulnerable to academic underachievement." They describe a multi-year design for transition, based on the theoretical principles of comprehensiveness, continuity, challenge, and connections. The chapter reports findings from a longitudinal, comparative evaluation of the design at a project school in California. The results presented go beyond standardized test scores to observed student practices in literacy and attitudes toward reading and writing in both languages. The study yields positive results in all areas and identifies weaknesses of the model in addressing the needs of low achieving students, in dealing with newcomers, and in replicating the program with large numbers of teachers. The list of questions for schools to ask in order to improve their transition process is especially helpful.

This chapter is important in view of the current push toward one year language immersion that is occurring in some states in order to phase out bilingual instruction. The multi-year design and longitudinal evaluation show that transition is not a point in time phenomenon but rather a complex process that must be treated as such. While acknowledging that the transitional model may not be the most effective for English language learners, the authors provide a strong argument for making them as effective as possible given their prevalence in U.S. schools.

Chapter 6 summarizes six studies on ESL adaptations of SFA and Éxito Para Todos (EPT), which is the Spanish version of Success for All. The chapter provides brief descriptions of the programs and describes the evaluations individually. While all studies used control groups of students, more information should have been provided on how students were matched, as this is a common difficulty in comparative studies. Results from bilingual classes show positive effects of EPT, but the authors acknowledge that some results are "speculative rather then conclusive." The results from EPT are especially important in highlighting the lack of existing research on heritage language literacy development and in noting the compounding factors involved with students being transitioned out of Spanish literacy development programs. The results from the ESL adaptation of SFA show positive effects for Spanish speakers as well as speakers of other languages. The authors acknowledge the inconsistency of the results and call for further research into the area.

Chapter 7 expands on the review of Éxito Para Todos from the previous chapter and describes an ethnographic study of two schools in California and one in Texas in the initial stages of implementing EPT. The guiding question for the study is "What does reading instruction in Éxito Para Todos look like?" The researchers used participation observation over a period of two years in order to answer the question. The study describes the factors that make EPT classrooms easily recognizable, as well as how teachers adhere to and individualize the EPT model. Helpful tables delineate schedules and activities involved with an EPT class. The reader who expects details describing these activities in depth may be disappointed. The authors describe classes that "look alike in terms of materials needed for EPT, but do not provide details on the materials. Similarly, a sequence of activities is given without an in-depth look. A script from Star or an example of a Treasure Hunt would have been helpful. While the authors acknowledge that the data "reflect surface interactions in the classroom and do not address close, face-to-face interactions between students," one wonders if the guiding question can be answered without these data.

Chapter 8 looks at effectiveness studies, articles on effective reading programs, and existing pedagogical publications (manuals/textbooks/program descriptions) to describe the current state of teaching English reading to English language learners. The authors describe factors affecting the reading achievement of Latino students and highlight the need for additional research in this area. Additionally, they describe individual factors that can impact students' abilities to succeed in reading. In describing common practices in teaching Spanish reading, the authors use a series of poignant and detailed vignettes. The sections describing ESL reading techniques, the transition from Spanish to English, and two-way bilingual programs could have benefited from similar personal vignettes. The authors' brief mention of home literacy experiences may reflect the lack of such programs.

In the chapter's final section, the authors list 22 elements needed for comprehensive reading ESL programs, which sound like the basis of SFA/EPT programs. The authors' questions for schools are thought-provoking and extend beyond the generic to more personal issues of teachers' professional development.

Chapters 9 and 10 seem somewhat out of place for the volume as they do not directly deal with effective programs for Latino students. Chapter 9 is useful, nonetheless, in providing statistical data that describe factors placing Latino youth at risk of educational failure. The factors are divided into three categories: personal features/characteristics, environmental factors, and school/learning conditions. The authors suggest that data in all categories must be collected and analyzed by the schools in order to create systemic, comprehensive, and informed school reform. This chapter serves as a reminder to consider individual needs of students in implementing any reform effort. The final chapter is a more theoretical look at explanations for Latino students' academic achievement levels. The authors give brief descriptions of 11 historical models including the often-cited cultural deficit, cultural difference, involuntary vs. voluntary immigrant models as well as lesser-known coethnic peer communities and dual frame of reference explanations. They identify patterns and discontinuities in research on Latino student achievement and briefly make policy implications based on their research. Of the six suggestions, two seem to expand beyond what has often been suggested. These recommendations—the need to look at different types of socialization and to identify patterns of family resilience—provide a wider view of possible solutions to dealing with Latino underachievement.

Overall, this book succeeds in providing an in-depth look at some of the deeper issues affecting the education of Latino students. The book can be read in parts of interest, as each chapter stands on its own in terms of fully describing research procedures and results. Those interested in elementary educational issues will find more information here than those interested in middle or high school levels, but there are certainly worthwhile programs to learn about at every level. The book is an especially helpful resource for those interested in learning more about Success for All/ Éxito Para Todos as options for school reform. The book succeeds in meeting the authors' hope that it conveys "optimism about what schools for Latino students can be, and what these students will achieve."