Objectives of the Evaluation
Instructional and Evaluation Questions
Methodology for Addressing Each Question in Evaluation Design
Organization of the Final Report

Description of Project Sites
Professional Development Workshops for Teachers
Portfolio Assessment Workshop
COCI Training Workshop
Portfolio Development
The Stanford FLOSEM
Student Self-ratings of Target Language Proficiency
Student Interview
Student and Parent Questionnaire Survey

Student Portfolios
Summaries of Three Students Enrolled in a High School Japanese Program
Summaries of Two Students Enrolled in a High School Korean Program
Summary

Chapter 4. Oral Proficiency Assessment Results

Stanford FLOSEM
Growth in Target Language Proficiency Within the School Year
Growth in Target Language Across Language Levels
Growth in Target Language Proficiency for Continuing Students
Comparison of 1994-95 and 1995-96 Target Language Proficiency Development
High School Students' Self-Rated Proficiency
COCI Ratings by Language Evaluators
Summary

Factor Analysis
Student Questionnaire
Parent Questionnaire
Data Analyses of Both Elementary and High Schools
Student Questionnaire
Instrumental/Integrative motivation
Heritage-related motivation
School-related motivation
Personal interest-related motivation
Language learning strategies
Parental involvement
Parent Questionnaire
Attitudes toward foreign language learning
Parents' involvement in language study
Elementary School Comparisons
Student Questionnaire
Instrumental/Integrative motivation
Heritage-related motivation
School-related motivation
Language learning strategies
Parental involvement
Parent Questionnaire
High School Comparisons
Student Questionnaire
Instrumental/Integrative motivation
Heritage-related motivation
School-related motivation
Personal interest-related motivation
Language learning strategies
Parental involvement
Parent Questionnaires
Attitudes toward foreign language learning
Parents' involvement in language study
Factors Influencing Students' Language Proficiency
Proficiency and Student/Parent Variables
Elementary school data
High school data
Proficiency and Students' Background Information
Summary

Chapter 6. Teacher and Administrator Perceptions of the Program

Interest in the Language Program
Continuation of the Program After the Grant Ends
Summary

Appendices

Appendix 1: Guidelines for Implementation of Students Portfolios in Foreign Language Classes
Appendix 2: Paper Published in the Foreign Language Annals, Fall1996
Appendix 3: The Stanford FLOSEM Instruction
Appendix 4: Self-Rated FLOSEM and Sung Language Self-Assessment Questionnaire
Appendix 5: Student and Parent Questionnaire
Appendix 6: Teacher/Administrator Questionnaire

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