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predominantly middle-class school, with a "fine reputation in the
community," the school was most recently described as an institution
"now struggling to maintain its established reputation, but still a
good school." The population in January 1982 was 65% white non-Hispanic,
13% black, and 21% Hispanic. Of this group, 57%, or more than half
the school, were transported.
A description of the school teachers and staff
As of January 1982, there were 51 teachers and four administrators.
There were two guidance counselors, two office secretaries, and two
bilingual clerks. One of the clerks worked in the guidance office and
one was with the deans' offices. There were 12 additional aides, in
cluding two bilingual and two ESL aides, who worked in various locations
in the school. The custodial staff was primarily Cuban and Cuban-
American.
One of the administrators had worked at the school since the in
ception of the bilingual program in 1976. He was new to the administrative
position in which he was currently working. He was the only adminis
trator who expressed some ownership for the bilingual program. He
stated that there were some changes that still needed to be made to
improve the program. He found the teachers and aides both enthusiastic
and competent. Two of the administrators were new to the school and
had no previous experience with bilingual programs. Both of these
administrators viewed the program as an asset in helping the non-
English-speaking students adjust to a new educational system and
language. According to one administrator, most teachers were glad to
have the bilingual program. Many teachers, especially those who have