Education as a Path to Employment Education…It Pays!

Education as a Path Education as a Path to Employmentto Employment

Education as a Path Education as a Path to Employmentto Employment

Education…It Pays!Education…It Pays!

Bilingualism…It Pays!Bilingualism…It Pays!

Hispanics who speak English "very well" and who also speak Spanish tend to have higher incomes than Hispanics that know only English or that know only Spanish.

Boswell, Thomas D., Ph.D. (1998). Implications of demographic changes in Florida's public school population; in Creating Florida's Multilingual Global Work Force: Educational Policies and Practices for Students Learning English as a New Language. Fradd, Sandra H., Ph.D. & Lee, Okhee, Ph.D., eds., University of Miami. pp I-1-I-23).

Latinos: Latinos: Demographic TrendsDemographic Trends

Latinos: Latinos: Demographic TrendsDemographic Trends

Hispanic3% Black

10%

Asian1%

White86%

19451945

White75%

Asian3%

Black 12%

Hispanic10%

19951995

By the year 2000 Hispanics had become the fastest growing minority group in the U.S.

Their numbers grew by 58% during the 1990’s (from 22.4 million to 35.3 million)

Hispanics now make up 12.5% of U.S. population. They are the largest minority group on U.S. soil.

Latino GrowthLatino Growth

Source: Latino Growth in Metropolitan America: Changing Patterns, New Locations

White53%

Asian8%

Black14%

Hispanic25%

20502050

A 2001 study by the Brookings Institute showed population growth in the 100 largest U.S. cities to be “substantial” during the 1990 - 2000 period.

Were it not for the influx of Hispanics, the population of these cities would have declined.

Latinos as a Force of Latinos as a Force of Urban RenewalUrban Renewal


In 2000, 69% of the entire U.S. population lived in the nation’s 100 largest metropolitan areas


U.S. Population in U.S. Population in Metropolitan AreasMetropolitan Areas

Los Angeles 4,242,213 45% 105%New York 2,339,836 25% 60%Chicago 1,416,584 17% 143%Miami 1,291,737 57% 123%Houston 1,248,586 30% 211%Riverside/San Bern. 1,228,962 38% 324%Orange County 875,579 31% 206%Phoenix 817,012 25% 261%San Antonio 816,037 51% 67%Dallas 810,499 23% 324%

Total 15,087,04531% 130%

Metropolitan Areas with the Largest Hispanic Population


Number of Latinos Percent of Total Pop. Latino Growth Number of Latinos Percent of Total Pop. Latino Growth (1980-2000)(1980-2000)

Metropolitan Area Number of Latinos % of Total Pop. Latino Growth (1980-2000)

Raleigh 72,580 6% 1180%

Atlanta 268,851 7% 995%

Greensboro 62,210 5% 962%

Charlotte 77.092 5% 932%

Orlando 271,627 17% 859%

Las Vegas 322,038 21% 753%

Nashville 40,139 3% 630%

Ft. Lauderdale 271,652 17% 578

Sarasota 38,682 7% 538%

Portland 42,444 7% 437%

Greenville 26,167 3% 397%

West Palm Beach 140,675 12% 397%

Washington, D.C. 432,003 9% 346%

Indianapolis 42,994 3% 338%

Minneapolis-St. Paul 99,121 3% 331%

Ft. Worth 309,851 18% 328%

Providence 93,868 8% 325%

Tulsa 38,570 5% 303%

Total 2,750,564 9% 505%

Hispanic “Hypergrowth” Areas


Suburbs accounted for 61% of the overall growth of the Hispanic population during that same decade.

A majority of Hispanics, 54% now reside in U.S. suburban areas.


Latinos in the SuburbsLatinos in the Suburbs

IDEA 97 Provisions for English Language Learners

Limited English Limited English Proficient StudentsProficient Students

Limited English Limited English Proficient StudentsProficient Students

LEP StudentsLEP Students

There are over 4.4 million4.4 million limited English proficient students

in the United States

30%30% growth since 1997

Rapid GrowthRapid Growth

Who are they?Who are they?

CaliforniaCalifornia

Almost 1.5 million1.5 million of these children reside in

California

TexasTexas

Over 500,000 500,000 attend schools in the state of

Texas

FloridaFlorida

Over 235,000 235,000 attend schools in the state of

Florida

New YorkNew York

Almost 230,000 230,000 attend schools in the state of

New York

Where are they?Where are they?

LEP Growth in Other StatesLEP Growth in Other States

Alabama26%26%

Arkansas35%35%

Georgia45%45%

Indiana43%43%

Idaho34%34%

N. Carolina45%45%

Minnesota67%67%

The American Dream The American Dream

Latinos in the U.S. see EducationEducation as the most important issue facing their community

Source: Univision / Penn, Schoen & Berland Associates, Inc. & Edelman Worldwide

78%78% of Hispanics feel the government should:


““Spend more on the public school Spend more on the public school system to increase teacher pay system to increase teacher pay and reduce class size.”and reduce class size.”


Over 50% of Hispanics in Over 50% of Hispanics in the U.S. equate sending the U.S. equate sending their children to college their children to college with achieving the with achieving the American dreamAmerican dream

Education LawEducation LawEducation LawEducation Law

Limited Limited English English

ProficiencyProficiency

English immersion or "sink-or-swim" policies are the dominant method of instruction for language minority students.

Few or no remedial services are available, and students are generally held at the same grade level until enough English is mastered to advance in subject areas.

1920’s – 1960’s1920’s – 1960’s

The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act of 1968: Establishes federal policy for bilingual education for economically disadvantaged language minority students; allocates funds for innovative programs; recognizes the unique educational disadvantages faced by non-English speaking students.

19681968

Lau v. Nichols: Suit by Chinese parents in San Francisco leads to Supreme Court ruling that identical education does not constitute equal education under the Civil Rights Act. School districts must take "affirmative steps" to overcome educational barriers faced by non-English speakers. Congress passes the Equal Educational Opportunity Act, extending the Lau decision to all schools.

19741974

Amendments to Title VII emphasize strictly transitional nature of native language instruction, expand eligibility to students who are limited English proficient (LEP), and permit enrollment of English-speaking students in bilingual programs.

19781978

The U.S. 5th Circuit Court of Appeals ruling interpreted the Equal Education Opportunities Act of 1974 statement of "appropriate action" as requiring the meeting of three criteria:

(1) programs must be based on "sound educational theory";

(2) they must be "implemented effectively" with adequate resources and personnel, and

(3) after a trial period, the program must be evaluated as effective in overcoming language handicaps.

Castañeda v. PickardCastañeda v. Pickard (1981) (1981)

Plyler v. Doe: Supreme court denies the state's right to exclude the children of illegal immigrants from public schools.

19821982

Amendments to Title VII include increased funding to state education agencies, expanded funding for "special alternative" programs where only English is used, a three-year limit on participation in most Title VII programs, and the creation of fellowship programs for professional training.

19881988

New provisions reinforce professional development programs, increase attention to language maintenance and foreign language instruction, improve research and evaluation at state and local level, supply additional funds for immigrant education, and allow participation of some private school students.

19941994

All minority language children will be placed in English language classrooms. Children who are limited English proficient will be taught through sheltered English immersion for a period not normally to exceed one year.

(1998)(1998)California’s Proposition 227California’s Proposition 227

Title III of the No Child Left Behind Act replaces Title VII in the reauthorization of the ESEA.

20022002

The No The No Child Left Child Left

Behind ActBehind Act

• Ensure civil rights of LEP students to access school curriculum while learning English

• Support a comprehensive approach to meeting needs of LEP students

• Increase and target resources

• No federal mandate limiting or prohibiting use of native language for instruction

NABE Principles for ESEA NABE Principles for ESEA ReauthorizationReauthorization

• Public Law 107-110

• Signed into Law January 8, 2002

• Reauthorizes the ESEA for the next 6 years

The No Child Left The No Child Left Behind Act of 2001Behind Act of 2001

Title III - TriggerTitle III - Trigger

• If funding (appropriations) level is under $650 million, the program remains competitive with few changes.

FY 2002 FormulaFY 2002 Formula

$665665 million (Total Appropriations)

43 million (Professional Development)

5 million (Native Americans)

3.3 million (Outlying Areas)

209 million (Current Grantees)

$404.7404.7 million (Total Left to Distribute to States)

--

• Implement Appropriate Curriculum

• Inform Parents

• Provide Resources to Meet Accountability

• Professional Development

• Work with IHEs

• Adapt to Demographics

What Schools What Schools CANCAN Do Do

IDEA ‘97 IDEA ‘97 Provisions Provisions for English for English Language Language LearnersLearners

Section 330.19 (1)Section 330.19 (1)

• As used in this part, the term native language, if used with reference to an individual of limited English proficiency, means the following:

(1)The language normally used by that individual, or, in the case of a child, the language normally used by the parents of the child…

Section 330.19 (2)Section 330.19 (2)

(2)In all direct contact with a child (including evaluation of the child), the language normally used by the child in the home or learning environment.

Section 300.345Section 300.345Parent ParticipationParent Participation

• Use of interpreters or other action, as appropriate. The public agency shall take whatever action is necessary to ensure that the parent understands the proceedings at the IEP meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.

Section 300.346Section 300.346

• In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP.


• The public agency shall make reasonable efforts to ensure that parents understand, and are able to participate in, any group discussions relating to the educational placement of their child, including arranging for an interpreter for parents with deafness, or whose native language is other than English.

Section 300.503 (1)Section 300.503 (1)

• (1) The notice required under paragraph (a) of this section must be- – (i) Written in language understandable to the

general public; and (ii) Provided in the native language of the parent or other mode of communication used by the parent, unless it is clearly not feasible to do so.

Section 300.503 (2)Section 300.503 (2)

• 2) If the native language or other mode of communication of the parent is not a written language, the public agency shall take steps to ensure-– (i) That the notice is translated orally or by other means

to the parent in his or her native language or other mode of communication; (ii) That the parent understands the content of the notice; and

– (iii) That there is written evidence that the requirements in paragraphs (c)(2)(i) and (ii) of this section have been met.


• 1) Tests and other evaluation materials used to assess a child under Part B of the Act- – (i) Are selected and administered so as not to be discriminatory on a

racial or cultural basis; and (ii) Are provided and administered in the child's native language or other mode of communication, unless it is clearly not feasible to do so; and

• (2) Materials and procedures used to assess a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education, rather than measuring the child's English language skills.


• A child may not be determined to be eligible under this part if the determinant factor for that eligibility determination is:

Lack of instruction in reading or math; or

Limited English proficiency…

Education as a Path to Employment Education…It Pays!

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