Resource Needs for Educating Linguistic Minority Students

Linguistic Minority Students

• 22% of school-age children speak a language other than English
• Two subgroups: EL or FEP
• 72% speak Spanish

School Performance

• Academic achievement gap between EL and English only students.
• Turn to page 587.

Socioeconomic Status

Educational Goals

• access to core curriculum
• English language proficiency
• Native language proficiency
• Closing the acheivement gap
• cultural competence

Educational Goals

• access to core curriculum
• English language proficiency
• Native language proficiency
• Closing the acheivement gap
• cultural competence

Federal Courts-why does this matter?

• Lau v Nichols (1974) "Basic English skills are at the very core of what these public schools teach....[to do otherwise] is to make a mockery of public education."

Instructional Programs

• For English Language Proficiency (use of bilingual programs) "the goal of the program is to develop grade level literacy as well as in English" (592.
• Access to core curriculum to "acquire English and to master the core curriculum, ELs need additional instructional time (smaller class size, more learning opportunities, perseverance

Supplemental Programs

• Preschool / ECE
• Student Support
• Family Support

Teachers

• specific pedagogical & instructional mastery (structure of language)
• Data-driven instruction
• Bilingual (class+families)
• Noncognitive skills: compassion, high expectations, cultural context, motivational, modify instruction for students' needs.

Appropriate Instructional Materials

• English Language Development materials/texts
• Bridging materials, Bilingual materials, library books
• Computer-based materials (leveled texts)
• In a case study in CA, "many materials were difficult for teachers to use and therefore ineffective."

Assessments

• diagnostic, formative, summative
• NCLB's guidelines for states must "use valid and reliable tests for EL students" act as incentive for test companies

Costs

• 122%-159% more to educate poor students
• "There are no incremental costs for educating EL students beyond the costs of educating low-income students"
• 3 studies with Professional Judging Panels devised plan and determined that poverty weighs more on student outcomes than EL.

Panel Decisions--what to do?

• Panel 1: 7 hr school day, 190 days, class size of 20, teacher support, prek/ECE (.38)
• Panel 2: 6.5 hr school day, 200 days, class size larger in 3-5, more pre-k/ECE (.05)
• Turn to page 600 for more detail.

Conclusions

• all students need qualified teachers
• all teachers need human resource skills
• all schools need social resources that foster close & caring relationships
• all disadvantaged students need more resources

Untitled Slide

• "it is in the interest of the nation as a whole to invest wisely in these students"