School officials in three Northern Virginia area school districts have noticed a decline in enrollment of English for Speakers of Other Languages students since the beginning of the school year. Officials in Prince William county said it's too soon to know for certain what is causing the decline. But officials in Manassas and Manassas Park said economic factors such as changes in the housing and job markets appear to be driving ESOL students, many of whom are Hispanic, out of the area. The anti-illegal immigration resolution passed in Prince William County also appears to be driving some Hispanic families away, Manassas Park officials said.
Three Northern Virginia school systems have noticed an unexpected influx of English-language learners coming from nearby Prince William County since the suburban jurisdiction launched its crackdown on illegal immigration. Fairfax, Arlington, and Alexandria public school officials have reported increased enrollment in their English to Speakers of Other Languages programs, while Prince William County announced an unprecedented drop of 630 students, or nearly 5 percent. Both illegal-immigration critics and immigrant advocates say the new policy directing officers to check the residency status of traffic violators and misdemeanor offenders has driven people from the community, but it remains unclear exactly where the hundreds of missing students went.
In case you don't think teachers are worth the money Sacramento spends to educate our youth, read on about the students in my 7th-grade social studies class in Carlsbad. My contract is over at the end of the school year. As an outsider, I'm looking through a lens of objectivity while watching the state take a bite out of the education budget. During my career in education, I've learned some students are highly motivated and some are ready to quit. But teachers don't teach information, they teach kids … you could ask an English language learner I'll call Pablo, who missed weeks of school … But then something clicked after Career Day — hope had arrived! Pablo came bounding into the room announcing, "I'm going to be an engineer!"
New Spanish voice-mail systems will help dozens of Hispanic residents communicate with their children's school officials, an administrator from a Chicago-area school district said. The pilot program is being paid for by a $1,000 grant for English as a second language instruction and offers Spanish-speaking parents the option of leaving a voice message, after which a Spanish teacher or bilingual education teacher will return calls within two school days.
Tariq Mohammadpur would put an electrical monster in his desert island treasure chest. That monster, he wrote, would have thousands of dollars. Tariq was born in Pakistan, and has lived in Canada since the age of one; he's spending this March Break at a pilot project ESL kids camp that uses exercises like the treasure chest to help improve his English. The free four-day camp is put on by the Upper Canada District School Board in partnership with the Cornwall and District Immigrant Services Agency. Most of the children are from countries like Pakistan, Sri Lanka, or Afghanistan, and as part of the camp, they learn about flags from all over the world, with an emphasis on Canadian geography.
The House Mexican American Legislative Caucus is insisting that Texas' State Board of Education include Hispanics in the writing of a new English language arts and reading curriculum for the state. The State Board of Education should not change the curriculum until the board's subcommittee is expanded to include a border representative and until it considers expert advice from researchers familiar "with the challenges of language minority groups," Rep. Pete Gallego, D-Alpine, said in a letter to board Chairman Don McLeroy of Bryan. The four-member subcommittee overseeing the curriculum rewrite currently has no Hispanic member even though a majority of the state's 4.7 million children attending public schools are minority, and Hispanics currently make up 47 percent of the state's school enrollment.
A panel of Hispanic college and university presidents said affordability is greatly affecting Hispanic students' access to college and offered suggestions for boosting public investment in higher education at a plenary session at the American Association of Hispanics in Higher Education's annual meting.
Auto mechanic. That's what Rigoberto Morales wanted to become when he entered Roseland University Prep charter high school in Santa Rosa nearly four years ago. Now a senior, Morales is preparing to enter Sonoma State University in August to study psychology or sociology. After college he hopes to return to Roseland to work with teens, or as he puts it, "to come back to the community and give back." Like many fellow students, the gentle-voiced Morales credits his instructors for setting him on the path toward college.
Broadcasting teacher Jo Ray led a group of students in a Spanish chant Wednesday, seeking to scratch together some enthusiasm from the tired voices gathered for first period at Springdale High School. "<em>Sí, podemos</em>," they said. The phrase translates to "Yes, we can." The students, representing ethnic groups and ages assembled from elementary, middle, and high schools throughout the district, were gathered to film a public service announcement designed to motivate Spanish-speaking peers and parents to put more emphasis on state-mandated standardized tests, such as the state Benchmark Exams. The announcement will air in both Spanish and English on the high schools' news channels, the local affiliate for Univision TV, and local Spanish radio stations, she said. Language specialists hope to broadcast similar announcements statewide.
Federal investigators found "credible evidence" that certain Arizona school officials retaliated against their district's former ELL coordinator for advocating for minority students and being a whistleblower in a federal probe of the district's shortcomings in serving ELL students. "The District's actions were intended to intimidate, threaten, coerce, and discriminate against you," the U.S. Department of Education's Office of Civil Rights (OCR) reported to her last month at the conclusion of its investigation. The district, on the other hand, argued that its actions to demote and terminate the employee were for unacceptable job performance, not because she was a whistleblower. However, the OCR concluded the district could not show, by its treatment of any other employees, that its handling of the whistleblower was usual and customary.