Colorin Colorado: Helping children read... and succeed!
  • weta logo
A bilingual site for families and educators of English language learners
You are here: > Research & Reports > Access, Equity, and Adequacy
Research & Reports

Access, Equity, and Adequacy

Are California's Reading Textbooks Adequate for Teaching English Learners?

by University of California's Linguistic Minority Research Institute / Robert Calfee

Calfee, R. (2006). Are California's Reading Textbooks Adequate for Teaching English Learners? University of California Linguistic Minority Research Institute: Santa Barbara, CA.

Topics Covered: Access, Equity, and Adequacy;

Tags: Bilingual Instruction; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Rights, Students; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary School

Research Questions the Report Poses: Are California's Reading Textbooks Adequate for Teaching English Learners?

Summary: In 2002, the California State Board of Education adopted programs that required publishers to meet the language arts needs of ELLs. This article is a review of the ELL supplement, the Teacher's Edition for the supplement, and two of the reading series included with the supplement. It also surveys 57 elementary school teachers on their experiences with the materials and the related professional development.

Findings:

  • The materials offered little specific ELL assistance to students of teachers, and what was offered was contrary to best practice.
  • The professional development for ELL instruction was limited in both time and scope.
  • The "supplement strategy" mandated by the Board was practically unworkable.

Policy Recommendations:

  • Design an instructional support system that helps teachers deal with student diversity
  • Directly address the issues of effective instruction for ELL students
  • Advise how to manage student differences and time allocation
  • Develop a program of ongoing professional development

Bilingual Education and Latino Civil Rights

by Susan Baker and Kenji Hakuta, Stanford University

Baker, S. and Hakuta, K. (1997). Bilingual education and Latino civil rights. Cambridge, MA: Civil Rights Project Harvard University.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Bilingual Education; Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Latino ELL Students;

Target Population: Preschool, Elementary School, Middle School, High School

Research Questions the Report Poses: Descriptive report, no research question

Summary: The article examines the history of civil rights for language minority children and assumptions behind attacks on bilingual education. After an introduction to numbers of ELL and immigrant students in the U.S. and California, the authors describe a brief history of congressional and judiciary decisions to institute and eliminate bilingual education. They cite major research findings from bilingual and English immersion programs.

Policy Recommendations:

  • English language learners should be assessed and supported in more ways than just in English language development.
  • Research should be sensitive to local goals, resources, and populations.

California's Commitment to Adult English Learners: Caught Between Funding and Need

by Public Policy Institute of California / Arturo Gonzalez

Gonzalez, A. California's Commitment to Adult English Learners: Caught Between Funding and Need. (2007). San Francisco, CA: Public Policy Institute of California.

Topics Covered: Access, Equity, and Adequacy; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Adult;

Tags: Bilingual Instruction; Language of Instruction; Language Proficiency; Latino ELL Students; Motivation; Reading;

Target Population: High school, post-secondary (non-collegiate)

Research Questions the Report Poses:

  1. What is the policy background for the provision of ESL courses in California? What distinguishes adult schools from other providers?
  2. How has the ESL target population changed throughout the state since 1980? What is the level of predicted enrollment and what demographic changes affect enrollment in ESL courses?
  3. What are the trends in the provision of ESL courses by adult schools and community colleges statewide and in the different regions of the state? Does the adult school funding formula limit adult school enrollment? To what extent do adult school districts exceed their level of funding?
  4. What do adult schools that exceed their funding limit forgo in terms of quality of adult education classes and future growth of adult education programs? How much does the redistribution of unused funding alleviate the challenges facing high-demand regions? How would adult education providers benefit from increased funding?

Summary: 75% of adults enrolled in ESL programs in the state of California participate in these programs through adult schools. The issue that this report talks about is the conundrum facing adult schools. These schools have two choices: leave some seeking ESL programs without service and stay under the enrollment growth-cap linked to state funds or take in all individuals seeking to be enrolled in an ESL program, go over the cap, and pay the difference between allotted state funds and actual capital spent out of the school's own budget. The article cites a $15.7 million gap between money spent by adult schools on ESL programs and money awarded to these schools by the state of California.

Findings:

  • There is a $15.7 million gap between money spent by adult schools on ESL programs and money awarded to these schools by the state of California
  • Though the adult ELL demographic is growing within the state, it is growing at different rates in different parts of the state.
  • Close to 60 percent of adult schools in California exceed their funding limit.
  • Among adult schools that do over-enroll students, nearly 80 percent exceed their funding limit by over 2.5 percent.

Policy Recommendations:

  • Increase overall funding to adult ESL programs
  • Create more mechanisms for distributing funds for ESL programs to areas and schools that have more of a demand from adult ESL students
  • Increase the enrollment cap so that schools do not have to pay out of their own pocket to have adult ESL programs

To order a hard copy of the report, contact:
Public Policy Institute of California
500 Washington Street
Suite 800
San Francisco, California 94111
Telephone: (415) 291-4400
Fax: (415) 291-4401

Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms

Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Best Teaching Practices / Professional Development; Bilingual Education; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Upper Elementary (4-6);

Tags: Bilingual Instruction; Instructional Programs; Intervention; Reading; Vocabulary;

Summary: Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the intervention were that new words should be encountered in meaningful text, that native Spanish speakers should have access to the text's meaning through Spanish, that words should be encountered in varying contexts, and that word knowledge involves spelling, pronunciation, morphology, and syntax as well as depth of meaning.


Fifth graders in the intervention group showed greater growth than the comparison group on knowledge of the words taught, on depth of vocabulary knowledge, on understanding multiple meanings, and on reading comprehension. The intervention effects were as large for the English-language learners (ELLs) as for the English-only speakers (EOs), though the ELLs scored lower on all pre- and posttest measures. The results show the feasibility of improving comprehension outcomes for students in mixed ELL-EO classes, by teaching word analysis and vocabulary learning strategies.

Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement

Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly,34, 452-477.

Topics Covered: Access, Equity, and Adequacy; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Literacy and Reading / Writing Instruction; Early Elementary (K-3); Literacy and Reading / Writing Instruction; Upper Elementary (4-6);

Tags: Instructional Programs; Intervention; Reading;

Summary:

This study was designed to assess dimensions of reading motivation and examine how these dimensions related to students' reading activity and achievement. A heterogeneous urban sample of fifth- and sixth-grade children completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, several types of intrinsic and extrinsic reading motives, social aspects of reading, and the desire to avoid reading. The students also completed several different measures of reading activity and reading achievement. Confirmatory factor analyses demonstrated that the proposed dimensions of children's reading motivation could be identified and measured reliably.

Scales based on the different dimensions related positively to one another and negatively to the desire to avoid reading. Mean scale scores on most of the dimensions differed by gender and ethnicity, with girls and African Americans reporting stronger motivation. Mean scale scores on most of the dimensions were similar for fifth- and sixth-grade students and for low and middle income students. All of the scales related to children's reports of their reading activity and several to their reading achievement. The strength of the relations between reading motivation and reading achievement was greater for girls and for white students. Cluster analyses revealed seven distinct groupings of children based on their motivational profiles that were related to reading activity and, to a lesser extent, to reading achievement. The study demonstrates that reading motivation is multidimensional and should be regarded as such in research and in practice.

Language Test

by National School Boards Association, Naomi Dillon

Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.

Topics Covered: Access, Equity, and Adequacy; NCLB and AYP;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Instructional Programs; Intervention; Language of Instruction; Language Proficiency;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: The report uses the example of Coachella school district's legal battle to examine if state assessments fair to English language learners.

Summary: The report examines the challenges associated with preparing a population that is 70 percent ELL to meet the demands of state and federal laws. Under California law, all ELL students must take state tests in English after only one year of instruction — a requirement that perpetually leaves districts like Coachella "in need of improvement." The report uses the Coachella district's case as a lens to examine the challenges we face in preparing ELL students to perform highly as well as the advantages and disadvantages of different types of assessment and accounting formulae to determine performance.

Findings:
n/a

Policy Recommendations:

  • The lawsuit asks the state to develop primary language tests for students who have recently arrived or enrolled in bilingual classrooms—an NCLB supported provision.
  • The suit also calls for a new standardized test that is more linguistically friendly and appropriate.

To order a hard copy of the report, contact:
n/a

Not a Great Beginning to the School Year: Despite New Regulation Immigrant Parents Still Face Major Language Barriers

by Advocates for Children of New York and The New York Immigration Coalition

Advocates for Children of New York and The New York Immigration Coalition. (2006, September). Not a Great Beginning to the School Year: Despite New Regulation Immigrant Parents Still Face Major Language Barriers. New York, New York: Advocates for Children of New York.

Topics Covered: Access, Equity, and Adequacy; Parent Outreach;

Tags: Parent Involvement and Outreach / PTA; Rights, Parents;

Target Population: Preschool, Elementary school, Middle school, High School

Research Questions the Report Poses: How effective was the New York City Chancellor's Regulation A-663 in providing translated materials to immigrant parents?

Summary: Half of the students in the New York City school system, the "largest and most diverse" system in the country, come from homes where English is not the primary language. Department of Education Chancellor Joel Klein put into place Regulation A-663 which required school materials to be available in both English and the next eight most prevalent languages in the school system. Upon investigation of 13 of 15 registration centers before the 2006-2007 school year started, the study finds that the centers were in various states of preparedness. Many centers, says the report, were not adequately prepared and lacked foreign language materials in any language other than Spanish. Some of the most important school documents were only available in English. The report concludes that while the regulation was an important "step in the right direction" more has to be done to make sure that schools follow through with adherence to the policy.

Findings:

  • 13 of 15 registration centers were investigated and most were found to be unprepared to offer parents materials related to their children's education in any language other than English.
  • Many parents were unaware that they were entitled to receive educational materials in a language that they were most comfortable with

Policy Recommendations:

  • Better advertisement of the regulation to parents so that they know that they are entitled to receive materials in a language that they are most comfortable with
  • Follow through with various schools and registration centers to make sure that the regulations are being followed through with and not paid lip service.

To order a hard copy of the report, contact:
Advocates for Children of New York
151 West 30th Street — 5th Floor
New York, NY 10001
E-Mail: info@advocatesforchildren.org
Phone: (212)-947-9779
Fax: (212)-947-9790

Out-of-School Immigrant Youth

by Public Policy Institute of California / Laura E. Hill and Joseph M. Hayes

Hill, Laura., and Hayes, Joseph. (2007). Out-of-School Immigrant Youth. San Francisco, California: Public Policy Institute of California.

Topics Covered: Access, Equity, and Adequacy; Data (Demographics, Facts, and Figures);

Tags: Instructional Programs; Latino ELL Students;

Target Population: High school

Research Questions the Report Poses: How well served are out-of-school immigrant youths in the state of California in general? How well served are out-of-school immigrant youths who receive services and resources from California's Migrant Education Program (MEP)?

Summary: This report considers the approximately 265,000 out-of-school immigrant youths (OSYs) in the state of California. This demographic is defined as individuals between the ages of 13 and 22 not currently enrolled in a school and without a high school diploma or GED. These individuals face many hardships, including high rates of poverty, lack of access to health care, and low incomes. Even though they do not have access to educational resources, OSYs remain a group of individuals who are very eager to both learn English and obtain their GEDs.

Findings:

  • Though the California Migrant Education Program's attempts to offer educational resources to OSYs, its limited funds and eligibility requirements only allow it to service about 80,000 OSYs.
  • California OSYs are some of the most disadvantaged individuals in the state because their legal statuses often make access to public services difficult.
  • California OSYs are very eager to continue their education, but they are often unable to do so because of a need to work.
  • Approximately 80% of OSYs said their families depended on their incomes to survive.

Policy Recommendations:

  • Increase funding to the California MEP
  • Change eligibility requirements for receiving MEP funds so that more OSYs are able to receive them
  • Offer educational opportunities that allow OSYs to both work and learn

To order a hard copy of the report, contact:
Public Policy Institute of California
500 Washington Street
Suite 800
San Francisco, California 94111
E-Mail:merina@ppic.org
Telephone: (415) 291-4400
Fax: (415) 291-4401

Pre-K and Latinos: The Foundation for America's Future

Garcia, E.E., Gonzales, D.M. (2006). Pre-K and Latinos: The Foundation for America's Future. Pre-K Now Research Series: Washington, DC.

Topics Covered: Access, Equity, and Adequacy; Data (Demographics, Facts, and Figures); Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Parent Outreach;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Latino ELL Students; Parent Involvement and Outreach / PTA; Reading;

Summary:

Latino families care about education, but many do not participate in preschool programs. Although Latinos are at great risk for school failure, research shows that they benefit more from Pre-K programs than children of other ethnic groups. This report from Pre-K Now discusses how to make preschool effective and accessible so that all Latino children get a strong foundation for learning.

Report on the Status of Hispanics in Education: Overcoming a History of Neglect

by National Education Association; Richard Verdugo

Verdugo, Richard R. (2006. "Report on the Status of Hispanics in Education: Overcoming a History of Neglect." National Education Association.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Best Teaching Practices / Professional Development; Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: Instructional Programs; Latino ELL Students;

Target Population: Preschool; Elementary; Middle; High School; Post-Secondary

Research Questions the Report Poses: What are the issues facing Hispanic students? How can educators, researchers, communities and policy-makers help Hispanic students overcome these barriers?

Summary: Hispanic students often face unique challenges in student achievement. Because of high levels of poverty, limited English language skills, and immigration factors, Hispanic students must overcome socioeconomic, language, cultural and barriers to succeed in school.

Findings:
The report outlines six key issues in the education of the Hispanic population:

  • Innovative classroom strategies including culturally responsive and technology enriched teaching.
  • School funding equity
  • Professional development for teachers
  • Early education and post-secondary education
  • The politics of immigration, and migrant education
  • Educator recruitment and retention

Policy Recommendations:

  • Analyze barriers that Hispanic students face in gaining access to college
  • Provide parents with financial information that can be used for students' college education
  • Improve teacher's education programs. Teachers are not well prepared for teaching Hispanic students, especially Hispanic ELL students.
  • Reduce class sizes, improve student resources, and student social services
  • Teachers should be exposed to a curriculum during their university years that teachers them cultural understanding and sensitivity
  • Work to pass legislation that changes property tax laws and state laws to broaden the school funding base

To order a hard copy of the report, contact:
Visit www.nea.org or call (202) 833-4000

Resource Needs for California's English Learners

by University of California Linguistic Minority Research Institute/ Patricia Gándara and Russell W. Rumberger

Gandara, P. & Rumberger, R. W. (2007, March). Resource needs for California's English learners. Stanford, CA: University of California Linguistic Minority Research Institute.

Topics Covered: About ELLs; Access, Equity, and Adequacy;

Tags: Intervention; Language Proficiency;

Target Population: Preschool, Elementary, Middle, High School, Post-Secondary

Research Questions the Report Poses:

  1. What are the demographic characteristics and academic performance outcomes of language minority and English learner students in California public schools?
  2. What conceptual framework is appropriate for analyzing the resource needs of linguistic minority students?
  3. What resources are needed to provide an adequate education for California English learners?
  4. How have past studies estimated the cost of these resource needs?
  5. What approach do the authors recommend for estimating the cost of educating English learners and linguistic minority students in California?

Summary: Linguistic minorities are students who come from households where English is not the main language spoken. Most of these students do not come to school proficient in English. There is a learning gap between many linguistic minorities and native English speakers that can persist throughout school. Most linguistic minorities require additional resources and support to be successful in school.

Findings:

  • Socioeconomic differences do not account for all differences in the needs of all ELL students
  • Gaps in poverty are harder to close than gaps in language
  • Resources that would help ELL students achieve English and academic proficiency include:
    1. Primary language materials (student's home language)
    2. Assessments in the primary language; and
    3. teachers and staff who speak the languages of the students

Policy Recommendations:

  • A sufficient number of teachers who have specific knowledge about the structure of language, know how to use assessments to measure language proficiency, and are bilingual;
  • Extra support personnel;
  • Appropriate instructional materials;
  • Valid and comprehensive assessments;
  • Effective school organization that provides EL students with a safe, controlled space in which to use English;
  • Effective school leadership; and
  • Appropriate district and state support.

To order a hard copy of the report, contact:
n/a

So Many Schools, So Few Options: How Mayor Bloomberg's Small High School Reforms Deny Full Access to English Language Learners

by The New York Immigration Coalition and Advocates for Children of New York

The New York Immigration Coalition and Advocates for Children of New York. (2006, November). So Many Schools, So Few Options: How Mayor Bloomberg's Small High School Reforms Deny Full Access to English Language Learners. New York, NY: The New York Immigration Coalition and Advocates for Children of New York.

Topics Covered: Access, Equity, and Adequacy;

Tags: Curriculum; Latino ELL Students; Placement; Rights, Students;

Target Population: High school

Research Questions the Report Poses: To what extent, if any, have ELLs actually been included in New York City's small high schools reform initiative?

Summary: Although ELLs make up about 11.4% of the New York City high school population, in 2005-2006, 93 of 183 schools examined in this report had less than 5% of ELLs in their student body. This means that more than half of the high schools in the city had a very small ELL population. A policy that the NYC Department of Education has in place is to "allow small schools to exclude ELLs in [their] first two years of operation" (p. 7). Failure to follow required accommodation laws is also keeping ELLs out of many NYC high schools. In the borough of Queens, which has the most ELL students, only 7% of new high schools were built. Overall, the new plan toward having smaller schools in New York City is keeping ELLs from getting equal access to quality instruction because resources for ELL instruction are not prevalent.

Findings:

  • As a result of the new schools program, ELL students are largely sequestered to a few schools with high percentages of ELLs while many other schools offer very little, if any, instruction or resources for ELLs.
  • Because new schools are not being built in areas where ELLs are highly concentrated, ELLs are being kept from new schools.
  • Most schools classified as small by this report (about 500 students) fail to provide adequate resources for ELL instruction.
  • Because small schools are inadequately prepared to instruct ELLs, these students are forced to go to large, failing schools, which are the type of schools that the new schools plan was supposed to cut down on.

Policy Recommendations:

  • Increase ELLs' access to small schools by building more small schools in areas where ELLs most commonly reside.
  • Improve the high school admissions process so that ELLs are not excluded or kept out of small schools because of their ELL status.

To order a hard copy of the report, contact:
Advocates for Children of New York
151 West 30th Street — 5th Floor
New York, NY 10001
E-Mail: info@advocatesforchildren.org
Phone: (212)-947-9779
Fax: (212)-947-9790

The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel

by Kevin Lang and Erez Siniver/National Bureau of Economic Research

Lang, Kevin and Siniver, Erez, The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel (August 2006). NBER Working Paper No. W12464.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Data (Demographics, Facts, and Figures); Higher Education and Careers;

Tags: Bilingualism / Biliteracy; Fluency; Language Proficiency; Other ELL Students (Middle Eastern, African, European, etc.);

Target Population: High School, Post-Secondary

Research Questions the Report Poses: What role does English play for Russian immigrants to Israel and Israel natives? How does this role differ?

Summary: The purpose of the study presented is to examine the return to English knowledge by reviewing samples of Russian immigrants and Israeli natives. The importance of such data as cited by the article is 1) due to the high level of press on/about globalization and the importance of foreign language knowledge, 2) that examining the Hebrew acquisition as well as the English acquisition among Russian immigrants to Israel they are addressing the criticism of literature on the role of host-country language acquisition on assimilation, and 3) to contribute to other literature showing language-skill complementarities.

Findings:
Below are the findings as listed in the report (p. 2):

  • In cross-section estimates there is a significant return to English knowledge for both immigrants and natives with high levels of education.
  • Language acquisition is an important element in immigrant/native earnings convergence, but most of this convergence is explained by factors other language acquisition.
  • The results are confirmed using panel data on wages and knowledge of Hebrew and English over time.
  • The benefits of English knowledge vary across occupations in ways that are largely consistent with past evidence on language-skill complementarities.
  • Natives and immigrants with high levels of education benefit similarly from knowing English. While immigrants with low levels of education do not benefit from knowledge of English, there is some evidence that native Israelis do.
  • Conditional on occupation the rate at which immigrants learn English and Hebrew are largely orthogonal. Therefore earlier work on the importance of knowledge of the host country language (Hebrew) does not appear to be significantly biased by the absence of measures of English knowledge.

Policy Recommendations:
N/A

To order a hard copy of the report, contact:
N/A

Who's Left Behind? Immigrant Children in High and Low LEP Schools

by The Urban Institute / Clemencia Cosentino de Cohen, Nicole Deterding, Beatriz Chu Clewell

Cosentino de Cohen, C., Deterding, N., Chu Clewell, B. (2005). Who's Left Behind?: Immigrant Children in High and Low LEP Schools. Program for Evaluation and Equity Research, Urban Institute: Washington, D.C.

Topics Covered: Access, Equity, and Adequacy; Data (Demographics, Facts, and Figures); NCLB and AYP;

Tags: Instructional Programs; Placement;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: Are immigrant children left behind academically as a result of whether they are in a high or low LEP school?

Summary:

Are elementary schools prepared to educate English language learners in the manner required by the No Child Left Behind Act? A study by The Urban Institute found that limited English proficient (LEP) students are now highly concentrated: "nearly 70 percent of the nation's LEP students are enrolled in 10 percent of its schools." But students in low-concentration areas may be at a disadvantage.

Findings:

  • The majority of LEP students are concentrated in a small number of schools: Nearly 70 percent of LEP students nationally enroll in only 10 percent of elementary schools. In these schools, LEP students account for almost one half of the student body (on average), a striking contrast to the 5 percent of LEP students enrolled in the average Low-LEP school.
  • High-LEP schools tend to have higher a higher prevalence of poverty, Title I services, native language instruction, LEP-target instructional techniques, and services like Pre-K and summer enrichment, parent outreach, and hard-to-staff school status.
  • Principals in High-ELL schools are more likely to be racially diverse, female, earn more money, and hold a PhD than their low-ELL school counterparts.
  • Teachers in high-ELL schools, on average, earn more, are more racially diverse, are newer, and, overall, have less academic preparation than their counterparts in other schools
  • Educators in high-ELL schools are more likely to hold ESL/bilingual certification as well as their main certification. However, ESL/bilingual educators in both High and Low ELL schools are equally likely to have that specific field qualification
  • Educators in high-ELL schools are more likely to have provisional, emergency, or temporary certification than those in other schools

Policy Recommendations:

  • Though both high- and low-ELL schools need to be properly staffed and funded, specific emphasis must be made on low-ELL schools because these have been shown to be less prepared to handle the needs of ELL students.
  • Policies need to be implemented that will offer educators incentive to get their certifications in teaching ELL students.

To order a hard copy of the report, contact:
Urban Institute
2100 M Street, N.W.
Washington, DC 20037
(P): 202-833-7200

Why Segregation Matters: Poverty and Educational Inequality

by Gary Olfield and Chungmei Lee

Orfield, G. and Lee, C. (2005, January). Why segregation matters: Poverty and educational inequality. Cambridge, MA: Civil Rights Project Harvard University.

Topics Covered: Access, Equity, and Adequacy; Data (Demographics, Facts, and Figures);

Tags: Rights, Students;

Target Population: Preschool, Elementary, Middle, High School, Post-Secondary

Research Questions the Report Poses: What connections exist between segregation by race, segregation by poverty, and unequal opportunity?

Summary: The report is largely about segregation and how schools are increasingly segregated by socio-economic status. With an emphasis on multiracial discrimination, poverty, and segregation, the authors present a variety of ELL demographic data by region related to poverty. Another purpose of the paper is to show how rapidly changing demographic changes challenge more typical notions of segregation.

Findings:
n/a

Policy Recommendations:

  • There should be a concerted effort to avoid the creation of more concentrated poverty schools. Wherever possible there should be positive plans to use assignment and choice policies to foster more diverse schools.
  • Housing and land use policies should be designed on a regional basis to foster access for all students to strong schools and educational diversity.
  • Community groups should seriously analyze the social consequences of proposals to terminate desegregation plans that lower isolation by race and class.
  • Basic research should be supported on the impacts of Latino segregation and of multiracial schools and school reforms should be designed and evaluated in light of deepened understanding of rapidly changing realities.
  • Charter schools should not be set up in ways that make them intensely segregated by poverty and race. There should be an explicit goal of fostering diversity.
  • Court orders and remedial plans designed to deal with findings of educational inadequacy that are rapidly spreading around the country should take these findings into account and provide both policy support and aid to foster access of students in impoverished schools to more privileged schools.
  • Schools should look seriously at classroom segregation by class and race and design plans to lower it.

To order a hard copy of the report, contact:
n/a