Multicultural Education / Diversity / Culturally-Responsive Instruction

A Race Against the Clock: The Value of Expanded Learning Time for English Language Learners

by Melissa Lazarin; Center for American Progress

Lazarin, Melissa. (2008). A Race Against the Clock. Washington, D.C. Center for American Progress.

Topics Covered: About ELLs; Best Teaching Practices / Professional Development; Bilingual Education; Data (Demographics, Facts, and Figures); 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); Literacy and Reading / Writing Instruction; Adolescent (7-12); Literacy and Reading / Writing Instruction; Adult; Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Struggling Readers;

Target Population: Preschool, Elementary, Middle, High School, Post-Secondary, and public in general.

Research Questions the Report Poses: This report analyzes the importance of time as the determining factor to close the educational gap that exists in minority groups — especially Latinos/Hispanics— and their peers.

Summary: This report examines time as the main factor to expand learning during the school year by providing longer school hours, after school and weekend assistance, and other after school activities that can improve the quality of education in students at all grade levels. This report also list a number of programs that are already implementing expanded learning hours to improve the level of education provided to all students. According to this report, time in school can directly and positively impact the current data showing English Language Learners as the population who is less likely graduate. Report also available in Spanish.

Findings:

• Time can facilitate learning a language for English Language Learners.
• More than 10% of total number of students enroll in school are English Language Learners.
• Only 20-30% of English Language Learners graduate from high school.
• The No Child Left Behind Act is improving the quality of education across the United States.
• Expanding learning can be the solution to achieving yearly academic progress.

Policy Recommendations:

The Center for American Progress recommends:

• the implementation of expanded learning time as a schoolwide strategy for all students.
• consideration of issues that are unique to ELLs and expanded learning, such as support of late-entrant ELLs in high schools
• support for high schools facing some unique hurdles in implementing an expanded day and year, such
• as supporting students who work after school, on weekends, and during the summer; or
• accommodating students who want to participate in extracurricular activities
• increased opportunities for distance learning, apprenticeships, internships, and career academies that provide opportunities to earn money and school
• credit.

• Read the Full Report

To order a hard copy of the report, contact:
John Neurohr, Deputy Press Secretary 202-481-8182 or jneurohr@americanprogress.org

Barriers to College Attainment: Lessons from Chicago

by Jenny Nagaoka; Melissa Roderick; Vanessa Coca; Center for American Progress

Nagaoka, Jenny; Roderick, Melissa; Coca, Vanessa. (2009). Barriers to College Attainment: Lessons from Chicago. Washington, D.C. Center for American Progress.

Topics Covered: About ELLs; Best Teaching Practices / Professional Development; Bilingual Education; Data (Demographics, Facts, and Figures); Higher Education and Careers; Multicultural Education / Diversity / Culturally-Responsive Inst; Parent Outreach;

Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Books and Other Reading Materials; Curriculum; Differentiated Instruction; Instructional Programs; Language of Instruction; Latino ELL Students; Motivation; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA;

Target Population: Middle and High School students, parents, teachers, administrators and other parties interested in this sector of school population.

Research Questions the Report Poses: This article questions how important it is for colleges, schools, states, and the federal government in today's society to help students reach their goals and attend a post-secondary school and graduate successfully.

Summary: This article discusses the problems students can encounter before and during college that can disturb their academic performance and future professional goals. The articles mentions important factors that have to be considered for students, parents, states and the federal government to guarantee the graduation of students during college. Information and guidance, current economy, and high school academic performance are factors that can help students prepare for college.

Findings:

• College aspirations are no longer a problem for the federal government, students in the United States think about attending college while in high school.
• The application process, along with the tuition rates can be a determinate factor that can directly prevent possible applicants from applying.
• Academic performance and preparation during middle and high school can help prepare students for college.
• Proper guidance and easy access to available programs of financial aid and college admission application need to be highly promoted in all states, especially in areas of low income families.

Policy Recommendations:

• The federal government is encouraged to take note of the recommendations made in this article on the economic, social, and academic factors that can prevent students from attending college.
• Districts, States, and the federal government need to monitor the programs implemented and distribute data for further research.
• States and the federal government need to create programs that facilitate the transition from high school to college by promoting students current and future college aspirations.

• Read the Full Report

To order a hard copy of the report, contact:
Center for American Progress 1333 H Street, NW, 10th Floor, Washington, D.C. 20005

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.

• Link to Project Homepage and Full Report

Hidden in Plain View: An Overview of the Needs of Asian American Students in the Public School System

by The Coalition for Asian American Children and Families (CACF)

The Coalition for Asian American Children and Families (2004, May). Coalition for Asian Hidden in plain view: An overview of the needs of Asian American students in the public school system. New York, NY.

Topics Covered: About ELLs; Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: Asian ELL Students; Parent Involvement and Outreach / PTA;

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

Research Questions the Report Poses: What difficulties face Asian American students and how might these difficulties perpetuate myths about Asian students?

Summary: The article discusses a number of issues related to Asian-American communities, specifically in New York City. The diversity of the Asian American community leads to stereotyping and mythmaking that adversely affect students and schools. The authors conducted interviews with students, parents, and school staff about the experiences of Asian Americans in schools and the community. The authors make some broad recommendations about: academics, informal education, parent involvement, and community participation.

Findings:
The sheer diversity in ethnicities, languages, cultures, and experiences represented among Asian Americans creates many myths and misunderstandings. The stereotype of the model Asian minority denies the reality that there are struggling and undeserved students. Emotional and academic needs of Asian American students are easily overlooked.

Policy Recommendations:

DEVELOP CULTURAL COMPETENCY

1. School and regional staff, from superintendents to teachers to security officers, need to be prepared to work with the Asian American community. Training on the diversity in the Asian American community, cultural influences, and barriers to accessing services is imperative.
IMPROVE DATA COLLECTION AND ANALYSIS

2. Schools, regional divisions and central offices must ensure proper collection of demographic data of all students and make disaggregated data on communities available. Only with a proper understanding of the needs of Asian American students can proper services and programs be planned.
ELIMINATE LANGUAGE BARRIERS

3. Schools must ensure language needs of students and parents are properly assessed. It is necessary that special attention is paid to dialects and written languages. To assist in efficient access to translation and interpretation services, a centralized resource bank of such services must be developed.
4. The Department of Education must create additional dual language programs in other Asian languages. Not only do dual language programs foster fluency in English, but in another language as well.
KEEP PARENTS INFORMED

5. Parents must be informed of the new curriculum, introduced to different strategies of teaching, and directed to where they can find resources to help support their children in their learning.

1. Schools need to take a proactive approach to promoting positive identity formation that includes a healthy ethnic identity
2. Schools need to offer opportunities for students to interact and learn from each other. This might include mentoring programs, planning of heritage months and other efforts to foster inclusiveness.
3. All schools, but especially those with large Asian American populations, need to be inclusive of Asian Americans in their curriculum such as placing Asian American authors on reading lists, taking excerpts from Asian American works to be used in lessons, and having books on Asian Americans and books written by Asian Americans on the shelves in school libraries.
PREVENT ANTI-ASIAN HARASSMENT AND VIOLENCE

4. Schools should start anti-bullying programs in the elementary school grades and offer peer mediation programs for higher grades.

1. All schools must assess how welcoming and accessible schools are to parents, especially immigrant and limited English proficient parents.
2. All schools should have orientation for new parents and teach them about ways to be involved.
IMPROVE THE USE OF PARENT COORDINATORS

3. The Department of education needs to establish standards for the allocation of an appropriate number of parent coordinators per school that is based on workload (the ratio between the number of families to every one parent coordinator) as well as language and cultural needs.

1. Asian American community based organizations that work with schools with a large Asian American population should be involved in school planning through School Leadership Teams.
2. Improve collaborative partnerships between schools and community based organizations will result from sharing goals on student performance and maintaining regular communication between schools and organizations.
3. Private foundations and government agencies need to increase grant opportunities for school and community based organization partnerships.
4. Schools need to access support and resources from those community based organizations that are knowledgeable of the ethnic communities in their schools.

• Link to Resource Page (Full Report Available)

To order a hard copy of the report, contact:

The Coalition of Asian American Children & Families
50 Broad St.
Suite 1701
New York, NY 10004
Phone: 212.809.4675
Fax: 212.785.4601

*Note: To download report, enter your name and email in the log-in screen. Email addresses will not be shared or added to any email lists.

Improving Academic Preparation for College: What We Know and How State and Federal Policy Can Help

by Robin Chait & Andrea Venezia. Center for American Progress.

Chait, Robin and Andrea Venezia. (2009). Improving Academic Preparation for College: What We Know and How State and Federal Policy Can Help. Washington, D.C.: Center for American Progress.

Topics Covered: Access, Equity, and Adequacy; Higher Education and Careers; Literacy and Reading / Writing Instruction; Adolescent (7-12); Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: American Indian ELL Students; Asian ELL Students; Curriculum; Instructional Programs; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.);

Target Population: This article targets the general population, especially those Latino and minority groups in high school or first year in college.

Research Questions the Report Poses: This article raises the question of students' academic preparation to transition from high school to postsecondary education.

Summary: This article discusses students' academic performance during high school to prepare them for college. This article supports current survey results that show that students are interested in pursuing a college degree; however, the transition can be difficult due to their poor academic preparation. In the article, the authors discuss what it has been done now to improve academic preparation and the role of the federal and state policymakers to make a different in students' lives as prospect college students.

Findings:

• Poor academic performance during high school due to poor academic preparation for college can predetermine the failure of students during college.
• Current research shows that to make a different in academic preparation, school administrations and teachers have to create a rigorous academic program that needs to be continuous and based on rich coursework.
• Organizations like Achieve, ACT, and the Education Policy Improvement Center are providing feedbacks for students to better their transition from high school to college.

Policy Recommendations:

• Policymakers should begin to address the importance of academic preparation for students, especially in high school, entering college.
• The federal government should be responsible of distributing and communicating the general public the steps to take to gain greater academic preparation and skills in schools.
• Policymakers should propose and manage the strategies implemented to guarantee the success of the programs.

• Read the report

To order a hard copy of the report, contact:
Center for American Progress 1333 H Street, NW, 10th Floor, Washington, DC 20005

Musical Training Helps Language Processing, Studies Show

by Lisa Trei

Trei, L. Musical Training Helps Language Processing, Studies Show. Stanford Report, 15 November 2005.

Topics Covered: Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: Comprehension; Phonics; Phonological Awareness;

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

Research Questions the Report Poses: Does musical training help people detect small differences in word syllables? How does musical training affect the way the brain operates?

Summary:

In what will be music to the ears of arts advocates, researchers for the first time have shown that mastering a musical instrument improves the way the human brain processes parts of spoken language. The findings could bolster efforts to make music as much a part of elementary school education as reading and mathematics.

Findings:

• People with significant musical experience found it easier than non-musicians to detect small differences in word syllables; and
• Musical training helps the brain work more efficiently in distinguishing differences between rapidly changing sounds that are essential to processing language

Policy Recommendations:
N/A

• Go to article

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

National Literacy Panel's Executive Summary

August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ.

Topics Covered: About ELLs; Literacy and Reading / Writing Instruction; Multicultural Education / Diversity / Culturally-Responsive Inst; Parent Outreach;

Tags: Bilingual Instruction; Comprehension; Latino ELL Students; Transfer of Literacy Skills;

Summary:

In 2002, the U.S. Department of Education charged a panel of experts, chaired by Timothy Shanahan, with reviewing and compiling research on literacy attainment for language-minority students.

The panel's report, Developing Literacy in Second-Language Learners, identifies factors that support literacy development of language minority students in the classroom. It also discusses various findings on parent involvement and home literacy experiences and offers suggestions for reducing the over-representation of English language learners in special education.

Last year, the Department of Education said the report didn't stand up to peer review and decided not to release the report. The Center for Applied Linguistics (CAL) has released the report's executive summary, written by principal investigator Diane August.

• Download Executive Summary (96KB PDF)*
• Order copy of full report

Putting English Language Learners on the Educational Map: The No Child Left Behind Act Implemented

by Clemencia Consentino de Cohen and Beatriz Chu Clewell.

Consentino de Cohen, Clemencia and Beatriz Chu Clewell. (2007). Putting English Language Learners on the Education Map: The No Child Left Behind Act Implemented. Washington, D.C. The Urban Institute.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Assessment and Accommodations; Best Teaching Practices / Professional Development; Bilingual Education; Data (Demographics, Facts, and Figures); 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); Literacy and Reading / Writing Instruction; Adolescent (7-12); Literacy and Reading / Writing Instruction; Adult; Multicultural Education / Diversity / Culturally-Responsive Inst; Parent Outreach;

Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Curriculum; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA; Placement; Rights, Parents; Rights, Students;

Target Population:

• All students in preschool, elementary, middle or high school in the Latino community.
• Parents of students attending preschool, elementary, middle or high school in the Latino community.

Research Questions the Report Poses: This article raises the question of the importance of the No Child Left Behind Act to improve the education for limited English proficient students in the Latino community.

Summary: This article discusses the improvements in education since the implementation of the No Child Left Behind Act in the United States. According to this article, the Latino community has seen a greater raise in student achievement and educational assistance before and after school. Early Childhood education has also benefited from the results by providing more advanced education at an early age.

Findings:

• Limited English Proficiency students are the fastest growing population in elementary schools in the US.
• Limited English proficient students are concentrated in a few states but are spreading rapidly throughout the nation.
• While five states—California, Texas, New York, Florida, and Illinois—are home to almost 70 percent of all LEP students in elementary school, growth in this student population has been more rapid in other destinations.
• The majority of LEP elementary school students are concentrated in a small number of schools: nearly 70 percent of the nation’s LEP students enroll in only 10 percent of elementary schools.
• The incidence of poverty and health problems is significantly higher in high-LEP than in other schools.
• Instructional contexts vary significantly across schools: high-LEP schools are more likely to offer support and remedial programs (pre-K, enrichment, after-school, summer school).
• Native language instruction is more prevalent in high- than low-LEP schools. The difference in use of other LEP-targeted instructional techniques, though significant, is less marked.
• High-LEP schools face more difficulties filling teaching vacancies and are more likely to rely on unqualified and substitute teachers than schools with few or no LEP children.
• High-LEP schools are more likely to be involved in parental outreach and support activities than schools with lower concentrations of LEP students.
• Teachers in high-LEP schools are more likely to hold ESL/bilingual certification in addition to their main certification.
• Teachers in high-LEP schools are more likely to have provisional, emergency, or temporary certification than are those in other schools.
• High-LEP schools have more new teachers than schools with fewer or no LEP students, and these teachers are substantially more likely to be uncertified than those at other schools.
• Teachers in high-LEP schools tend to report receiving more professional development than do teachers in other types of schools.
• There was a great deal of variation in the way districts with high-LEP schools implemented NCLB testing requirements in both subject areas and ELP (English Language Proficiency).
• Parents of ELL students in high-LEP enrollment schools professed to have very little knowledge of the requirements of NCLB.

Policy Recommendations:

• The U.S. Department of Education should make the development of an appropriate English language proficiency test a national priority and require its use by all states and districts.
• States should ensure that (a) policies are in place to conduct subject matter testing of ELL students using appropriate tests and accommodations and (b) reasonable exemptions are granted.
• The inclusion of pre-K education should be considered in the reauthorization of NCLB. While it is evident from our study that NCLB is changing pre-K education in high-LEP schools, including this component of the educational system in the law would enforce and standardize these changes across all districts and states.
• The NCLB provisions for school choice and Supplemental Educational Services (SES) should be reexamined. These provisions do not seem to be having the intended effect and their feasibility and effectiveness should be studied.
• Teacher Quality
• Districts should assume responsibility for the training and professional development of teachers—including bilingual/ESL teachers—to assist them in meeting the NCLB requirements for high-quality teachers. This assistance might include working with local colleges to increase the production of high-quality bilingual/ESL teachers and to offer courses in areas where current teachers need to acquire credits for certification. Local colleges and alternative certification programs should be encouraged to incorporate courses on ELL instruction as part of the required general teacher education curriculum. These courses should be required for certification or employment of all teachers, at least in high-ELL-enrollment districts but preferably in all districts.
• More effective strategies are needed for conducting parental outreach and information efforts with parents of ELL students. Districts and schools must acquire a greater understanding of effective strategies to reach this group of parents, who face many barriers to understanding the requirements of NCLB and their role in supporting its goals.

• Read the Full Report

To order a hard copy of the report, contact:
The Urban Institute 2100 M Street N.W. Washington, D.C. 20037

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

• Link to Full Report

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

Sharp Growth in Suburban Minority Enrollment Yields Modest Gains in School Diversity

by Richard Fry, Pew Hispanic Center

Fry, Richard. (2009). Sharp Growth in Suburban Minority Enrollment Yields Modest Gains in School Diversity. Washington, D.C. Pew Hispanic Center.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Bilingual Education; Data (Demographics, Facts, and Figures); Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: American Indian ELL Students; Asian ELL Students; Bilingualism / Biliteracy; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.);

Target Population: General, especially U.S. minority groups

Research Questions the Report Poses: This report analyzes the demographic trends as more minority students attend suburban school districts in the United States. In addition, the researchers examined a number of individual school districts with high rates of change.

Summary: This article analyzes the increased number of minority groups now attending suburban school districts and the benefits gain from current programs available. Recent data demonstrates how cities like Knoxville, Memphis, and Nashville are now facing "hyper-growth" in the Latino population. While the increased numbers of minority students in suburban schools has slightly reduced ethnic and racial segregation in the nation's public schools, trends vary for different minority groups, community types, school districts and individual schools.

Findings:

• Suburban schools have become increasingly important educators of the nation's minority student populations.
• Every individual suburban school district experienced minority student growth slightly differently.
• As a result of the rapid growth in minority students and flat growth among white students, 287 of the nation's 2,808 suburban school districts have become majority-minority school districts since 1993-94.
• The vast majority (18) of the fastest-growing suburban districts in terms of black enrollment are in the Midwest.
• Several school districts in suburban Knoxville, Memphis and Nashville experienced hyper-growth in their Hispanic student populations since 1993-94. Among Asian suburban students, numerous school districts in the Dallas-Fort Worth and Atlanta metro areas are among the 25 fastest-growing suburban school districts.
• Though there has been a marked diversification of many of the nation’s suburban school districts, this does not necessarily mean that suburban students are experiencing greater racial/ethnic interaction at the level of the individual school.
• If suburban schools are highly segregated, with whites attending one set of schools and minority students a different set of schools, then minority student growth will not result in suburban white students attending schools with greater proportions of minority students and will not increase the exposure of white students to non-white students.
• When students of different racial/ethnic background do not attend the same schools, the potential exists that they also may not attend the same type of schools, i.e., schools of similar quality and level of resources.
• Some evidence suggests that racial imbalances in peers have significant effects on minority student achievement (Hanushek and Rivkin, 2006; Harris, 2006).
• Public opinion surveys reveal that adults by large margins support having America's racial/ethnic mix represented in the student bodies of public schools (Elam, Rose and Gallup, 1996).

• Read the Full Report

To order a hard copy of the report, contact:
Pew Research Center 1615 L Street, NW, Suite 700 Washington, DC 20036-5610