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May 2015 IDRA Newsletter: Language
“The challenge before us is not that the faces or the languages of our nation’s children are changing. Change is not new. In fact, our challenge is not our children at all, but rather our capacity, commitment and will as adults to achieve excellence in education for all students – every one.” – Dr. María “Cuca” Robledo Montecel, IDRA President and CEO
Published 10 times a year, each edition explores issues facing U.S. education today and strategies to better serve every student. This newsletter is published in print and on the IDRA website, in addition to this eLetter format.
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English Language Learners and the Future of Texas – An Overview of Symposium Discussions, Policy Implications and Next Steps
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by Albert Cortez, Ph.D.
On February 2, 2015, in San Antonio, IDRA convened a gathering of educators, researchers, policy reform advocates, and civic leaders to examine the status of English language learner education in Texas. The event was the first annual IDRA José A. Cárdenas School Finance Fellows Program symposium and was hosted by Our Lady of the Lake University’s Mexican American Studies Center.
Participants included more than 90 educators, university faculty and staff, state policymakers, researchers, and civic and community leaders who gathered to examine new research on ELL education in Texas, discuss pressing reform issues, and develop policy recommendations for improving the educational outcomes of one of the nation’s fastest-growing and increasingly geographically dispersed student populations.
Presentations included an overview of the status of English language programs and policies with summary information on the 900,000 ELL students enrolled in Texas public schools, issues that impact the type and quality of programs offered to those students, and development of policy recommendations for improving services provided to this student population.
Participants discussed an overview of ELL education in the state, including a long history of the under-funding of programs serving these students and the related gaps in academic performance between ELL and non-ELL students on the state’s academic exams. Researchers made reference to changing demographics in Texas and around the country and the need to recognize that failure to improve the educational outcomes and related economic opportunities for all students, and especially ELL students, will have serious negative economic consequences for the state’s and nation’s long-term economic well-being.
Dr. Oscar Jimenez Castellanos, IDRA’s inaugural Jose A. Cárdenas School Finance Fellow recipient, shared his key findings from a year-long study of secondary level ELL programs in Texas. – Keep reading
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Federal Guidance on Schools’ Civil Rights Obligations for English Learners
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by Kristin Grayson, Ph.D.
Attention schools and schools districts! New guidance addresses a topic that is timely and must be immediately addressed. On January 7 of this year, the U.S. Departments of Education and Justice issued a significant guidance document concerning the obligations that school districts and states education agencies have in providing equal access for English language learners (ELLs) to a quality education.
This guidance comes at a time when our nation is celebrating the important milestone anniversaries of the passing of the Civil Rights Act in 1964 and the Equal Educational Opportunities Act in 1974, and the Supreme Court case, Lau vs. Nichols in 1974. It also comes at a time when diversity in public schools continues to increase as evidenced in the new Civil Rights Data Collection database. According to the Institute for Education Sciences, ELLs constitute 10 percent of the student population in this country – over 4.7 million students.
They are protected by law to an equitable education with equitable outcomes of student success. However, this is usually not reflected in data of their academic performance and/or treatment and opportunity in schools. – Keep reading
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The Role of Conversation – Engaging Students in Critical Thinking through Dialogue
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by Paula Johnson, M.A.
Although teachers may be proficient in their subject area knowledge, many do not employ instructional strategies that engage students in academic discourse. Research by Schoen, et al. (2003) stresses the need for professional development that guides teachers and, in turn, students in redefining their roles in the development of knowledge. Providing teachers with professional learning in the use of instructional conversations and higher-order questioning is a critical element in laying the foundation for meaningful learning.
How do peer conversations about a student’s approach to a problem or conjecture regarding an idea develop critical thinking skills? What constitutes meaningful discourse? Is it possible to effectively increase understanding and engagement by delivering instruction through a student-centered dialogue model? In this article we will investigate the role that conversation plays throughout instruction toward building teacher capacity and student self-efficacy in subject matter knowledge.
Research supports the premise that in order to meet the challenges of an increasingly diverse population of learners, we must employ a student-centered approach to teaching and learning that not only relays instructional content, but also engages students in authentic activities that elicit disciplinary discourse (Lampert, 2004). – Keep reading
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IDRA Analyses Show Texas Equity Gaps would Widen under Proposed School Funding Measure
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Data Presented in Texas House Public Education Committee Hearing on CSHB 1759
David Hinojosa, J.D., IDRA national policy director, presented expert testimony in April based on IDRA’s analysis of Committee Substitute House Bill 1759, put forth by state Rep. Jimmie Don Aycock, who chairs the House Public Education committee, in an attempt to improve the way Texas funds it public schools.
“We appreciate Chairman Aycock for taking the leadership role in presenting a school finance plan this session that seeks to put more resources into public education,” summarized Mr. Hinojosa. “Unfortunately, the plan fails to continue that trek toward greater equity and instead puts significantly greater resources, on average, in the wealthiest districts.”
IDRA’s analyses show that the measure fell short by:
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Increasing the inequitable funding between students in the poorest districts and those in the wealthiest districts;
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Failing to address the inadequate funding and opportunities for economically disadvantaged and English language learner students; and
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Failing to provide sufficient revenue to ease the tax burdens of several property-poor school districts taxing at or near the cap of $1.17. – Keep reading
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Meet Paula Johnson, M.A. IDRA Education Associate
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This year, the IDRA Newsletter is highlighting our staff’s varied and diverse talents and backgrounds. Paula Johnson, M.A., is a member of IDRA’s Department of Educational Transformation and Innovation. She also serves as an equity specialist for the IDRA South Central Collaborative for Equity, a federally-funded equity assistance center.
Ms. Johnson has served in the education field for nearly 20 years. Though she has a passion for teaching and learning, she possesses an artistic side. Throughout her life, Paula has performed on stages: dancing, singing, acting, reciting poetry and playing the flute. Behind the scenes, she has acted as both choreographer and producer. She plans to add author to the list by fulfilling one of her dreams of publishing a book, co-authored by her mother. The Mother’s Handbook (in the making for almost 30 years) is a guidebook full of parenting advice from a precocious adolescent to her mother based on her rules regarding situations she finds herself in.
Education has been a constant is Paula’s life. She has known that she wanted to be a doctor from an early age. For the past two years, Paula has studied at Texas State University pursuing a doctorate in mathematics education. Realizing that her research aspirations were moving in a different direction, she sought to return to the University of Texas at San Antonio to complete her doctoral studies. In Northside ISD, she was the mathematics department coordinator and academic coach. Recently, Paula received news that she has been accepted into the fall 2015 cohort for the Interdisciplinary Learning and Teaching doctoral program. She has chosen to focus on curriculum and instruction. She is dedicated to the achievement of mathematical literacy and understanding for students of all ages.
Paula considers family her greatest treasure. She enjoys spending as much quality time as possible with her husband, three children, close friends and relations. She loves to entertain and hosts several events at her home throughout the year to bring her loved ones together for fun, food and fellowship. – See online
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Classnotes Podcasts on Language
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