A new report from SchoolsMovingUp discusses closing the achievement gap for hispanic students. Here are some of the recommendations:
- Recognize and share with colleagues that the majority of Hispanic children in ELL classes are U.S. citizens by birth
- Clearly define Limited English Proficient (LEP) and former LEP students in Title III of the reauthorization of the Elementary and Secondary Education Act
- Create a 50-state consortium to share best practices and develop common academic standards, assessment, and reclassification procedures
- Recommend teacher education policy to ensure all current teachers and teacher candidates learn about second language and literacy acquisition, reading across the content areas, and sheltered instruction and ESL methods
- Educate parents about college requirements and funding options for post-secondary education
- Educate and prepare students for various workforce opportunities in addition to traditional college options
State and local level:
- Introduce college awareness in middle school
- Coordinate in a comprehensive manner the policy and procedures in ELL placement, reclassification, and assessment;
- Call for transparency in ELL placement, assessment, reclassification, and aggregate public dissemination of the data
- Recognize and reduce disparities across schools in the quality, experience, credentials, and professional training of teaching staff
- Require objective data on the effectiveness of different instructional programs
SchoolsMovingUp, a WestEd initiative, helps schools and districts address the challenge of raising student achievement. In an interactive web format, SchoolsMovingUp offers resources to help education professionals make sound decisions and take action in their school reform efforts. You may remember our post on Doing What Works, also a WestEd initiative.
For the access to the entire report please visit SchoolsMovingUP.