IDRA Newsletter, 2001

DOCUMENT RESUME

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AUTHOR Montecel, Maria Robledo , Ed.; Goodman, Christie L., Ed. TITLE IDRA Newsletter, 2001. INSTITUTION Intercultural Development Research Association, San Antonio, TX ISSN ISSN-1069-5672 PUB DATE 2001-00-00 NOTE 155p.; Published 10 times per year. For volume 27, see ED 448 974. AVAILABLE FROM IDRA, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710. For full text: http://www.idra.org/Newslttr/Newslttr.htm. PUB TYPE Collected Works Serials (022) JOURNAL CIT IDRA Newsletter; v28 n1-10 Jan-Dec 2001 EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Advocacy; Bilingual Education; *Bilingual Education Programs; Community Involvement; Dropout Rate; Early Childhood Education; *Educational Change; Elementary Secondary Education; *Equal Education; Foreign Countries; *Hispanic American Students; Mexican American Education; Minority Groups; Professional Development; Program Effectiveness; Teacher Education IDENTIFIERS Brazil; Technology Integration; *Texas

ABSTRACT The 10 issues of IDRA Newsletter published in 2001 focus on education in Texas and on national and statewide educational issues concerning minority, low-income, or bilingual students. Feature articlesare: "Challenges and Strategies for Principals of Low-Performing Schools" (Abelardo Villarreal); "Coca-Cola Valued Youth Program in Brazil: Valuing Youth across Different Cultures" (Felix Montes); "Once Texas' Lowest Ranking School, Fox Tech High School Wins the National Blue Ribbon" (Rogelio Lopez del Bosque); "The Missing Piece of the Puzzle: Opportunities To Learn" (Pam McCollum); "Use of Tests When Making High-Stakes Decisions for Students" (Bradley Scott); "Transitions from Schools to College: Getting There from Here" (Albert Cortez); "Community and Parent Involvement in Education" (Micaela Diaz-Sanchez); "My Magnificent Twenty" (Jose A. Cardenas); "Boosting Our Understanding of Bilingual Education: A Refresher on Philosophy and Models" (Adela Solis); "'Recess' Provides Cognitive, Social and Psychomotor Opportunities for Growth" (Yojani Fatima Hernandez); "Brain Development and Mastery of Language in the Early Childhood Years" (Elaine Shiver); "Coca-Cola Valued Youth Program Addressing the Digital Divide" (Linda Cantu); "The Diversity Bookmarks Collection: A Tool for Optimizing Teacher Usage of the Web" (Laura Chris Green); "Enriching Your Classroom through Equitable Technology Integration" (Jack Dieckmann, Abelardo Villarreal); "Transformative Leadership in Latino Communities: A Critical Element in Successful and Sustainable Educational Change" (Rosana G. Rodriguez, Abelardo Villarreal); "Early Childhood Education" (Jose L. Rodriguez); "Successful Bilingual Education Programs: Criteria for Exemplary Practices in Bilingual Education" (Maria Robledo Montecel, Josie Danini Cortez); "Transforming Teachers with FLAIR" (Juanita C. Garcia); "Teacher Shortages: Implications for Reform and Achievement for All Students" (Albert Cortez); "High Expectations, Substandard Results: The 2001 Texas Legislative Session" (Maria

Reproductions supplied by EDRS are the best that can be made from the original document. Robledo Montecel, Albert Cortez); "Destined To Get an Equitable System of School Funding" (Anna Alicia Romero); "Successful Bilingual Education Programs: 10 Schools Serve as Models" (Maria Robledo Montecel, Josie Danini Cortez); "Texas Study Profiles Successful Bilingual Education Programs" (Oscar M. Cardenas); "Missing: Texas Youth--Cost of School Dropouts Escalates" (Roy L. Johnson); "Successful Bilingual Education Programs: Student Assessment and Outcomes" (Maria Robledo Montecel, Josie Danini Cortez, Albert Cortez); "Successful Bilingual Education Programs: Indicators of Success at the School Level" (Maria Robledo Montecel, Josie Danini Cortez); and "Bullying and Teasing in Elementary School" (Aurora Yanez). (Contains a cumulative index, January-December 2001.) (SV)

Reproductions supplied by EDRS are the best that can be made from the original document. IDRA Newsletter, 2001

Volume 28 Numbers 1-10 January-December 2001

Intercultural Development Research Association

PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office ol Educational Research and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization Li) Go.c -t..c. oliginaling it. 0 Minor changes have been made to rssi 2 improve reproduction quality. (11 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Q.) at- BEST COPY AVAILABLE DEVEzo IDRA Focus: SELF RENEWING SCHOOLS...LEADERSH1P

c4° IDRA Newsletter 1 ISSN 1069-5672 Volume XXVIII, No. 1 January 2001 0 0 1P S tt'c9 -ICH ASS° Challenges and Strategies for Principals of Low-Performing Schools belardo Mame,

inside this Issue: School principals are challenged toinsights on how to frame responses to create the climate, structures and practices these challenges. 4 Attributes for school and for academic success of all students. A student success new principal in a school with a highsynthesis of the Litevature 4. The Coca-Cola Valued Youth percentage of English language learners Successful campuses "talk the walk" Program in Brazil and a campus considered academically(articulating what needs to be done) and low-performingmaybeespecially"walk the talk" (doing what should be 4- Early childhood educators challenged to create that climate. done). These campuses evolve in academic event new information As a new principal, your school is environmentsthataredeterminedto familiar. The campus has a turbulent past, succeed and have no excuses for anything has had a reshuffling of staff, and needs aless than success. They use and teach in new beginning for students who expectEnglish and the native language. These educational equity and excellence and a fair campuses embrace a philosophythat chance to graduate from high school andvalues what English language learners college. You are expectedto employbring to the school another language, innovative school reform initiatives adapted anothercultureandasetof unique to address English language learners, whoexperiencesthatarenot part of the nationally still remain a most academically mainstream. Successful campuses capitalize neglectedandshortchanged group ofon students' language and culture and students. You will be faced with the critical consider them national assets that should task of achieving equity-based educationalbe preserved and utilized. excellence and a challenge to balance Principals of these campuses are instruction that prepares all students for informed about the most recent knowledge state criterion and achievement tests andoflinguistic,cognitiveandsocial teaches a curriculum that is comprehensivedevelopment of English language learners. and more encompassing. Many principalsTheseprincipalshavebeenableto are faced with similar situations. neutralize or circumvent the effects of The purpose of this articleisto contextual issues (poverty, violence, etc.) provide principals with a framework forwithin families and communities on the executingresearch-basedchangesand qualityof education and achievement provide suggestions and procedures foroutcomes of English language learners. achieving these changes. First, this article The box on Pages 8 and 9is a gives a synthesis of the literature of whatchecklist that elaborates on the research- works in schools with high concentrationsbased attributes that contribute to school of English language learners. Second, thisand student success. Key indicators of articlediscusseskeychallengesthat school successare categorized by 10 principals face in campuses with theseattributesand may beusedasthe demographics. Third,itprovides some Challengescontinued on page 2

3 - Challenges continued from page I Excuses," describes how,inspiteof framework on which to build a blueprint for Mese ¢aumpuses egmbvace a numerous obstacles and difficult odds, change. This blueprint is framed in school teachers and administrators are able to do phn@s©plivghag uaDues improvementplansthathavebeen what they feelis needed in order for developed after consultation with personnel whag EnOsh Ilansaaze students to be successful. A task for the at institutions of higher education, teachers, Bearrnevs bv6no g© ghe s¢hon[l principal is to get teachers, administrators, parents and community members. families and communitiestogetherto an©gliev Danguage, develop a vision that is inclusive of all Chalienges in !Framing a an ghev 'maws and a seg ©g students. Non-negotiable at these meetings Bluegalin2 flor Change empeden¢ s ghag aveare the following ideas: Strive high; Every Principals assigned the responsibility student has the potential; No excuses; Si se of turning around a campus that has beennapave ©g ghenaMnsgweam. puede [Yes, it's possible] (Lein et al, 1997). struggling with academic low performance A diversity of languages and cultures and a negative image in the minds of thebanners that convey high expectations in intheschool was validatedthrough major stakeholders in the community are both English and the native language. One various cultural celebrations and integrating faced with complex and difficult challenges. school had a banner that read: "Only English language learnersinas many Below is a list of these challenges and aapathy will stop us from reaching the classes as possible. For example, at the first discussion of successful strategies thathighest star [Sololaindiferencia nos staff meeting of the year, the principal made have been used tocreatethe changepuede parar de lograr la meta mas alta]."ita point to talk about the different opportunitiesconducivetostudentThis banner was on the school marqueelanguages and cultures represented at the success. Student achievement and success and would be placed at the entrance of each campus. Part of the principal's message in other school endeavors are central towing. Furthermore, teachers were asked to was to use this campus asset and capitalize any vision and strategy used to guidediscuss with students each morning whaton it by discussing in teacher meetings and school reform efforts. thismeant.Teachersandstudentsclasses the benefits of diversity. Students Challenge 1: Improve the schoolcollaboratively would identify their goal forwere provided an option to learn another climate. The climate that surrounds the that day. Families received training from the language.Inthisparticularcase,a instruction of English language learnersschool on ways to set and communicateparaprofessional who was a teacher in must be positive, encouraging, and inviting high expectations for students. WheneverMexico but did not have certain related for teachers, students and their families. Athe school failed to reach its goal, the focus credentials in the United States was hired sense of optimism and commitment mustwas not on finding an excuse but on how toto teach Spanish. Each class had at least 45 prevail. Administrators and teachers canadjust the instruction. minutes a week of Spanish language communicate high expectations to students, In a study by The Charles A. Dana instruction. including English language learners, andCenter at The University of Texas at Challenge 2: Establish and nurture can show particular manifestations of high Austin,SuccessfulTexasSchoolwidehuman relationships among educators, expectations. Programs, the authors outline their findingsteachers and administrators, among Some schools do this by creatingaround seven themes. One theme, "No Challenges continued on page 7

The IDRA Newsletter (ISSN I 069-5672, ©2001) Checklist of Attributes serves as a vehicle for communication with Publication offices: ...for Student Success educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 Highlights of Recent cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 Texas and across the United States. www.idra.org [email protected] IDRA Activities Permission to reproduce material contained Maria Robledo Montecel, Ph.D. Resources on School herein is granted provided the article or item isIDRA Executive Director reprinted in its entirety and proper credit is Newsletter Executive Editor Renewal & Leadership given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L. Goodman, APR Early Childhood IDRA Newsletter productiOn offices. Editorial IDRA Communications Manager submissions, news releases, subscription re- Newsletter Production Editor Educators Conference quests, and change-of-address data should be submitted in writing to the IDRA Newsletter Sarah H. Aleman ENLACE Enters production editor. The IDRA Newsletter staff IDRA Data Entry Clerk Phase II welcomes your comments on editorial material. Newsletter Typesetter

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The IDRA Coca-Cola Valued Youthcome together to launch a new product orthe program. Team members include school Program is a cross-age tutoring programto create a new alliance to improve the principals, counselors, teachers, and IDRA designed to reduce the number of students standing of their respective organizations. staff and/or consultants. Following are who drop out of school. The innovative Instead, they came together to improve, in asome of the considerations the team in program was developed by IDRA in 1984 in verytangibleway,theeducational Brazil faced in order to operate the program San Antonio. The Coca-Cola Valued Youthopportunities of youth in at-risk situations appropriately there. Program places secondary students who inBrazil by implementing the IDRA First,theimplementationteam are considered at risk of dropping out ofCoca-Cola Valued Youth Program. embraced a fresh approach to the adaptation school as tutors of elementary students, of program materials to local conditions. enabling the older students to make aMapging 2he Beasilian School Cordeng Thisrequireda thoroughrevisionof difference in the younger students' lives. A guiding principle of the program is existing materials (student materials and With a growing sense of responsibility andthat it be carried out in a socio-cultural and implementation guides) to ensure that the pride, the tutors stay and do better ineducationalcontextthatintegrates language usage was appropriate to present- school. The program supports them withseamlessly into each specific educational day Brazilian Portuguese. Also, a concerted positive recognition and instruction. system and that, at the same time, it retainseffort was made to ensure that the words, The program has primarily operated its intrinsic philosophical base of valuing.terms and phrases used actually captured in schools in the United States. ThroughGiven the vastly difference in educational the meaning and intention of the program, specialcircumstances, I DRA is systems in the United States and Brazil, thisas applicable to Brazilian culture and the implementing itin England and, mostpositionrequiredtheimplementationeducational system. This required both a recently, in Brazil. process inBrazil to proceed with thedeep understanding of the program and A few years ago a number of leaders greatest care at all levels. As in all program knowledge of Brazilian Portuguese and the from public and private institutions did notschools, an implementation team guides Brazilian educational system. Second, the team weighed unique considerations for selecting which schools Take the IDRA Newsletter Field Trip! would participate. Team members visited several interested schools and interviewed G© personnel. The schools that made it to the programwerethosein whichthe n Wet administrators and teachers were: (a) very strong, active leaders; (b) committed to the program philosophy -0- Related IDRA Newsletter articles and all students are valuable, none isexpendable; and (c) projects stronglyconnectedtotheschool Statistics, definitions, etc. neighborhoodandcommunity.This 4-Internet resources provided an appropriate environment for 4- Internet links the program to operate. The team selected two schools, one in Rio de Janeiro and another in São Paulo. Register for a special prize! Third, traditionally, the Coca-Cola Valued Youth Programisa between- Answer the question of the month! schools program, with students from a Each month we will ask a new question for readers online. A sample of middle or high school tutoring students at a responses will be posted online. nearby elementary school. In Brazil, the program was adapted to local conditions by developing a within-school model as the This month's question is... most appropriate type. Primary schools in What "best practice" ideas have worked for you to gain Brazil typically have students from first to greater parent involvement in your school or university? eighth grade. Therefore, students of the higher-grade levels (six through eight) ra.4 wig tutored lower grade level students within Valuing Youth - continued on page 4

January 2001 IDRA Newsletter Valuing Youth -continued from page 3 activities and sometimes served as a the same school. The highest number of One tutsaid the bet ve conduit between thetutors and the school desertions (or dropouts) in Brazil teacher coordinators in difficult matters. are found in the sixth through eighth artickating in the Noca-Cola Teachers recognized tutor participation grades. Valued Youth Program] he was and took these activities into account Finally, because of various socio- nev r concerned with th for their final assessment. The review of economic issues, includinglateschool aldren lF.dh ng on the streets, the program's key elements and their entrance, irregular school attendance and strong relationship with the high incidence of retention, general over- now he has dedded that ne recommendedBraziliancurricular agedness is a common occurrence in Brazil. of his goals in life Os guidelines provided a rationale for these Students in the first and second grades to create an organization teacherstoperformthisoperation may well be 10 or 11 years old. Students in within a theoretical framework. the seventh and eighth grades may be 18, to help these children. Tutors received more than 50 tutoring 19 or 20 years old. Given the advanced age classes during the program pilot phase. of both groups, special care was given to Some aspects of the program were This was a combination of the regular the pairing of tutors and tutees. Thenot implemented fully for two reasons: program weekly classes for tutors and Coca-Cola Valued Youth Program in the program adaptation and limited resources. additional informal classes provided by United States includes adult supervision asMaterials, curriculum and some activities the teacher coordinators to ensure tutor one of its core components. In the Brazilianwere adapted or developed at the same time preparation. This is a significant number environment, this was emphasized even the program was being implemented. This consideringthattheprogram only more, and the presence of the teacheris understandable and was expected. The requires 30 classes. coordinators, other teachers and parents most important limiting factor was the lack Participationbyallpartieswas during program activities was always veryof resources for lesscriticalactivities, exemplary.Theprincipals,teacher important. which,nonetheless, formpartof the coordinators, other teachers, tutors and program. tutees joined for the field trips, attended Operating the Program For example, the schools in Brazil did the guest speaker conversations, and The Coca-Cola Valued Youth Program not have resourcesfora number of actively participated in project meetings is a comprehensive approach that deeplyrecommendations the program has for an and evaluation focus groups. transforms the relationships of alltheoptimal family involvement component. Coca-ColaValuedYouthProgram participants within their own group, amongThese recommendations include having a schools hold a recognition event at the the groups, and of each participant withfamilyliaisonandoutreachworkers, end of each year to celebrate the tutors' himself or herself. providing transportationfor parents to contributions and achievements. The The Coca-Cola Valued Youth Program meetings and special events, providing end-of-year event in Brazil was a whole is made up of five instructional strategieschild care for parents attending school community affair, with participation that are intimately related to the tutors' functions, and giving stipends to parents fromtheschoolneighborhoods, activities:classesforstudenttutors, attending training sessions. It is important Coca-Cola Brazil, PANAMCO/Spal, the tutoring sessions, field trips, role modelingto underscore, however, that the core Secretaryof Education,theentire and student recognition. The program alsoelements ofthe family involvement strategy school, and families of the tutors, tutees has five support strategies that are relatedwere implemented at a 100 percent level for and other students. to the adult activities to support program the program as a whole and for each school. implementation and evaluation processes: This extremely successful Successful Results curriculum, coordination, staff enrichment, implementation also was demonstrated by The evaluation of the Coca-Cola parent involvement and program evaluation. the commitment shown by all stakeholdersValued Youth Program at each participating To facilitate implementation, there is involvedasseenbythefollowing school is an integral component of the a checklist for each of these 10 strategieshighlights. program. It allows implementation teams to that includes five to 20 steps or elements. Students sometimes tutored more thanfind deviations from the expected results Some elements are critical to the program's the required four hours per week and and to plan appropriate adjustments. success regardless of the location. Others spent a significant amount of time in Focus group interviews and personal areconsideredimportant or desirable other program activities and interacting interviews of participants in Brazil were based on the school setting. with program staff. Tutors developed a extremelypositive.Schoolpersonnel, IDRA conducts an evaluation each strong connection with their teacherparents and tutors gave the program much yearforeachparticipatingsitethat coordinators, whom they came to see as praise. School staff were surprised at the measures the program's impact as well as mentoringadultswho theycould extraordinary effects the program had on its implementation. During the first year consult for anything, including personalthe tutors, especially improved discipline, that the program was in Brazil, the pilot matters. self-concept,dedicationtotheir phase, the elements for the instructional The implementation team set up an education goals, and renewing their views and support strategies were carried out importantinnovationof havinga about life and its possibilities for the future. successfully. The implementation team student leader for the whole tutor group.(These are the same adults who just a few clearly placed appropriate emphasis on the This tutor leader assisted the teachermonths ago had serious doubts about the critical elements. coordinator with coordinating tutoring Valuing Youth continued on page 5 January 2001riIDRA Newsletter IDRA Coca-Cola Valued Youth Program in Brazil, 1999School Year

Total # Tutors Completing Completion Tutors DroppingDropout City TutorsTuteesof Students the Program Rate Out of School Rate Sao Paulo 25 75 100 22 88% 4% Rio de Janeiro 25 75 100 25 100% 0 0% Total 50 150 200 47 94% 1 2%

Tutors' Gender Tutor Grade Level Tutors' Age Male 42.6% Sixth 61.7% Average 15 Female 57.4% Seventh 27.7% Range 13 to 20 Eighth 10.6%

Intercultural Development Research Association

Valuing Youth continued from page 4 measures, IDRA examines quantitativeself-concept,futuregoals,discipline, future possibilities of these students.) measures collected on a pre-test and post-hygieneanddress,andattendance. Parents attributed the program withtest basis. These measures include tutorStatistically significant improvements also saving their children from the perils of the self-concept,attitudestowardschool, were registered in tutors' ability to socialize streets and instilling in them a reneweddesire to graduate and final year grades. into their school environment and with commitment to their education, families andThe box above shows a profile of theschoolmates; and their relationships with society. The program was instrumental in students participating in the program. teachers,parents,administratorsand creating a more constructive relationship Fifty tutors and 150 tutees in two counselors. Finally, statistically significant between schools and parents. schools participated in the first year inimprovements were registered in tutors' One principal stated: Brazil. The program completion rate amongacademic achievement, interest in school Before the program, parents would tutors was 94 percent. The dropout rate forand interest in class. come to my office to complain about the tutors was only 2 percent. These results The tutees' teachers were asked to problems with the school. Now many were similar to those in the United States. evaluate the tutees at the beginning and of these same parents come to the There were slightly more girls (57.4end of the school year using a similar but school to thank us for the opportunity percent) than boys (42.6 percent) whomore simplified instrument. They evaluated offered,totheirchildreninthe participated in the program. Most tutorsthe tutees in the same three general areas of Coca-Cola Valued Youth Program. were enrolled in the sixth grade (61.7behavior, relationship and academics. The IDRA completed four case studies ofpercent), with 27.7 percent in the seventhtutees were evaluated through nine discrete tutors who were selected because theygrade and 10.6 percent in the eighth grade. concepts, from self-concept to interest in overcame difficult challenges and excelled The tutor average age was 15 and rangedclass. in their roles as tutors, in their academicfrom 13 to 20 years old. Statistically significant gains were performance and in their private lives. In The pre-test and post-test analysisdetermined in eight out of nine survey several hours of candid conversations,showed that the qualitative perceptionsconcepts:self-concept,attendance, these tutors explained the changes in theirheld by school staff, parents and tutorshygiene and dress, ability to socialize into lives in the context of family, school andwere completely justified. The tutors made theschoolenvironmentandwith friendships. They showed a deep sense ofsignificant gains in most aspects of theirschoolmates,academicachievement, humanity as they gained new perspectivespersonal and academic lives. The teacherinterest in school and interest in class. for what is really important to them in life. coordinators and the tutors' teachers were The analysis shows thatallthe Onetutorsaidthatbeforeaskedtoevaluatethetutorsatthestudentstutors and tuteesexperienced participating in the program he was neverbeginning and the end of the school year.a profound and positive change in their concerned with the children living on theThey evaluated the tutors in three general lives as a result of their participation in the streets, now he has decided that one of hisareas:behavior,relationshipsand program. goals in life is to create an organization toacademics. They also evaluated the tutors In addition, impressive gains were help these children. through 15 concepts, from self-concept toobtained in tutors' academic performance. Another tutor expressed her hopes desire to graduate. In the Sao Paulo school, tutors' passing for her tutees, "I hope that the tutees will Pre-testandpost-testratings rateafter participating in the program grow up and one day we will all meet, and Iincreased significantly (p < .05) in all theimproved from 64 percent to 91 percent. In will be very happy to know that they grew three general areas and in 14 out of the 15 the Rio de Janeiro school, the improvement up with my help." concepts.Statisticallysignificantwas from 60 percent to 96 percent. In additiontothequalitativeimprovements were registered in tutors' Valuing Youth - continued on page 6

14.), January 2001 IDRA Neyisletter Valuing Youth continued from page 5 poor neighborhoodsthat at the same time program financially, by paying for all Reflection were led by flexible, pro-active and veryaspects of program implementation and Clearly, the Coca-Cola Valued Youth engagedleaders.Theprincipalsand activities. They also provided staff from Program in Brazil represented a turningteacher coordinators made the programthese companies who spent a significant point for these tutors, their families and thetheir own. In fact, they were the principal amount of their own time as integral parts of schools. The program also affected theforce behind the program adaptation andthe implementation team, an unparalleled implementation team deeply. As a result,the development of new materials. Theycommitment we had not often seen before. the program has expanded from twosaw the program as a raw jewel very One aspect of the program, often schools during the pilot phase, to fiveprecious in its intrinsic value but needing sited by Brazilian teachers as extremely schools during its second year and toto be molded and polished, and they did novel,isits strong and comprehensive seven schools foritsthird year (2001 just that. The result was a sparkling jewel. interconnected strategies. The Coca-Cola school year). By the year 2002, the program And the work is not finished. The program Valued Youth Program has more than 50 will have 1 I schools in at least four cities incontinues to be adapted and materials small and large elements that are assembled Brazil. By all accounts, the program hascontinue to be developed as the programin a seamlessly interconnected network. been a great success. expands to new schools. Although some elements are more important Followingare reflectionsand Providing the appropriate support thanothers,each plays animportant discussions resulting from my experiencewas extremely important. The IDRA teamfunction. The more the team members as a member of the implementation team. traveled to Brazil often, at least four times alearned about the program, the more they They further elaborate the reasons behindyear, to provide staff training, help with the marveled at its wonderful structure and such anextraordinarysuccessin school selection,participate in delicate interconnections. intercultural, international collaboration for implementation team meetings with the On August 19,1998, during the the educational improvement of studentsschool staff, and hold general strategicceremony to sign the contract between the who once were considered atrisk ofplanningmeetingswiththepartners.Coca-Cola Company and the Brazilian dropping out of school. Members of the Brazilian team traveled to Ministry of Education, the Minister, Dr. One crucialaspectwasthethe United States for a variety of purposes, Paulo Renato Souza, recalled a question a commitment to respecting both the local including observing tutoring and visitingyoungster once asked him duringhis culture and the program's basic valuing with school staff where the program is participationinatelevisionprogram. philosophy. From the very beginning, itoperating. Between thevisits,support"Minister," the child asked, "why are there was clear that the people involved would happened continuously through electronicgood schools and badschools?" He have to learn from each other. The IDRAmeans, including e-mail, telephone andresponded that the difference is that the team members learned about the Brazilianvideo conferences, and through electronicgood schools have support from all the socio-cultural and educational environment, group (e-group) communications. Thus, community the parents, the local and specifically the conditions of the schoolsthe team used modern technology tonational governments, the private sector where the program would be implemented. further the program goals. and the non-profit sector. The Coca-Cola It was important to be patient, be flexible, The Brazilian team members areValued Youth Program in Brazil is an allow people to learn at their own pace, andmeticulous record keepers. Although most excellent example of how a community, be ready to move to the next level when the educational programs in their schools did includinginternationalpartners,have situation demanded it. not have the rigorous evaluation of thegotten together to create good schools, The Brazilian team members learnedCoca-Cola Valued Youth Program, theyschools that value all children. about the program, about the valuingembraced it and appreciated its value. This philosophy(arathercounter-intuitiveperspective made it easy for the team toResources approach to education), and about theconduct implementation and evaluation Montes,F.Coca-ColaValued Youth need to review these concepts again andsimultaneously, which is the intention of Program Pilot Phase Report: Rio de again.Oftenoneunderstandsthese the program. In this way, the team was able Janeiro and Silo Paulo, Brazil (San concepts atanintellectuallevelbutto pinpoint deviations early and correct Antonio, Texas: Intercultural continues to apply the traditional deficit them and, as shown in this article, collect DevelopmentResearchAssociation, in model practice.Throughfrank importantdataabouttheprogram's 2000). discussions and a real commitment to make effectiveness. The evaluation instruments Robledo Montecel, M. "IDRA Coca-Cola the program work for the students, all teamand procedures were also refined over time. Valued Youth Program Model Dropout members learned to better communicate Thus, the program has a strong evaluation Prevention Program," IDRA Newsletter with each other and to understand each component bothintheory and, more (SanAntonio,Texas:Intercultural other at a deeper level. importantly, in practice. DevelopmentResearchAssociation, It was critical to select the right Of paramount importance was the October 2000). schools for the pilot phase. In Brazil, as in commitment at all levels and the strong theUnitedStates,the schoolsarea support from philanthropicinstitutions,FelixMontes,Ph.D., istheIDRA reflection of their society. Therefore, therenon-profit organizations and the privatetechnology coordinator and a research isgreatdisparity among them. The sector. The Coca-Cola Foundation in the associateintheIDRADivisionof selection team was able to pinpoint schools United States, Coca-Cola Brazil in Rio deEvaluationResearch.Commentsand that were very poor, serving studentsJaneiro, and PANAMCO/Spal in São Pauloquestions may be directed to him via e- coming from nearby favelas extremely provided extraordinary support tothe mail at [email protected]. January 2001 IDRA Newsletter 8 Challenges - continued from page 2 for the academic achievement of educators and students, and among English language learners? educators and families. Goldenberg and Have you created a "community of Sullivandescribeleadershipasthe mind" as reflected in a shared vision "cohesion that makes the other elements and expectations of English language and components" of a program work learners? together to create positive change (1994). Doesyourfacultyconsider Principals are charged with the task of community people and families ofraiseteacher expectationsistoraise establishing and nurturing relationships studentsasassetsthat must bestudent achievement by helping teachers that collectively can have an impact on the tapped to form partnerships with acquire skills and knowledge needed to be quality of a transitional bilingual education school people to design and delivermore successful with students, rather than programinaschool.Theissueof the best education possible for allexhortingteacherstoraisetheir relationships cannot be underestimated as students? expectations" (1997). The need to provide a potent factor in creating an environment Otherrelatedchallengestotheprofessionaldevelopmentopportunities conducive to learning. principal include: (1) creating an impetusthatarecloselyassociatedwiththe In 1992, the Institute for Education and a vision of success without boundaries;instructional design or model cannot be and Transformation at Claremont Graduate (2)nurturingexemplaryeducational overemphasized. Topics include specific School issued a report of research involving environmentsthatpromoteacademic learningandmetacognitivestrategies, fourculturallydiverseschoolsthatsuccess and a safe, orderly and caringcooperative learning and thematic units in demonstratethepowerthathumanenvironment; (3) leveraging funding tothe native language and English. relationships have on keeping and engaging garner necessary resources; (4) establishing Most of the literature on effective students in school. Sergiovanni summarizes and consistently nurturing a "sense ofbilingual programs document teaching these findings around seven themes, each family"; and (5) providing opportunities forpracticesthat have been observedin stressingtheimportanceofcaring staff,students and the community to classrooms where English language learners relationships based on mutual respect andcelebrate their successes. succeed academically. For example, Collier trust(1994). Furthermore, each theme Challenge 3: Provide opportunitiesidentifies three major themes: (1) highly relates some of the problems that emerge for collaborative planning and designing interactive classrooms, (2) problem-solving when such relationships are nonexistent orcurriculum andlessons.Sergiovanni activities, and (3) inquiry and discovery weak. Lessons learned from the studydescribes the context of a request for learning activities (1995). Zehler augments include the following. collaborativeplanning,"Ambivalence this list to include a predictable environment, Student depression and hopelessnessbetween the value of individualism and theactiveparticipationin meaningful and are the byproducts of poor relationships need for community accounts for ourchallenging tasks, and providing support betweeneducatorsandstudents. discomfort whenever someone suggests for understanding (1994). Schools must emphasize the importancethatteachingpracticebecomemore Challenge 5: Recruit competent of creating a partnership relationship collective" (1994). The fact that successful teachers who are sensitive and capable to with students and families based on aschoolsforEnglishlanguagelearners teach all student populations. Recruiting desire and commitment to make education requiresome degreeof collaborativeteachers who have their heart in the right work for students. planning presents a challenge for principals. place and are well informed on the most Students are conscious of race, culture Experience has shown that, although recent research on effective instructional and class issues and seek to know and learning communities exist in most schools, practices is at the core of the problem. understand each other's culture. Schools the benefits of communities that were Principals in successful schools "kept their must address these issues as part of the formed with some trepidation are minimal. ear to the ground" and always identified curriculum and consider them in planning Principals must face this challenge by teachers who demonstrated the will and the and delivering instruction. allowing time for groups of teachers to competency to implement quality bilingual Studentsseekadult guidance fromdefine the role of the committee and its education programs. teachers and parents and desire to talkmembers andtoestablishrulesthat Cardenas and Cardenas make the about values and beliefs. The myth that support partnerships. following recommendations about staffing poor families have radically different Principals must set the example, a bilingual education program (1977). First, values is debunked by this study. provideampleopportunitiesforstaff must be informed of and acknowledge Schools usually do not view thesecommunities to form, celebrate successesthe unique characteristics of language- critical human relationships with muchof communities, provide support to fledgling minoritystudents.Second,staff seriousness. Principals should revisitones and guard the concept constantly. differentiationis analternativeto theircampusesandstudythe Challenge4:Providestaffadequately staffing a bilingual program. relationships that prevail relative to thedevelopment opportunities on effective Third, the program must embark a massive implementation ofa transitional bilingual teaching strategies. High expectations is a retraining of teachers that includes "regular" educationprogram.If any of thekey training area and is perhaps one of theteachers. Last, there should be a program answers to the following questions ishardestareastoaddressthrough for lateral and upward mobility of bilingual no,itiscritical that some form ofprofessionaldevelopmentactivities. education staff intervention occur. The questions are: Augustand Hakutaaffirm by Challenge 6: Provide guidance to Do all teachers feel a responsibilityacknowledging, "One important way to Challenges - continued on page 10

January 2001 IDRA Newsletter Checklist of Attributes that Contribute to School and Student Success Conducive Environment Values and celebrates student linguistic and cultural diversity (Lein, Johnson and Ragland, 1997; Ogbu and Matute-Bianchi, 1986). Values all students, communicates high expectations (Lein, Johnson and Ragland, 1997; Villarreal and Solis, 1998). t. Integrates instructional program and all students in the overall school operation (Berman et al., 1995; McLoed, 1996; Tikunoff et al., 1991). Spirited and Determined LeadershIP Supports educational equity and excellence for all students (Carter and Chatfield, 1986; Lucas, Henze and Donato, 1990). Imparts a sense of urgency for maintaining high academic standards for all students (Lein, Johnson and Ragland, 1997). Nurtures and sustains a family environment that is inclusive of parents, students and teachers (McLoed, 1996). Expects and exerts pressure to excel (Goldenberg and Sullivan, 1994). Dedicated and Knowledgeable Staff All staff members "walk the talk" and team up to excel in the bilingual education program. Teachers consistently receive training and are provided technical assistance when the need arises. Teachers receive training that is aligned with the instructional plan prepared for English language learners (Milk, Mercado and Sapiens, 1992). Teachers are equipped with strategies and techniques consistent with phonetic and meaning-based approaches. Recruitment procedures are strict and seek the best qualified staff for the bilingual education staff (Maroney, 1998). Teachers demonstrate a commitment to make education work for English language learners. Teachers receive training and know how to assess areas of student needs and plan instruction accordingly. Partnering with Community and Families Relationships with the community and families go beyond just helping at school; they are characterized bya strong desire to get parents involved in the educational process (Robledo Montecel et al., 1993). Community and families are perceived as assets that should be capitalized on and integrated into the schoolresources in a manner that values and seeks their contributions. Families play a key role in promoting the cognitive and academic development of their children, and their contributions should be coordinated and integrated into the learning environment (Montemayor, 1997). Schools care for the welfare of families by providing opportunities to access various social services available in the community. Schools and families join forces to advocate children's rights (Robledo Montecel et al., 1993). Accessible Learning Environment Schools use a diversity of teaching approaches to ensure that all children have access to learning in the most efficient and effectivemanner (Lucas, Henze and Donato, 1990). The learning environment is modified in a number of ways to accommodate the varying needs of English language learners (Bermanet al., 1995). Classroom teachers use family and community's "funds of knowledge" to base and enrich instruction. Program and Curriculum Alignment Schools have a clear understanding of levels of language and content instruction and use these levels for instructional planning to facilitate transition and efficient progress (Berman et al., 1995). Teachers from different grade levels produce and implement a seamless curriculum that flows uninterrupted (McLoed, 1996). Goals and objectives for the bilingual program flow from the mainstream curriculum; learning standards are not lowered. Schools support students exiting from the bilingual program and transitioning to the mainstream curriculum, and schools address obstacles that could lead to failure in the mainstream program. Capitalizing on Students' Language and Cultural Resources Schools celebrate and value a diversity of languages and cultures as community assets and valuable to the national interest (Lucas and Katz, 1994). Schools acknowledge the power of the first language in learning English faster and more effectively (Moll and Diaz, 1985). Inclusive and Comprehensive Curriculum The curriculum is balanced to ensure that its literacy program develops basic and higher order thinking skills (McLoed, 1996). Teaching approaches are eclectic, customizing instruction with phonetic and meaning-based approaches (Adams and Bruck, 1995; Purcell- Gates, 1996). Schools ensure that reading comprehension and writing skills are developed in the strongest language and provide opportunitiesto demonstrate their transfer in English (Wong-Fillmore et al., 1985). Instruction of skills and concepts addressed in the state-mandated test or standardized tests receive special attention through explicit skill instructional activities. Time is allocated specifically for explicit basic and higher order thinking skills instruction; time schedulesvary accordingly (Escamilla, 1994). Teachers provide opportunities for student-initiated and student-directed learning activities. Teachers relate instruction to practical and meaningful student experiences (Pease-Alvarez,.Garcia and Espinosa, 1991). English language learners have access to grade-level content; curriculum is not watered down (McLoed, 1996). Instructional Practices and Strategies Teachers use periodic, systematic and multiple student assessment measures to inform the instructional decision-makingprocess (Valdez-

January 2001 IDRA Newsletter 1 0 Checklist of Attributes...(con't) Pierce and O'Malley, 1992). Assessment is conducted in the student's native language and English when appropriate (McCollum, 1999). Student assessment results are discussed and used collaboratively with other teachers to plan and coordinate instruction (McCollum, 1999). Successful classrooms use cooperative and collaborative approaches to learning (Calderón, Hertz-Lazarowitz and Slavin, 1996). Teachers build-in redundancy in critical skills areas (Saunders et al., 1998). Ample opportunities are provided for English language learners to hear adults who are native language speakers at both the social and academic levels (Calder,* Hertz-Lazarowitz and Slavin, 1996; Gersten, 1996). Students are provided opportunities for interaction with English-speaking peers (McLoed, 1996). Questioning strategies require students to clarify and expand on understanding of text (Gersten, 1996). Teachers develop students' metacognitive skills and provide opportunities for students to show competence in selecting and using metacognitive skills (Dianda and Flaherty, 1995). Teachers check that instruction is comprehensible and modify instruction accordingly. Equity-Based Education Excellence English language learners are integrated in both academic and social contexts with native English-speaking students (McLoed, 1996). The instructional program for English language learners maintains the high academic standards required for all students. Bilingual education and ESL programs are an integral part of the mainstream curriculum. Bilingual education and ESL programs have the facilities and resources available to do what it must do.

Abelardo Villarreal, Ph.D. Intercultural Development Research Association, 2001 Resources Adams, M., and M. Bruck. "Resolving the'Great Debate," American Teachers forChangingSchools,OccasionalPapersinBilingual Educator (1995)19(2):10-20. Education, Number 6 (Washington, D.C.: National Clearinghouse for Berman, P., and B. McLaughlin, B. McLoed, C. Minicucci, B. Nelson, K. BilingualEducation,1992). Woodworth. School Reform and Student Diversity:Case Studies of Moll,L.,andR.Diaz."EthnographicPedagogy:PromotingEffective Exemplary Practices for English Language Learner Students (Berkeley, Bilingual Instruction." In E. Garcia and R. Padilla (Eds.), Linguistic and Calif.: National Center for Research on Cultural Diversity and Second CulturalInfluenceson LearningMathematics:The PsycholoDi of Language Learning and B.W. Associates, 1995). Education and Instruction (Hillsdale, New Jersey: Erlbau, 1985). Calderk, M., and R.Hertz-Lazarowitz,R.Slavin.Effects of Bilingual Montemayor,A.M."TheNurturingofParentLeadership,"IDRA CooperativeIntegratedReadingandCompositiononStudents Newsletter (San Antonio, Texas:Intercultural Development Research Transitioning from SpanishtoEnglish Reading (Washington,D.C.: Association,September1997). U.S. Department of Education,1996). Ogbu,J.U.,andM.E.Matute-Bianchi."UnderstandingSociocultural Carter,T.,andM.Chatfield.(1986)."EffectiveBilingualSchools: Factors:Knowledge,Identity,andSchoolAdjustment,"Beyond Implications for Policy and Practice," American Journal of Education Language:Social and CulturalFactorsinSchoolingLanguage- (1986)95:200-232. Minority Students (Los Angeles, Calif.: Evaluation, Dissemination, and Dianda, M., and J.Flaherty. Effects of Success for All on the Reading Assessment Center, California StateUniversity,1986). Achievement of First Graders inCalifornia Bilingual Programs (Los Pease-Alvarez, L., and E.E. Garcia, P. Espinosa. "Effective Instruction for Alamitos, Calif.: Southwest Regional Educational Laboratory,1995). Language-Minority Students: An Early Childhood Case Study," Early Escamilla, K."Descubriendo Ialectura: An Early InterventionLiteracy Childhood Research Quarterly (1991) 6, 347-361. Program in Spanish," Literacy Teaching and Learning (1994) 1(1):57- Purcell-Gates, V. "ProcessTeachingwithExplicitExplanationand 70. Feedback in a University-BasedClinic,"BalancedInstruction: Gersten,R."TheDoubleDemandsof TeachingEnglishLanguage Strategies and SkillsinWhole Language (Norwood, Massachusetts: Learners," Education Leadership (1996) 53(5),18-22. Christopher-Gordon,1996). Goldenberg, C., and J.Sullivan. Making Change Happen in a Language- Robledo Montecel, M., and A. Gallagher, A.M. Montemayor, A. Villarreal, Minority School: A Search for Coherence, EPR #13 (Washington, D.C.: N. Adame-Reyna, J.D. Supik. Hispanic Families as Valued Partners: An Center for Applied Linguistics,1994). Educator'sGuide(SanAntonio,Texas:InterculturalDevelopment Lein,L.,andJ.F.Johnson, M. Ragland. Successful Texas Schoolwide ResearchAssociation,1993). Programs: Research Study Results (Austin, Texas: The Charles A. Dana Saunders,W., and G. O'Brien, D.Lennon,J.McLean. "Making the Center at the University of Texas at Austin, 1997). TransitiontoEnglishLiteracySuccessful:EffectiveStrategiesfor Lucas, T., and R. Henze, R. Donato. "Promoting the Success of Latino Studying Literature with Transition Students," Promoting Learning for Language-MinorityStudents:AnExploratoryStudyofSixHigh CulturallyandLinguisticallyDiverseStudents(Belmont,Calif.: Schools," Harvard Educational Review (Cambridge,Mass.:Harvard Wadsworth,1998). University, 1990). Tikunoff, W.J., and B.A. Ward, L.D. van Broekhuizen, M. Romero, L.V. Lucas, T., and A. Katz. "Reframing the Debate: The Roles of Native Castaneda, T.Lucas, A.Katz. A Descriptive Study of Significant Language in English-Only Programs for Language-Minority Students," Featuresof Exemplary Special AlternativeInstructionalPrograms, TESOL Quc'irterly (Autumn 1994). Final Report and Vol. 2: Report for Practitioners (Los Alamitos, Calif.: Maroney, 0.H. "Who is Teaching the Children? More Trained Bilingual Southwest Regional Educational Laboratory,1991). Teachers are Needed for Excellent Education," 1DRA Newsletter (San Valdez-Pierce,L.,andJ.M.O'Malley.PerformanceandPortfolio Antonio,Texas:InterculturalDevelopmentResearchAssociation, Assessment forLanguage-MinorityStudents,NCBE Program January1998). InformationSeries(Washington,D.C.:NationalClearinghousefor McCollum,P."Breathing New Lifeinto Language Assessment," IDRA BilingualEducation,1992). Newsletter (San Antonio, Texas:InterculturalDevelopment Research Villarreal,A.,andA.Solis."EffectiveImplementationof Bilingual Association,January1999). Proarams: Reflections from the Field," 1DRA Newsletter (San Antonio, McLoed, B. School Reform and Student Diversity: Exemplary Schooling Texas:InterculturalDevelopmentResearchAssociation,January for Language MinorityStudents, NCBE Resource ColledtionSeries 1998). (Washington,D.C.:NationalClearinghouseforBilingualEducation, Wong-Fillmore, L. "Second Language Learning in Children: A Proposed .1996). Model."InR.Eshch andJ.Provinzano (Eds.),IssuesinEnglish Milk,R., and C.Mercado, A.Sapiens.Re-thinking the Education of Language Development(Rosslyn,Va.:NationalClearinghousefor Teachersof LanguageMinorityChildren:DevelopingReflective BilingualEducation,1985).

January 2001 ID Ilewsleteer1 1 Challenges -continued from page 7 The challenge of creating the mostgrade levels must have opportunities to new teachers; protect them from the appropriate instructional model rests withdiscuss the chain of skills and content that influence of other teachers who overtly orthe school and community. For example,form the school's curriculum. Elementary covertly are sabotaging any innovativeschools with effective bilingual educationschool teachers must have opportunities to school reform. New teachers are vulnerable programscreatesmallorganizational align their curriculum by communicating individuals who learn quickly to accede toarrangements (e.g., families and academicwith middle school teachers. Likewise, the whims of indecisive administrators andteams to build cohesion and unity ofmiddle school teachers must communicate an apathetic faculty. Many new teachers purpose, to augment communication amongwith high school teachers. are placed in "no-win" situations and are teachers and to create a system of support) Bilingual and mainstream teachers at overwhelmed by a feeling of "loneliness in(Villarreal and Solis, 1998). Principals musteach grade level should meet to plan their the wilderness." acknowledge,embrace,andpromote gradelevelinstructioncollaboratively, Insuccessfulschools,principalsdiversity and must encouragethus ensuring alignment horizontally. This provideopportunitiesforsubdominant innovativeness in instructional design. alignment not only isrealized through groups like new bilingual or English as a Challenge 9: Provide a challenging,planning but also is extended to include second language (ESL) teachers to haveintellectually enriching curriculum. Theteam teaching, pairing of classes and "accesstodecisionmaking,creatingcurriculumshouldbeintellectuallyregrouping students (McLoed, 1996). In internal advocacy groups, building diversitychallenging, interactive and meaningful.other words, English language learners into organizational information and incentive Students' language and culture should beshould have the same opportunities as systems,andstrengtheningcareervalued and seen as an asset and a strengththeir English-speaking counterparts to take opportunities" (Bolman and Deal, 1997). to build upon and not as a deficit that mustadvantage of the curriculum. New teachers are acknowledged for theirbe obliterated. The instructional program Challenge 11: Establish a program atypical skills and commitment to equity-for English language learners should be the that capitalizes on the linguistic strengths based educational excellence for all learners, same as the mainstream curriculum. of students and families in the community. including English language learners. The major differenceliesin the Campuses with effective bilingual education Challenge7:Map theassets language used for the delivery of instructionprograms celebrate linguistic and cultural represented in the community and inor an adaptation of teaching strategies todiversity in different ways. Banners and families and integrate them into theensurecomprehensibleinputandother, importantpublicdisplaysata instructionalplan.Kretzmannand meaningful student-teacher dialogue. The successful school are written in a minimum McKnight acknowledge the power that andelivery will be made either in the students' of two languages. Cultural celebrations, asset-based partnership between the school native language or in sheltered instructionespecially associated with the cultures and families can have on student academic in English. represented in the school, are conducted success (1993). This asset-based approach For example, bilingual education andand integrated into the school's curriculum. focuses on strengths of the family andESL programs have been mislabeled asTeachers use cross-cultural interactions embraces the "we" concept,in whichremedial programs since their inception.where students and teachers learn from schools and families share an attitude ofTraditionally, these programs have beeneach other's differences.Instructionis mutual resolve to seeking solutions thatcreated to address a deficit-driven programbased on the structured use of at least two affect the quality of education. of instruction for English language learners languages. A caring and responsive school isthattendstokeepstudentsfrom Initially,theuse of aspecific the best guarantee of a community's future. participating in the mainstream curriculum. language is based on the relative proficiency The partnership that ensues provides a firm It is not uncommon for parents to denyof the student in the two languages. In a foundation for educational renewal andenrollment of their 'children in bilingualtransitional bilingual education program, community regeneration. This partnershipeducationbecause of theremediation teachers stress the need to develop reading shares a vision and develops a plan forstigma attached. and writing proficiency in the first language making that vision a reality. This strategy In addition, successful classroomsas a prerequisite to successful learning of begins with acknowledging strengths andare print-rich. Books are available in the English.Children's booksreflectthe assets that are present and not with looking students' native language and English.variety of cultures and benefits of diversity, for what is absent or problematic. FamiliesAdministrators, teachers and communityand they are written in the languages used and schools are not deficit-driven; they aremembers shouldpromotereadingby for instruction. strength- and asset-driven. allocating times for everyone, including Challenge 12: Ensure and deliver Challenge 8: Organize instructioncafeteria workers, janitors,and officegrade-level content. Successful schools ,in innovative ways; build flexibility into the clerks, to spend time reading. challenge English language learners with instructional design. There is no single Challenge 10: Align curriculumgrade-level content. They are aware that way to specifically address the profile of aboth horizontally and vertically. Curriculum content is the same as that expected in the successful classroom. No classroomis fragmentation is perhaps one of the mostmainstream curriculum; delivery is different. exactlythesame.Modificationsand irresponsibleschoolpracticesthat Inthebilingualeducationclassroom, adjustments must be made to ensure thatcontributes to educational chaos in this delivery can occur in the native language or the instructional approach responds to thecountry. Study a'fter study reveals thatin both English and the native language. contextual conditions and is aligned withscaffolding instruction in a manner that isThe education of English language learners the characteristics and needs of a diverseincrementally more difficultis a moreis also guided by the same educational student population (Berman et al., 1995). responsibleapproach.Teachersacross Challenges -continued on page 11 January 20019®IDRA Newsletter 12 Challenges - continued from page 10 the first language in the development of thebetteracademicresults.Theywere, standards that have been adopted by thesecond language. Teachers involved inhowever, guided by a shared and dynamic local district. delivering content instruction should bevision of success that kept them seeking The selection of textbooks and othertrainedinsecondlanguageteachingfor more effective methods todeliver supplementary materials must be carefullymethodologies and be able to pace andinstruction. scrutinized to ensure that these materialsmodifyinstruction tomake it challenge English language learners at theircomprehensible. Vramingthe Change: grade level. Particular problems exist at the Collaborativeandcooperative Principal's Maier Task secondary level where English languagelearning strategies provide opportunities Bolman and Deal identify four sides learners are often denied access to regular for English language learners to interactof leadership that must be adjusted when science and mathematics courses because with other students in meaningful and introducing or adapting a school innovation of poor English skills (McLoed, 1996). constructive ways that promote the use of(1997). Uprooting, adjusting or creating Successful schools conclude that English biliteracy skills and cultural understandinginstructional design that is consistent with language learners are intellectually capable by creating a forum for students to learnthe attributes of a successful instructional to learn this content. Schools must find andappreciateeachother'sculturalprogram for a diverse student population ways of delivering this content by teachingdifferences and similarities. Thematic units requires a re-examination of the four sides in the native language, using shelteredhave been usedeffectively by someof leadership and how action on the part of instructionandotherESLmethods.successfulschools.Alivingskillsthe principal can set the tone for successful Anything less than grade-level content will curriculumreinforcesthebenefitsofchange. These four sides of leadership retard their normal progress in school and positive character traits personally andinclude (1) structural, (2) human resource, block students from access to an equal academically. (3) political and (4) symbolic leadership. educational opportunity. Research indicates that there is no Bolman and Deal state:"Ideally, Challenge 13: Promote instructionalset of instructionalstrategies that wasmanagers combine multiple frames into a approachesthatfosterbiliteracypresent in every successful school that has comprehensive approachtoleadership. development and content acquisition.been studied. Each used a variety ofWise leaders understand their strengths, Biliteracy development requires teachers toinstructional strategies and collaboratively work to expand them and build teams that have a deep understanding of the role ofadjusted instructional strategies to achieve Challenges - continued on page 12

HIGHLIGHTS OF RECENT IDRA ACTIVITIES In October, IDRA worked with 11,503 teachers, administrators, parents and i."---"H__ ActiiiitifInaPshlit higher education personnel through 111 r',--- training and technical assistance activities Through thetiaiional.GoAls 2000 Initiative, the U.S. Department of Education \,____ 1 1 1 \ ---- and 276 program sites in 17 states plus the has established parentlinformation and resource centers-(PIRC-s)-acrothe iI I United Kingdom and Brazil. Topics country to bring-together-parents, schoollsrtiiVersities-,--ci ornmunity 1__1 .. '"..,----.------..._ i 1 f-- included: organizations-an-d-biginesses to support under-served student populations. / z \ \\N i + Preventing Gender Bias in the IDRA operates the...- center..,... thaterves\s Texas,\.______. called Reform inlEducation: I / / \\\ Classroom Communities Organizing-Networks for Emerging-CollaborationsLwith I / / \ \,\ \. + Keeping Adolescents in School Teachers (RE-CONNECT). The \\center s worlois based on the valuing prineiple 1 / / / \11 I I I Strategies for Teaching Bilingually that recognizes all parents as teachers and leaders regardless of economic 1 11 + Parent Institute at the Texas condition or 'background. A prnay focu foil RE-CONNECT is families off 1 i II / 1 I Association for Bilingual Education preschool children ages birth through 5 and parents of school-age children.1 \ \ \ / /.It I 1 .1 annual conference /The center also\engages in special initiatives to reach low-income, minority

+ Title VII Systemwide Program -and-liiiiited-English-profkigi pa/rent/s. S/ome of the toolsused by RE- . \ // i I Evaluation a&NECTlor its support activities// include parent-to-parent training, parent t .----- institutes-,--video conferences- ./ / for / educatOrs-on-parent involvement and -----_._ ------.------,---___ Participating agencies and school leadership, materials dissemthation-andA web site (at www.idra.org). 1 districts included: -4 Wagon Mound Public Schools, New Regularly, IDRA staff provides services to:Services include: Mexico public school teachers 4- training and technical assistance 4 Austin Independent School District 4- parents 4- evaluation (ISD), Texas administrators 4- serving as expert witnesses in 4 University of Southern Colorado 0- other decision makers in public policy settings and court cases 4 Los Angeles County Office of education 4- publishing research and Education, California professional papers, books, Edgewood ISD, San Antonio, Texas videos and curricula For information on 1DRA services for your school district or other group, contact 1DRA at 210-444-1710.

tr January 20019iii IDRA Newsletter I 3 Challenges - continued from page 11 can provide leadership in all four modes" (1997). 2(?2,CMIT@2S3 ©IR&h©C,i] i2eumnd MER,'L8adaishi Below is a list of activities that a principal with a struggling transitional Building Communities from the Inside Out: bilingual education program can implement A Path Toward Finding and Mobilizing A Community's Assets toplace the program on the road to Book by J.P. Kretzmann and J.L. McKnight (Chicago, Illinois: ACTA Publications, recovery. 1993). StructuralLeadership Uses Ed Initiatives organization designs that promote maximum Biweekly look at progress on the Secretary's of Education's priorities. Online resource: efficiency and success. http://www.ed.gov7pubs/EDInitiatives (free). o Conceptually and physically integrate the bilingual education program to the Hispanic Families as Valued Partners: An Educator's Guide mainstream curriculum. Guide by Maria Robledo Montecel, Aurora Gallagher, Aurelio M. Montemayor, o Coordinate activities with grade level Abelardo Villarreal, Ninta Adame-Reyna, and Josie D. Supik (San Antonio, Texas: leadteacherstoinvolvebilingual Intercultural Development Research Association, 1993). teachers in planning and implementing grade level instruction. Leadership for Tomorrow's Schools Book by Jerry L. Patterson (Alexandria, Virginia: Association for Supervision and o Redefine tasks and responsibilities to Curriculufn Development, 1993) ISBN 0-87120-209-3. show how every staff member can share in the responsibility to increaSe the Lessons Learned fkom Successful Schools academicachievementofEnglish Powerpoint presentation by Joseph F. Johnson, Jr.,that includes handouts. The language learners. handouts require Adobe Acrobat Reader (15 pages, summer 1999). Available online Develop policies and procedures that only: htto://www.starcenter.org/ppt/lessons/index.htm (free). areconsistentwith. equity-based excellence in education forallstudents, Lessons Learned from Visits to National Title I Distinguished Schools including English language learners. Ponyerpoint presentation by Dr. Joseph Johnson and Riclaiel McClure (15 pages, 1999). Available online only: http://www.starcenter.orgippillessonslearn/index.htm (free). THIuman Resource Leadership Capitalizes on skills, attitudes, energy and Refraining OrganizarionsArtistry, Choice and Leadership,second edition commitment to reach goals. Book by Lee G. Bolman and Terrence E. Deal (San Francisco, Calif.: Jossey-Bass o Create a philosophy and a vision of Bublishers, 1997) ISBN 0-7879-0822-3. equity-basedexcellenceasthe cornerstone of a renewed way of seeing Rethinking, Educational Change with Heart and Mind1997 ASCD Yearbook English language learners and their Odited by Andy Hargreaves (Alexandria, Virginia: Association for Supervision and potential for success. Curriculum Developrneni, 1997') ISSN 1042-9018. o Map existing interpersonal relationships Re-thinking the Education of Teachers of Language Minority Children: that promote the school's vision, create Developing Reflective Teachers for Changing Schools relationshipsthatformpartnerships Occasional Papers in Bilingual Education, Number 6, by R. Milk, C. Mercado, and A. among teachers and persOnnel including Sapiens,(Washington, D.C.: National Clearinghouse for Bilingual Education, 1992). theones who wereneverbefore involved in these matters: School,Leadership: It's About Teaching and Learning o Nurture theserelationships,redirect One of several related articles in Parent Press by Parents for 'Public Schools (December those relationships that are 2000). Parents for Publid Schools national office: 1520 North State Street, Jackson, counterproductive,andcelebrate Mississippi 39202-1645, 1-800-880-1222, www parents4publicschools.com. relationshipsandpartnershipsthat School Reform and Student Diversity: promote the school's vision and create a Case Studies of Exemplary Practices for English Language Learner Students sense of family among all staff. BoW by P. Berman, B. McLaughlin, B. McLoed, C. Minicucci, B. Nelson, and K. Political Leadership Organizations Woodworth (Berkeley, Calif.: National Center for Research on Cultural Diversity and respond to the whims of political interests. Second Language Learning and B.W. Associates, 1995). o Plan overall strategies to address the hostility and indifference that exists in Voices from the Inside: A Report on Schooling from Inside the ClassroomPart I: the campus and inthe community Naming the Problem toward bilingual education as a viable Book by the Institute for Education and Transformation (Claremont, Calif.: Claremont Graduate School, 1992). responsetotheneeds of English language learners. o Establish and nurture a critical mass of RDPadcHtn©EdP&S©UP.3850cAsM DWI Megd MED @2 staff members who promote equity based excellence for English language nwino[1, TE10©11 learners. Challenges - continued on page 13

Loamy Ra,C)S1 DIDEA NewsaeNev Challenges -continued from page 12 Work with the "opposition" by creating nN©°s /A@apann6 0, 1 coalitions of individuals with differing views on tasks where they share views. In the self-directed school, the principal is presentled with what may appear to be Being able to work together builds a a dilemma: ."If I Successfully emp6wer iny stakeholders and pass authority and bond that allows for differences to be responsibility on to them, wifl I still be held accountable for the successes and failures openly discussed and negotiated. ofthe school, or will the stakeholders thereal decision Makers be held responsible?" Symbolic Leadership A perspective Although it may seem anii-intuitive at fitst;it soon will be very clear to the superintendent, guided by meaning, belief and personal the board, as well as the principal that lite Onclpal reMains accountable. commitment. In a collaborative, high involvernehtschool like a.selfdirected school, principals Unite around the school's vision and will no longer be prized for their ability to keep the fid orrand to run a tight ship. Instead, discuss its meaning for all students, the principal will be judged and evaluated Imedon4iis 0-het:ability to listen effectively, including English language learners. use conflict resolution; build consensus, build feams, facilitate stakeholder problem- Come up with manifestations Of this new solving and know how to delegate and held individuals and clusters responsible for definition at all levels of the school their respective performances. operation. For example, English language If a self-directed school is successaih it Will be because the principal facilitates learners may also be gifted and talented. and empowers the stakeholders to Make the decisions that led to that success...In what Therefore, the school should manage to appears to be a contradiction, a self-directed school principal must be strong enough adjust the existing gifted and talented to be weak. The principal must be strong enough as an attitude builder, facilitator, program to be inclusive of students with administrator, coach and advisor to release the power and authority that has traditionally other diverse needs. been reserved for the position of principal. Through modeling, coaching, advising and Create stories about the successes in providing training, the principal mustallow a new leadership to emerge the collective education at the campus. Create stories leadership of the stakeholders working together in teams. about reasonsforcelebrating. Talk about ways to create more stories that From The Self-Directed School: Empowering the Stakeholders by R. McIntire and J.T. Fessenden. relate successes with students, including (Jefferson City, Missouri: Scholastic). As printed by parents for Public Schools, December 2000. English language learners. Second Language Learning and B.W. ,1993). Divide the school into "houses," each Associates, 1995). ,Lein, L., and J.F. Johnson, M. Ragland. named after a university campus. TheBolman, and T.E. Deal. Reraming' Successful Texas Schoolwide Programs: school's primary reason for calling each Organizations: Artistry,Choice and:, Research Study Results (Austin, Texas: "house" after a university is to provide Leadership(SanFrancisco, , .The Charles A. Dana Center at the an alternative to affiliation with gangs Jossey-Bass Publishers, 1997). University,of Texas at Austin, 1997). and other dysfunctional groups in theCardenas, J., and B. Cardenas. The TheoryMcLped, B. School Reform and Student community or in school. of Incompatibilities:A Conceptual Diversity:Exemplary Schooling for The knowledge about what to do is Framework for Respondingto'the Language ; Minority Students, NCBE easy once these majot leadership challenges Edu'cationalNeedsOf .Hispanic ReSource Collection Series (Washington, are addressed.Principalsinstruggling Americans(SafiAntonio,Texas: D.C.:'NatiOnal.Clearinghousefor campuses must communiCate the need and InterculturalDevelopmentResearch; ,Bilingual Education, 1996). commitment to improve the ,quality of the Association, 1977). .'Sergiovanni, T.J. Building Community in instruction at the campus. The task is notCollier, V.P. "Acquiring a Second Language Schools (San. Franeisco, Calif.: Jossey-

easy, yet itis not impossible.. Research for School," Direction in Language: . Bass Publishers, 1994). shows that campuses have .taken a 180- Education (Washington, NationalNillarreal,- A., and A. Solis. "Effective degree turn changing from a low performing Clearinghouse for Bilingual Educatiotti,.; Implementation of Bilingual Programs: to an exemplary status where ail staff are 1995). 'Reflections from theField," IDRA one family having a powerfub positiveGoldenberg, C., and J. Sullivan. Making°,t Newsletter(SanAnton i,o,Texas: impact on the lives of children. , 'ChangeHappenin Language-- Intercultural:. DevelopmentResearch Minority.School: A S6rch for Association, January 1998). Rescnmeg Cohertence,EPR #13(Washington,'Zehler, A.M. "Working withEnglish August, Li, and K. Hakuta. Improving D.C.: Center for Applied Linguistics,' LanguageLearners:Strategiesfor Schooling forLanguage-Minority 1994). ElementaryandMiddleSchool Children: A ResearchAgenda Institute for Education and Transformation:. Teachers," NCBE Program Information (Washington, D.C.: National Academy Voices from the Inside: A Report on' Guide '(Washington,D.C.:National Press, 1997). Schooling from InSide the Classrooni Clearinghouse for Bilingual Education, Berman; P., and B. McLaughlin, B. McLoed, Part I: Naming the Problem (Claremont, . 1994). C. Minicucci, B. Nelson, K. Woodworth. Calif.: Claremont Graduate School, 19.92). School Reform and Student Diversity:Kretzmann,J.P.,andJ.L.McKnight.Abelardo Villarreal, Ph.D., is the director Case Studith of Exemplary' Practices Building Communities from the Inside:of the II3RA Division of Professional for English Language Learner Students Out: A Path Toward Finding andDevelopment. Comments and questions (Berkeley, Calif.: National Center for MobilizingaCommunity'sAssets'may he directed to him via e-mail at Research on CulturalDiversity and (Chicago, Illinois,: ACTA Publications,'[email protected]. 4 Januar/72@M9 3ODIU LIS&,7511sh.ir Ei hth Annuag °9 ENA La $emerda dd Mffo Eargy CHOdhood Educeors InstMe'

"VG Ouing and Capitalizing on the Linguistic and COAIWCIO ASSetS of a Diverse Student Popdation"

Join us for the popular Eighth Annual IDRA La Semana del Nitio Early Childhood Educators Institute as we celebrate and get ready to teach a new generation of children. The institute offers a valuable series of information-packed professional development concurrent sessions that are customized to value and capitalize on the linguistic and cultural assets brought forth by a diverse student population. This year's event will focus on building reading concepts and skills of young learners. Topics include: literacy, technology, social development, curriculum, and dual language. You can also take this opportunity to visit model early childhood centers. These visits provide you with the opportunity to share ideas while seeing them in action. Institute participants will travel to high-performing, high-minority sites in the San Antonio area that are effectively working with diverse learners. Two school visits (one each on Wednesday and Thursday) are available to paid institute registrants on a first come, first served basis. Transportation will be provided. You also will have the opportunity to interact with parents to discuss ideas to form effective learning partnerships. The action-packed schedule begins at 8:00 a.m. each morning and continues through 4:00 p.m. on Tuesday, 5:00 p.m. on Wednesday, and 2:30 p.m. on Thursday. The institute includes luncheon sessions on Tuesday and Thursday. Speckil Activities

Pre-Institute on Reading and Dual Language Programs 0 47' Monday, April 23 IDRA will convene a panel of reading experts to provide teaching and classroom management ideas designed to strengthen your approach to developing literacy in more than one language. This one-day pre-institute takes place on Monday from 8:00 a.m. to 5:00 p.m. and includes a luncheon session. Parent InstituteThursday, April 26 Apri0 24-26, This one-day event will concentrate on the challenges in early childhood education and how to maximize parent leadership. Parents and educators will dialogue on ways to focus 2001 their leadership to enhance early childhood learning. Pre-institute: Video Conference on Family IssuesWednesday, April 25 Parents, community liaisons and community resource personnel across the state will come Apri0 23, 2001 together to celebrate the International Week of the Young Child with a long distance conversation focusing on parent leadership and outreach. The video conference will be held at participating Texas regional education service centers. If you are interested in San Antonio attending at your local video conference site and cannot attend the institute, contact Airport Hilton Yojani Hernández at IDRA (210/444-1710) for details. January2001 $41 IDRA Newsletter 16 Eighth Annud IDRA La Semana del Nifio Early Childhood Educators Institute'

yEsI will attend the Eighth Annual IDRA La Semana del Niho Early Childhood Educators Institute. (Please use one form per person. Feel free to make copies of this form.)

Name Fees Before March 15 Fees After March 15 $175 institute registration, $195 institute registration, School or Organization April 24-26,2001* April 24-26, 2001* Title/Position $75 pre-institute $95 pre-institute Address registration, April 23, registration, April 23, 2001** 2001** City State Zip $225 discounted institute $240 discounted institute Telephone and pre-institute and pre-institute registration registration Fax ( )

E-mail $15 parent institute $15 parent institute registration, April 26, 2001 registration, April 26, 2001 Total enclosed PO #

Institute Sponsors Hote0 Information IDRA is pleased to bring you this Eighth Annual IDRA La The institute will be held at the San Antonio Airport Hilton. The Semana del Niho Early Childhood Educators Institute. hotel is offering a special rate of $96 per night for a single or Supporting IDRA projects include: double room, $106 per night for three to a room and $116 per IDRA South Central Collaborative for Equity (the equity night for four to a room (plus state and local taxes), based on assistance center that serves Arkansas, Louisiana, New availability. The hotel reservation deadline for the reduced rate is Mexico, Oklahoma and Texas), April 13, 2001. Call 1-877-377-7227 to make reservations. Be sure to reference the Annual IDRA La Semana del Niho Early RE-CONNECT (the parent information resource center at Childhood Educators Institute in order to qualify for the special IDRA that serves Texas), and rate. STAR Center (the comprehensive regional assistance center that serves Texas via a collaboration of IDRA, the Charles A. Dana Center at the University of Texas at Austin, and RMC Research Corporation). Each of these IDRA projects provides specialized training and technical assistance to public schools. Information on how your campus can use these resources to improve instruction and INTERCULTURAL DEVELOPMENT RESEARCH ASSOCIATION assessment will be available at the institute and may also be 5835 CALLAGHAN ROAD, SUITE 350 SAN ANTONIO, TEXAS 78228-1190 obtained by calling IDRA at 210/444-1710 or by visiting IDRA's 210-444-1710 FAX 210-444-1714 web site (www.idra.org). [email protected]

January 2001 I DRA Newsletter 17 2Ra3usPhu@k)PT©mcte H4heY EdammiADa kL Larfln© Tough

The W.K. Kellogg Foundation's to $2 million each over four years to carry outare, in fact, willing to change the status quo Engaging Latino Communities for Education their plans. Phase HI of the effort will focus eager to make a difference. (ENLACE) initiative is entering its next phase. on institutionalization and sustainability. The $28.7 million six-year initiative is During Phase I, IDRA provided The W.K. Kellogg Foundation was established in supporting broad, community-wide coalition technical assistance to help identify and 1930 "to help people help themselves through the building and collaboration as a catalyst for strengthen partnerships among higherpractical application ofknowledge and resources increasing opportunities for Latino students education institutions, K-12 schools and to improve their quality of life and that offuture generations." Its programming activities center communities; create blueprints for change; to achieve educational success. The on the common vision of a world in which each Intercultural, Development Researchand plan for leveraging resources to reachperson has a sense ofworth; accepts responsibil- Association (IDRA) will continue to serveand sustain the ENLACE goal of increased ity for self, family, community, and societal well- as the managing partner for the initiative. educational access and graduation rates for being; and has the capacity to be productive, and The National Council for Community and Latino students. During Phase II, I DRA will to help create nurturing families, responsive in- Education Partnerships (NCCEP) is servingcontinue its technical assistance support to stitutions, and healthy communities. as cluster evaluator. sustain the momentum to keep this initiative ENLACE is derived from the Spanish moving at its vigorous pace and build To achieve the greatest impact, the Foundation targets its grants toward specific areas. These word enlazar, which means to link or weavestrategic connections to broaden national include: health; food systems and rural develop- together. The linking together or weaving ofefforts that can catalyze and sustain change. ment; youth and education and higher education; valuable resources in the community is a Due to the efforts ofmany, ENLACE is and philanthropy and volunteerism. When re- vital component ofthe initiative. ENLACE is already making a difference. Individuals and lated to these areas, funding also is provided for increasing opportunities for Latinos to enter institutions in communities are taking a stand leadership, information systems/technology, ef- and complete college through sustainable for Latino students. Communities are beingforts to capitalize on diversity, and social and partnerships among higher educationstrengthened by the development ofeconomic community development programming. institutions and local communities. inclusive, interrelational partnerships where Grants are concentrated in the United States, Phase I of the initiative took place in everyone is a stakeholder in the well-being Latin America and the Caribbean, and the south- 2000 as the Foundation provided one-yearof that community. It is anticipated thatern African countries of Botswana, Lesotho, communities will see that the new entity Mozambique, South Africa, Swaziland, and Zim- planning grants to 18 coalitions in the babwe. initiative's target areas across the United being formed is stronger than all of its parts, States. In Phase II, the Foundation will soon and can look within themselves to determine announce the names of eight to 10 how to capitalize on the strengths that each For more information about ENLACE, visit the implementation grantees who will receive uppart of the community brings to bear. People ENLACE web page at www.idra.org.

Non-Profit Organization

U.S. POSTAGE PAID

Permit No. 3192 San Antonio, TX 78228

5835 Callaghan Road, Suite 350 San Antonio, TX 78228-1190

78 391

18 tip Creating schools that work for all children, through research e materials developmenttrainingtechnical assistance 0 evaluation o information dissemination it.to,DE V IDRA Focus: SELF RENEWING SCHOOLS... ACCOUNTABILITY

IDRA Newsktter 1 ISSN 1069-5672 VolumeXXVIII, No. 2 February 2001 0

CRAss° Once Texas' Lowest Ranking School, Fox Tech High School Wins the National Blue Ribbon IRcveDi© Lopez deD D©sque, Ph.D.

Onside eras Dome: Fiveyearsago,Louis W. Foxnew administration. School leaders began Technical High School was the lowestby lookingat what had tobe done Oppowhanigv-go-Osavn ranking school in Texas. Today, it has beendifferentlytoincrease enrollment and sgandavds elevated to National Blue Ribbon statuseliminate the high dropout rate. The new iligh.sgakes lading and given the state accountability ratingprincipal, Ms. Joanne Cockrell, explains: designation of "recognized" in the 1999-00"Many articles, based on research, have Eaviv chiklhood edggagcm school year. The school has been able tobeen written about improving schools. It innigule comkgs mon defy the stereotypical vision of an inner-sounds like common sense to me, but why 4 Remo= c)n aecamilgabililv cityschool: low socioeconomic statusdo we not see these practices more often?" student population, mostly minority, with a Ms. Cockrell believes that many of reputation of poor attendance and a schoolthe attributes of high-performing schools with no goals. Nicknamed Fox Tech, thisshould be obvious to educators. She says: school has regenerateditstiesto the What I wanted to do when I got this community and alumni. job wastoputintouse those practices I always thought were !Impetus flow Change: common sense. There are two very Low Shadeng Pewformance important areas of focus as far as I am Despite a glorious and proud heritage, concerned: a strong focus on children Fox Tech was disestablished in May 1995. and strong leadership. As a leader Less thanaquarter of theschool's and working with teachers, I am very studentswerepassingtheTexas clear that I am not in the business of Assessment of Academic Skills (TAAS), giving jobs to adults. That is not my the state-administered criterion-referenced purpose. My purpose is educating testing program that draws its objectives children. The only way I can do that is fromthestate-mandatedcurriculum by employing the best teachers. established by the State Board ofEducation. She comments on the high number of Texas' accountability system utilizes thisschoolsthatsay"childrenfirst"but standardized test, along with other data, towonders how many of them actually put the rate schools and districts as either "low-saying into daily use. performing," "acceptable," "recognized" or In a 1989 Texas Education Agency "exemplary." publication, the Intercultural Development In 1995, the district took a bold step. Research Association (IDRA) outlined It asked all staff to re-apply for positions atattributes of successful schools (Cardenas Fox Tech. The school was "re-established"et al., 1989). The following are some of the immediately with a new administration andstrategies IDRA described that promote one-third of the original staff. scholastic success: The task of returning the school to its Communicate high expectations. former glory would be a major test for the Fox Tech Highcontinued on page 2

1 9 Fox Tech High - continued from page 1 bytheteachers,staffandstudents Useencouragementtosupport Usdi has sh©wiii 'Rhag beautifully illustrates these attributes. independence, self-esteem, risk-taking After the re-establishment, moving g© and acceptance of others. nem N PCCAM IOT the school forward would not be easy, but Monitor teaching to identify and change Name sgudengs, the positiveattitudes and expectations negative expectations and behavior. ¢©rmaRioNvilpaveRgs, ©V As were definitely there. It was apparent to all Use a wide variety of teaching styles. staff that the essence of a successful Maintain high expectations that are sSIZCDRCDINk huM ©g schoolisvaluingstudents,teachers, appropriate to each student's ability sgafideng pcDpuiDagkh gcu a parents, and community; understanding level, and monitor student progress in thatstudentsalways comefirst;and sch©cA HCDR berE@ SEIMS4glid. ordertomaintainappropriate having pride in the school, self, community expectations. and heritage. In an interview with 1DRA, Exhibit strong school leadership that more fully participate in projects thatthe principal outlined the five focal areas assumes and supports success. respond tostudent and communitythat are being principally addressed in this Plan for staff development and institute needs. transformation. cooperative decision making. The U.S. Department of Education's Correlate campus and programmaticOfficeof Elementary andSecondary neenedmingSchool Pride activities designed to serve studentsEducation (OESE) has been studying Fox Tech is nestled in the middle of who are considered at-risk of dropping initiatives for turning around low-performing downtown San Antonio. Across the street out with the core curriculum. schools.Itdescribeslow-performingis a major bank, a historic church, a leading Incorporatecritical and higher-orderschools as those schools with: hospital, an art institute, and many other thinking skillsinall course content high rates of teacher turnover, businesses. One block away is the city areas. high percentages of uncertified and/orlibrary, which, sitting in its great splendor, Conduct ongoing evaluations of student inexperienced teachers, bright colors and design, can be seen from learning outcomes to modify teaching frequent leadership turnover, the freeway and from miles away. strategies and organizational operations. low rates of parent and community If you were to drive past Fox Tech, Create campuses that are centers for involvement, and you would never know that it is a high community involvement, support and single, piecemeal, uncoordinated reform school.Itsarchitectureis modern and interaction. efforts. blends in with the busy downtown area. Increaserecognitionofstudents' On the other hand, attributes of high- Built in the 1970s, Fox Tech reflects the new accomplishments and specialtalents performing schools are: but maintains old charm in the original both in academic and non-academic academic focus, renovated building that still stands and is pursuits. leadership, part of the school. The only clues from the Create ways in which students who are high teacher quality, and outside that this is a high school are the considered at-risk of dropping out can accountability. stadium and the large parking lot for the be acknowledged as peer leaders and The turn-around created at Fox Tech Fox Tech High - continued on page 7

The Intercultural Development Research As- Portions of the contents of this newsletter were 01 Ussue000 sociation (1DRA) is a non-profit organization developed under a grant from the U.S. Depart- with a 50 1 (c)(3) tax exempt status. The pur- ment of Education. However, those contents pose of the organization is to disseminate infor- do not necessarily represent the policy of the The Missing Piece mation concerning equality of educational op- Department of Education, and endorsement by of the Puzzle portunity. the federal government should not be assumed.

The IDRA Newsletter (ISSN 1069-5672,02001) Use of Tests When serves as a vehicle for communication with Publication offices: Making Decisions educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 Early Childhood Texas and across the United States. www.idra.org [email protected] Educators Institute Permission to reproduce material contained Maria Robledo Montecel,Ph.D. IDRA Executive Director Resources on herein is granted provided the article or item is reprinted in its entirety and proper credit is Newsletter Executive Editor Accountability given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L.Goodman, APR Highlights of Recent IDRA Newsletter production offices. Editorial IDRA C'ommunications Manager submissions, news releases, subscription re- Newsletter Production Editor I DRA Activities quests, and change-of-address data should be submitted in writing to the 1DRA Newsletter Sarah H. Aleman Selected Articles on production editor. The 1DRA Newsletter staff IDRA Data Entry Clerk Accountability welcomes your comments on editorial material. Newsletter Typesetter

February 2001 IDRA Newsletter CJ Mod'Eg Ph@g. a a@ PaEigh2 ©ppcirriMAgg.o Qc) @ECE Pon Azit ©Hum,

Teresa Lopez is a 17-year-old studentcharacteristics that classify a student as at- children who are limited English proficient, from Mexico who arrived in Houston a few risk of failure. She is an immigrant studentmigratory children, neglected or delinquent months ago. She is a sophomore at thewith limited English proficiency who liveschildren, homeless children, immigrant city's largest high school where she hasin a high-poverty area. As a secondary-children, American Indian children, children one class period of English a day. Duringlevel recent-immigrant student, she mustwith disabilities, refugee children, and teen the remainder of the day, she sits throughquickly learn English in order to masterparents. classes in the sophomore curriculum thatacademic content. Additionally, because Where do students like Teresa fit in aregearedtoassistEnglish-speaking shelivesinastatethatrequiresastandards-basedreform? Thenation's students pass the state accountability testgraduationtestregardlessofcourse governors, in addition to policy-makers required for graduation. While the rest ofgrades, she must pass an exit test to receive and education leaders, have demonstrated the students are discussing the titrationa high school diploma. their support for standards-based reform process in chemistry, Teresa is given a list AccordingtotheImprovingand expressed their belief that all students of vocabulary words to copy and define. America's Schools Act (IASA), a studentwill achieve at high levels. How this belief Teresa's case is not an isolated one. should be classified as at-risk of failure if heand support translates to different groups She is considered at-risk of dropping out or she is a member of any of the followingof non-mainstream children, however, has becauseshepossessesthreeofthe groups: childrenin high-poverty areas, not been made clear. Withinthepresenteducational climate,allstudentsareexpectedto perform to challenging academic standards Pk]¶©a KR©ed without having equalopportunitiesto learn. As J. Kozol and others point out, the The number of TitleI schools that states have identified as "needing poor academic performance of the nation's improvement" has grown from 7,616 in 1996-97 to more than 8,800 in 1998- children is strongly related to inequities in 99. schoolfinancingthatadvantagethe fortunate and seriously impede the success A survey by the U.S. Department of Education found that only nine states of others in less affluent districts (Kozol, report that they can provide support to at least half of the schools in need of 1991; Coons, 1970; Cárdenas, 1997). improvement; 12 states report that they serve less than half of the schools in This articlebriefly describes the need of improvement; and 24 states say they have more schools in need of tenuous position of secondary-level recent improvement than they can serve. immigrantstudents whoareEnglish language learners (used hereafter instead Nineteen states now require students to pass a high school exit exam in order of limitedEnglishproficient)within to graduate. standards-based reform. It also presents an initial set of opportunity-to-learn standards Title I requires that states include reading and mathematics in their standards, that need to be in place in order for assessment, and accountability policies. All states include student performance students to achieve challenging academic in mathematics and either English/language arts or reading in their Title I standards and successfully complete high accountability systems. In 1999-00, many states also included other subjects: school. writing (19 states), social studies (20 states), and science (19 states). In all but one case, the same states assess both social studies and science for Title I Remota Ommigrang Shodengs and purposes. Three states will add writing in 2000-01, and one state will add both SCandards social studies and science. Other states include multiple subject areas in their In1994, the IASA was passed, testing systems but do not use the results to determine school performance for reauthorizingtheElementaryand accountability purposes. Secondary Education Act of 1965 (ESEA). IfilloFe gads and seagisRics, The significance of the IASA was the establishment of its core principle that "Heed THED" OIDR/A% web dge. "disadvantaged children should achieve to the same challenging academic standards avavegAdva.cwg as their more fortunate peers." The IASA TheMissing Piece - continued on page 4

February 2001 IDRA Newtfter The Missing Piece - continued from page 3 have one hour of ESL per day would havewell as students in other non-mainstream legislationmandated changesin howthe equivalent of only four months of full- groups, are to be included in the standards education is delivered, including improvedtime ESL instruction during four years ofmovement. The followingis an initial instruction and professional developmenthigh school. For most, this approach doestaxonomyofopportunities-to-learn to align with high standards, strongernot providesufficientopportunitiestostandards for recent immigrant English accountability,andcoordinationoflearn English, master academic content, language learners at the high school level. resources to improve education for alland successfully pass an exit test in order Opportunity-to-learn standards fall children. to graduate. into four categories: curriculum, policy, The 1994 IASA legislation noted that In addition to insufficient support inteacher and counselor preparation, and in addition to national academic standards mastering English for academic purposes,practice. The standards should include, at a to be implemented by the states, voluntarythe current heavy emphasis on high-stakes minimum, the following. opportunity-to-learn standards should betesting is another barrier for high school identified to ensure students access to the English language learners. Nineteen states Curriculum resourcesneededtomeetacademic now require students to pass a high school An ESL program must enable students to standards. exit exam in order to graduate. However, use English as a medium for learning The IASA legislation highlighted a English language learners who do not academic content. number of conditions that are necessary forreceivespecialservicesthrougha In order for students to achieve learning, including a safe school staffed bynewcomers center or other special program academic standards, in addition to general appropriately-licensed and certified staffaimed at serving them appropriately, oftencommunicationskills,studentsmust who have appropriate, up-to-date materials sitthroughclassesdesignedtohelppossesscognitiveacademiclanguage proficiency (Cummins, 1984; Cummins, On genevaD, mon sec@ndarg-geweD !Imelda Oanguaes Deavnevs 1983). At this level, students are able to problem-solve in English and perform the aye seen as "bey nd the puMeer" ©0 a standards-based types of cognitive activities required in educatii-n system pvilmaglily due t© .aheOg InabRy to undentand content-area instruction. and use EnsOish DeavnOng. n s a vesullk sec ndarg-OeueD Policy EngOOsh Vansume Deavnevs aye Oten Owen Daw-gewegil Amendments to existing policy must be nchaBliensOng matevia5 be¢ause they ave consiideved made to accommodate the learning needs una t© pavticripate On (Ass. of groups of recent-immigrant students. Secondary students often are placed in classes that are appropriate for meeting and equipment and adequate release timeEnglish-speaking students pass the exitgraduationrequirementsbutthatare for planning. Moreover, teachers are totest. inappropriategiventheirEnglish have access to high-quality, in-depth staff Thisisanextremecaseofproficiency. Policies need to be more developmentthatencompassesthe"assessment-driven instruction" where the flexible to allow immigrant students to earn presentation,implementation,andtest has become the curriculum. This "test-creditforgraduation.For example, a refinementofinnovations,teachingbased" curriculum is taught and retaught inrequirement to take a specific number of techniques and methodologies to improvesecondary schools to help students earn aESL courses in a non-credit sequence may their teaching skills and stay abreast ofpassing score on the exit test. Tests maybe a disadvantage for students who could innovations. begin as, early as the sophomore year ofskip a course if policy allowed. District Ingeneral,most secondary-levelhigh school in order to provide students policiesshouldbe examinedand,if English language learners are seen asmultiple opportunities to pass the test. Thisappropriate, revised to give immigrant "beyond the purview" of a standards-extreme narrowing of the curriculum maystudents sufficient opportunities to learn based education system primarily due toassist native English speaking students toand graduate. theirinabilitytounderstand and usemaster the content of the exit test, but it English for learning. As a result, secondary-does little for English language learnersTeacher and Counselor Preparation level English language learners are oftenwho do not yet fully comprehend theTeachers must be skilled in teaching ESL. given low-level, unchallenging material language of instruction. ESL was once considered a specialty because they are considered unable to Reform initiatives across the country for a few who taught in metropolitan areas. participate in class. are focused on students performing toBut now, expertise in ESL is essential for Support services to English languagechallenging standards, but opportunity-to-teaching in most school systems. Teacher learners at the secondary level vary widelylearn standardswhich are voluntaryarepreparation institutions need to require and may range from no special supportgenerally ignored. If all students are toESL courses for all future teachers so that within or outside the regular classroom, tomeet these high standards, schools mustteachers know how to promote second the most frequently occurring offering ofensure students are provided the resourceslanguage acquisition and literacy before one period of English as a second languagethey need to learn. theyencountertheirfirstteaching (ESL) instructiondaily.Based on an The opportunity-to-learn standardsassignment. average school year comprised of 185 days, in the 1994 IASA legislation must be recent immigrant high school students who addressed if recent-imm'grant students, as The Missing Piececontinued on page 12 February 2001 IDRA Newsletter 22 BR& Scmgh Cengva[l Cdgmb©vaghge VcR Ecpagv

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The Office for Civil Rights (OCR) of made on the basis of a single test score. "When atest given for promotion the U.S. Department of Education receives Other relevant information should be purposesisbeingusedtocertify many requests for advice and technical taken into account if it will enhance the mastery, it is important that there be assistance regarding testing. In response, overall validity of the decision. evidencethatthetestadequately it has created a document entitled, The Use As the stakes for testing increase for covers only the content and skills that ofTestsWhenMakingHigh-Stakes individual students, the importance of studentshaveactuallyhadan Decisions for Students: A Resource Guide consideringadditionalevidenceto opportunity to learn." for Educators and Policy-Makers. The documentthevalidityofscore Graduation Decisions need for a publication such as this is clear: interpretations and fairness in testing "When large-scale standardized tests Educational stakeholders at all levels increases accordingly. are used in making graduation decisions, have approached the OCR requesting Educators should carefully monitor over there should evidence that the tests advice and technical assistance in a time all of the information and other adequately cover only the content and varietyoftest-usecontexts, inputs that go into the decision-making skillsthatstudentshavehadan particularly as states and districts use process and the outcomes to ensure opportunity to learn." tests as part of their standards-based that there is no discrimination arising reforms. Also, increasingly, OCR is from the use of any criteria. Should anyOverarching Principles addressing testing issues in a broader criterion be found to be discriminatory, Canthefollowingquestionbe and more extensive array ofcomplaints it should be eliminated. answeredina way thatbenefitsthe of discrimination that have been filed In addition to these general principlesstudents: Is there sufficient confidence in with OCR. Thesecorresponding are a set of test measurement and use thetestresultsatissueto allow for developments confirm the need to principles and legal principles that create ainformed decisions to be made that will provideausefulresourcethat framework for all of the information that ishavespecifiedconsequencesforthe captures legal and test measurement contained in the two chapters of the guide.students taking the test? Following are principles and resources to assist These principles are grouped under "Testcriteria that should help educators and educators and policy-makers (U.S. Use Principles," and "Legal Principles." policy-makers to answer this question. Department ofEducation, 2000). Under both major groups of principles are Measurement Validity The publicationisavailableforseveral subgroups. Detailed explanations "Is a test valid for a particular purpose, distribution in hard copy form and can be of the two groups follow, with statements and does it accurately measure the test accessed in its entirety through the OCR directly from the guide. taker's knowledge in the content area websiteathttp://www.ed.gov/offices/ being tested?" OCR. It is a guide that is intended for use atTest Use Principles Attribution of Cause both the elementary and secondary school Educational Objectives and Content "Does the student's performance on the levels. "Before any state, school district, or test reflect knowledge and skills based The guide addresses standardizededucational entity administers a test, the on appropriateinstruction,orisit measures generally recognized by theobjective for using it should be clear." attributable to poor instruction or to StandardsforEducationaland Placement Decisions suchfactorsaslanguagebarriers Psychological Testing (Joint Standards). "Decisions concerning the appropriate unrelated to the skills being tested?" The guide does not address teacher-made educational program for a student with a Effectiveness of Treatment tests, but the basic principles to which it disability,placementingiftedand "Do test scores lead to placement and adheresarestillapplicableevento talentedprograms,andaccessto other consequences that are classroomteachersinindividual languageservicesare examples of educationally beneficial?" classrooms. Among those principles cited placement decisions. The joint standards in the guide are: state there should be adequate evidence Legal [Principles A test should not be used as the sole documenting the relationship among The guide states that constitutional, criterionformakinghigh-stakes testscores,appropriate instructionalstatutory, and regulatory principles "form decisions unless it is validated for such programs,andbeneficialstudent thefederallegalnondiscriminatory use. outcomes." framework applicable to the use of tests for A high-stakes decision should not be Promotion Decisions The Use of Testscontinued on page 6 February 2001 IDRA Newsletter 23 The Use of Tests - continued from page 5 high-stakes purposes." Clearly, Title VI, Take the IDRA Newsletter Field Trip! Title IX, Section 504, TitlelI (ADA), and the 14th Amendment to the U.S. Constitution prohibit intentional discrimination on the G©©11i1 aurndid 'Yelp" basis of race, national origin, color, sex and (DrE 111D2LYs Ms13 disability. The guide also points to specific sections of Section 504 and the Individuals with Disabilities Education Act (IDEA) ORelated IDRA Newsletter articles and that contain specific provisions relative to projects the use of high-stakes tests for individual 0 Statistics, definitions, etc. with disabilities. Internet resources These legal bases allow three things 4- Internet links to occur. They provide (1) a framework for the analysis ofdiscrimination; (2) principles Register for a special prize! related to inclusion and accommodations; and (3) federal constitutional questions Answer the question of the month! relatedtotestingof elementary and Each month we will ask a new question for readersonline. A sample of secondary school students for high-stakes responses will be posted online. purposes.Details of thethesetopics follow. This month's question is... What was the biggest influence in your educational success? Framework for the Analysis of Discrimination Different Treatment miumgEMTg.cwg Thisreferstopracticesapplied consistentlytosimilarlysituated Federal Constitutional Questions Related Students: A Resource Guide for Educators individuals or groups regardless of their to Testing of Elementary and Secondaryand Policy-Makers. The document should race, national origin, sex or disability. School Students for High-Stakes Purposes be used as one of the tools for local internal Disparate Impact The due process and equal protection examination of the use of tests for high- This is when the criteria or methods ofrequirementsoftheFifthand14th stakes purposes. Finally, the guide contains administrationhavetheeffectofAmendments tothe U.S. Constitutionappendices that provide excellent resources subjectingindividuals or groups towould apply to ensure appropriate decisionsin testing and high-stakes decision-making. discrimination. were made by public schools and states. TheInterculturalDevelopment The courts have examined three questions ResearchAssociation's(IDRA) South Principles Related to Inclusion and in addressing due process claims related to Central Collaborative for Equity is the Accommodations the use of tests: (1) Is the purpose of theequityassistancecenterthatserves Limited-English-proficient students testing program legitimate and reasonable?Arkansas,Louisiana,New Mexico, "States or school districts using tests(2) Have students received adequate noticeOklahoma, and Texas. It is available to for high-stakes purposes must ensureof the test and its consequences? and (3)assist schooldistrictsin such a self- that,as withallstudents, the testsHave students actually been taught the examination. Contact the equity assistance effectivelymeasurelimited-English-knowledge and skills measured by the test? centeratI DRA,210-444-1710or proficientstudents'knowledge and www.idra.org/scce. skillsinthecontentareabeing Conclusion measured... It may be necessary in some All of these principles serve as a Resources situations to provide accommodations basis for the content of the remainder of the U.S. Department of Education Office for [regarding language differences] so that guide. The first chapter focuses specifically Civil Rights. The Use of Tests as Part of the tests provide acdurate and valid onanin-depthexplanationofthe High-StakesDecision-Making for information about the knowledge andmeasurementprinciplesandtheir Students: A ResourceGuide for skills intended to be measured." application. The second chapter explains Educators andPolicy-Makers Students with disabilities the legal principles and the law with (Washington, D.C.: U.S. Department of Federal law requires that Students withpractical examplesto facilitate EducationOfficeforCivilRights, disabilities be included in statewide and understanding of how the law is applied. December 2000). districtwide assessment programs with Educators and policy-makers can the necessary accommodations: "There gaintremendousinsightintothe must be an individualized determination measurement and legal principles that may Bradley Scott, MA., is a senior education of whether a student with a disabilityguide the Office for Civil Rights in its associateintheIDRA1 Divisionof will participate in a particular test andinvestigationand compliancereviews Professional Development and director of the appropriate accommodations, if any, under Title VI, Title IX, and Section 504the IDRA South Central Collaborative for that a student with a disability will fromThe Use of Testsas Part ofEquity. Comments and questions may be need." High-StakesDecision-Makingforsent to him via e-mail at [email protected]. February 2001 el IDRA Newsletter 24 Fox Tech High - continued from page 1 Academic Vann CenturyProgramclasses,which students and staff. With the new administration and include your basics. It is important Outside the buildings, uniformed staff came the creation of "schools-within- that the students choose, but also students are at the bus stop, loading citythe-school" as a means of meeting the important that they know they are not buses, making conversation, and studying. needs of all students. The idea was to stuck in those schools. They have an Unlike many high schools in the area, the create small, caring communities within the opportunity to change schoolsif parking lot is not full. Most of the students framework of the larger school setting. they are not happy. do not own cars and use district and public Multiple academies were established, each In an attempt to move the concept to transportation. Many now come fromwithitsownassistantprincipal, an even higher level by, again, focusing on around the city just to attend Fox Tech. counselor(s), instructional guide, and corethe needs of the students in each academy People from all over Texas and theand magnet teachers. through careful assessment, other needs United States call to inquire about the Each academy began to create, buildwere identified. These included more law- school. Many of these calls are from and establish its own program by workingrelated information and courses, a more teachers seeking a teaching position. Calls collaboratively and always with the students technology-based strand, and a program to tothe school's main switchboard areforemost in mind. The ongoing planning,assist the students who were considered as greeted by a warm recording: "Welcome to evaluating and assessing of programs hasbeing in at-risk situations. The countless Fox Tech High School, the only Nationalresulted in a law and research academy, an hours of careful planning, monitoring and Blue Ribbon winner and "recognized" high appliedtechnologyacademy,andaevaluating programs focused on student schoolin the history of San Antoniouniversal global academy. Ms. Cockrellneeds has resultedinan assets-based IndependentSchoolDistrict. We are comments: model that values the students and instills beginning our 122nd year of excellence in We created schools [academies] that pride in school, learning, community and education." The tone of the message is allow students to choose what they heritage. positive, sincere and exudes pride in the want. Our vocational school grew so One of Ms. Cockrell's goals is to students, school and community. much that 1 had to divide it into the provide students a quality education so As you walk into the main school computer-based school and the 19th Fox Tech High - continued on page 8 building, you are reminded of a university atmosphere. The schoolis very quiet, extremely clean and polished. Fox Tech was Transformation at Louis W. Fox Technical High justnamedthe"OutstandingSchool School, San Antonio, 1994-95 to 1999-00 Building of the Year" in the San Antonio District (ISD)for Independent School 1994-95 School Year cleanliness. It is cheerfully decorated with Texas Education Agency disestablishes the school at the end of the school year. student art projects and other beautiful and clearly visible work that proudly reflects 1995-96 School Year the school's ethnically-diverse population. The school is re-established for the new school year with a new administration. find Everywhere on campus you will By the end of the year, the school is removed from "low-performing" with a new displays, awards, and even an area that is a administration status in math. mini-park a place for lunch, socializing The school is still rated as "low-performing" due to its 14.7 percent dropout rate and studying. The campus isspotless, in 1993-94. there is not so much as a gum wrapper on the floor. Teachers and students alike are 1996-97 School Year so proud of their school that they all do Fox Tech's dropout rate improves dramatically, according to TEA reports. their part in keeping the school clean. Attendance increases. Everyone becomes part of the solution. The Wall of Fame, located on the 1997-98 School Year second floor, has pictures of the many The school is named "most improved school" by the San Antonio Independent successful Fox Tech graduates. In the School District. center sits a huge buffalothe Fox Tech $1,000 awarded to each teacher by the HEB grocery store chain. again reflecting pride of school mascot The school rating is upgraded to "acceptable" by TEA. and student ownership. As you walk into Dropout rates and attendance improve. the front office, there is a warm feeling not typical of many schools. You are greeted 1998-99 School Year with a friendly and sincere, "Good morning, The school rating is upgraded to "acceptable-plus" by TEA. may Ihelp you?" Staff and students Dropout rates and attendance continue to improve. working in the front office have the same attitude of good service that is expressed in 1999-00 School Year either English or Spanish. The school Fox Tech is named a National Blue Ribbon School of Excellence by the U.S. building and front office are both "people Department of Education. friendly." Dropout rates and attendance continue to improve.

February 2001 IDRA Newsletter 25 monitor students is by calling their homes. Louis W. Fox Technical High School Teachers must call the homes of all the students enrolled in their second period Summary Data 1994-95 to 1999-00 class at the beginning of the year. They check attendance and give parents the Texas Assessment of Academic Skills opportunity to correct the home phone

1 PercentofStudentsPassing 1 numbers. Teachers are also expected to call Reading Mathematics Writing All Tests home and personally invite parents to the "distinguished graduates night" in October. 1994-95 47.7 22.1 71.5 20.7 They are asked to call home when there are 1995-96 50.3 32.1 58.1 24.0 problems and make notes of any responses 1996-97 60.7 32.4 75.4 29.2 from the parents. 1997-98 73.5 65.6 84.6 57.0 The teachers at Fox Tech also make a 1998-99 75.0 73.0 87.0 65.0 point of showing the students they are 1999-00 82.0 85.0 88.0 71.0 valued by attending events hosted by the school. Ms. Cockrell says: I rely on the commitment from Fox Tech High - continued from page 7 and giving thestudentspriority.Ms. teacherstosupportthechildren that all students have options when theyCockrell and her staff make every decision outside the classroom as well. Our graduate, "When they change their mindsbased on these three things. Adapting to students know teachers are not paid at 19- or 20-years-old and decide they wantnew techniques and continuous learning for the extra time they spend outside to go on to a higher education, they will by her staff are priorities to Ms. Cockrell. of the classroom in the evening, have the background to do it." She is also concerned with hiring and standing by the sidelines, rooting Fox Tech has different courses inretaining new teachers: them on or attending an event that leadership. Student's electives are geared All our new teachers in this district involves after-school hours. to their needs. are involved in a mentorship program Teachers at Fox Tech are at the Instructional programs are carefully since we know we lose them in the school 185 days of the year, and there are selected and given the resources needed to first five years. I meet with them and as many as two or three events per day. succeed. If they do not work for the their mentor often and I get feedback. Teachers are asked to attend at least 10 students, they are discarded. Fox Tech Teaching school now is 50 times events per year. Ms. Cockrell also makes does not "force-fit" a program. If the harder than it was when I became a sure to recognize teachers who go above programdoesnotaddressstudents' teacher. You have to keep current just therequiredattendanceandsupport. characteristics, then the program is not like you have to keep current in any Children need to know their teachers care used. Ms. Cockrell comments on the position. and that they come first. This commitment strategy: "You can call it an individual plan A teacher's attitude is another focus from teachers is critical. for each student. This is for every child, notof Fox Tech's success. Ms. Cockrell just for special education or the gifted and explains: Accomneabiligy talented." When I hire somebody, I hire their According to Ms. Cockrell, everyone attitude.If they havetheright custodians,cafdteria Leadership attitude toward teaching, it goes a paraprofessionals, teachers, administrators The principal at Fox Tech advocates long way toward making up for any and studentsat Fox Tech is accountable a leadership attitude that is straightforward, other shortcomings. 1 always want to for its success or failure. where students and teachers are to be see the strengths in teachers, and I Each one of the academies has an respected and offices have an open door practice an assets-based model with instructional guide, an assistant principal, policy.Students,teachers and parents staff and value them always. No and at least one counselor. They work with know that the principal is there to listen person is a born teacher, you make the same students all the time. It is the when they need to voice either praise or yourself a good teacher through responsibility of the instructional guide to concerns. attitude and learning.I want my look at the quality of feaching and to Ms. Cockrell also emphasizes the teachers to keep current in the loop assess the curriculum. Proper importance of pride. The students must and be part of the solution. When implementation of the curriculum is critical have pride in themselves, in their community, teachers have demonstrated to me for maximum student impact. Therefore, the and in their school. She says: "The school that they no longer are interested in instructional guide helps ensure that the was the worst in the state. That tells you our children, then perhaps it is time teachers and the curriculum are a good fit. that there was no pride in self or school. We for them to seek a position elsewhere. Students are responsible for their found people who had a vision of pride and We do not hire people who cannot own success. Ms. Cockrell has a system of began instilling that pride in the students." stay here for 25 years. naming each class of students for a specific Making the students first on the listpositive trait. She says: "One group that Teacher Qualiav of priorities has helped make Fox Tech awas recognized was a particularly tough Preparingstudentsforsuccesssuccess. Teachers are very involved withgroup when they were freshmen. I spoke involves adapting, having a good attitude,theirstudents. One way theteachers Fox Tech Highcontinued on page 9 February 2001 IDRA Newsletter 26 Fox Tech High continued from page 8 parents they came up with solutions. Resources with them, and the staff and I decided thatPrograms were carefully screened, and' Officeof Elementaryand Secondary the class was really gifted, and we had tocurriculum was heavily monitored. These Education. "Talking Points Turning change to work with them." After workingmeasures were viewed not as wayg to AroundLow-PerformingSchools," with the class for some time, they were create a convenient situation for staff but documents from the OESE leadership named the "Dream Class." This wasas ways for meeting the needs of the team (Washington, D.C.: U.S. Department appropriate because they first had to dreamstudents. of Education Office of Elementary and of what they could accomplish. With Lastly, the process of change was Secondary Education, October 2000). support and affirmation from the staff, thecreated not by exerting the staff's or the Cárdenas, J.A., and A.M. Montemayor, M. Dream Class members developed theirdistrict's wills on the students. It was not del Refugio Robledo, A.L. Trujillo (eds). goals. Ms. Cockrell says with pride, "Ofabout holding an external power of fear Successful Schooling for Economically course, they tested the highestin theover the students and community. The Disadvantaged At-Risk Youth (Austin, district." change process was about true human Texas: Texas Education Agency, 1989). Students show their drive throughpower of the principal, staff, students and collaboration and support of each other.community working collaboratively in an Rogelio Lopez del Bosque is the marketing An example of this philosophy presentedenvironment based on mutual respect,coordinatorinthe IDRA Division of itself when the Dream Class won a reward understanding,compassionandgoodProfessional Development. Comments and not having to wear their uniforms for fourintention. questions may be directed to him via e- weeksbecause they were recognized on mail at [email protected]. the TAAS. After the class won the reward, they requested that one of their prize weeks go to the sophomore class to support them and challenge them to do better. Students dropping out of school is a Seven Characteristics of serious issue for the school. Ms. Cockrell High-Performing Schools says: "No student can withdraw from school without having a conference with me. We want to encourage them to stay in High-performing schools set high standards for student achievement school, but if there is no other alternative, and plan curriculum and assessment based upon those standards. we always leave the door open to welcome them back." The entire staff is challenged High-performing schools hold teachers and administrators to prevent students from dropping out in the first place and bringing them back if accountable for meeting school goals. they do leave. High-performing schools create a safe, orderly environment that Saummam allows students to concentrate on academics. Fox Tech has made an amazing turn around, going from the lowest ranking school in the state to being nationally High-performing schools maximize time spent on instruction. recognized in a short five years. Based on my personal observations of the school, High-performing schools have teachers and administrators who are interviewswiththeprincipal,and committed to the philosophy and mission of their schools and who conversations withstaff members and have access to quality professional development that helps them students,I surmised thefollowing as contributing to Fox Tech's success. achieve that mission. Five years ago when the school was re-establishedjailure was not an option. High-performing schools have high levels ofparent and community By carefully selecting staff, the principal involvement. was able to instill a path to success. As a group, they were going to do whatever was necessary to succeed rather than to follow High-performing schools have the freedom of flexibility in a path to keep from failing. curriculum design, as well as in making personnel and finance Fox Tech has shown that there is no decisions. room or time to blame students, community, parents, or thc economic level of the Office of Elementary and Secondary Education. "Talking Points Turning student population for a school not being Around Low-Performing Schools," documents from the OESE leadership team successful. Their approach has been one of (Washington, D.C.: U.S. Department of Education Office of Elementary and not placing blame on anyone and not Secondary Education, October 2000). falling in love with their problems. Rather, asa group including students and

;-* February 2001 I DRA Newsletter 27 Eighth Annual IbRA La Semana del Niiro Early Childhood Educators Institute'

"Valuing and Capitalizing on the Linguistic and Cultural Assets ofa Diverse Student Population"

The popular Eighth Annual IDRA La Semana del Niño Early Childhood Educators Institute offers a valuable series of information-packed professional development sessions that are customized to capitalize on the linguistic and cultural assets brought forth by a diverse student population. This year's event will focus on building reading concepts and skills of young learners. Topics include: literacy, technology, social development, curriculum, and dual language. Ms. Cami Jones, director of early childhood education at the Texas Education Agency, will be a featured speaker focusing on the pre-kindergarten curriculum guidelines in Texas. Another featured speaker, Ms. Margarita Robledo, is the author of more than 50 children's books and recipient of national awards in Mexico and the United States. You can also take this opportunity to visit model early childhood centers. These visits provide you with the opportunity to share ideas while seeing them in action. Institute participants will travel to high-performing, high-minority sites in the San Antonio area that are effectively working with diverse learners. Two school visits (one each on Wednesday and Thursday) are available to paid institute registrants on a first come, first served basis. Transportation will be provided. You also will have the opportunity to interact with parents to discuss ideas to form effective learning partnerships. The action-packed schedule begins at 8:00 a.m. each morning and continues through 4:00 p.m. on Tuesday, 5:00 p.m. on Wednesday, and 2:30 p.m. on Thursday. The institute includes luncheon sessions on Tuesday and Thursday. Speck° Activities

Pre-Institute on Reading and Dual Language Programs Monday, April 23 IDRA will convene a panel of reading experts to provide teaching and classroom management ideas designed to strengthen your approach to developing literacy in more than one language. Dr. Josefina Villamil Tinajero, associate dean of the College of April 24-26, Education at the University of Texas at El Paso, will present the keynote at the luncheon. She is a noted author and leader in the field of bilingual education. This one-day pre- 2001 institute takes place on Monday from 8:00 a.m. to 5:00 p.m. and includes a luncheon session. Pre-institute: Parent InstituteThursday, April 26 April 23, 2001 This one-day event will concentrate on the challenges in early childhood education and how to maximize parent leadership. Parents and educators will dialogue on ways to focus their leadership to enhance early childhood learning. San Antonio Airport Hilton

February 2001 IDRA Newsletter 28 Eighth Annual IDRA La Semana del Mk, Early Childhood Educators Institute' Registration Form

I will attend the Eighth Annual IDRA La Semana del Nino Early Childhood Educators Institute. YES(Please use one form per person. Feel free to make copies of this form.)

Name Fees Before March 15 Fees After March 15 $175 institute registration, $195 institute registration, School or Organization April 24-26, 2001* April 24-26, 2001*

Title/Position $75 pre-institute $95 pre-institute Address registration, April 23, registration, April 23, 2001** 2001** City State Zip $225 discounted institute $240 discounted institute Telephone ( and pre-institute and pre-institute registration registration Fax ( )

E-mail $15 parent institute $15 parent institute registration, April 26, 2001 registration, April 26, 2001 Total enclosed PO #

* Includes institute sessions, Tuesday and Thursday luncheons, Register on-line with a purchase order number at www.idra.org two school visits [for first paid registrants], and materials. Mail form with a check or Fax form with a purchase ** Includes pre-institute sessions, luncheon and materials. purchase order to IDRA at order to I DRA at 210-444-1714 5835 Callaghan Road, #350 Attention: Carol Chavez Make payable to: Intercultural Development Research Associa- San Antonio, Texas 78228-1190 tion. A purchase order number may be used to reserve space. Attention: Carol Chavez Full payment prior to the institute is expected. Video Conference on Family Issues Institute Sponsors Wednesday, April 25 IDRA is pleased to bring you this Eighth Annual IDRA La Semana del Niho Early Childhood Educators Institute. Parents, community liaisons and community resource Supporting I DRA projects include: personnel across the state will come together to celebrate the International Week of the Young Child with a long I DRA South Central Collaborative for Equity (the equity assistance center that serves Arkansas, Louisiana, New distance conversation focusing on parent leadership and Mexico, Oklahoma and Texas), outreach. The video conference will be held at participating Texas regional education service centers. If you are o RE-CONNECT (the parent information resource center at IDRA that serves Texas), and interested in attending at your local video conference site and cannot attend the institute, contact Yojani Hernández atO STAR Center (the comprehensive regional assistance center IDRA (210/444-1710) for details. that serves Texas via a collaboration of 1DRA, the Charles A. Dana Center at the University of Texas at Austin, and RMC Hotel Information Research Corporation). Each of these IDRA projects provides specialized training and The institute will be held at the San Antonio Airport Hilton. The technical assistance to public schools. Information on how your hotel is offering a special rate of $96 per night for a single or campus can use these resources to improve instruction and double room, $106 per night for three to a room and $116 per nightassessment will be available at the institute and may also be for four to a room (plus state and local taxes), based on obtained by calling IDRA at 210/444-1710 or by visiting IDRA's availability. The hotel reservation deadline for the reduced rate is web site (www.idra.org). April 13, 2001. Call 1-877-377-7227 to make reservations. Be sure to reference the, Annual IDRA La Semana del Niiio Early z&' 1 Childhood Educators Institute in order to qualify for the special 1lDRA INTERCULTURAL DEVELOPMENT RESEARCH ASSOCIATION rate. 5835 CALLAGHAN ROAD, SUITE 350 SAN ANTONIO. TEXAS 78228-1190 210-444-1710 FAN 210-444-1714 [email protected] February 2001mlIDRA Newsletter The Missing Piece - continued from page 4 School staff must be able to explain, in the and school. For example, an interview can Teachers and counselors must understand students native language, what standards be an opportunity to learn more about areas the background and culture of their are, what is expected, and what goes on in of specializedknowledgethatfamily students. a standards-based classroom. members possess or students' recent work Future teachers also need to know Somesecondary-levelrecent- experience, which many secondary students how toinstruct students from diverseimmigrant students may not understand have had in their country of origin. linguistic and cultural backgrounds. Thewhy they have to attend school, let alone Framing instruction around these unwitting violation of cultural norms canmeet standards. An immigrant student, forareas can increase students' motivation inhibit learning. Education ethnographies example, may not have attended school forand opportunitiesfor participation. As are an excellent resource for teachers toseveral years prior to entering a U.S. highMoll et al. suggest, working-class families learn how education is provided in theschool because basic education in his orwithout high levels of education possess students' culture of origin and the role that her native country was considered completehigh-levelknowledgeassociatedwith parents play in their children's education. at a much earlier age. Another student mayearning a living, which can be used as a have left school to help support his or herspringboard for instruction (1990). Inviting Teachers and counselors must understandfamily's line of work. Many immigrantparents to demonstrate and speak about the basic issues of educational linguistics. students also have difficulty understanding their skills in the classroom acknowledges Counselors often are the first peoplehowU.S.classroomstypicallyaretheir skills and gives them the opportunity immigrant students meet after they register. structured. They may be accustomed to to participate in their children's learning. In order for counselors to make appropriate very traditional schools that require them decisions about students' placement into memorize and restate lecture material. Sufficient planning time during the school programs of study and for teachers to bestThese students need help understanding day must exist for teachers to collaborate serve students, they must be grounded in aandadjustingtoperformance-based with colleagues and support services. number of issues: classrooms where they evaluate their own Due to the departmentalized nature how second languages are acquired inwork or work on collaborative projects that of high schools and the large number of natural settings and best learned in thereceive group grades. students that teachers see daily, teachers classroom; need school timetocollaboratewith therelationshipbetweenlanguage School staff must be able to communicate colleagues about students' academic and proficiency and academic achievement; with families in their native language about social situations. Recent-immigrant students sources of cultural bias in classroom academic standards. and their families require many services texts, materials, and tests; and The importance ofparent involvementfrom a variety of sources, both inside and therelationship betweenfirst-and infacilitatingstudents'learningisa outside of the school. Students who lack second-language literacy. constant theme in the IASA legislation.food, clothes, social services, and medical One study found that high school Unfortunately,parentinvolvementis services or whose families do not have counselors of immigrant students whocommonly taken from a deficit approach aselectricity cannot be expected to achieve lacked appropriate background knowledge evidenced by the types of topics frequentlyacademicstandardsuntilthesebasic served as gatekeepers and underestimated offered in parent outreach efforts (e.g.,necessities are adequately met. students'potential,whichnegatively"How to Be a Better Parent"). In order for affectedstudents'abilitytocomplete parents to support their childrenin a Relationships must exist with community- school (Suarez-Orozco, 1989).-Rarely did-standards-basedsystem, --however, -they based agencies, businesses, and_other these counselors give students information need to understand academic standardsorganizationsthatgive students about post-secondary schooling. and why they are important. In addition to opportunities to learn, graduate, and gain One way to ensure that immigrantexplaining standards to parents in theiremployment or pursue post-secondary students receive high-quality, consistentnative language, inviting parents into the study. counseling is to have a bilingual counselor classroomtoobservewillhelp them Communityorganizationshave advise all recent-immigrant students andunderstand whatisexpected of theirvaluable resources to contribute to schools follow their progress instead of distributingchildren.(For information on IDRA'sin terms of experience, personnel, and fresh them among various counselors. valuing approach to parent involvement,ways of approaching education issues. In Students are more likely to succeedsee RE-CONNECT, the parent involvementaddition, they often have volunteers who when teachers and counselors have high resourcecenterthat,. serves Texas,at are proficient in the languages spoken in expectations for them and when they are in www.idra.org.) thecommunityandcanprovide courses that build on their past learning connections to social services and work experiences. A counselor who can readily Pradice opportunities for students. communicate with these students and whoAn in-take process must obtain an For the last 10 years, the reform understandsthedynamicsthataffectacademic history of the child apart from movement has been occupied with two students'success can greatlyfacilitate school transcripts and test scores. activities: (1) setting standards and (2) students' mastery of academic standards. Studentsshouldbeinterviewedassessing progress toward them. These This relationship also can help improveregarding their academic background and have been relatively easy tasks for schools communication with students'families, personal learning history. These interviews and districts compared to what they must because they may be able to interact morealsocanbeusedtobeginbuilding now address: providing all children with easily with a bilingual counselor. collaborative relationships between home The Missing Piece - continued on page 13

February 2001 Ti IDRA Newsletter The Missing Piece continued from page 12 equalopportunitiestolearnidentified standards. Accountability The IASA reference to "all children" must be taken seriously. All children can perform to challenging standards if they are Accountability is one of the most prominent issues in education provided the necessary opportunities to policy today. Accountability mechanisms create incentives for educators to learn.Opportunity-to-learnstandards focus on important outcomes. They also provide a means for allocating cannot be voluntary. Recent immigrant resources,suchasinstructionalassistance,toschoolsinwhich students and other groups of students performance measures indicate problems. have unique circumstances that must be In designing accountability mechanisms, states and districts must addressed, in part by opportunity-to-learn first determine an adequate level of progress for schools. Measures of standards. Leadership around this issue is adequate yearly progress should include a range of indicators, including essential for educational excellence for all indicators of instructional quality as well as student outcomes. In addition, to become a reality. the criterion for adequate yearly progress should be based on evidence from the highest-performing schools with significant proportions of disadvantaged Resources students. Cárdenas, J.A. Texas School Finance Reform: Accountabilityshouldfollowresponsibility:teachersand An IDRA Perspective (San Antonio, Texas: administratorsindividually and collectivelyshould be held accountable InterculturalDevelopmentResearch fortheirpartinimprovingstudentperformance.Teachersand Association, 1997). Coons, J. Private Wealth and Public Education administrators should be held accountable for the progress of their (Cambridge,Mass.:HarvardUniversity students.Districts andstatesshould beheldaccountable for the Press, 1970). professional development and support they provide teachers and schools Cummins,J."LanguageAssessmentand to enable students to reach high standards. Academic Achievement,"Issues in Language Accountability provides a way to focus assistance to schools. Testing Research (Rowley, Mass.: Newbury Assistance should be aimed atstrengthening schools' capacity for House, 1983). educating all students to high standards and to building the internal Cummins, J. Bilingualism and Special Education: accountability withinschools. Without developing schoolcapacity, Issues in Assessment and Pedagogy (San accountability leads to inappropriate practices, such as efforts to increase Diego, Calif.: College Hill Press, 1984). Kozol,J.Savage Inequalities: Childrenin test scores without improving student learning. America's Schools (New York, New York: Education improvement systems continually change, based on new Crown Publishers, 1991). knowledge and new circumstances. States and districts should continually McCollum, P. "ImmigrantStudentsand monitor and review their systems to determine where improvements are Standards-basedReform:Examining needed and make thechanges necessarytoimprove educational Opportunities to Learn," In Including At- opportunities for all children, and particularly for the disadvantaged Risk Students in Standards-based Reform: A children Title I was established to support. Report on McREL's Diversity Roundtable II (Aurora, Colorado: McREL, 2000). Recommendations Moll, L.C., and C. Velez-lbanez, J. Greenberg, K. Whitmore, E. Savedra, J. Dworkin, R. Accountability should follow responsibility: teachers and administrators Andrade.CommunityKnowledgeand individually and collectivelyshould be held accountable for their part Classroom Practice: Combining Resources in improving student performance. Teachers and administrators should for Literacy Instruction, OBEMLA Contract be accountable for the progress of their students. Districts and states No. 300.87-0131 (Tucson, Ariz.: University should be accountable for the professional development and support of Arizona, College of Education and Bureau they provide teachers and schools to enable students to reach high of AppliedResearchinAnthropology, standards. 1990). Accountability decisions should be based on multiple indictors. Sudrez-Orozco,M.M.CentralAmerican Accountability mechanisms should be based on a range of measures, Refugeesand US.HighSchools: A Psychosocial- Studyof Motivation and including indicators of instructional quality, as well as student outcomes. Achievement(Stanford,Calif.:Stanford Accountability results should be reported so that the improvements University Press, 1989). needed are clear to students, teachers, and parents. U.S. Department of Education. "Educational Accountability mechanisms should encourage schools to improve all Excellence forAll Children Act of 1999: Fact students' performance. Sheet,"Internetposting(1999)http:// Assistance should be aimed at strengthening schools' capacity for www.ed.gov/offices/OESE/ESEA/ education all students to high standards and to building the internal factsheet.html. accountability within schools.

Pam McCollum, Ph.D. is a senior education Source: National Research Council. Testing, Teaching, and Learning: A Guide associate in the IDRA Division of Professional for States and School Districts (Washington, DC: National Academy Press, Development. Comments and questions may be 1999). directed to her via e-mail at contactidra.org. ------February 2001 IDRA Newslette Resources on Accountability

Disciplinar y Alternative Education Programs in Texas - Missing: Texas Youth - Dropout and Attrition Rates in Texas What Is Known; What is Needed Public High Schools Albert Cortez, Ph.D., and Maria Robledo Montecel, Ph.D. Josie Danini Supik, MA., and Roy L. Johnson, MS. These programs manage more than 90,000 pupils a year in Texas This policy brief presents an in-depth look at the dropout issue in and cost millions of state taxpayer dollars. But we know very little Texas: More than 1.2 million students have been lost from Texas of what they do, much less how (or how well) they do it. This brief public schools to attrition from 1985-86 to 1997-98; The state of includes policy recommendations, findings at a glance, the national Texas loses $319 billion in foregone income, lost tax revenues and picture, an overview of the Texas policy, findings examined, and a increased criminal justice, welfare, unemployment and job training closer look at one school (San Antonio, Texas: Intercultural costs. This brief includes policy recommendations, findings at a Development Research Association, 1999; $7; free online at http:/ glance, the national picture, a look back at Texas, findings examined, /www.idra.org/Research/alted.htm). and a profile of the IDRA Coca-Cola Valued Youth Program (San Antonio, Texas: Intercultural Development Research Association, Ensuring Accuracy in Testing for English Language Learners 1999; $7; free online at http://www.idra.org/Research/dropout.htm). Rebecca J. Kopriva This resource provides guidance tostates,districts, and test Myths and Tradeoffs: The Role of Tests In Undergraduate publishers about developing, selecting, or adapting large-scale, Admissions standardized assessments of educational achievement that are Alexandra Beatty, MR.C. Greenwood and Robert L. Linn eds. appropriate and valid for English language learners (Council of Four recommendations regarding test use for admission are made to Chief State School Officers, 2000). colleges and universities, including a warning to schools to avoid using scores as more precise and accurate measures of college Failing Our Children Finding Alternatives for In-Grade Retention readiness than they are (Washington D.C.: National Research Pam McCollum, Ph.D.; Albert Cortez, Ph.D.; Oanh H. Maroney, Council, National Academy Press, 1999). MA.; and Felix Montes, Ph.D. This policy brief presents an in-depth look at the issue of in-grade Students for SaleThe Use of Public Money for Private Schooling retention (particularly in Texas), reviews research that finds this Albert Cortez, Ph.D.; Josie D. Supik, MA.; Anna Alicia Romero; and practice to be ineffective, and outlines alternatives to both retention Christie L. Goodman, APR and social promotion. It includes policy recommendations, findings This policy brief examines the dangers of public-funded voucher at a glance, the national scene, a look back at Texas, findings programs for children and neighborhood public schools. It includes examined (including alternatives to retention), and interviews of policy recommendations, findings at a glance, the national picture school personnel (San Antonio, Texas: Intercultural Development (including an overview of litigation), findings examined, and Research Association, 1999; $7; free online at http://www.idra.org/ interviewsofparents(SanAntonio,Texas:Intercultural Research/ingrade.htm). Development Research Association, 1999; $7; free online at http:/ /www.idra.org/Research/voucher.htm). Guidance on Standards, Assessments, and Accountability http://www.ed.gov/offices/OESE/StandardsAssessment Testing, Teaching and learning: This is a document from the U.S. Department of Education to state A Guide for States and School Districts education agencies, school districts, and schools regarding the new Richard F. Elmore and Robert Rothman eds. provisionsonstandardsandassessments,adequateyearly This practical guide assists states and school districts in developing progress, and accouritability in TitleI.It also discusses the challenging standards-for student-performance and-assessmentas transition period during which a state may use t'railitional specified by TitleI.It discusses standards-based reform and assessments while it moves toward its final system of assessments. specifies components of an education improvement system, which are standards, assessments, accountability and monitoring the Handbook for the Development of Performance Standards: conditions of instruction (Washington D.C.: National Research Meeting the Requirements of Title I with Council of Chief State Council, National Academy Press, 1999). School Officers This handbook describes the best practices and current research on A Toolkit for Using Daia to Improve Schools: Raise Student the development of academic performance standards for ,K-12 Achievement by IncorpOrating Data Analysis in School Planning schools (Office of Elementary and Secondary Education, U.S. The resources in this toolkit enable school and district personnel to Department of Education, 1998). collect, understand, and use data for creating and revising school action plans designed to increase student achievement. Special High Stakes: Testing for Tracking, Promotion and Graduation emphasis has been placed on schoolwide planning and raising Jay P. Heubert and Robert M Hauser eds. achievement for traditionally low performing students. Hard copy Discusses how tests should be planned, designed, implemented, available for $22 to high poverty schools and districts in New reported and used for a variety of educational policy goals. Focuses England, and for $35 to all others. Cost includes guide and data on the uses of teststhat make high-stake decisions about discs for both PC and Mac (New England Comprehensive Center, individuals and on how to ensure appropriate test use (Washington, 1998; 800-332-0226). D.C.: National Research Council, National Academy Press, 1999). For additional resources, Internet links, etc., visit the IDRA Field Trip www.idra.org

February 20019/bIDRA Newsletter 32 elle¢gecl LATO¢Iles nE lie 00 aMeaudeggellicAN ZA¢¢(DERRaNanv

"Analysis of Educational Equity: Community Seeks Direction for Diversity," by Dr. Maria Robledo Montecel (March 1997). http://www.idra.org/Newslttr/1997/Mar/Cuca.htm#Analysis "Bilingual Intelligence Testing," by Dr. José A. Cardenas (January 1995) http://www.idra.org/Newslttr/1995/Jan/JAC.htm#Art8 "Education Reform: Schools Need a New Attitude," by Dr. José A. Cardenas (November-December 1993) http://www.idra.org/Newslttr/1993/Nov/JAC.htm#Art3 "Improving Student Performance: Study Identifies Better Approach," by Dr. Maria Robledo Montecel, Josie D. Supik and José A. Cardenas (October 1994) http://www.idra.org/Newslttr/l994/Oct1Cuca.htm#Artl "Issues in Accountability Testing on LEP Students: Reflections on the Policy Making Process," by Dr. Adela Solis (June- July 1995) "Program Evaluation and Title VII Programs: Some Guiding Ideas," by Dr. Adela Solis (January 2000) http://www.idra.org/Newslttr/2000/Jan1Adela.htm#Art6 "School-Student Performance and Accountability," by Dr. José A. Cardenas (October 1998) http://www.idra.org/Newslttr/1998/Oct/JAC.htm#Art1 "Significant and Worthwhile Changes in Educational Evaluation: Putting Value in Education," by Josie D. Supik (September 1999) http://www.idra.org/NewsIttr/1999/Sepaosie.htm#Art2 "Why Better Isn't Enough: A Closer Look at TAAS Gains," by Dr. Albert Cortez (March 2000) http://www.idra.org/Newslttr/2000/Mar/Albert.htm#Art I

HIGHLIGHTS OF RECENT IDRA ACTIVITIES

In November and December, IDRA worked with 12,854 teachers, administrators, parents, and higher education personnel through 118 training and technical assis- Activity Shapshot tance activities and 276 program sites in irhe Intercultural pevelopment Research Assosdation (I DRA) lias-been 1 r ------1,-----. 1 working.with severalzsch-oolstto.redesign and re-energize theiFieatling 18 states plus the United Kingdom and ------, N. 'N. ":,---.., ----,...1 ------/programs to be more responTre to,the characteristics of their diverse Brazil. Topics included: / / i + Goals of Equity learners./ / In this-three-y\earNIDRA\reaNding_program,V known as FLAR + Integrating Technology into the (Focusing,on LanguaNge.an\ d\Ac\ade \rn lc\ I\nstructionalaenewial),TDRA Classroom 1 iovides/technical assist\ara tht inCludes classroom demonstrations / / \ .11 1 1 + Assessing Racial and Gender Bias in and observations of effective teaching strategies, coaching for suc- Curriculum cess, nul rturing of innovations, and guidance for finding funding options.k \FLAIR capitaliieyon each/ school's, strengths to increase / + Starting Today... Steps to Success / Lreading scores, weave reading throughout the curriculum and recapture/ for Beginning Bilingual Educators \ \ '---...__....././ 1 / ./ students' love of reading/The /participants have become reinvigorated + How Families Help Student Success / . / by this newinstructional..v .- method/ that/ is based on three principles: active ..-...... _ ....,...... , ,.....-._....-- .--,.-- Participating agencies and school involvement;validating..students and guidance. districts included: Jemez Mountain Schools, New Regularly, IDRA staff provides services to:Services include: Mexico + public school teachers 4 training and technical assistance 4- Midland Independent School District+ parents 4' evaluation (ISD), Texas + administrators 4 serving as expert witnesses in 4 Texas Education Service Center, + other decision makers in public policy settings and court cases Region XIV education publishing research and 4- New Orleans Parish, Louisiana professional papers, books, 4 New Braunfels 1SD, Texas videos and curricula

For information on IDRA services for your school district or other group, contact IDRA at 210/444-1710.

February 2001qg IDRA Newsletter , MULTICULTURAL EDUCATION: A GENERATION OF ADVOCACY By DR. Lost A. CARDENAS

This compilation includes 92 articles on multicultural edu-Topics Included: cation published during a 25-year period. Dr. José A. Cárdenas minority education Multicultural Education is the founder of I DRA, was its executive director for 20 years and ntration vi Adravar y bilingual education now serves as director emeritus of the organization. The book provides a historical overview of his involvement in the most education of undocumented significant issues in multicultural education as a teacher, admin- children istrator and an active advocate of children. school dropouts Articles are organized into 1 0 chapters dealing with each retentions in grade of I 0 major issues in multicultural education. Each chapter is early childhood education accompanied by a bibliography and appropriate discussion questions. The book also contains five cumulative indices of science, math and technology authors, court cases, legislation, organizations and topics. standardized testing Multicultural Education is a reading imperative for teach- school reform ers, administrators, teacher trainers and policy formulators inter- a new educational paradigm ested in providing equal educational opportunity to all segments of the school population.

(ISBN 0-536-58760-4; 1995; 134 pages; hardback; $38) Intercultural Development Research Association 5835 Callaghan Road, Suite 350, San Antonio, Texas 78228; PhOne 210/444-1710; Fax 210/444-1714; e-mail: [email protected]. It is 1DRA policy that all orders totalling less than $30 be pre-paid

DE v )*Nt o Non-Profit Organization v -.c6 cd -2 ro A U.S. POSTAGE PAID w Permit No. 3192 _.z IDR A San Antonio, TX 78228 0

4b " C H ASS-

5835Callaghan Road, Suite350 San Antonio,_TX_78228-1190_

Creating schools thkwork for all children, through research o materials developmenttraining e technical aslistance 0 evaluation o information dissemination I, DE V IDRA Focus: SELF-RENEWING SCHOOLS...ACCESS, EQUITY AND EXCELLENCE

IDRA Newsletter 1 ISSN 1069-5672Volume XXVIII, No. 3 March 2001 0 0

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Inside this issue: The fact that we are still discussing Why were such data not collected, 4. Success L !school transitions and focusing on Latino student access and counted and reported?Criticsof the -O. Equity ranking scale school completion issues four decades systemwouldcontendthatminority after these issues came to the fore in this student counts were not examined because, 4 Early childhood educators country says something about how farin the eyes of major decision-makers, they institute we have come and how much further we do not matter. If Latino college enrollment have to go. While the data show that moreand completion did not matter before, why Latino and other minority students areis it on the minds of many policymakers enrolling in college, this is actually a result now? of an ever-expanding number of Latino Those close to the issue point to the school-agepersonswhoenlargethe growing presence of Latinos, not only in eligible pool of college students. stateswithalreadyhighLatino Looking beyond the raw numbers to concentrations such as Texas and California percentages, recent data suggest that the but also in other states around the country. inroads that Latinos were making in college As a result of these population shifts, enrollment in the 1960s in Texas had begun efforts to increase Latino college enrollment to erode by the1980s and remainedand completion are now charged with a stagnant or actually declined after that greater sense of urgency and a recognition period. More recently, as a result of thethat time is running out for any large scale anti-affirmative action Hopwood vs. Texaseffortsto change thestatus of these decision and Proposition 207 in California, students. states with high numbers of Latino and Steve Murdock is a highly-regarded minority pupils have accelerated recentTexas A&M University demographer who 0000 proportional declines. has been analyzing Texas education and 0 the related economic trend data. Murdock Population Shift, Accountability Shift has long warned that unless we change While data have long tracked theexisting kindergarten through grade 12 negative trend in Latino school completion Latinostudent graduation and college and college enrollment and graduation, few completion rates, Texas and most other people seemed concerned about it. Schools major states face the prospect of overall were not rated on the basis of their minority reductionsincollege-level enrollments. school completion or college enrollment (See box on Page 15). rates. Too- often when enrollment and Beyond higher education however, graduation data were collected they werehe warns that this lack of attention to not .diggregated by ethnic and racial Latino education will lead to declines in groups and not used to hold schools orworker skill levels and decreases in average colleges accountable. From School to College - continued on page 2 From School to College - continuedfrom page 1 accountable for quantifiable outcomes. incomeswhich results in reduced markets Ii' gvaimsN©llil glha'R Many of these transitional issues for goods and services and increased havebeenthesubjectof extensive ¢,adv©Hged eavDtiev health, social and criminal justice related discussionsfordecades,yetremain costs (Murdock et al., 1997). To change osHevagkmis ave as giudi unresolved.Whataccountsforthis those projections in the upcoming decades, a diansaise e©clau's persistent recalcitrance among all levels of states,schools,collegesandlocal the educational pipeline? communities must begin to improve their upcxra-gvacinkmaD sgmdeMs track records now. as nev unve g© Mandetias NicIdle School 2co Nigh school Thinsialons Not too long ago, many first and Najov Transhional Wanes 6n glie 9,(5©so second generation Latino students grew It is important that we consider what up in families with limited incomes, in poor we have learned regarding Latino student transition activities; neighborhoods served by under-funded high school graduation, college recruitment, transitioning supportto include both schools. Older siblings did not make it past admission and graduation over the last four academicandsocial/psychological the ninth grade, and if a few managed to decades. Clearly critical transition points supports to help new students persistgraduate, lacking both the money and playa key roleinthe process. The beyond their first two semesters; information needed to enroll in college, transition issues that confronted earlier greater alignment andcollaboration they went to work, got married, and started generations are as much a challenge for between two- and four-year institutions families before they turned 20 years old. No today's non-traditional students as they to facilitate and support the transition ofone looked for these students when they were to studentsinthe1960s. These pupils; missed a considerable number of days or transitional issues include the following: the creation of new and expanded did not come back to school after the end of academic alignment or non-alignment partnerships that include k-12 schools, summer. In a short time, many were too far across levels within the k- 1 2 system, highereducation,localbusinessbehind to ever consider returning. Enrolled and betweenthehighschool and community,andcommunity-basedin schools that were often over-crowded college levels; organizations; and.not held accountable for students lost high quantity and quality of information engagement of the whole family infromthesystem,theybecame deliveredoncollegeadmissions college enrollment and graduation efforts desaparecidosthose who disappeared requirements; recognizing that all members play aat least from the school systems. highquantityandqualityof vital role in the students' ability to enroll Researchoncausesofschool communicatedinformationabout and persist in higher education; dropouts has evolved over time from financialaidprograms,application systemicstrategiesformonitoringascribing the problem entirely to individual procedures and support in completion student progress, which informs critical student characteristics to a new socially- of all the related paperwork; intervention points; and basedconstruct.Unfortunately,this improved college recruitment efforts accountability mechanisms that holdapproach continues to attribute the root andcoordinatedk-12tocollege institutions and the larger community From School to College - continuedon page 12

IheIntercultural-Developtnent-Research-As---Portions of the contents of this-newsletter were sociation (IDRA) is a non-profit organization developed under a grant from the U.S. Depart- with a 501(c)(3) tax exempt status. The pur- ment of Education. However, those contents pose of the organization is to disseminate infor- do not necessarily represent the policy of the Community and mation concerning equality of educational op- Department of Education, and endorsement by Parent Involvement portunity. the federal government should not be assumed.

ThelDRA Newsletter(I SSN 1069-5672,02001) Coming of Age serves as a vehicle for communication with Publication offices: educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 Goals of Texas and across the United States. www.idra.org [email protected] Educational Equity Permission to reproduce material contained Maria Robledo Montecel, Ph.D. Early Childhood herein is granted provided the article or item isIDRA Executive Director reprinted in its entirety and proper credit is Newsletter Executive Editor Educators Conference given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L. Goodman, APR Highlights of Recent IDRA Newsletter production offices. Editorial IDRA Communications Manager submissions, news releases, subscription re- Newsletter Production Editor IDRA Activities quests, and change-of-address data should be submitted in writing to the IDRA NewsletterSarah H. Aletnan production editor. The IDRA Newsletter staffIDRA Data Entty Clerk welcomes your comments on editorial material. Newsletter Typesetter March 2001 IDRA Newsletter 36 C@EMErny mad PMIT@ER b1WCAgigagT-CR ciEl3EAD iMicasDa Um-Sanchez

September 2000 marked the 50-year that value and empower all children, families in education, Dr. Cardenas has struggled anniversary of Dr. José A. Cardenas' life as and communities. with this issue in many contexts from a professional educator. Immediately after IDRA celebrates these 50 years ofparent to superintendent. graduation from the University of Texas at contributions to the improvement of Austin in 1950, Dr. Cardenas started as a educational opportunities for children with What were the general sentiments on science teacher in the Laredo Public Schools. a series of conversations with Dr. Cardenas community involvement when you began After a two-year stint in the U.S. Army, he and members of the IDRA staff published in teaching? resumed his teaching career in the Edgewood the IDRA Newsletter. This issue's In 1950, there was very little community Independent School District in San Antonio. conversation focuses on Dr. Cardenas' involvement in the schools. As long as the Additional classroom teaching was experiences regarding community and parent parent was not called by the school, you soon augmented by various supervisory involvement in education. assumed the child was doing well. If you did and administrative positions leading to the As a new member of the I DRA staff, I have a call from the school, it was bad news. superintendency of the district from 1969 to have been most impressed with the I could say that during the first five 1973. Dr. Cardenas' work in public schools organization's philosophy of working with years of my professional life, Icannot was supplemented by many years of full- parents. Staff members have developed remember having communicated with any of and part-time college teaching and almost 30 approaches that value and build on the the parents of the children I taught. There yearsineducational research andcontributions and strengths of parents as may have been some more communication development. leaders to create excellent educational with the school among middle- or upper- In 1973, Dr. Cardenas resigned as opportunities for their children. class families, but among the lower superintendent and founded the Intercultural The deficit model that views parents socioeconomic class families, there was Development Research Association (I DRA) and families as entities that must be "fixed" absolutely no communication other than (formerly Texans for Educational Excellence). as opposed to one that values them as report cards. IDRA was founded to undertake schoolcritical leaders and decision makers finance reform advocacy and now workscontinues to be a problem in many school What were some ofthe guidelines of parent with people to create self-renewing schoolsparent involvement programs. With 50 years involvement that you were given by the school's administration? Take the IDRA Newsletter Field Trip! I don't think we ever had any teacher preparation, pre-service or in-service training that dealt with parents. The administrators Go a "Reid Tgir dealt with the parents. They did not give us any guidelines. ©011 s b Fit When you became an administrator, what 4 Related IDRA Newsletter articles and were the guidelines you were given? projects It was a public relations affair. Keep 4 Statistics, definitions, etc. the parents happy, and things will go well in 4 Internet resources the school. It used to be a byline. A lot of my fellow administrators used the phrase,"Keep 4 Internet links the parents happy and you will have no problems in the school." Register for a special prize! Some of the administrators went to great lengths to keep the parents happy, Answer the question of the month! mostly through the PTA [parent-teacher Each month we will ask a new question for readers online. A sample of association] or some similar forum. There responses will be posted online. were some innovations tried with teacher- parent conferences. For the most part they were not very effective. Parents and teachers This month's question is... had a hard time communicating. What policies within your school or institution are most First, research shows that teachers, supportive of student success? when communicating with parents, tend to muNg.5draporrg go into very technical language and concepts Parent Involvement -continued on page4

March 2001 IDRA Newsletter Ao, Parent Involvement - continued from page 3 parents, even in middle-class schools. I am that have very little meaning to the parents. ...One (0 the chavadevistics critical that on many occasions the school Second, teachers are very reluctant to point of ghe 01110 rights moueoneng was system is communicating that it wants the out weaknesses on the part of the student, ghe inucduertneng a2 [outwits ighe family to support the schools, but the schools and say everything is going fine in spite of a minisgragion oft the sch do not reciprocate and support the families. the consequences to the child. And third, , The school looks to the community as a there is a tendency for teachers to discuss resource, but it does not look at itself as a the problems of other teachers, rather than characteristics of the family. resource to the community. their own problems. Therefore "these" people are The initial effort of establishingunderstood to not be interested in the What changes in community involvement teacher-parent communication in the school education of their kids, to not be willing to do you advocate? system was supposed to be through the cooperate with the school, and to not do the I go back to the basics and say that report card. These were some of the initial things for their kids to be successful. Forprimarily the school does not understand problems. As the school-communityexample, in the court case Lau vs. Nichols, the parents and that which you do not relations grew more sophisticated, there were the school district argued that 1,800 Chinese understand you fear. Due to lack of more and better teacher-parent conferences. children who spoke no English being taught understanding, the school and the parents by teachers who spoke no Chinese did not may not want to get into a relationship. If the What were some policy milestones in the constitute an educational problem. relationship is viewed as dangerous, there development of school-community When the justices ofthe U.S. Supreme may be a desire to neutralize it. relations? Court pointed out to them in a unanimous For instance, the school may try to Some of the milestones were federalopinion "Yes, you do have a problem," the neutralize a relationship with the parents programs that were implemented in the 1960s, school came right back and said there might throughextensiveinvolvementin such as the Elementary and Secondarybe a problem but not for the school districtextracurricular activities, such as football, Education Act of 1965, which included for the parents. The reason the Chinesewhich does not constitute a meaningful bilingual education, and TitleI for the students were doing so poorly in school was relationship between the school and the disadvantaged. In many of the federal attributed to the failure ofthe Chinese parents parents. regulations there was a requirement that to teach their children English. In response, The most important change in the there be parent involvement in thethe Supreme Court pointed out that therelationship is based on the school seeing implementation of the program. So parentChinese parents did not speak English and parent and community involvement as an advisory groups were formed because they therefore had very little capability in doing asset rather than a liability. Schools set their were mandatory. In fact, one of thethe type of instruction that the schoolown goals, do their own activities, and do characteristics of the civil rights movementexpected prior to them coming to school. their own evaluations. It is threatening to was the involvement of parents in the have people come in and upset the apple administration of the school. Do you see a shift in the philosophy ofcart, and start asking questions that would involving parents in raising funds for the lead to such things as accountability of the What are your thoughts on school changeschool and a new role in taking ownership school, about the quality of education. as a result of community involvement? of the school? We haveverysophisticated I donit.think.the biggest change.came I am of the opinion_that_a_lotof_the_techniques_for_defusing_the_influence of as a result of the interaction of the schools ineffectiveness of the relationship between parentsthe TAAS [Texas Assessment of and parents. In the United States we have a the school and the parents is that the school Academic Skills] for instance. We just say very elitist system of education made up of argues lack of family input, but when the the student is doing very poorly, if he or she the "haves" and the "have-nots." The family indicates that they want to make such does not pass the TAAS. Our accountability, "have-nots" did very poorly in school. 1 inputs, such inputs are neutralized. I value meaningful accountability, is sent back to think there was a lot of rationalization, and the PTA and understand the contribution it the students. They are the ones who will not we were blaming the victim for the failures. makes. Unfortunately many school systems graduate, they will not be promoted, and the The victim in this case was told frequently have used the PTA as a vehicle for fund-school also receives a sanction. by the school that the reason for the student's raising as you have mentioned. I have sat at But the school is an intangible failure was the lack ofparental interest in the a PTA meeting all night where the parents institution.I have never heard of the school. argued whether they were going to sell hot superintendent of schools having his or her I think we have had an expansion indogs or hamburgers at the school carnival. salary reduced because of low performance that thinking as we try to explain some of the They consider this to be a meaningful inputon the TAAS. I have never heard of a continued failures ofthe school in what I call into the affairs of the school. superintendent who loses a job because of "deficit models." There are deficit models for We know one of the recent findings in low performance on TAAS. We had here in kids, and we used these in the 1960s as the community involvement research is thatSan Antonio a very large school district reason for minority and disadvantaged kids when there is a meaningful relationship where most of the schools could not meet not being educated. The reason for the between the school and the family the student the minimum standards of the TAAS. No student doing poorly was attributed to thetends to perform better. The key word isone ever held them accountable. The characteristics of the student. There now meaningful, and a lot of the PTA activities or superintendent finally retired. He was given has been some movement away from the other activities that are conducted by the the normal retirement parties and presents characteristics of the student to the school are really not very meaningful to the Parent Involvement - continued on page 5 March2001 IDRA Newsletter 38 Parent Involvement continued from page 4 as, "His motivational growth has not caught What are some other roles of parents? and so forth, with no accountability on the up with his developmental mode." Parents can be utilized in the basis of the very poor performance on the She informed me that my son was a low implementation ofthe mission ofthe school. TAAS. The TAAS is reducing school achiever, he was a slow student, that I should It is very easy to put some words together accountability by placing it on the backs ofnotexpect above averageschool that say the mission of the school is to bring the students. performance from him, and not expect him to the child to maximum self-realization. That do better in school since he was alreadyhas been the mission of schools for 80 years What advice would you give educators andworking within his limited capabilities. My now. It is a beautiful statement, but how do administrators who want to increase parent son, Mike, is now a physician and a surgeon you bring this about. involvement? and did very well in high school', college and Anyone can make a mission statement, You have to think ofways of involving medical school. the difficult thing is the conversion of the parents. I could give you a list of ways in This erroneous diagnosis on the part mission statement into activities and which parents should be involved. I would of the teacher has bothered me for manybehaviors that need to be established. begin with a philosophy for schools basedyears. As an educator I was aware that my Parents have a responsibility to participate on the assumption that all children can learn. son was not slow and the teacher was wrong. in the definition ofthe activities and behaviors You can involve the parents in establishing But as I have asked myself so many times,that will lead to the meeting of the school's rules and regulations that are conducive to what about parents who are not educators mission. good student performance. You can have and do not understand and recognize their sessions for the involvement of parents in children's abilities and are told by the school How can parents participate in the curriculum development, student personnel that their child has limited capabilities? curriculum of the school? services, evaluation, and other aspects of If I had not known any better I might Parents can participate in the selection school planning and activity. Almosthave said to my son, "Don't do your of courses that are offered, requirements for everything that the school does can benefit homework," "Don't try too hard." And what participation and prerequisites for enrollment from parent and community input. would have been his contribution to society? in these courses. One thing that I would This is a personal anecdote that has bothered insist upon is having the parents participate How have you personally been involved in me for many years. in decisions for student career choices. the education of your own children? It has not always happened in the I have been very involved in theHow do you recd.& a situation like that?past. It is unbelievably bad that the school education of my children. My being pro- Through teacher training? makes decisions such as that the child should active in education has led to my children I would imagine it would come back to be a bus driver or automobile mechanic and my grandchildren doing better in school. teacher training. Teachers have often shown without input on the part of the parents. very poor judgment in determining thethink parents should participate in all Have you had negative experiences in yourcapabilities of students. Therefore, for decisions on behalf of the child. involvement in the education of yourteachers to make statements, like "He is children? incapable of learning," scares me becauseInterviewer's note: It is upsetting to realize I have published several stories they have never been able to demonstratethat on many campuses little has changed dealing with my involvement in the education success in determining who can learn andfrom the times that Dr. Cardenas spoke of ofmy children. My favorite story is in a book who cannot learn. regarding community and parental entitled, All Pianos Have Keys, in which I I don't like homogenous grouping ofinvolvement. Many "fortress schools" talk about my son Mike, who was not doing students. One of the reasons is because it is continue to keep parents out and blame well in the second grade. I knew why he usually erroneous. All studies on groupingfamilies when students do not do well. wasn't doing well. He had a liability; he likes show that teachers cannot eliminate more However, through the work of advocacy to think before he speaks. I cannot help but than 75 percent of the range of the original organizations, educators, elected officials think about all the students in school who group. The erroneous placement ofa student and families, important steps have been made speak before they think. Because of Mike's in a group of low achievers can turn into a and are being made to shift general habit of thinking before speaking he was self-fulfilling prophecy. sentiments from viewing families as distant slow in responding in school, and he was parties to viewing families as partneis and thought to be slow. What is the role of parents in such a leaders in educational achievement. Dr. When my son Mike was in the second situation? Cardenas' detailed accounts of his grade, I looked at samples of his work, and Parents should have the opportunity experiences help us to recognize both the I asked the teacher why he was not doing and do have the right to respond to teacher progress made and the work to be done better. I go back to what I said previously;recommendations. The most effective way regardingparentandcommunity teachers in teacher-parent conferences justof doing so is to have a role for parents in involvement in education. don't have the nerve to paint a realisticdecision-making processes. That is why we picture of student performance. The teacher advocate committees for placing children Jose A. Cardenas, Ed.D., is the founder and said that Mike was a sweet kid, everyone into such programs as bilingual and special director emeritus ofIDRA. Micaela Diaz-Sanchez loved Mike, he was one of her best students. education. Various facets of the school and is an education assistant in the IDRA Division of That did not answer my question about his faculty, as well as parents, should be Community and Public Engagement. Comments performance. In response to my questionrepresented. Together they participate in and questions may be sent to them via e-mail at the teacher said something nonsensical such the making of important decisions. [email protected]. March 2001 IDRA Newsletter39 OIDU Sough Csagvg Cd0abovaghlis Equigv

I&D M nog. badDey Scott Ph.D.

The discussion about educational groups of learners fail to succeed and equity and school reform has been going achieve high standards. on for quite some time now. Many ...systendc ecpagy can ©My Assumption Two Educators, parents educators have given their take on what cveaged 'dn envOrt©nmeng and community members (all education educational equity is and what it should do. ghag embvaces a seg stakeholders) who are committed to the My colleaguesattheIntercultural ©0 undedyino assunupgi ns national security of the United States Development Research Association (I DRA) are also committed to the Goals of and I have quite a history in the discussion ab tag ghvighg0 eweey EducationalEquity and schools of ourselves. Deavnev g© vecelue ghe sg excellence in principle and in practice. As I have talked to various groups pcms5bDe pubD0c eclancaftn. Assumption Three A compelling around the United States about educational commitmenttoexcellenceand equity and school reform, it has become educational equity disdains and seeks apparent to me that the notion of equity is to eradicate racism, sexism, classism and finally coming of age. HMI GeneraSiora Ecialay Concerns themanifestations of discrimination A little more than six years ago, I Strategic and focused implementation of spawnedbytheseaberrantand described a fourth generation of civil rights the Goals of Educational Equity. pathologicalways of thinking and and school equity (Scott, 1995).While Transformed curriculum that is relevant, behaving. there were many issues to be focused on in meaningful, powerful and dynamic to Assumption FourJust laws establish that generation, essentially the primary foci produce excellent outcomes forall thenecessaryfoundationforjust were to: learnersregardlessofrace,color, action, and the achievement of the Goals transform school-to-work for all diverse national origin, gender, economic level, of EducationalEquity provides the learners; language,citizenshipstatus,family sufficient force to cause appropriate produceworld-classskillsand affiliation, special need, exceptionality, action to produce the desired outcomes. competencies in all learners; and etc. Assumption Five When education createnewandmorepowerful, Reformed,expandedandtargeted stakeholders see and understand what transformativeparadigms for equity, professional development, staff renewal is right, just and fair for all learners, they excellence,civilrights,educational and staff support systems. desire to do what is right, just and fair. reform, teaching and learning. Technology equity for management, Assumption SixPeople's failure to do We have arrived-at a point where instruction, creation and development. right-by all-learners is a function of their now we need a broader, more compelling Transformed views of teaching, learning, failure to see or understand, not a lack of focus. We need toentertain a new literacy, knowledge, funds of knowledge, will to do right by all learners. generation of educational equity for a new intelligence, achievement, assessment, Assumption Seven When people of millennium and a new time.Let me etc. good faith see disparities in outcomes introduce Educational EquityGeneration Heightenededucationalstakeholder for learners, they immediately desire and Five. collaboration. do undertake to correct the deficiencies The single primary focus and nine Parental involvement and engagement. insystems and inindividuals who major concerns of the fifth generation of Safetyandsecurityinlearning operate those systems as well as the education equity are described below. environments and spaces. practices those systems and individuals Pre-kindergartenthroughgrade 16 produce. 1iflghGeneragion Vous: Creaein9 and education and school completion. How does onebegintocreate Onviensenging SvsSernic Equity It occurs to me that systemic equity systemic equity? A good place to start is Systemic equity is defined as thecan only be created in an environment thatby conducting an educational equity audit. transformed ways in which systems andembraces a set of underlying assumptionsThe Goals of Educational Equity and the individuals habitually operate to ensureabout the right of every learner to receiveequity issue questions are an excellent that every learner in whatever learningthe best possible public education.I haveplace to begin. These are provided in the environment that learner is foundhas the been able to identify seven assumptions soboxes on Pages 8-10. greatest opportunity to learn enhanced by far.I present them here with the hope that An IDRA focus group team has the resources and supports necessary tothe reader will reflect upon them, refinereworked the definitions for the Goals of achieve competence,excellence, them and provide feedback on them. Educational Equity and the equity issue independence,responsibility,andself- Assumption One In public schools,questions from an earlier version (Scott, sufficiency for school and for life. excellence is never achieved if various Coming of Age - continued on page 9

March 2001 IDRA Newsletter The Goals of Educational Equity and School Reform

A good place to start creating systemic equity is by conducting an educational equity audit. The Goals of Educational Equity and the equity issue questions are an excellent place to begin. These are provided in the boxes that follow.

Goal 1: Comparably High Achievement and Other Student Outcomes As data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement/performance gaps are virtually non-existent.

I. Are there comparably high achievement outcomes for all learners? 2. Are there comparably high social outcomes for all learners, such as responsible citizenship development, cross-cultural competence, conflict resolution, and life skills development? 3. Are school promotion and completion rates consistently high for all diverse learners? 4. How are data disaggregated? 5. What is the district using as indicators of success? 6. Is there high literacy, numeracy and technological competence for all diverse learners? 7. Are the assessment measures fair, equitable and appropriate? 8. What is the role of alternative assessment procedures? 9. Are there comparably high rates of participation in college and/or post-secondary preparation or is there competent preparation for school-to-work transition for all learners? 10. What is the role of alternative, authentic assessment measures? 11.In what ways is the school environment actively and meaningfully engaging and involving parents, guardians, and caregivers of all groups of learners supporting their children's success in school? 12. Are there appropriate monitoring, accountability, and follow up measures established to address discrimination that impedes or denies access or full inclusion and success?

Goal 2: Equitable Access and Inclusion The unobstructed entrance and involvement in, and full participation of learners in excellent community schools, programs, and activities within those schools.

1. Do learners and their families have complete access to relevant information such as student achievement, program placement and participation in a language or form of communication that is meaningful to them? 2. Do the assessment, course selection, and placement processes and appropriate supports exist to include and sustain all learners in quality courses and programs in an equitable manner? 3. Describe an equitable manner in which the item above occurs. 4. What are the criteria for a quality program? 5. How is access ensured for all students? 6. What counseling and advisement strategies and procedures expand options and opportunities equitably for all diverse learners? 7. How are you actively recruiting parents? 8. How is access ensured for all students? 9. How do the organizational policies and practices (formal and informal) provide all learners with appropriate access and inclusion? 10. What is the access, availability, quality and use of technology by all learners, including its use in planning, managing and integrating instruction in a constructivist way and in accessing all the supports that the Internet can provide?

11. How are teachers and administrators reflecting high expectations and positive attitudes about their students' success? 12. How have these measures been institutionalized? 13.In what ways do school-parent-community partnerships exist and foster full access and meaningful engagement for parents and community people in the process of excellent education? 14.In what ways are the assets of school, home, and community, valued and integrated so that all partners become eneaeed from their positions of strength as equals rather than members in deficit-model school-home interactions? 15. Are there appropriate monitoring, accountability, and follow-up measures established to address discrimination that impedes or denies access or full inclusion and success?

March 2001 IDRA Newsletter 41 Goal 3: Equitable Treatment The evidence of patterns of interaction among individuals that is free from threat, humiliation, danger and disregard that also exists within a supportive, quality environment characterized by genuine acceptance, valuing, respect, support, safety and security, so that students, parents, community and staff feel challenged to risk becoming invested in the pursuits of learning and excellence.

I. What does the culture of cross-cultural interaction look like in your district? 2. How does your district/campus reflect the four conditions for positive intergroup contact including equal status, knowledge and acquaintanceship, common goal, and institutional support? 3. What assessments or surveys have been conducted to determine people's attitudes, perceptions, expectations and prejudices about learning and performance of racially and culturally diverse people? 4. How does the staff create, implement and monitor plans for decreasing isolation, separation, and segregation between and among racially and culturally diverse students? 5. What assessments are used to measure the cross-cultural competence of staff, parents and students? 6. Are education for diversity and multicultural education as well as training for justice and equality occurring for and reflective of staff, students and parents? 7. Is training provided for staff, students and parents in the elimination of personal and institutional (formal and informal) prejudice, discrimination of racism, sexism and classism? 8. What are the organizational policies, systems, procedures, and practices to address racism, sexism, and classism? 9. Is training and development being provided in areas such as conflict resolution, interpersonal and cross-cultural competence and communication? 10. How does the staff have the knowledge and expertise to apply its understanding of the four conditions across all diverse student populations? 11.Are there appropriate monitoring, accountability, and follow-up measures established to address discrimination that impedes or denies access or full inclusion and success? 12. What is the evidence that the system has institutionalized practices of inclusion and integration? 13. What does staff work do to create, implement, and monitor learning environments to ensure that they are racially and culturally inclusive and free of racial and gender bias and hostility? 14. How is monitoring for diversity curriculum development integrated into the teacher evaluation processes? 15. Do the interactions of all individualsincluding administrators certified and non-certified staff, students and parents reflect valuing and respect for the language, cultural and class differences of others? 16. What is the evidence of equitable support, treatment, assistance, and guidance given to students and parents? 17. How comprehensive is the plan for the management of equity? 18. How does the school improvement plan reflect equity and equitable treatment? 19.Are there comparably low disciplinary referrals, absenteeism rates, suspensions and expulsions for all learners? 20. Are there violence-free,_safe,_supportive learning_enyironments for all learners? 21. What constitutes meaningful engagement in the teaching/learning process that is culturally, linguistically and cognitively appropriate for all learners?

Goal 4: Equitable Opportunity to Learn The creation of challenging learning opportunities such that every child, regardless of characteristics and educational needs, is given the requisite pedagogical, social, emotional, psychological and materials supports to achieve the high academic standards of excellence that are established.

1. How is every learner presented with a high quality and challenging curriculum that is race, gender and class bias-free as well as the appropriate form of instruction and support to make that curriculum comprehensible? 2. How do the instructional methods and materials support all students' opportunity to learn and to achieve to high standards? 3. How do the instructional methods and materials vary to respond to the learning characteristics of all learners? 4. What practices are used to identify and counteract inappropriate practices and placement such as tracking and ability grouping, inappropriate assessment and placement decisions, and inadequate guidance and counseling? 5. What staff development, staffing, and organizational structure resources are in place to ensure an equitable opportunity to learn? 6. What instructionalstrategies and research-based practices are appropriately employed to expand or create opportunities to learn for all students? 4 2 7. How are students' home languages valued, acknowledged and integrated Into instruction?

March 2001 IDRA Newsletter Goal 4 (con't)

8. How do you ensure that every learner has access to comprehensible instruction? 9. How are learners' home languages valued, acknowledged and integrated intoinstruction? 10. How is technology used to enhance opportunities for all students to learnin a manner that is equitable, challenging and high quality? 11. How are new and emerging constructs for teaching and learning and promisingpractices being used to enhance every students' opportunities to learn? 12. What systemic processes are in place to identify and integrate newknowledge and promising practices into current curriculum and instructional practices? 13. How have opportunities to learn been extended to all places inside andoutside of traditional school settings? 14. To what extent is the integrity of a high quality, high standards programpreserved for all students? 15.Are there appropriate monitoring, accountability, and follow-up measuresestablished to address discrimination that impedes or denies access or full inclusion and success?

Goal 5: Equitable Resource Distribution The assignment of funds, staff and other resources for equity and excellence,including: qualified staff equitably and appropriately assigned; appropriate facilities and other environmental learning spaces;quality instructional technology and infrastructure; appropriate instructional materials and equipment, and all other instructional supportsfor learning that are also distributed in the manner required to allow all diverse learners to achieve high academicstandards.

funding (i.e., hard or soft; local 1. What practices are used to ensure equitable resource allocation, distribution, sources of or state and federal), timeliness and appropriatenessof funding (i.e., resources when they are needed, where they are needed)? 2. How are you monitoring the use of maximum and appropriate use of resources? 3. How are facilities, their maintenance, care, rejuvenation, upkeep, and accessutilization patterns established and implemented and monitored to equitably support all learners? 4. How is the issue of resource acquisition and sustainability addressed to ensure equityin those effective programs and activities that address the special characteristics of learners (i.e., language characteristics,special programs for girls in math and science, supplemental support for low-income learners)? 5. How are decisions made about staff allocations and assignments, and human resourcedevelopment to ensure equity for all students? 6. What incentives are provided to attract, retain and sustain quality teachers todeliver high quality services to all students? 7. How are parents and the community made aware of and involved in decision-makingregarding resource and alternative instruction? 8. What mechanisms are in place to ensure that the community and parents of all studentshave meaningful opportunities to participate in the local budget development and resource allocationprocess? 9. What strategies do you implement to ensure adequate and equitable participation of allstakeholders in the resource allocation process? 10.Are there appropriate monitoring, accountability, and follow up measures established toaddress discrimination that impedes or denies access or full inclusion and success?

Source: Intercultural Development Research Association. "Coming of Age," IDRA Newsletter(San Antonio, Texas: Intercultural Development Research Association, March 2001).

Coming of Agecontinued from page 6 series of rubrics would be helpful forScott, B. "We Should Not Kid Ourselves: 2000). As a district answers each equity assistingdistrictstoplace themselves Excellence Requires Equity," IDRA issuequestion,by disaggregatingtheproperly on the equity ranking scale. I Newsletter(SanAntonio,Texas: responses for students and families acrossagree, and that request sounds like another InterculturalDevelopmentResearch race, gender and national origin,it can idea whose time has come. Association, February 2000). begin to determine where it falls on the equity ranking scale. The scale is four Resources Bradley Scott, Ph.D., is a senior education points with 1 representing the lowest level Scott,B. "The Fourth Generation ofassociateintheIDRADivisionof Professional Development and director of of equity implementation and 4 representing ;? Desegregation and Civil Rights," IDRA thehighestlevelof systemicequity 114 Newsletter(SanAntonio,Texas:the IDRA South Central Collaborative for implementation. InterculturalDevelopmentResearch Equity. Comments and questions may be It has been suggested to me that a Association, January 1995). sent to him via e-mail at [email protected]. March 2001 IDRA Newsletter 43 'v Pt Eighth Annual IbRALa Setnana del Nitro Early Childhood EducatorsInstitute'

"Valuing and Capitalizingon the Linguistic and Cultural Assets ofa biverse Student Population"

The popular Eighth Annual IDRA La Semana del Mho EarlyChildhood Educators Institute offers a valuable series of information-packed professionaldevelopment sessions that are customized to capitalize on the linguistic and culturalassets brought forth by a diverse student population. This year's event will focuson building reading concepts and skills of young learners. Topics include: literacy, technology,social development, curriculum, and dual language. Ms. Cami Jones, director ofearly childhood education at the Texas Education Agency, will bea featured speaker focusing on the pre-kindergarten curriculum guidelines in Texas. Another featured speaker, Ms.Margarita Robledo, is the author of more than 50 children's books and recipient of nationalawards in Mexico and the United States. You can also take this opportunity to visit model early childhoodcenters. These visits provide you with the opportunity to share ideas while seeing themin action. Institute participants will travel to high-performing, high-minority sites inthe San Antonio area that are effectively working with diverse learners. Two school visits (one eachon Wednesday and Thursday) are available to paid institute registrantson a first come, first served basis. Transportation will be provided. You also will have the opportunityto interact with parents - to discuss ideas to form effective learning partnerships. cz::,ertb The action-packed schedule begins at 8:00a.m. each morning and continues through 4:00 p.m. on Tuesday, 5:00 p.m. on Wednesday, and 2:30p.m. on Thursday. The institute includes luncheon sessions on Tuesday and Thursday. Special Activities

Pre-institute: Parent Institute Thursday, April 26 April 23, 2001 This one-day event will concentrate on the challenges in earlychildhood education and how to maximize parent leadership. Parents and educators willdialogue on ways to focus their leadership to enhance early childhood learning. San Antonio Airport Hilton 44

March 2001q®IDRA Newsletter Eighth Annual IDRA La Semana del Miro Early Childhood EducatorsInstitute' Registration Form y EsI will attend the Eighth Annual IDRA La Setnana del Nifio Early Childhood Educators Institute. (Please use one form per person. Feel free to make copies of this form.)

Fees After March 15 Name Fees Before March 15 $175 institute registration, $195 institute registration, School or Organization April 24-26, 2001* April 24-26, 2001*

Title/Position $75 pre-institute $95 pre-institute registration, April 23, registration, April 23, Address 2001** 2001** City State Zip $225 discounted institute $240 discounted institute Telephone and pre-institute and pre-institute registration registration Fax ( ) $15 parent institute $15 parent institute E-mail registration, April 26, 2001 registration, April 26, 2001 Total enclosed PO #

March 2001 IDRA Newsletter From School to College continued from page 2 These over-age students note that they Existing enrollment support systems causes to perceived deficits in the student'shave the option of an early exit to theused in many public schools are built on social environment including the home, workforce and that the state compulsorymisguided assumptions that all students community and "cultural" factorsfailing attendance laws do not require them to become from middle-class, English-speaking to consider the inadequacies in the schoolin school after a certain ageoften 15 orhomes with at least one adult with post- settings that caused students to dropout. It less. secondaryeducationalexperiences.In isthisfailureto examine inadequate Students should not be subjected tosuch a model, the schools do not need to schooling as a root cause that has led toDarwinian-type "survival of the fittest"play a major support role, since the family andcontinuestocontributetoourphilosophies.Middleschooltohigh history provides both a role model and a collective failure to improve Latino dropout school is a critical transition pointbut few support systemtofosterthestudent rates (Supik and Johnson, 1999). schools have large scale efforts to helpthrough the complex college enrollment Research shows the move towardease those transitions. Too often,the and completion process. dropping out begins by late elementaryvarious school levels engage in finger- Many Latino and minority families do school when inadequate instruction leadspointing about schoolleavers high not fit that middle-class profile. They need to under-achievement (Robledo, 1989). Asschools blame middle schools; middle specialized support systems at all levels in students lag behind, schools devote little schools blame elementary schools; and allthe educational pipeline tofoster their or no effort to getting them back up to level. three blame parents and families. transitions through all the critical points in Until the mid-1980s, Texas and many other While there are emerging examples ofthe system. Lest one assumes a deficit states did not require that schools keepmiddleschoolandhighschool perspective of Latino families, it is important recordsof or report on highschool collaborations, they are often exceptionsto note that studies of Latino family values dropouts.Ifdroppingoutmattered,rarely replicated on any large scale in any have shown that, as a group, Latinos place someone would have asked. And no onestate. Strengthening middle school supportgreat weight on education, recognizing its asked, in part because until recent decades, systems and school transitions throughrole in social and economic mobility. local economies required uneducated andenhanced academic alignment, providing What has been consistently lacking unskilled workers, and dropouts provided"bridging" opportunities across both levels, is the existence of large pools of Latinos that work force. This changed when ourand strengthening counseling and supportwho have successfully navigated all levels economic demandsforeducatedand systems at middle schools may be a goodof the educational system. These Latino skilled workers changed. start. Similar specialized efforts must begraduates could act as an internal support maintained at the high school level as well.system.Thissystemhaslongbeen Middle khool to High School availabletoother groups including Transition issues High School Transitions African Americans who have benefitted IDRA's research on school leaversinformation and Support from the existence of historically Black suggests that, by middle school, students Many Latino high school studentsinstitutions of higher education. who lag in elementary school continue toare not sufficiently informed about college Until the number of Latino college fall behind (Johnson, 2000). Complicatingoptions. Perhaps if a Latino student ranksgraduatesapproachescriticalmass, the transition from elementary school toat the top of the senior class or is seen asspecialized support programs will be key to middle school was a school organizational having a promising athletic future, specialcreating and expanding equitable post- scheme that focused on teaching contentassistance may be forthcomingbut notsecondary educational opportunities for rather than on teaching students. Familiarguaranteed even in those instances. thenation'sfastestgrowingminority elementaryschoolteachers who had Many non-traditional students begin group. Exclusive reliance on federally- taught all subjects and had really gotten to thinking about college in their junior year in funded programs however is ill-advised, in know individual students are replaced by high school. By that time it is often too latepartbecauseitrelievesstatesof "advisors," or "home room" teachers whobecause they havenottakencollegeresponsibility to create their own state- are supposed to counsel and keep track ofenrollment prerequisites or did not maintainfunded efforts in these areas. large numbers of pupils. Each middlean adequate grade point average. By the For many students, whether or not school student becomes one of more thansenior year, too many of these studentsthey enroll in post-secondary institutions 100 students taught by different subject think their only options are minimum wage is often determined by the luck of the draw matter teachers over the course of six orjobs, or at best a two-year communityor where they happen to live. If students seven class periods. college, never having known the range ofare enrolledina school served by a Because of these changes and a newoptions that are actually available. specialized program or provided the support anonymity, many middle school students A fewluckyorchosenones needed by a caring education professional find themselves languishing further behind sometimes get special attention, but theyor other family or community member, they as they move up the grades, and theyare too few. Who helps allthe othermight have theopportunity toattend eventually give up on the system, usually students and families who need informationcollege. For others, thelack of such preceded by therecognitionthatthe about college admissions requirements andassistance provides more limited options system has given up on them. The effects financial aid issues? Obviously counselorsafter high school. of in-grade retention at the elementaryand teachers could play an expanded role, In order to strengthen the support school level becomes more pronounced in but why do so if there is nothing in thesystemswe mustcreatespecialized middle school as over-age students areschool systems that encourages this typepersonnel positions based at the middle now 14, 15 and sometimes 16 years old. of engagement with pupils. From School to College - continued on page 13 March 2001 IDRA Newsletter 4 6 From School to College - continued from page 12 academic preparation (Cortez, 1997). highschools.These Certaininformationshouldbe schoolsand Og nva snamgh .R© vecumii8 individualsmust havethetimeand reported to local communities served by expertise to guide students through the and envelD Lein@ ump011s. those schools or colleges, policymakers admissions and financial aid applications ©He onang ensue 8hag ghess who provide state and federal funding, and processes.Includedinthesesystems squidengs haus ghlanctia0, foundations that support these institutions. This information includes where and who should be mechanisms for ensuring that all azadegnic, and Egsucho-s@daEl students become familiar with college collegesarerecruitingand,more admissions requirements not merely sappon mechanisTh importantly, what success they are having. entrance exam provisions but high school If we do not compile and disseminate this course work requirements thatrequire students who are already seriously involved school and student recruitment information, critical decisions as early as one's freshmanin the college application process. Students how do we know what we have done and year.Academicsupportsystemsthat who work after school have no opportunity how well we are doing it? accelerate instruction for students whoto attend such events. Most existing recruitment models are have lagged behind and opportunities for Even when such presentations arenot set up to be inclusive. This may again advanced placement for those studentsprovided during regular school hours, thebe reflective of a model that is based on the who are further along are also important"outreach" too often involves an auditorium assumption that once a student graduates parts of the intervention strategy. full of students. Contrast this approach to from high school and goes on to college, In addition to expanding existingthe recruitment of a prized-athlete who is persistencebecomesexclusivelythe support systems, high schools must set uptreated to numerous phone calls, home student's concern, a model incompatible tracking systems that provide status datavisits and other one-on-one exchanges with Latino family values. Creation of new on students after they have graduated.with recruiters, and you get a sense of the approaches requires extensive input from This system would include how manydifference in recruitment priorities. Whilelocalcommunityleadersandparent pupils applied for admission, the number ofone can argue that intensive one-on-onerepresentatives. pupils admitted, the number of pupils who recruitment efforts may be difficult to enrolled, and the number of pupils who implement on a large scale, it is important to Support System and Financialid remained in college. recognize that recruitment of non-traditional Itis not enough to recruit and enroll For it to be considered important,Latino students will require somethingLatino pupils. One must ensure that these some of the data should be integrated into a other than the conventional approachesstudents have financial, academic, and highschoolaccountabilitysystem, that have been available to date. psycho-social support mechanisms. For especially the number applying and being These old models of recruitmentmiddle-classstudents,supportin admitted into college. History relating to leave too many questions unanswered andnegotiatingone'sway throughpost- school accountability systems issues unaddressed. For Latino families,secondary education may be available from demonstrates that notable change occursthe emphasis on the whole familyis the parent or a sibling. For first-time Latino only when policymakersattach important.IntheLatinoculture,the enrollees, support and advocacy may need consequencestoanunacceptable individual is an extension of the whole. All to be provided by support structures based condition. decisionsaffecteveryoneandmerit at the post-secondary institution. discussion by the family, or at least the Workstudyprogramsprovide Nigh School Focused College Recruitment parents. students an opportunity to connect with Research suggests that we fail to Examples of creative recruitment the local community in either school-based enroll and graduate Latino pupils becausestrategies are available. The question is internships or as part-time staff. we fail to actively and effectively recruit whether or not the will and commitment to But the need to work also creates them. Colleges that do recruit often spend change traditionalrecruitment methodstension betweenintensifiedstudy and disproportionatetimeandresources exist in many institutions. employment. While some Latino pupils recruiting the few exceptional graduates, to Part of the challenge to changingmay have had to balance school and part- the detriment of all those who were not the college recruitment practices lies in thetime employment toget through high classvaledictoriansorsalutatorians conventionalcriteriausedtoidentify school, the challenges are compounded at obviously, too small a pool to fill up theprospective students. In many cases, thethe college level. Add to this the pressure college classes. primary criterion is the student's gradethat comes from needing money to pay Collegerecruitmenteffortsare point averageorscore on acollegebasic college expenses like tuition and assumed to provide opportunities for many entrance exam. Seldom are colleges involved related costs such as books and fees, and studentswhomightnothavebeen in looking at multiple indicators of studentthecollege part-time work experience consideringpost-secondaryeducation.potential. quickly becomes indistinguishable from Conventional college recruitment efforts Few collegestakeintoaccount thehighschooljobthatgenerated offer options for those already consideringwhether pupils worked during high schoolweekend spending money.For many college but do little to encourage students or whether they are the first in the family to Latino students, the answer to the financial who have not considered college. graduateorseeka post-secondaryaspect of college is a combination of earned Traditional college recruitment efforts education. Both of these situations are money and financial aid. are often limited to "college nights" at theindicatorsof perseverance,aquality Animportantconsideration in local high school and are attended only by probably as important in college as past From School to College - continued on page 14

March 2001 IDRA Newsletter ;. ir From School to College - continued from page 13not be part of financial aid packages, butmanystudentsarediscouragedfrom craftingfinancialaidpackagesisto that packages that are heavily weighedremaining enrolled at the two-year college recognizeLatinofamilies'perceptions toward loans may be reacted to in differentbecause of the remedial courses required regarding long-term debta key feature ofways by different groups.Successin that, after years of enrollment, result in state and federal student loan programs.having some Latino families accept such limited transferrable credit. Latino families as a whole are reluctantpackages may require additional work that The fact that many first time college about accumulating large or long-term debtpoints out to the families how that loanattendeeshavesacrificedshortterm to support college enrollment. note will be manageable within a largerimprovements(oftenincludingsuch While the middle-class family mayincome produced by being acollege perceived basics as a first car, or a first see it as an investment and may not begraduate. apartment of one's own) may be overlooked threatened with assumption of large-scale, byuniversitiesthathavebuilttheir long-term debt, many Latino families do not Iwo- to IFour-Ifeav Colle9e 'Transitions intervention strategies for moderate income share this attitude. Middle-class families Research conducted about Latinoyouth whose "hard" choices may involve have experience with home mortgages, and students who enroll in college shows thatdelaying the purchase of the new car or new car debt and payment. approximately 50 percent enroll in two-year movingtoluxurycondominiums. Many poorer families by contrastcolleges. For those students who prefer toCollaborative efforts where community pay rent from month to month. If they limit their post-secondary education, thecolleges can begin remediation efforts purchase a car it is often a less expensivetwo-year option addresses that preference. while students are still enrolled in high one paid for in cash or over a shortThe data also indicate that for many Latinoschools have shown potential to deal with repaymentperiod.They havelimited students the decision is based on an intentthis issue. experience with credit; and in some casesto begin their college enrollment at a two- A second problemisalack of bad experiences where unforeseen expenses year institution and transfer to a four-yeararticulation agreements between two- and led to credit-related problems. All this is college. four-year colleges, which compound the said to stress the importance of families' Research reveals however that too credit transfer issues. According to research perspectives about loans in modifying ormany community college pupils intendingof collegegraduationrates,two-year adapting traditional financial aid strategies. totransfer never achieve a successful collegestudentswhotransferhave This is not to say that loans shouldtransition. One observation suggests that From School to Collegecontinued on page 16

HIGHLIGHTS OF RECENT IDRA ACTIVITIES In January, IDRA worked with 9,540 teachers, administrators, parents, and higher education personnel through 89 training and technical assistance Activity Snapshot- /-17----Th activities and 276 program sites in 14 After being found in violation ofthe law related to raciaTharaisThent;one-- states plus the United Kingdom and [ Ithstrict facedliaTifili:$250;000-infederal)frrids-ithheld-f40-itIllie-. Brazil. Topics included: '-'fDR.,Vg'diiiiiCeaLN'GC;llcr'hs'or??itivi-'f7tL---Equily provideditechni'cal i ./ / Kindergarten Reading Readiness j as,istance tothe-districW+a-d"Rolicysteyelo_p_ment and fraining in Parent Leadership in Education pfreiudice Teduction fokle\INard\, staff;students areparents._Arnodel 1 Assessment for LEP Students ; is/being developed and refined for\ use with other districts experiencing FLAIR (Focusing on Language 1 Similar iroblems. The So\uthentrai Collaborative for Equity is the i . i I , equity assistance center funded by the U.S. Department of Education / and Academic Instructional ? , 1 , \ Renewal) + to, help schools in Arkansas,"/LouisianaOklahoma, i i New Mexico and/ \ \ . ,,, , Making a Smooth Transition Texas to provide equitable school settings. that ensure full inclusion and' Between Grade Levels -----pa\rt\icipatioliy alllii-ide/nts and theirrirents regardless of race, sex oi L,national'origin.N. ___---7 Participating agencies and school districts included: 4. Chicago Public Schools, Chicago, Regularly, IDRA staff provides services to: Services include: Illinois + public school teachers 4. training and technical assistance 0- Eagle Pass Independent School parents 4. evaluation District (ISD), Texas administrators 4- serving as expert witnesses in 4 New Mexico Education Service other decision makers in public policy settings and court cases Center, Region IX education 4. publishing research and 4- St. Mary Parish, Louisiana professional papers, books, TempleISD, Texas videos and curricula For information on 1DRA services for your school district or other group, contact 1DRAat 210/444-1710.

March 2001 IDRA Newsletter 4 3 Aggregate Household Income in Texas by Race/Ethnicity of Householder and Average Household Income in 19901 with Projections to 2030 under the Assumption of 1980-90 Rates of Net Migration Average Year Anglo Black Hispanic Other Total Household Income

1990 $168,580,195,547 $15,778,940,737 $ 27,799,408,335 $ 4,375,939,824 $216,534,484,443 $35,667 2000 187,804,738,410 19,255,599,215 43,264,532,160 8,768,812,784 259,093,682,569 34,789 2010 205,513,257,848 22,974,421,767 64,126,487,609 15,999,029,816 308,613,197,040 33,930 2020 221,679,245,813 26,892,345,007 91,775,737,224 27,017,282,115 367,364,610,159 33,110 2030 230,705,542,353 30,398,948,379 127,082,913,507 43,000,422,618 431,187,826,857 32,299

When aggregate household income is examined, the results show total aggregate income increasing from $216.5 billion in 1990 to $431.2 billion in 2030. This represents an increase of 99.1 percent, compared with a 119.9 percentincrease in the number of households. As a result, average household income would decline from $35,667 in 1990 to $32,299 in 2030 (in 1990 dollars).

Source: Murdock, S.H., N. Hogue, M. Michael, S. White, and B. Pecotte. The Texas Challenge: Population Change and the Future of Texas (College Station, Texas: Texas A&M University Press, 1997) p. 63; p. 101.

Projected Percent of Public Elementary and The number of Texas residents enrolled in school (public and private) at both the Secondary Enrollment by Race/Ethnicity for 1990 elementary and secondary and the college to 2030 (1.0 Scenario) levels will be extensive. Under the 1.0 scenario, which assumes a continuation of 1980 to 1990 levels of net migration, the number of elementary and secondary 60 students will increase from 3,571,937 in 1990 54.2 to 5,738,843 in 2030, an increase of 60.7 51.3 percent from 1990 to 2030. 50 46.8 These results suggest that education will 40 37.3 remain a major component of growth in 33.3 Texas government in the coming years. 30 29.9 Although this growth will be less at both the elementary and secondary and the college levels than the growth in total population, it 20 will nevertheless be extensive. lt will also 13.5 13.3 increasingly involve minority students and 10 growing numbers of participants in need- 2.2 2.6 based programs. Although the overall growth in enrollment may be less than that 1990 2000 2030 in population, the total demand on resources may grow substantially. The results thus Projection Year indicate that Texas will need to employ careful planning in elementary and secondary and in higher education to ensure that it can Anglo =Black M Hispanic I Other adequately address the needs for such services. Provision of adequate educational Source: Murdock, S.H., N. Hogue, M. Michael, S. White, and B, Pecotte. The Texas opportunities for all Texans is likely to Challenge: Population Change and the Future ofTexas (College Station, Texas: Texas A&M continue to require extensive attention by University Press, 1997) p. 148; p. 156; p. 158. the state in the coming years.

March 2001(doIDRA Newsletter 4j From School to College - continued from page 14community representatives. and consequences are attached will the substantially lower graduation rates than As importantly, the inclusion ofinclusion of minority pupils at all levels of students who enroll only at four-yearcommunitycollaboratorsinLatinothe educational system rise above the level institutions. Analysis of factors that impact enrollment and completion efforts affordsof platitudes and rhetoric. Isolated instances two year transfer students also suggestsstudents the opportunity to connect withindicatethatequitableaccessand that the absence or inadequacy of transition andprovideacontributiontothatcompletionarepossiblebutnotyet supportsignificantlyimpactscollegecommunity. This can contribute to the widespread. Continuation of that trend will transfer success. student' ssenseofbelongingand be catastrophic for all of us. Data on numbers of successful two-integration at both the college and local tofour-yeartransfersandlevelsofcommunitylevels.Additionally,the Resources graduation are seldom reported in mostopportunity for students to connect withCortez, A. "Criteria for Diversity: THEC's institutions.Theyarerarelyifeverthe realities of local community work Advisory Committee Suggests New Criteria," consideredinstates'higher educationrequirements lend greater credence and IDRA Newsletter (San Antonio, Texas: Intercultural accountability systems. As is the case in relevancetotheschoolandcareer DevelopmentResearch other areas of education, what isnot connections. Association, February 1997). counted is not reported and what is not Johnson, R. "TEA's School Leaver Codes: The Greater coordination and Rest of the Story," IDRA Newsletter (San reported does not matter. collaboration among the various levels in Antonio, Texas: Intercultural Development education, from elementary school through Research Association, October 2000). Expanded Collaboration college graduation must occur. Creation ofMurdock, S.H, and N. Hogue, M. Michael, S. Emerging research on inclusion ofa seamless system that provides both White, B. Pecotte. The Texas Challenge: diversestudentssuggeststhattheacademic and other ongoing transitional Population Change and the Future of Texas challenges associated with increasing thesupport offers the best hope for increasing (CollegeStation,Texas:Texas A&M success of Latino and other non-traditional Latino and other minority enrollment and University Press, 1997). Robledo, M. The Answer: Valuing Youth in studentsrequiresinvolvement byan graduation at the post-secondary level. expansive collaborative that includes the Schools and Families (San Antonio, Texas: Although progress has been made, InterculturalDevelopment broader community. Research the data clearly shows that we have far to Association, Summer 1989). For Latino and other minority pupilsgo before one can say that Latinos have Supik, J.D. and R.L. Johnson. Missing: Texas the need to include and involve communityachieved alevelof parityinhigher Youth Dropout and Attrition Rates in Texas organizations is particularly critical in view education. So long as public money is used Public High Schools (San Antonio, Texas: of the lack of diversity often reflected into fund the majority of post-secondary InterculturalDevelopmentResearch many institutions. Lacking grounding ininstitutions, itis appropriate to question Association, January 1999). the experiences and world views of the the extent to which those institutions offer Latinopopulations, Albert Cortez, Ph.D., is division director of the collegesandequitableandexcellenteducationalIDRA Institute for Policy and Leadership. universities can benefit from the insightsopportunities to all of their constituencies. Comments and questions may be directed to him and contributions brought to the table by Not until the numbers are reported via e-mail at [email protected].

D E VE4 v OAA Non-Profit Organization ct% U.S. POSTAGE PAID

IDRA Permit No. 3192 San Antonio, TX 78228

'irCH 5835 Callaghan Road, Suite 350 San Antonio, TX 78228-1190

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Creating schools that **irk for all children, through researchmaterials developmenttrainingtechnical assistanceevaluationinformation dissemination IDRA Focus: SELF RENEWING SCHOOLS...EARLY CHILDHOOD EDUCATION

E=4 IDRA Newsletter 1 ISSN 1069-5672Volume XXVIII, No. 4 April 2001 0 0 <5> nO'v 4*CIff ASS'

My Magnificent Twenty ksé Cavdenas

Onside this issue: The following article is excerpted from included it in the proposal. -0- auk Childhood Education "AllPianos Have Keys and Other In 1969 the Texas Foundation School Dvain deuellocnnent and Stories," by Dr. Jose A. Cárdenas. Program did not provide for kindergarten or ianonage Everyeducatordreamsoftheother pre-school age programs, therefore, opportunity to work in an educationalthere was no available pool of trained Piau and Osawnino Utopia, a school situation in which theteachers for employment in the pre-school Model Cities program when approved for (Duesoviera©f/ biltinguai concern for the student overshadows all admation other considerations, a place where all staffthe 1969-70 school year. is dedicated to providing improved learning That same year, the Texas Education opportunities for all students, a place ofAgency (TEA), in an attempt to upgrade harmony, hard work and success. teachercompetency,hadissued new Certainlymyassignmentas regulations which prohibited the use of superintendentoftheEdgewoodemergency certified teachers with less than Independent School District in San Antonio 90 semester hours of college work. The in 1969 was anything but utopian experience. previous minimum requirement had been 60 Edgewood was the poorest of 1,600 schoolsemester hours, and the personnel office districts in Texas prior to school financehad already hired a number of prospective equity becoming a state court mandate. teachers with at least 60 but with less than Over one-half of the instructional staff did 90 hours of college work. not meet minimum requirements for state The personnel office contacted TEA certification, and a teacher turnover rate ofand requested that 20 of these newly hired over 33% made staffingaperennial teachers with between 60 and 90 semester problem. hours of college be allowed to teach in the For manyyearspriortomy Model Cities early childhood education superintendency in Edgewood I had been aprogram. TEA responded in the affirmative, strongadvocateforearlychildhood stating that the program was not state education. Working for the Southwestfunded nor of much importance in terms of EducationalDevelopmentLaboratoryteacher preparation. (SEDL) in Austin from 1967 to 1969, I had So it happened that in September the opportunity to develop a proposal for 1969, the early childhood education program an Edgewood pre-school program forwas initiated with 20 teachers with less than submission as part of the San Antoniothreeyearsofcollege.Sincestate Model Cities Program. The school districtregulationsdemandedthateducation had decided not to include early childhoodcourses be offered in the upper-division edtitation as part of the Model Citiesprogram, none of the teachers had taken a program, but upon becomingteacher education course. superintendent, I resurrected the plan and My Magnificent Twenty - continued on page 2 51 My Magnificent Twenty - continued from page 1 almost 25 years later. Other innovations It is surprising, therefore, that these VCR FiRMINV VSEVO pulcm g© includedthe employment of asocial 20 teachers became the best group of aNiu supseugeHdeum worker,theuse of outdoor language teachers it has been my privilege to work development activities, flexibility in student with in my more than 40 years as a Edgemia)d II had besuil a assignments with extensive exchange of professionaleducator. Along withthe sgDono aducxage eaullv individualstudentsandgroups,a program director, they created the Utopia community employment agency, pre-natal which every educator dreams of. The Early chRldlic)c)d edumagkm. parent training,infant stimulation and Childhood Center for 3, 4 and 5 year-old comprehensive medical and dental services. economicallydisadvantagedchildren The most amazing characteristic of became the place where concern for theteachers issued them a number, and whilethese 20 teachers wastheircreative studentovershadowed all otherwaiting for their number to be called, thecapability.Therewasnostudent, considerations, a place where all staff wasmothers were hustled into their children's instructional or administrative problem that dedicated to providing improved learningclassrooms where theyperformedas they could not solve in their daily staff opportunities for the students, a place ofteacher aides. Fathers were brought to themeetings, although Ifrequently had to harmony, hard work and success. schooltoassistinthebuilding andspend hours putting out brush fires ignited The 20 teachers worked with SEDL inmaintenance of playground facilities and in by their creative genius. the development and pilot testing of athe building of the hundreds of educational All 20 teachers participated in the prototype early childhood curriculum fortoys and manipulatives used in pre-schooldesign of the José A. Cárdenas Early economically disadvantaged, minority andprograms. Childhood Center, built in 1972 with Model limited-English-proficientchildren. The Visitors to the Center usually foundCities funds. The facility was unique in teachersdeveloped a relativelythemselvessimilarlyinvolved in many ways. It was designed for pre-school unstructured,warm,loving,nurturing instructional activity. We had visitors fromage children with hardware and fixtures environment that was a joy to behold.over one-half of the 50 states, and theeasily accessible to a three-year-old child. Parents were not only welcomed at thenever-ending stream was becoming a Therewasanemphasisonde- school, but few parents ever visited theproblem until the 20 teachers requested institutionalizationwithindividualrest school for any purpose without findingthatvisitorsprovideinstructionalrooms rather than the traditional gang themselvesinteacheraideroles,assistance, rather than sit in the rear of the facilities common to schools. The Center participating in educational activities withroom as non-participating observers. did not include a cafeteria. Meals prepared their children. Inadditiontoinstructionand in the kitchen were served in a home setting Parents reluctant to visit the schoolcurriculum development, Center personnel in each classroom in order to make the meal were enticed by the 20 teachers. Theyconducted research and training activities. part of theinstructionalactivity. The managed to get the cosmetology classesInnovative practices included extensive building had ample provisions for research, from all three of the district high schools tostaff participation in school management, a staff training and curriculum development. offer free hairstyling and manicures whichprecursor of the site-based management My maincontributiontothis brought out many of the mothers. Thewhich was to become universally accepted My Magnificent Twenty - continued on page 11

The Intercultural Development Research As- Portions of the contents of this newsletter were sociation (IDRA) is a non-profit organization developed under a grant from the U.S. Depart- with a 50 I (c)(3) tax exempt status. The pur- ment of Education. However, those contents pose of the organization is to disseminate infor- do not necessarily represent the policy of the Boosting Our mation concerning equality of educational op- Department of Education, and endorsement by Understanding portunity. the federal government should not be assumed. The IDRA Newsletter(ISSN 1069-5672,02001) Highlights of Recent serves as a vehicle for communication with Publication offices: IDRA Activities educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 The Importance Texas and across the United States. www.idra.org [email protected] of Play Permission to reproduce material contained Maria Robledo Montecel, Ph.D. herein is granted provided the article or item is IDRA Executive Director Brain Development & reprinted in its entirety and proper credit is Newsletter Executive Editor Mastery of Language given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L. Goodman, APR IDRA Newsletter production offices. Editorial IDRA Communications Manager "All Pianos Have submissions, news releases, subscription re- Newsletter Production Editor Keys" Publication quests, and change-of-address data should be submitted in writing to the IDRA NewsletterSarah H. Aleman production editor. The 1DRA Newsletter staffIDRA Data Entry Clerk welcomes your comments on editorial material. Newsletter Typesetter

April 2001 IDRA Newsletter 52 B)@©ogHg C)EUnd.guogaRding ©glEn mid Ed ]i©Eig

'2g.gulsAgu JDr(14HUUUU(DWgW Nads[lz Melba SoDis, Ph. D.

Bilingual education is a simple label, local circumstances (requirements and aims its formal definition not difficult to On ghe UMW] Rages, of the school and community, resources, understand. However, it is not an education etc.) to determine which model would be program that is easy to operationalize. A and ©ghsv paggs csg ghs most effective. school that has not implemented a bilingual ww0d, gime has Mwavs Finally, a model must not only be program before, or wants to improve its been same gam ©g adopted but also adapted to the unique current bilingual education offerings to characteristics of the school. The challenge students, may engage in a search of the bOgOnsapall, sem of this step is to shape a local program that literature for a sensible-sounding, well- nudg5-D6ngasaL edmagri©nn is appropriate and observes faithfully the articulated model to adopt. Another school non-negotiable or critical features of the may actually visit program sites in search of model. This latter process is indeed a the same. Both endeavors often yieldfeatures and underlying principles ofchallenging one, as it involves bringing frustrating results. The probable reason?bilingual education models, notingtogetherdiverseperspectivesand The model is not understood or schoolsspecifically the non-negotiable aspects thatunderstandings, but it must be accomplished discover that its settings are not compatible. must be in place in order to achieve the stated in order to implement an appropriate, context A better approach to establish anoutcomes of the model. responsive model of bilingual education. appropriate program would be for educators Second, it would be useful to carefully This article presents a refresher of to first engage in careful study of the key assess and become very familiar with thebilingual education philosophy and models and, most importantly, lists resources that provide a more detailed and useful discussion of these models and their Comparative Features of Two Bilingual Education implementation. This can help educators Programs and their Philosophies who need a boost in understanding so as to facilitate better choices in planning for Transitional Bilingual Education Maintenance Bilingual Education bilingual education. Basically, bilingual education is an Teaching the curriculum through both Teaching through the home language education program offered in two languages; (Spanish) until student is proficient enough majority and minority language (English itis also referred to as dual language in the majority language (English) to cope and Spanish). with all-English instruction. instruction. In the United States, and other parts of the world, there has always been Intensive instruction in the majority language Intensive instruction in the majority language some form of bilingual, even multi-lingual, (English)usingsecondlanguage(English)usingsecondlanguage education. methodology. methodology. In this country bilingual education programs typically serve language-minority Amount oftime in home language (Spanish) Strengthening the home language (Spanish) students, but in the past several years the instruction is determined by level ofthrough strong language arts instruction. trend has changed so that now there are proficiency in the majority language (English), until a "threshold" level ofEqual amounts of majority and home programs serving all types of students. Even proficiency is acquired which predicts language continues throughout elementary native English-speaking mainstream success in all English instruction, school years or longer. students, upon request or with approval from parents, are joining language-minority Aim is to increase use ofthe majority language Aim is maintenance ofhigh levels oflanguage students in learning via two languages and (English) while proportionally decreasing skills in both languages. Home language developing or strengthening their bilingual the use of the home language (Spanish). (Spanish) is equally protected and skills. developed. Early descriptions of bilingual education portrayed a range of instructional Ultimate goal is monolingualism. Ultimate goal is bilingualism. models which were possible depending on It is a process of subtractive bilingualism. It is a process of additive bilingualism. such things as language teaching resources available in schools, the languages spoken Considered "assimilationist". Considered "pluralistic". in communities, and the status of the target languages (Mackey, 1970). Currently, Bilingual Education - continued on page 4

IDRA Newsletter 0... .1 April 2001 53 Bilingual Education continued from page 3 use formula. The program time frame, descriptions and definitions of bilingual 8hOs ¢©11fiffnuy N1Uuiva0 schedule, staffing, curriculum materials and education are based specifically on the methodology also will be dictated by the philosophy of or rationale for offering edmagoiD [Dragams characteristics in this school. bilingual education. TIV¢anly semis Oansuass-ErdincAev Which ttiodels Should GAIT School Use? Maintenance and Transitional Philosophies At a minimum, Texas, and other states, Essentially, there are two philosophies sgmdeRgs, burR Rhe [Dasg require that schools provide transitional of bilingual education: maintenanceand se1sva0 7cAJ1lg gveNd has bilingual education to elementary school transitional.The maintenance philosophy students who have been assessed as being promotes developing, enriching and ¢haHged s© ging R@W ahem limited in their English skills. The use of the preserving the two languages and, as such, ll? pu@gams senghTig home language as a vehicle for learning the promotes additive bilingualism. This process gv[Des© atzdenfls. school curricula and intensive specialized involves adding second language skills to a instruction in English (English as a second person's linguistic repertoire in a context language), is theminimumthat schools can where both the two languages and cultures manner in which the instruction is actuallyoffer LEP students to be in compliance with are equally valued. carried out. the federal civil rights regulations and state The transitional philosophy, on the Variation exists in such areas asstatutes that protect the education rights of other hand, allows the development andclassroom organization and scheduling,these students (IDRA, 1995). However, in strengthening of the home language so thatnumber and type of students served, staffing many cases, schools are notprohibited, and it can serve as a vehicle for learning subject patterns, curriculum materials, methodology,in some cases, are even encouraged to go matter, but the home language is de-and management style. Programs lookbeyond this minimum bilingual education emphasized and eventually abandoned asdifferent primarily because of differences program. English skills are mastered. As such, in the philosophy and directives that govern State regulations in Texas, for instance, transitional bilingual education promotesthe programs. permit schools to submit "local plans" that subtractive bilingualism, where only the Consider these two scenarios. Schoolincorporate what the law requires but that dominant language and culture haveA enrolls a majority of LEP students and further employ "innovative approaches" to prominence (Baker, 1993, Lessow-Hurley, thus, per statute, must implement a bilingual meet the "affective, linguistic, and cognitive 1990). education program. Because school leadersneeds oflimited English proficient students" The bilingual skills that a person in this school espouse an "English only"(Texas Register 5700, 1996). Furthermore, possesses in instances of subtractive philosophy, they willcommit to a Transitional Texas permits and supports the bilingual bilingualism often are limited and not useful Bilingual Education model. Faculty andlearning of mainstream students who are for either communicative or learning parent support forthe program, and availableplaced within the district's state-mandated purposes. The box on Page 3 summarizes the resources will further dictate whether this bilingual program. essential premises of these two programs will be an early-exit or late-exit program. In this context, schools in Texas can and their inherent philosophies using The model in this school will focus on and do implement a range ofprogram models. Spanish and English as example languages. English learning. It will implement aspecific A growing number of schools across the Schools operate a variety of bilingual schedule, use specific staffing patterns andstate have been implementing voluntary education programs; this variance has to dospecific materials as dictated by their specific programs that educate and develop bilingual with the specific needs, goals, perspectivescircumstances. skills in native English-speaking students and resources that are available in the School B, on the other hand, enrolls that clearly go beyond what the state requires. districts and communities. All varieties ofequal numbers of LEP and mainstream Some schools may separately operate bilingual education espouse either a students. The mainstream students' familiesthe required programs for LEP students and maintenance or transitional philosophy. value the language and culture ofthe minoritythe voluntary programs for other students. (LEP) students and aspire for their children Others creatively combine all students in 'Types oi? Bilingual Education Models to learn a second language. This school has one bilingual program, usually a two-way The table on Page 6 delineates theleaders and faculty that similarly value thedual language program. This flexibility in most recent salient models of bilinguallanguage of the minority students andprogram options also exists in a number of education that are possible and, in fact,English. Furthermore, the school has other states and should be explored further functioning in schools. The design and resources, or knowledge of where to acquire by schools desiring to exercise these options. philosophy ofthe program and the outcomes resources, to implement a bilingual program that can be expected from its implementation for both student groups. Resoueces on Bilingual Education Models can also be discerned here (Baker, 1993, This model will focus on bilingualism The list below identifies some key Genesee, 1987). aiming at full literacy development ofEnglishresources providing a more detailed and and the second language. Faculty and parent useful discussion of these models and their Why Bilingual Peogranis Look DitiVevent support for the program and availableimplementation which can aid educators' Although,thedefinitionand resources will determine whetherthis will be understanding and use ofbilingual education. description of bilingual education seems a bilingual immersion ora two-way bilingual straight forward, implementing the models is model and whetherthis program will initially complex, as there is great variation in the employ a 90/10, 80/20, 60/40 or 50/50 language Bilingual Education - continued on page 5 April 2001 IDRA Newsletter 54 Bilingual Education continued from page 4 Associationhttp://www.idra.org Languages: Studies of Immersion and Books and Web Sites Center for Applied Linguistics Bilingual Education (Rowley, Mass.: Colin Baker. (1993). Foundations ofBilingual http://www.cal.org Newbury House, 1987). Education and Bilingualism. Clevedon, Center for Research on Education, Diversity Intercultural Development Research Avon, England, Philadelphia, and Excellence http://www.crede.usc.edu Association. Federal Statutes and Pennsylvania, USA: Multilingual Office of Bilingual Education and Minority Directives Regarding National Origin Matters. Languages Affairs http://www.ed.gov/ Students (Technical Assistance Module). James Crawford. (1999, 4th ed.). Bilingual offices/OBEMLA/index.html (San Antonio, Texas: Intercultural Education: History, Politics, Theory and Texas Center for Bilingual and ESL Development Research Association, Practice. Los Angeles, California: Educationhttp://www.tcbee.org/ 1995). Educational Services, Inc. BilingualHomePage.htm Lessow-Hurley, J. The Foundations of Dual Cheryl A. Roberts (1995). Bilingual Education Language Instruction. (New York: Program Models: A Framework forResources Longman, 1990). Understanding. The Bilingual Research Baker. C. Foundations of BilingualMackey, W.F., (1970). "A typology of Journal, Summer/Fall, Vol. 19 nos.3&4, Education and Bilingualism (Clevedon bilingual education,"Foreign Language pp.369-378. Avon, England, Philadelphia, PA, USA: Annals 3, 596-608. J.D. Williams and Grace C. Snipper, (1990). Multilingual Matters, 1993). Literacy and Bilingualism. New York: Subchapter BB. Commissioner's RulesAdela Solis, Ph.D., is a senior education Longman. Concerning State Plan for Educatingassociate in the IDRA Division of National Clearinghouse for Bilingual Limited English Proficient (LEP)Students, Professional Development. Comments and Educationhttp://www.ncbe.gwu.edu (19TAC Sect. 89-1201-89.1265)1996. questions may be directed to her via e-mail Intercultural Development ResearchGenesee, F. Learning through Twoat [email protected].

HIGHLIGHTS OF RECENT IDRA ACTIVITIES

...... _ ActiyitySoapshot In February, IDRA worked with 9,50 EN'iguation is'Euitial-to.irnplementingA-----\ a program and to making it better as teachers, administrators, parents, and ...c / itgoes-along.J.D.RA's/Coca-Cola Value1 d You4Program has a 16-year 1 ---- higher education personnel through track/i record of success-----/ that has been supportedbrrigoror-r_eyahiation.\ 72 training and technical assistance consisdof quantitative and quhtative-mealires, including activities and 276 program sites in 14 , ------z-s7,_7---- - !' school life scores;-grades in.rfiattianaticsrrekling andEnglisil acbreVe----1 i' 1 states plus the United Kingdom and ment,test7 scores;/ disciplinary:-- \ i actibn' "N. referrals; and absenteeism rate§. A / / \-- Brazil. Topics included: pre-test and postlfeSrdesigAmeasures\\ tht-prograrn'saffection tdor's + Strategies for teaching bilingually / / /perceived self-concept,ang\u`age\prficiency, aspirations and-apecta-- + Teaching math to second , nons, feelings of belongiiigi'ti sChodl, a`nd relationships with family i language learners Members! Data is collected throughoutjhelschool year through surveys,/ + Creating effective schools for all fOilmal observations and i'n/deptl; interviews. This school year, the/ \ /. / 1 / / ) adolescents program\ \ has 241 participating schools. During the summer,IDRA will / + Instructional support for teachers _process1 \ more-than\ 25;000// surveys/ and evaluation forms.End-of-year of Kickapoo students ---\ \. /.../// -r/ evaluation reports will be,provided,to all program sites to inform themoff + Accelerated schools theprogram's-effe6t----. .--7.,on students-antho/ // assist.them in making any needed - _ ___-- __.-...... improvements in implementation for next year. 1------_ Participating agencies and school -----..._,J 1 districts included: 4. Corpus Christi Independent Regularly, IDRA staff provides services to: Services include: School District (ISD), Texas + public school teachers 4 training and technical assistance 4- Washington, D.C., Public Schools + parents 4. evaluation 4. Guymon Public Schools, + administrators 4. serving as expert witnesses in Oklahoma + other decision makers in public policy settings and court cases 4. Houston ISD, Texas education 4. publishing research and 4. Jefferson Parish, Louisiana professional papers, books, videos and curricula

For information on IDRA services for your school district or other group, contact IDRA at210/444-1710.

April 2001 IDRA Newsletter55 i Salient Bilingual Education Models

Type ofModel Description Language Learning Outcome Transitional Bilingual Primary language is used as the medium of instruction until Education such time as students sufficiently master English. Focus ison English proficiency.

Early-exit Early-exit offers initial instruction in primary language, usually Early-odt-English literacy. limited to initial reading instruction and used as support for Subtractive bilingualism clarification of English. All other instruction is in English. occurs,as itdoesnotpermit Primary instruction is phased out and mainstreamed into complete development of Englishusually at the end of two years. primary language literacy;

Late-exit Late-exit offers a minimum of 40 percent of their instructional Late-exit-English literacy, time in the primary language in language arts, reading andcore but supportive of additive subject areasmath, science, social studies. Sixty percent ofbilingualism if students' English instruction students typically are offered bilingual homelanguageskillsarefully instruction through grade six unless the English proficiency developed to the level of goal is met before then. English by grade six.

Maintenance Program offered to support and encourage learning in twoAdditive bilingualism; languages and to develop proficiency in both languages. Biliteracy Bilingualism, includingbiliteracy, is the goal and both languages are valued. Some consider the program to be maintenance only when there is a K-12 program in place. Others consider it a maintenance program if it affords full development of bilingual skillsliteracy in both languages at any reasonable point.

Bilingual Immersion Dual language instruction that promotes biliteracy by immersingAdditive Bilingualism second language learners into content instruction in the two and Biliteracy. It allows languages. Typically a minimum of 50 percent of the school for fully developing lit- day is devoted to each of the two languages, for example, eracy in both languages:- Spanish immersion occurs in the morning and English immersion in the afternoon. Some models vary the balance of language use to primary language/English (Spanish/English) ratios of 90/ I 10, 80/20, and 60/40.

Two-Way Dual LanguageThis model resembles bilingual immersion but differs in that, Bilingualism and instead of student groups learning separately, classes have Bi literacy, in both groups mixed enrollment of native speakers and second languageof learners. It allows for learners. For example, the class may be madeup of LEP fully developing literacy students who are native speakers of Spanish and native Englishin both languages speakers who are learning Spanish as a second language. The design calls for students to be language models for each other and engages them in helping the other master the language. LEP students who participate in two-wayprograms received structured intensive ESL instruction; native English speakers receive the typical English language arts.

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NavalFatima Hernandez

As a child in elementary schoolI Dr. Anthony Pellegrini, a professor looked forward to recess with excitement. I of child development at the University of Pi y awn chlidvenci(tt wanted to play tether ball, hopscotch, jump Georgia, argues that prolonged periods of rope, freeze tag and I loved to climb the expvess ideas and Qeeiings, confinementinelementaryschool monkey bars.I wanted to be with my Wain nek owiedge and classrooms can lead to increased fidgeting, friends and be outside in the open air away dewego Bansmage restlessness, and a subsequent inability to from the confines of the classroom. I concentrate (Pellegrini and Davis, 1993). wanted to play.Idid not realizeI was skins as 8hey in8evad with That isnot to say that the sole learning socialization and motor skills while purpose of recess is to let children blow off obbects and ghe pegi) Be I was having fun. steam. It is essential that children be given During recess children practice and wound Arm. the opportunity to expend energy and apply the things they may have learned in interact with one another in meaningful class or at home. According to Pellegrinifor an entire seven-hour period. In fact, toways. Recessisincredibly valuable to and Glickman, "Recess is one of the few any child, it would be considered torture tostudents andtoteachers.Play allows times during the school day when children keep them in a classroom all day only to be children to express ideas and feelings, are free to exhibit a wide range of social released at lunch and the end of the school obtain new knowledge and develop oral competencies sharing,cooperation, day. Recess - continued on page 8 negative and passive languagein context that they see meaningful. Only at recess does the playground become one of the few places where children can actually Take the IDRA Newsletter Field Trip! defineandenforcemeaningfulsocial interaction during the day. Without recess, GC, CMa "IneDd 'Feb" childrenlose an important educational experience" (1989). (DE ODELYs ageb Debate over playtime 4-Related IDRA Newsletter articles and Some believethattimeinthe classroom is more important or valuable projects than time on the playground. According to 4- Statistics, definitions, etc. Benjamin 0. Canada, the superintendent of 4- Internet resources Atlantaschools,"We areintenton 4- Internet links improving academic performance and you don't do that by having kids hang on monkey bars" (Johnson, 1998). Register for a special prize! Although thisis a rigid view of education, Superintendent Canada is not Answer the question of the month! alone in his ideas. Many educators feel that Each month we will ask a new question for readers online. A sample of academic achievement would be more easily achieved if students spent the entire responses will be posted online. day focusing on thatspecificgoal. I suggestrecessservesthephysical, This month's question is... educational and social needs of children Name one event that most influence your decision to become and therefore fosters academic success. an educator. Why? It is almost impossible to keep active, curious and exuberant elementary school MINgalld[rap©To children focused specifically on one goal

tcod April 2001 IDRA Newsletter 7 Recess - continued from page 7 pause he announces in a loud clear voice language skills as they interact with objects Recess benengs bogh gSECIMPS "Recess!" Children love to play and it is in and the people around them. their best interest and ours to allow them and sgudengs and Os essendall the space and time they deserve to express Nary as a vett:0e foe Oearning go ghhealighv deueDopuneng themselves. The work of Piaget and Vygotsky oqoo dadven. asserts that development occurs as a result Resources of the child constructing meanings throughchildren become more adept in fine-motor Bauer, Hilaria. "Scientific Literacy is Child's interactionwiththeirenvironment skills, including object-handling activities, Play." IDRA Newsletter (San Antonio, (McCollum, 1994). Play is the vehicle forusing a computer mouse, cutting with Texas:InterculturalDevelopment learning and through play children are able scissors, and drawing (1999). Research Association, April 1996). to answer their own questions and test Bredekamp,S.(Ed.).Developmentally their own limits in ways that are importantNay benefits educators AppropriatePracticeinEarly to them. Consider the girl who ventured to During recess teachers can observe Childhood Programs Serving Children the top of the monkey bars. She calls to youchildren on the playground and assess from Birth through Age 8 (Washington, "Mira que alto llegué! [Look how high I patternsof behavior,development of D.C.:NationalAssociationforthe got!]" She questions herself on whethergender roles, and social interactions. This Education of Young Children, 1987). she can do it, she starts climbing to test this is an extraordinary opportunity tosee Foyle, H.C., L. Lyman and S.A. Thies. and finally she finds her answer: She does childrenoutsidetheconfinesof the Cooperative Learning inthe Early it! (Bauer, 1996). classroom and observe how they interact ChildhoodClassroom(National During recess children are able to withoneanotherinanunstructured Education Association, 1991). develop their cognitive skills and learn toenvironment. "What the teacher learnsHernández, Yojani. "Child's Play," IDRA deal with social situations. For example,through careful observation of the children Newsletter(SanAntonio,Texas: duringa game of tag childrenlearnplaying during free times could prove InterculturalDevelopmentResearch cooperation. Pellegrini and Glickman assert: invaluable for curriculum enrichment and Association, April 1998). "totheextent thatthe playrequires give teachers insight into children's socio- Johnson, J.E. (1998). "Playland revisited," cooperation they learn to solve problems inemotionalandpsychologicalneeds" Journal of ResearchinChildhood such forms of play. They realize that in(Johnson, 1998). Education,11(1), 82-88. order to sustain their chase play with peers, Not only does recess offer teachers aMcCollum, Pam. "Examining the Three Rs: they must take turns being the chaser or the view of the whole child but it also assists Readiness, Redshirting and Retention," chased. If they refuse to change roles, theteachers in keeping children focused in a IDRA Newsletter (San Antonio, Texas: game ends. This reciprocating role is ahealthy and educational way. The National InterculturalDevelopmentResearch powerfulpredictorof theabilitytoAssociation for the Education of Young Association, April 1994). cooperate and view events from differentChildren maintains that unstructured play Pellegrini, A. and P. Davis. (1993). "Relations perspectives" (1989). is a developmentally appropriate outlet for betweenchildren'splaygroundand We also have to keep in mind thatreducing stressin children's lives and classroom behavior," British Journal of childrenresorttophysicalmeans ofresearchshowsthatphysicalactivity Educational Psychology, 63, 88-95. communication sometimes because they improveschildren'sattentivenessand Pellegrini, A. and C. Glickman. (1989). "The do not have the verbal skills to expressdecreases restlessness (1997). educational role of recess," Principal, frustrationandotherfeelings.Thus, Recess has never been a waste of 68 (5), 23-24. playing is an important part of children's time. It benefits both teachers and studentsThe National Association for the Education learninghowtointeractwiththeir and is essential to the healthy development of Young Children. "The Value of environmentandwiththeirpeersof all children. When I think back on my SchoolRecess and Outdoor Play" (Hernández, 1998). educational experiences, both good and (1997).Retrieved from theInternet According to the Texas Educationbad, the most profound experiences were January 25, 2001, http://www.naeyc.org. Agency's Pre-kindergartenGuidelines: during recess. 1 learned how to deal withTexas Education Agency. "Pre-kindergarten PhysicalDevelopment,childrenalso difficult situations, I learned how to tie my Guidelines:PhysicalDevelopment," develop and foster fundamental gross andshoes, I learned how to count to 20, and I (Austin, Texas: TEA, 1999 ). fine motor skills during play. Movement islearned how to make friends. Winsler, Adam and Berk, Laura. Scaffolding essential to a young person's life, especially These experiences were notthe Children's Learning:Vygotsky and in developing necessary skills to functionextent of my learning but they were a very Early Childhood Education throughout life. important beginning. Iremember being (Washington, D.C.: National Association Through movement andactivity,asked by my second grade teacher "What for the Education of Young Children, children become aware of their physicaldo you like best about school?" and I 1995). space and begin understanding how, . theirremember shyly answering "recess." bodies function in space. Later, through I was curious as to how much things Yojani Fatima Hernández, is a research practice, children develop greater controlmay havechangedsince I wasin assistantintheIDRADivisionof of their gross-motor manipulative skills, elementary school so 1 asked my nephew, EvaluationResearch.Commentsand such as throwing, catching, bouncing, and"What do you like best about school?" questions may be directed to her via e-mail kicking.Asdevelopmentprogresses,And without so much as a hesitation or a at [email protected]. April2001 IDRA Newsletter 53 D'GWCAD.pi El@TL'Q iIffAsnoQ,2rT ,E1-liguEg@ ni2

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Parents of young children and active in forming connections for specific professionals working with young children Nsw ge¢hRdcw has abilities. watch with anticipation the developmental While critical periods are prime times milestones indicating a child is picking upanmecl 112© gigs gliag almsfor the development of specific neural the skills expected at a certain age. In the first ave plivska0 clOggsvemes hi) asynapses, skills can still be learned after a year of life that focus is typically on motor window of opportunity has closed, but with ¢GADcrs bvauga ging GIIMS beten skills, in the second year attention shifts to greater time and effort. It is during these language development. appmpalageOu Mholugaged, critical periods that lack of stimulation or The development of communicationWSPS11113 ©HIS 2hag lhas suNsTed negative experiences can have the most through language is an instinctive process. impact. Language is our most common means of k¢k ©11 sgtitndag6c)H. Parents can support their child's brain interacting with one another, and children development for language during these times begin the process naturally. Neurobiologist by providing experiences that allow the child Dr. Lise Eliot writes: "the reason language is versus one that has suffered lack ofto practice emerging skills. Opportunities instinctive is because it is, to a large extent,stimulation. Connections that are notduring the course of the day to engage in hard-wired in the brain. Just as we evolve stimulated by repeated experiences atrophy, face-to-face interaction, hear language being neural circuits for eating and seeing, so has or fade away. It is truly a "use-it-or-lose-it" spoken, listen to the written word read aloud, our brain, together with a sophisticated vocal situation. and practice associating objects with words apparatus, evolved a complex neural circuit We know that reorganization of the provide language experiences without for rapidly perceiving, analyzing, composing, connections between brain cells after birth isundue stress or overstimulation. and producing language" (Eliot, 1999). highly impacted by experiences provided by One ofthe first windows ofopportunity We also know, however, that thethe child's environment. Parents play anfor language comes early in life. We know experiences providedinachild'sinvaluable role in influencing the child's that infants start out able to distinguish the environment are critical for the development cognitive, language, motor, and social sound ofall languages, but that by six months of language. It is this interplay of nature and emotional development. Itis through of age they are no longer able to recognize nurture that results in our ability toproviding repeated, positive experiences for sounds that are not heard in their native communicate, but the process of learning their child that parents have a lasting impacttongue. As infants hear the patterns ofsound language begins with how the brain ison his or her child's brain development. in their own language, a different cluster of structured. neurons in the auditory cortex of the brain Beneficial habits responds to each sound. By six months of The Wahl is structured for language Good nutrition and healthy routinesage, infants will have difficulty picking out Neuroscientists tell us that a baby isare important to the brain's developmental sounds they have not heard repeated often. born with millions ofbrain cells, all he or sheprocess. Brain cells are covered with a fatty Windows of opportunity for language will ever need. Each brain cell has branchingsubstance called myelin that insulates the development occur throughout life. The appendages, called dendrites, that reach out neural pathways to provide for efficient signal window for syntax or grammar is open during to make connections with other brain cells. transfer. Infants must receive sufficient fat in the preschool years and may close as early The places where brain cells connect are theirdiets provided by breast milk or formula as five or six years of age, while the window called synapses. When electrical signalsprepared in the proper strength. for adding new words never closes pass from brain cell to brain cell, they cross Also, babies need a lot of sleep, completely. the synapse between the cells. because their brains need to experience both When synapses are stimulated overdeep sleep and rapid eye movement sleep for Language deuelopment begins early and over, that pattern of neural connections proper development. Establishing routines Researchers now tell us that an infant is "hard-wired" in the brain. It becomes an for eating and sleeping are among the most is able to respond to sound 10 weeks before efficient, permanent pathway that allowsimportant things parents can do to assist birth, learning the mother's voice and the signals to be transmitted quickly and healthy brain development in their child. sound pattern of the language she speaks accurately. Advances in brain-imaging prenatally through bone conduction. A baby technology in recent years have confirmedCritical periods Ice learning language takes comfort in hearing his mother's voice this process. Critical periods in brain development after birth, therefore a mother's lullaby can New technology has allowed us to see accommodate the development of specific be very calming, especially if the mother that there are physical differences in a child's skills, language being one of these. Duringsang to the baby during pregnancy. brain that has been appropriately stimulated,certain times in the child s life, the brain is Brain Development continued on page 10

April 2001 IDRA Newsletter Brain Development -continued on page 9 bedtime. Talking slowly, clearly, and simply is also While a newborn does not use words, Between 24 and 35 months of age thehelpful. It is also important for parents to he is definitely able to communicate. He can brain is getting better at forming mental continue speaking to the child at home in her look into his father's or mother's face in asymbols for objects, people, and events. native language because it continues to lay way that tells them he wants to hear their This is directly related to the growing abilitythe foundation for the second language by voices. By crying he is able to let them know to use many more words and short sentences. providing the basic rules of communication. when he is hungry, cold, needs a diaper Delays in language can have a varietyAlso, the parent-child interaction might change, or has other needs to be met. of sources. When parents suspect such suffer if the parents speak less to the child in An infant's brain responds best to adelays it is always prudent to check with aan attempt to use the second language. type of speech called "parentese," whichprofessional. Repeated ear infections in the adults use naturally when speaking to babies. first few years delay expressive language. It Support foe parents Parentese uses short, simple sentences, is always important to watch for signs of ear Parents play a key role in helping their prolonged vowel sounds, more inflection in infections in a young child, such as notchild learn language. Programs that give the voice, and a higher pitch than the speech reacting to sound, pulling one's ears,parents child development information can used when talking to another adult. Studies reluctance to suck, resistance to laying down,help parents understand how to nurture have shown that when parents spokeor having an upper respiratory infection. their child's growing language skills. They parentese, the baby was able to connect offer research-based suggestions for parents words sooner to the objects they represent. Speaking two languages at home at each stage of development. Parents as Hearing two languages spoken atTeachers is an example of a parent support Parents provide the num of learning home is a real advantage to the child. Ifa child and information program, and is one of the language hears two languages from birth, he or she will models supported by IDRA's Project RE- Brain development information simply maintain the ability to hear the sounds ofCONNECT. Parents and professionals can reinforces much of what early childhoodboth and be able to speak each languagevisit the Parents as Teachers web .site at experts have been suggesting for years. Thewith the accent of a native speaker. http://www.patnc.org for more information development of language is tremendously If parents each speak a differentabout the program and suggestions for influenced by parent-child interactions. Inlanguage, it is helpful if the child hears the supportingtheirchild'slanguage the first year, it is important to talk, sing, and same language consistently from the parentdevelopment. read to the baby often so he can learn the who is its native speaker. lf, for example, the sounds of his native language. mother is a native English speaker and the Resources In addition to learning the sounds offather a native Spanish speaker, it will be less Barnet, A.B. and Barnet, R.J., The Youngest speech, during the first six months a child'sconfusing for the child to hear each parent Minds, Parenting & Genes in the brain begins to learn which mouthspeak in his or her native language. Development of Intellect & Emotion. movements go with the sounds. That is the The child may mix the languages in his (New York, N.Y.: Simon and Schuster, reason it is important to have lots of face-to- or her own speech initially, but will typically 1998). face conversations with the baby as the sort it out by approximately two and one-halfBegley, S. "Your Child's Brain,"Newsweek parent interprets the world around him. years of age. Then he or she will separate the (New York,N.Y.: 55-62, 1996). Cooing, and then babbling are words belonging to each language and know Begley, S. "How to Build a Baby's Brain," milestones in language acquisition. Babieswhich language to use with which parent. By Newsweek(New York,N.Y.: 28-32,1997). like to mimic what they hear. By speaking to seven years of age, the child is likely to beGopnik, A., and A.N. Meltzoff, P.K. Kuhl. the child and imitating the child's sounds, aable to cope with the two language systems The Scientist In The Crib, What Early parent not only teaches the child soundwithout a problem, using both vocabulary Learning Tells Us About The Mind. patterns but encourages taking turns, a and grammar appropriate for his age. (William Morrow and Co., 1999). process necessary for conversation. Studies Ifa child enters a pre-school and is first Johnson, G. "Building a Better Brain for have shown that children whose parentsexposed to a second language after the age Baby," The New York Times (New York, spoke to them more often know many moreof three, she will still be able to acquire the N.Y.: 1-6,1994). words by age two and scored higher onsecond language easily because she knows Eliot, L. What 's Going On in There? How the standardized tests by age three than those the rules ofcommunication. In three to seven Brain and Mind Develop in the First whose parents did not. months the child will begin to understand FiveYears (New York, N.Y.: Bantam Books, In the second year of life, the brainthe second language. After about two years 1999). organizes the connections for languageshe will be able to carry-on a fluentShonkoff,J.P.,From Neuronsto when the child sees pictures in a book and conversation. Neighborhoods: The Science of Early hears the parent give names for the pictures Young children learn a second Childhood Development (Washington, simultaneously. Parents and other primary language more easily than adults because D.C.: National Academy Press, 2000). caregivers can help language developmentthe window of opportunity for learning at this age by reciting nursery rhymes, songs, language is still open for them. Helping the and poems throughout the day. Activitieschild build her self-confidence during theElaine Shiver, M.S.S.W., is a program such as using a mirror to point out and name time she is learning a second language isdirector fbr the Mental Health Association facial features are also helpful at this age. very important. in Texas where she coordinates training Ideal times for story telling and reading are Music is a great way to help the child and technical assistance for Parents As quiet, relaxed moments before naptime or learn words and phrases in the new language. Teachers programs in the state. April 2001 itàIDRA Newsletter My Magnificent Twenty - continued from page 2 existence of the three essential components, small fraction of their creative potential prototype pre-school program was fiscalvaluing of children, support services andwould have ever surfaced. management.Sincetheprogram washome relationships, can provide the elusive A fourthissueistheobvious located in the poorest school district insuccess so drastically absent in regular and existence of a "tipping" factor. A group Texas, local funds were too scarce totraditionalschool programs. Since my establishes the norm for the behavior of its augment the core funding by the Sanexperiences in Edgewood, I have maintained members. When a majority of the group Antonio Model Cities Program. The entirethatthepresenceofthesethreeholds a specific view or value, all members Center was partially supported by fundscharacteristics of successfulinnovative of the group are expected to share the view from Title I and Title IMigrant from theprograms in the regular school program canor value, or atleast behave in ways federal Elementary and Secondary Schoolbring about an immediate solution to the consistent with the majority view. Act of 1965, Career Opportunities, Urban/educationofchildrenfromatypical At the Cárdenas Center, unlike other Rural, Experimental Schools and Nationalpopulations. district schools, corporal punishment was School Lunch programs. Additional funds A second issue is the conspicuousdeemed unprofessional and unnecessary. came from the Handy Andy food storeabsence of teacher preparation among theWhen a problem teacher was transferred to chain and from various foundations. Center staff. Can one assume that teacherthis school and the whipping of pre-school I have always believed that the mainpreparation is a liability and its absence an children became routine in her classroom, reason for dismantling this most successful assetfor teaching personnel? I don'tshewasprofessionallyandsocially program after I left Edgewood schools wasbelieve so. I believe that my magnificent 20 ostracizedby Centerstaff,untilshe theinability,orunwillingness,ofwere successfulinspite of a lack ofrequested a transfer from the Center. subsequentadministratorstodothe preparation and experience, rather than School personnel commonly adhere innovative financial juggling necessary to because of it. The most that I am willing toto the "deficit" model, that is, that the poor support the program from more than a concedeisthatnopreparationandschool performance of atypical children dozen sources of funds. experience is preferable to poor preparationcan be attributed to deficit characteristics As early as 1970, the Edgewood Early and experience. of such populations. This accounts for the Childhood Education Center staff had A third issue is the extent to whichlow levels of expectancy which is the most identified the three essential componentsschool governance and tradition constrainformidablebarriertothesuccessful ofallsuccessfulinnovativeschool teachercreativity. I believethatthe educational performance of minority and programs: the valuing of children, theunusual creativity of the pre-school groupother atypical children. Efforts of individual provision of support services and formingwas related to the complete absence ofteacherstoimproveeducational unique interrelationships among the home, experienced personnel that have alreadyopportunities are fruitless as long as these the community and the school. learned the boundaries of teacher behaviorteachersconstitutea minorityinthe The success of this program raisesimposed by the school. If each of these 20school. Success will remain elusive until someinterestingeducationalissues. teachers had been assigned to the varioussuch a time as school personnel believing Foremostistheassumptionthattheelementary schools,I doubt that even a My Magnificent Twenty - continued on page 12

All Pianos Have Keys and Other Stories bv Dv. /J®é A. Car:Isms

In a way, this small, 134-page book complements Dr. José A. Cardenas' larger Multicultural Education: A Generation of Advocacy published by Simon and Schuster. The multicultural education book is an anthology of 92 professional articles resulting from his 45 years as a professional educator. All Pianos Have Keys represents the lighter side of these 45 years. "The seriousness ofmy professional life has been paralleled by extensive humor in my personal life. I enjoy a funny story and a good joke," writes Cardenas in the Preface. The first eightarticles deal with thelighterside ofhis life. They include personal anecdotes from childhood to adulthood. The second section consists of 12 anecdotes where humor and professional seriousness have intersected. The last section consists ofnine articles on a variety ofprofessional topics addressed in a lighter context than is possible in professional publications.

All Pianos Have Keys is distributed exclusively by the Intercultural Development Research Association ($12.70). Contact 1DRA at 210-444-1710 or 5835 C'allaghan Road, Suite 350, San Antonio, Texas 78228; Fax 210-444-1714. Shipping and handling is 10 percent of the total price of the order. Orders must be prepaid. Purchase orders for orders totaling more than $30 are accepted. Overstock returns are not accepted unless by prior written agreement.

Apri12001 1DRA Newsletter S I s. My Magncent Twenty - continued from page I Ihaveatendencytoviewpre-school individual schools.eliminated this buffer. It that atypical children have positive qualities programs as an opportunity to presentis therefore not surprising that pre-school for successful school performance become academiccontentatanearlierage. programswerepressuredintothe the majority in the school and dictateAccordingtoevaluationreports,this"pushdown" curriculum with a substantial educational policy favorable for successful "pushdown" curriculum is prevalent in thedecline in student performance. performance. Their advocacy for atypical newstatepre-schoolprogram,with The four years that I worked with the children is now often deemed unacceptabledisastrous results. The curriculum that six-staff of the Edgewood early childhood behavior by the professional group. If the year-old atypical children found difficult iseducation center are by far the most number of school personnel with a positive now being presented to three-year-oldrewarding in my professional career. The perception of such children increases tochildren with a lower level of development.unbelievable success of the program can the point that they constitute a majority ofSuch academically orientedpre-school be attributed to the caring, hard work and theschoolpersonnel, thenitcan be programsincreasethepropensityfor dedication of 20 magnificent teachers that expected that "tipping" will take place, withfailure and brings about failure and thecreated their own mold for a school and its a group value reversal, and student deficitaccompanying negative concepts of self ateducational program. perceptions will become the unacceptable an earlier age. The group was dispersed shortly perspective. Pre-school program staffare pressuredaftermyleavingthedistrict.The A fifth issue which surfaced early inby the regular staff to introduce academic relationships among staff have persevered the Center and 25 years later became acontent, hoping that the early exposure will over the years and many of the teachers state-wideissueisthe emphasis andenhance academic performance inthe still communicate and interact with each content of the pre-school program. Theregular grades, with an accompanying other. Some of them I haven't seen in many primary value of pre-school education forimprovedperformanceonthestate- years. Others, I see regularly. And one of economicallydisadvantagedchildrenmandated competency tests. The location my magnificent 20, Laura Tobin, I see every should be theprovision of enrichingof the Cárdenas Center in a separate andday. We have been married since 1972. experiences for physical, mental, social andisolated facility provided a buffer from emotional development. This developmentregular programstaffinthevariousJosé A. Cardenas, Ed.D., is founder and subsequently enhances studentelementary schools. The decentralizationexecutive director emeritus.Comments performance in the academic content of theof the early childhood program and theand questions may be directed to him via first grade. Unfortunately, school personnel assignment of participating children toe-mail at [email protected].

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Creating schools that work for all children, through research a materials development a training a technical assistancea evaluation a information dissemination IDRA Focus: SELF RENEWING SCHOOLS...TECHNOLOGY

IDRA Newsktter 1 ISSN 1069-5672Volume XXVIII, No. 5 May 2001

*CH ksS° Coca-Cola Valued Youth Program Addressing the Digital Divide

Linda Cangn

Inside tigs Ossue: The Coca-Cola Valued Youth Program you are poor, older, less-educated, African is an internationally recognized cross-age American, Hispanic or Native American 0 Coca-Cola Valued Youth tutoringprogramdevelopedbytheand live in a rural area you are less likely to Program and technology InterculturalDevelopmentResearchhave access to technology (Green, 2000). 0 Tapping the !Internet Association (IDRA)in1984.Inthe Many of the students who participate program, secondary school students who in the Coca-Cola Valued Youth Program are 8ntegrating technology are considered to be at-risk of dropping ofAfrican American, Hispanic and Native equitably school out of school are placed as tutors ofAmerican, come from low socioe-conomic elementary school students, enabling thecommunitiesandcomefromrural older students to make a difference in the communities. younger students' lives. With a growing The students in the program often do sense of responsibility, pride and support,not have good access to the technology the tutors stay in school and do better. that existsintheir schools. Often the Currently the program has more thanhardware exists, but the expertise to use it is 241 schools participating in Brazil, Englandlimited or non-existent. and seven U.S. statesArizona, California, Illinois, New Mexico, New York, Texas andPourerPoint Presentations Washington, D.C. There are more than Tutorsintheprogram andthe 5,200 students, (1,300 secondary schoolteacher coordinators who work with them students and 3,900 elementary schoolare learning to use and are becoming students), participating in the program. experts in computer software, such as Microsoft Word and PowerPoint. They are The Digital Divide using digital cameras and inserting digital 1DRAisworkingthroughthephotographs into their presentations; they Coca-Cola Valued Youth Program toare using projection systems, e-mail, the overcome the digital divide by encouragingInternet and video conference equipment the use of technology as a way for studentsas communication tools. to communicate with each other, prepare At the Coca-Cola Valued Youth presentations that highlight the work they, Program International Teacher Coordinators as tutors, do and explain what the programMeeting held in San Antonio in February is about. 2001, teacher coordinators gave PowerPo int The term digital divide refers to thepresentations to highlight their programs. -gap between those groups in the UnitedThese presentations were joint creations of Stat9's who have access to technology and the teacher coordinators and tutors. those who do not. A report released by the One teacher coordinator said that his National Telecommunications Informationstudents prepared the entire presentation Administration, Falling Through the Net:including the use of digital photographs Defining the Digital Divide, found that if Digital Dividecontinued on page 2 63 Digital Divide - continued from page 1 editingskills.Itteaches them how to they had taken of themselves tutoring, on Ullgt©PS ghe pv©evon and ghe present orally in front of a camera how to field trips and with guest speakers. Just project their voice, enunciate, look into the before he left, the students showed him geachev gyNdinagovs who camera, elaborate and expand on their oral how to use the equipment and asked him if alywk MOD g[fAllifil us [leonine presentations. he was sure he would be able to work the g© ass and age begpming Each of these tasks, together with equipment on his own. The tutors have ellpsulsiitiii anuse © their responsibilities as tutors, helps them become the teachers and the teachers have improve academically and personally and become the students. campagevs siegolgave, such as helps them stay in school. The students are utilizing sophisti- Va'¢uvs©Og Visovd and cated equipment that many teachers call on Schools Support Tutors with Technology the school's technology experts to handle. Because the tutors have Another teacher said his students have California (San José and Los Angeles), and demonstrated their interest, capability and become so adept at using the equipment,New Mexico (Cobre). More than 300willingness tolearn about technology, fhey help around the school with otherstudents will participate in these videoschools are supporting the tutors in the teachers who need technology support. conferences. Coca-Cola Valued Youth Program by These are students who generally are The purpose of the video conferences providing them with computer workstations. considered at-risk of leaving school andis to give tutors from different cities an Tutors from Brownsville Independent low-academic achievers. The Coca-Colaopportunity to meet each other and see that School District (ISD), La Joya ISD and Valued Youth Programsupportsandthey are part of an expansive group ofSouth San Antonio ISD have provided encourages teacher coordinators and theirtutorswho providesupport,through each teacher coordinator with a laptop studentstoutilizetechnology.Thesetutoring, to younger students. The use ofcomputer, portable printer, digital camera examples show that, given the opportunitytechnology video conferencing hasand access to a projection box for the and teachers who believe in them, studentsbeen one vehicle used to accomplish this. program. can excel. Therearetwofacetstothis Thisshowofsupporttothe technologicalendeavor:(1)tutorsCoca-Cola Valued Youth Program tutors Video Conferences communicate via e-mail as "keypals" withhas demonstrated to both the teachers and IDRAhasfacilitatedvideoother tutors before and after the videothe tutors that the students are valued and conferences between Coca-Cola Valuedconference, and (2) the video conference,that someone believes they are capable. It Youth Program students for the past three where tutors meet face-to-face in a two-wayhas helped them become better tutors and years. During April and May 2001, IDRAaudio and video communication. better students. will hold seven video conferences among The video conference experience 14 different schools from eight differentincorporates many learning opportunities. Resources school districts in eight cities. The districtsThestudentslearnvideoconferenceCantu, L. and L. López-De La Garza. are in three states, Texas (Brownsville, Deer etiquette. It allows for tutors to develop "Coca-Cola Valued Youth Program Park, La Joya, Mission and San Antonio),oral language skills, writing skills and Digital Divide - continued on page 12

The Intercultural Development Research As- Portions of the contents of this newsletter were sociation(IDRA)is a non-profit organization developed under a grant from the U.S. Depart- with a 501(c)(3) tax exempt status. The pur- ment of Education. However, those contents pose of the organization is to disseminate infor- do not necessarily represent the policy of the "The Diversity mation concerning equality of educational op- Department of Education, and endorsement by Bookmarks Collection" portunity. the federal government should not be assumed. The IDRA Newsletter(I SSN 1069-5672, ©2001) Enriching Your serves as a vehicle for communication with Publication offices: Classroom through... educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 Highlights of Recent Texas and across the United States. www.idra.org [email protected] IDRA Activities Permission to reproduce material contained Maria Robledo Montecel, Ph.D. herein is granted provided the article or item is IDRA Executive Director Classroom Assessment reprinted in its entirety and proper credit is Newsletter Executive Editor Tool...Technology given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L. Goodman, APR IDRANewsletter production offices. Editorial IDRA Communications Manager Training and submissions, news releases, subscription re- Newsletter Production Editor Technical Assistance quests, and change-of-address data should be submitted in writing to theIDRANewsletter Sarah H. Aleman production editor. TheIDRANewsletter staffIDRA Data Entry Clerk welcomes your comments on editorial material. Newsletter Typesetter

May 2001 IDRA Newsletter 6 IDRA South Central Collaborative for Equity

The Diversity Bookmarks Collection: ATool r Optimizing Teacher Usage of the Web Laura Chris Green, Ph.D.

For bilingual and English as a second Some of the web sites are mainstream language (ESL) teachers, the World Wide Because bilingual and ESL sitesdesignedforregularclassroom teachers. They are included in the collection Web can be a wonderful, exciting window educators must teach all to the world of people and knowledge. It because they provide excellent educational can also be a confusing, time-wasting maze subjects to students of all resources that can be used as is or modified of irrelevant and inappropriate information. ages, they need access to the for usage in bilingual classrooms. Other sitesarespeciallydesignedfor ESL The Diversity Bookmarks Collection helps best mainstream and teachers explore the riches of the Internet purposes, are in languages other than and lessens the amount of time needed to specialized web sites. English, or have multicultural content. use it. Development of the Bookmarks Positive Aspects of the Internet may containadult content considered This list of bookmarks, or favorite The Internet provides accessto inappropriate, even offensive, for children. web sites, was developed by The STAR reams of printed information, photographs, In addition to this issueexperiencedCenter thecomprehensiveregional illustrations, maps, and audio and videoby all teachersbilingual and ESL teachersassistancecenter funded by theU.S. files. Renowned authors and expertson aneed access to web sites in languages Department of Education to serve Texas by wide variety of topicsare also accessible other than English, especially to sites inproviding support and technical assistance on the Internet. The information available is Spanish. They also need to find English- services to the Texas Education Agency, often of high quality and reflects the most language sitesin which the Englishis regional service centers, and the local recent knowledge of the topic. simple enough and the graphics are clearschool districts in the state. This collection Every day more high quality webenough suchthattheirstudentscan was developed over the course of three sitesare added totheInternet. Theircomprehend the information provided. years and represents hundreds of hours of webmasters make great efforts to make Sites are also needed that addressresearch and web surfing on the part of its sites interactive by encouraging users totheir students' cultural heritages as well. author. Although this list is not exhaustive, engage in real-time or extended discussions Sitesthatoriginateintheirstudents' it includes most of the major web addresses and by using animation, game formats, andcountries of origin or are created by others(URLs) that may be of special interest to various feedback mechanisms to engage in their ethnic group, are also of great value.bilingual and ESL educators and others visitors more activelywiththesite'sBut such specialized sites are fewer ininterested in issues of educational equity content. The truly amazing thing is, most ofnumberandhardertolocatethanand diversity. this content, once one has Internet access mainstream, more typical sites. Because bilingual and ESL educators and the right hardware, is totally free, must teach all subjects to students of all available from anywhere in the world 24 Why Have "The Diversity Bookmarks ages,theyneedaccesstothebest hours a day, and constantly changing, Collection?" mainstream and specialized web sites. usually for the better. All teachers need time tofind, Selected educational sites that will be of preview, evaluate, and adapt web sites tointerest to mainstream educators are also Challenges of the Internet theirstudents'needsandinterests. included. The web can be difficult to navigate, Bilingual and ESL teachers will require especially when one is looking for webadditional time to locate and adapt web Featured Sites sites that address the unique linguistic andsitesfor theirstudents. The Diversity The majority of the sites listed are culturalinterest and needs of highly- Bookmarks Collection was created to help non-commercial, but a number ofcommercial diverse learners in bilingual classrooms.teachers by providing a list of more thansites of high quality, that offer free as well Because of its sheer size and its covering of800 web site addresses already selected foras paid-for products and services, have every conceivable topic, all teachers caneducational, linguistic, and cultural value. been. included. Commercial sites all have find the web intimidating and overwhelming.An example is the Intercultural Development the extension ".com"intheir domain If teachers try a web-wide search,Research Association's (IDRA) web site atnames. they may come up with no "hits" or, more www.idra.org, which provides online access Most of the listed web sites are commonly, too many. Most of these hits to this newsletter and other IDRA resources sponsored by educational organizations are not for educational purposes and a few of interest to bilingual educators. Diversity Bookmarks - confirmed on page 4 May2001A IDRA Newsletter cm u Diversity Bookmarks - continued from page 3 such as universities and education agencies withtheextension".edu";non-profit OHC@TEle VA712t) gq@S. V@ImicA©my organizationssuchasprofessional associations and research centers with the Read Me a Book www.readmeabook.com extension ".org"; and government-funded National Public Radio www.npr.org organizations such as the U.S. Department Adventure Online www.adventureonline.com/index.html of Education with the extension ".gov." African Quest and Other Questsquest.classroom.comlarchive/africaquest1998/ default.asp Organizeion MayaQuest quest.classroom.com/maya2001/ The collection is organized into 13 Scholastic Network www.scholasticnetwork.com categories with several subcategories in Amazing Picture Machine www.ncrtec.org/picture.htm each. The broad topics covered by the Media Builder Free Image Library www.mediabuilder.com/graphicsfree.html bookmarks are: Techniques for Teaching with Video www.phregents.com/techniqu.html School subjects: Math, science, social Classroom Connect www.classroom.net studies, language arts, fine arts; Guide to Web Site Building www.erols.com/blind/wsr Minority groups: Black, Latino, Native Guides to Internet Searching www.mnsfld.edui-library/helpsearch.html American, Asian, female; SmartParent.com www.smartparent.com Specialpopulations:Bilingual/ESL, Teachers' Internet Use Guide (STAR Center) www.starcenter.org migrant, special education, gifted; Online ESL Links www.geocities.com/Athens/Academy/4843/onlineesl.htm Allages:Earlychildhood,adult Computer-Assisted Language Learning (CALL) www.coe.missouri.eduk-cjw/call/ education, parents, K-12; index.htm Assistance centers: Training, technical Computer Assisted Language Instruction Consortium www.calico.org assistance,researchinformation, Computer Enhanced Language Instruction Archive www.www.latrobe.edu.au/ program models; www/education/celia/celia.html Commercialresources:Publishers, Computer Learning Foundation www.computerlearning.org software; Computer Resources for ESL 207.236.11 7.20/orlac Professionalresources:Associations, Kid's Domain Free Software www.kidsdomain.com journals, grants, libraries; and Anna Bishop, Multilingual Technologies www.metc.com Technology resources: Clipart graphics, ERIC ClearinghouseInformation and Technology ericir.syr.edu/ithome audio, video, plug-ins, non-commercial National Education TechnologyStandardscnets.iste.org software, search engines, other major North Central Regional Technology in Education Consortiumwww.ncrtec.org lists of links, and high tech educational National Center for Technology Planning www.nctp.com projects. High Plain Regional Technology in Education Consortium www.hprtec.org There are more than 60 subcategories South Central Regional Technology in Eduction ConsortiumTexas thatincludeeverythingfromERIC www.coe.tamu.edu/-texas/index.html databases to museums, from libraries to Texas Center for Educational Technology www.tcet.unt.edu ESL student activities. History ChannelGreat Speeches www.historychannel.com/speeches/index.htm The Global Schoolhouse www.gsn.org Localion and Use Clip Art Connection www.clipartconnection.com/index.html The collection is currently housed on Clip Art Universe www.nzwwa.com/mirror/clipart the Texas Teachers of English to Speakers of Other Languages, Region II (Tex-TESOL II) web site, but will be available next month F© g. many move (Interne veSVIIIVIM and Oinks, onlineontheIDRASouthCentral Collaborative for Equity web site at http:// go go ghe 19ed l'irip" on ID A s web sift. www.idra.org/scce/default.htm. Users can visit the page and click on www.idva.ors the hypertext links to go directly to the web sitesinthe collection. Like the ever-changed its address or has become non-training teachers on how tointegrate changing web itself, an effort is made toexistent.Sometimes URLs cannot betechnology into their teaching. Educators keep the collection continuously updated reached for a variety of complex electronicand administrators are welcome to pass the by checking links to make sure that they areandtechnologicalreasons.The URLsites along and use them in trainings. still active or have not changed and byshould be attempted several times or in the adding new links. next few hours or days. If it continues to As all who have surfed the webnot work, it may have been moved orLaura Chris Green, Ph.D.,is a senior know, it rapidly changes. New sites arediscontinued. education associate in the IDRA Division continually added, and old ones whither The Diversity Bookmarks Collection of Professional Development. Comments and die. As a result, some of the addressesis an important tool to both experienced and questions may be directed to her via e- may no longer work because the site has and new educators. It is frequently used in mail at [email protected]. May2001 IDRA Newsletter 66 EumlEg WI= gEONDOE UrT@KONI EiqKMM2 cibdriaDRDOU UGITR@OTEIIIC)H Back I:Adman; N.A. and /Abellavc7© WillOavveall, Ph.D.

Technology hasthepotentialto technologyintegrationin diverse influence the quality of instructionin MaU©naD pvcAssskmag classrooms. creative ways that challenge the young asscAagkros DIfl maghegnaglics, minds of our children (Kuforiji,1999). Defining Terms: A Prerequisite for Although technology is presently used in science, scAall sgadiles and Effective Dialogue and Communication the classroom for a variety of purposes, its Downes auts MD can 'RN' Because the same terms can be used full potential is yet to be explored. Many gedindwg usage g© sappcni by different people in different contexts to schools are still struggling to keep up with mean different things, we start off with a the rapid pace of technological changes eneased Osandnen basic list of technology terms for a general and their applications to school operations agreement of what is meant. and enhanced educational experiences for Technology is an umbrella word that children. challenge. These dedicated professionalsencompasses any electronicordigital Though implications for professional are asking, "How can we make the most ofprocessorapparatusassociatedwith development are many, the development ofthetechnology we alreadyhaveto improving or enhancing a task or service. In a basic level of competency in the use ofimprove student learning?" schools, technology is used for informa- technologyforinstructionalpurposes The focus of this article will be on tion management (grades, payroll), commu- among a critical mass of educators remains classroom-level technology in the teaching nication (e-mail) and instruction (word a difficult challenge. and learning process. We can call this the processing). Much has been written about the instructional core of practice. Furthermore, Educational technology can include growing inequities in technology funding,this article provides benchmarks and keyvideosor CDs teachersusetohelp infrastructure and access, known as the indicatorsforteachersandcampus studentsunderstandcontentand/or digital divide (Green, 2000). For example, instructional leaders to assess and improve Technology Integration continued on page 6 datafromtheNationalCenterfor Educational Statistics show that the higher Take the IDRA Newsletter Field Trip! thepercentage of poor and minority students in a school, the lower their access to technology.Fiftypercent of high- @CI©H a "Nekl MED" poverty schools have dedicated computer lines compared to 72 percent of low- [IIDEYs VAIGt poverty schools (Green, 2000). Fewer than 25 percent of teachers of English language Related IDRA Newsletter articles and learners use technology, and when itis projects used,itis often for drill and practice 4 Statistics, definitions, etc. activities (PadrOn and Waxman, 1996). While these issues continue to be 4 Internet resources criticaltothe mission of equity and 4 Internet links excellence for all children, many classroom teachers, and sometimes even building Register for a special prize! principals, do not have the resources nor the training to 'provide technology access Answer the question of the month! to diverse student populations. Let us consider, for a moment, that Each month we will ask a new question forreaders online. A sample of the campus and the classroom are powerful responses will be posted online. units of change that can have a decisive impact on the academic achievement of all This month's question is... students. Even though the complexities of How can technology help to share lessons learned and best technology implementation issuesranging from effective use to access to diverse practices? populations may overwhelm the most dedicated educators, principals, teachers enumAdvmo©Tg and content specialists, they welcome the May2001 IDRA Newsletter °I) Technology Integration - continued from page 5 thinking holds that each person is valuable become proficient in some technological As educators, we must pay and offers a unique contribution to the skills. close attention to the talent pool of the learning community. Instructional technology refers to Students and their families bring a wealth of student learning that is directly facilitated manner and quality in untapped resources (intellectual, cultural by technology. Distance learning, whether which technology is used and experiential)that can enrichthe satellite or web-based, is an example of learning experience. instructional technology because students to meet the instructional Moll (1992) called these resources, receive all their instruction via electronic needs of students. "funds of knowledge." Operating from an conduits. assets perspective, schools engage English Assistiveoradaptivetechnology language learners in challenging content includes devices that magnify print for theWhile this configuration appears to support andlearningexperiences,alongwith sight-impaired, for instance, or amplifytechnology integration, more information is appropriate support for academic language sound for the hearing impaired. needed about the context. The contextacquisition. Inspecialeducation Finally, connectivity typically refersincludes the roles of the teacher andcircumstances, assistive technologies and to computer access to an internal networkstudent, and the nature of the task. Eachsupport are used to include these students for file sharing and connection to thecan be thought of along a continuum with in the mainstream classroom, learning the Internet, including the World Wide Web. key indicators that provide clues about the same content. A student's culture, heritage effectivenessandappropriatenessofand traditions are seen as in-class expertise Technology as a Tool for Teaching and technology usage. and springboards for learning in all content Learning areas. A tool is only as good as the user's Technology and Diverse Students: These enriched learning ability to use it to the benefit of all students From Deficit-based to Assets-based environments necessitate up-to-date and andleavenostudentbehind.The Historically, students who under-reliable computers, appropriate software International Society for Technology inperform on conventional measures ofand trained teachers. Robust connections Education (ISTE), in their NETS-T Standards achievement, largely minority students,to the Internet provide valuable learning delineatethefollowing categoriesfor havebeengivenremedialinstructionresources for both students and teachers. technology use: consisting of rote memory skills and lifeless It is these kinds of learning-rich, technology- technology operations and concepts, curriculum (Darder, 1997). Those studentssupported and assets-basedclassrooms planninganddesigninglearning deemed to be gifted or high-ability are oftenthatprovideacontextforequitable environments and experiences, givenmoreinterestingandengagingtechnology integration. For the past 27 teaching, learning and the curriculum, learning opportunities, rich in explorationyears,theInterculturalDevelopment assessment and evaluation, and discovery. Research Association (IDRA), through its productivity and professional practice, Many times thisstratificationofprojects,productsandservices,has and learners and learningopportunitiesis partnered with many schools and families social, ethical, legal and human issues. promoted by adeficitperception ofacross the country to help make the vision Texas, and other states, has adoptedstudents'abilities.Englishlanguageof equity a reality. astatewidecurriculumthatincludes learners and others considered "diverse" specific guidelines for studentby the school system (non-Asian minority, Teaching and Learning Together: A competencies in technology for each grademigrant, limited-English-proficient, at-risk Context for Useful Dialogue and Joint level. North Carolina's state curriculumor economically disadvantaged) are seenPlanning also identifies teacher competencies inas problematic and in need of remediation The teacher, students and task form technology.Nationalprofessionaltoward conformity. the core learning context. Assessment and associations in mathematics, science, social This perspective erroneously guidesaspects of the learning environment are studies and language artsallcallfordecisions to group these students and sitembedded in the core context categories. technology usagetosupport engagedthem in front of computers for endlessWe can consider ea'ch along a continuum learning. Private sector entities call forautomated drill and practice until theyof technology usage. The purpose of this schoolstoproduce students who are"catch up." Consequently, large sums offramework is not to find faulf, but rather to technologically literate, and able to competemoney for low-cognitive level software are stimulate informed discussions among key in a global economy. spent. It is common to observe hand-mestakeholders(teachers,administrators, With technology, equitable fundingdowncomputersforthesestudents. parents) about the status and direction for and equipment are not sufficient indicatorsProfessional development is minimal andtechnology integration at the campus level that the needs of all students are being met.irrelevant, after all, it is basic skills that are in support of increased student learning. As educators, we must pay close attentionbeing taught. Many issues will surface as teams tothe manner and qualityin which In contrast to this traditional andreflectanddialoguetogether,issues technology is used to meet the instructional pervasive deficit-model of schooling, anbeyond those that are mentioned here and needs of students. assets-based approach (Montemayor andmany beyond the control of the campus A principal or other observer mayRomero, 2000) offers a more effective andteam. Nevertheless, a team commits to walk into a classroom and see groups ofequitable solution for educating all students change what is within its influence. As a studentsclustered aroundcomputers. in ways that lead to success. Assets-based Technology Integration continued on page 7 May 2001 IDRA Newsletter 63 Technology Integration -continued from page 6 Progress in one dimension can facilitate as a follow-up. first task, a team develops and agrees on aprogress across the board. For instance, as few guiding principles. The following areteachers adjust to their role as facilitators, Assessment Tool for Equitable examples of these principles: students may become more active in theTechnology Integration Effective technology integration is alearningprocess. As students become Criteria for Equity and Technology vital ingredient for student success and more active in their learning, the teacher in the Learning Context. Because our aim is as such, our deep and best thinking ismay adjust the kinds of tasks and products equitable technology integration in the needed to make it a reality. he or she expects. Despite the constraints classroom, a set of criteria for equity in the Each student's needs and assets areof time pressures, curricular demands and learning contextcan be applied to technology unique. We commit to use technology in resource availability, resourceful teachers use in the classroom. The criteria assess ways that affirm, challenge and inspire orchestrate learning experiences across the instructional practices that: allstudentsto growintellectually,ranges of technology usage. use a variety of languages consistent academically and socially. The table on pages 8 and 9 is a with language understood by students, It is more productive and more generative workingdocumentthatprovidesa use technology as a tool for literacy to approach issues and challenges fromframeworkforassessingtheuseof development in English and other an assets-based model, focusing on thetechnology in a classroom with a diverse languages, resources from which we can draw to studentpopulation.Thesecategories, use assistive technology to increase work toward solutions that work for ourbased on the learning context, are used to access to all students, campus. clusterbenchmarks andindicatorsof modify the use of technology to ensure If a campus team can articulate andequity and excellence in campuses and that all students benefit from instruction, agree on principles such as these, they can classrooms. This framework can be used to are accessible to all students, and do not usetheseprinciplestoguideinthe informdecision makers attemptingto target only a selected group, decision-making process. These principles improve the integration of technology in an reflect a deep knowledge of technology are used to assess the quality of decisionsequitable and excellent manner. as a resource for bilingual and multicultural or dialogue and can serve to refocus the As with any observation instrument, education, and group. it is recommended that the teacher and the capitalize on the power of technology to It is important to remember that allobserver(administratororother provide equal opportunities to learn for. components of thelearning context stakeholder) meet beforehand to discuss all students. teacher, student and taskare interrelated. the criteria and then schedule a debriefing Technology Integration -continued on page 10

HIGHLIGHTS OF RECENT IDRA ACTIVITIES In March, IDRA worked with 9,068 l'=7:l teachers, administrators, parents, and iativitySnapshot higher education personnel through yuring.thei/4nnlIDRA La Semana del kIifio Early Childhood Educators Institute, IDRA hosted a special full-day in4itute fo5F-15drentsto 54 training and technical assistance \ 1.--_, -1- / I \ ------1 activities and 276 program sites in 14 concentrate on the challenges of early chiKhood-education and how to .....-- --/------.- states plus the United Kingdom and aximize parent-leaderhq7fore-than.200 parents participated with a ------/,-- # i Brazil. Topics included: panel of experts ofistatepabies, home and school curricula, and + Race Relations leaclership/ / sleverdpmen .Tliey \ en worked_together todevelo/pa / / .". \ x ` --.------1 + IDRA's Coca-Cola Valued Youth concrete plan of action, for% exerting leadership in early childhood /i / \1 1 \ 1 \ Program education. The institute was co-sponsored by the 1DRA South Central + Preparing Adolescents for College (dollabofrative for Equityl (t11fe equity/ Lsistance center that serves + Administrators Role in Supporting ,6crkansd, Louisiana, Newniex ic.i.1), Oklahlioma and Texas); STAR Center Diversity (he comprehensive regional assistance/center that serves Texas via a collaboratibn of IDRA',/th6hahes/A. Dana Center at the University of + Accelerated Schools ..:-....---7 // / Texaset\ Austin, and RMe Research Corporation); andRE-CONNECT \ -.., ---( Participating agencies and school Ohe arent-information an'd resource_center that serves Texas). districts included: ----" 4- Arkansas Department of Regularly, IDRA staff provides services to: Services Education + public school teachers 4- training and technical assistance 4- Austin Independent School (ISD), + parents 4. evaluation Texas + administrators 4- serving as expert witnesses in 4. Los Angeles County Office of + other decision makers in public policy settings and court cases Education, California education 4- publishing research and Piiion Unified School District, professional papers, books, Arizona videos and curricula 4 Richmond Public Schools, Virginia For information on IDRA services for your school district or other group, contact IDRA at 210/444-1710.

May 2001 IDRA Newsletter Classroom Assessment Tool* for Equitable TechnologyIntegration Directions: For each indicator, check if evidence exists. I fit does, apply the Criteria for Equity toassess, guide, support and improve classroom instructional practices. Multiple classroom observations, teacher conferences and review of student workare recommended to provide comprehensive data.

Equity Criteria: 1=usea variety of languages consistent with language understood by 4 = modify the use of technology to ensure that all students benefit from students instruction 2=use technology as a tool for literacy development in English and 5=reflect a deep knowledge of technology as a resource for bilingual and other languages multicultural education 3=use assistive technology to increase access to all students 6=capitalize on the power of technology, is accessible to all students, and provides equal opportunities to learn for all students Evident? If yes, use Equity Criteria

equity criteria. 1 2 3 4 5 6 Teacher's Use of Technology Demonstration Teacher uses technology to present a concept (e.g. animation of osmosis in science). Teacher leads discussion and interactive questioning to assess what students understand from the demonstration.

Directed Instruction 1 Teacher models "how to"procedure using a technology application (e.g. how to import a graphic, how to use a graphing calculator). Teacher provides directions to students in multiple modalities: audio, print and graphically. Teacher uses multiple assessments to ensure that all studentsare proficient in pre-requisite skills. Teacher demonstrates proficiency in technology tools for instruction and their use in classrooms with diverse students.

Facilitation Teacher actively uses technology to facilitate cooperative learning with heterogeneous student groups. Teachers abide by school policies regarding students' access and use of Internet and other online sources (e.g. filtering software and supervision). Teacher actively previews software packages that support the instruction of diverse learners.

Student's Use of Technology Basic Computer Literacy Skills Students are able to manage files, print, save, edit and retrieve information stored electronically. Students follow a step-by-step process to accomplish an application task (e.g. create a table). Students demonstrate proficiency in productivity tools (word processors, spreadsheets and web browsers).

Presentation In cooperative groups, each student plays an integral part of planning and executing orpresenting the technology-based product. Students create and present multimedia products with purposeful and logical use ofvisual, audio and graphic elements (e.g. PowerPoint or Hyperstudio) to convey information. Students' products draw from or connect to their experience, language, culture and or family.

*This is a preliminary assessment tool. ©200 I , Intercultural Development Research Association

May2001 IDRA Newsletter Classroom Assessment Tool for Equitable Technology Integration (cow° Evident? If yes, use Equity Criteria equity criteria. 1 2 3 4 5 6 Inquiry/Investigation Students apply learning to investigate meaningful and relevant issues and topics that relate to their world. Students demonstrate original and creative thinking and problem-solving in tasks using technology. Students engage in spirited and inclusive discussions around content topics and use technology resources to formulate and debate conjectures. Students have multiple forms to demonstrate mastery of concepts. Students are fluent in a range of technology tools and are able to select applications needed to complete a task. Students are able to consider the validity of information based on the credibility of the sources (e.g. propaganda or bias). Students connect with outside experts and online, real-time information sources (e.g. NASA, Library of Congress). Students include multicultural or global perspectives in their work. Technology is transparent (e.g. students are not distracted by the mechanics of the computer program and can fluently navigate within them).

Nature of Task Closed/Convergent Tasks Tutorial programs reinforce conceptual andskills development. Appropriate computerized diagnostic tests are given to assess student proficiencies and plan for appropriate instruction. Computerized games are given to reinforce skills and are available in an equitable manner (not simply as a reward to those who finish their work first).

Semi-Structured Tasks Students use technology tools to compute, calculate, draw or design (e.g. calculators, PhotoShop). Students compose essays, reports or stories about a specific topic or theme using technology. Students use search engines to find information online (scavenger hunts).

Open-ended/Divergent Tasks Problem, project, scenario or task is constructed so as to permit many, equally valid solutions (e.g. keeping the playground litter free, planning a colony on Mars). Projects are designed to include family and community resources, perspectives and experien&s. Language, culture and forms of student expression are welcomed. Resources are readily available to students (e.g. Internet, CD Encyclopedias). Project findings are discussed and evaluated in whole class discussions in ways in which each student's ideas are considered and valued. Project findings are exported to a larger community (parents, business leaders or other students). PI 4 ©2001, Intercultural Development Research Association

May 2001 IDRA Newsletter ioi the IDRA South Central Collaborative for Equity Free School Improvement Training and Technical Assistance

In this era of school reform andassistance and training is free to schools and 444-1714) or mail (IDRA, 5835 Callaghan academic excellence for all students includes: Road, Suite 350, San Antonio,Texas 78228). regardless of race, sex, national origin and staff development, Schools in other states, may receive economic level, we are confronted with many materials development, assistance from the equity assistance center challenges as we work to create schools that strategic planning, that serves that region (ask IDRA or the U.S. work for all learners. The Intercultural classroom demonstrations, Department of Education for contact Development Research Association (I DRA) observations and collaboration, information). For more information on the has been funded by the U.S. Department of focus group and development of team IDRA South Central Collaborative for Equity, Education to provide assistance to schools. assistance, and contact Bradley Scott, Ph.D., at I DRA (210/ This funding is directed through the nation's other forms of assistance as specified by 444-1710; fax 210/444-1714)orvisitthe 1 DRA network of equity assistance centers. The the campuses or districts to meet theirweb site (www.idra.org/scce/default.htm). center that serves Arkansas, Louisiana, New local needs. It is important that we work together to Mexico, Oklahoma and Texas is the I DRA Additionally, IDRA staff can delivergive every student an equitable opportunity South Central Collaborative for Equity. this assistance and training directly toto achieve. The IDRA equity assistance Districts are eligible to receive ateachers, administrators, non-certified center is eager to support you in that effort. minimum of two to three days of assistance personnel, parents, students, school boardltis up to you to request the support. and training to help them ensure equitablemembers and members ofthe community. In Together, we can make a difference for educational opportunity for all learners andorder to take advantage of this assistance,students in schools. to assist all learners in reaching highschool personnel can complete the form on standards of academic excellence. This the next page and send to IDRA by fax (210/

Technology Integration - continued from page 7 and the task and indicators to gauge Population,"ActioninTeacher Leadership and Support from levels of equitable technology integration. Education (1999). Retrieved from the Administrators As teams become more adept and informed InternetMarch 1, 2001,http:// As teachers experiment with newabout the uses of technology, they may vweb.hwwilsonweb.com. technologies to fashion different learningwant to adapt their own. By mappingMoll, L.C. and C. Amanti, D. Neff. "Funds environments, principals and classroomteachers' and students' use of technology of Knowledge for Teaching: Using a observers will need to retool the wayin the learning process, principals and Qualitative Approach to Connect Homes teaching and learning are assessed andcampus teams have a solid beginning and Classrooms," Theory into Practice evaluated.Multi-tasking,cooperativetoward creating a campus-customized plan (1992). Retrieved from the Internet May learning, and project-based learning will for professional development for teachers 7, 2001, http://vweb.hwwilsonweb.com. span across days or weeks, requiring more (Fuller, 2000). Montemayor, A.M. and A.A. Romero snapshot visits to capture the learning in "ValuedParentLeadership," IDRA motion. Consensus must be reached in Resources Newsletter(SanAntonio,Texas: what the team means by "learning withDarder, A. "Creating the Conditions for InterculturalDevelopmentResearch technology." If there is a mismatch for Cultural Democracy in the Classroom," Association, June-July 2000). example, a school district may work very Latinos and Education (New York, NY: Padr6n, Y.N. and H.C. Waxman. "Improving hard to procure a new computer lab for a Routledge, 1997). the Teaching and Learning of English campus only to find teachers resistant orFuller, H.L. "First Teach Their Teachers: Language Learners Through unable to use it for meaningful instruction. Technology Support and Computer Use Instructional Technology," At thefiscal and physicalplant inAcademic Subjects," Journal of International Journal of Instructional management level, principals and leadership Research on Computing in Education Media (1996). Retrieved from the Internet teams will need to find ways to address (Cambridge, Mass.: Harvard University, March 1, 2001, http:// other aspects of technology. These include Summer 2000). vweb.hwwilsonweb.com. infrastructure, upgrades and equipment Green, L.C. "Bridging the Digital Divide in maintenance, policy and training needs. Our Schools Achieving Technology Again, all of these issues are important but EquityforAllStudents,"IDRA subordinate to the learning goals that are Newsletter(SanAntonio,Texas: Jack Dieckmann, MA. is a senior education associate in the IDRA Division of Professional possible with technology in classrooms. InterculturalDevelopmentResearch This article framed a context for Development. Abelardo Villarreal, Ph.D. is the Association, May 2000). director of the. IDRA Division of Professional dialogue and suggested core dimensions Kuforiji,P."TechnologyEducation Development. Comments and questions may be the learning event, the teacher, the learner TeachingStrategiesforDiverse directed to them via e-mail at [email protected]. May2001 1 0IDRA Newsletter 72 EQUITY ASSISTANCE NEEDS ASSESSMENTSURVEY Educational Equity Programs 39723

District

Address

City State Zip

Fax( Phone ( ) ) MI Last Name First Name

Job Title Date

Instructions: Please indicate the extent to which your district needs Extent of Need assistance in the items below. None Some Great

Student, parent, community involvement: A. 0 0 0 Employment practices and employee relations: B. 0 0 0 Implementation of desegregation plan: C. 0 0 0 Bilingual education and/or ESL implementation: D. 0 0 0 Promoting gender equity: E. 0 0 0 Non-discriminatory/non-traditionalstudent assignment and placement:F. 0 0 0 Non-discriminatory student discipline and treatment: G. 0 0 0 Student engagement and academic excellence: H. 0 0 0 Non-racist/non-sexist curriculumdevelopment: I. 0 0 0 Race relations and human relations training: J. 0 0 0 Prejudice reduction in schools and classrooms: K. 0 0 0 Cross-cultural conflict resolution:L. 0 0 0 Reducing hate crimes and other inappropriate activities: M. 0 0 0 Sexual and racial harassment reduction (adult-student peer-peer): N. 0 0 0 Strategies for promoting equity and excellence for all learners: 0. 0 0 0 Development of supplemental programs and materials for LEP students: P. 0 0 0 Closing the minority-majority achievement gap: Q. 0 0 0 Non-discriminatory practices in Title IX gender equity: R. 0 0 0 Equity-based early childhood education: S. 0 0 0 Meeting federal civil rights requirements: T. 0 0 0 Non-discriminatory counseling practices and methods: U. 0 0 0 Multicultural education and validating students culture in the classroom: V. 0 0 0 Training for diversity in schools and classrooms: W. 0 0 0 Addressing test bias in student assessment: X. 0 0 0 Appropriate language identification, assessment and placement: Y. 0 0 0 Strategic planning for equity-based excellence in systemic school reform: Z. 0 0 0

May 2001 IDRA Newsletter73 Digital Divide -continued from page 2 Students Meet Peers Via Video Conference," IDRA Newsletter Tips for Video Conferencing (San Antonio, Texas: Intercultural Development Research Start small. Limit the number of sites to be linked. Association, August 1998). Green, L.C. "Bridging the Digital Familiarize yourself with using the technology. School personnel need to findout DivideinOurSchools what technology exists on their campuses (computers, fax machines, e-mail capability), Achieving Technology Equity where it can be found within the school and who hasaccess to it. For many teachers forAllStudents,"IDRA this is their first experience with e-mail and video conferencing. They learn howto find Newsletter (San Antonio, Texas: the technology, who has it and how to use it. Intercultural Development Research Association, May 2000). Do not wing it. Distance learning sessions must be carefully planned if theyare to be L6pez del Bosque, R. "Coca-Cola effective. Valued Youth Program: The Value of Video Conferencing," IDRA Use an agenda (and stick toit). You can give students a sense of direction by Newsletter (San Antonio, Texas: mentioning the items to be covered. It emphasizes what is to be taught instead of the Intercultural Development technology itself. Agendas also relay a sense of urgency since time is limited. Research Association, April 1999). Review the rules. Certain behaviors are necessary on behalf of all participants. There Linda Cantu, MA., is a education will be little learning if students speak up whenever they feel like it. The microphones associate in the IDRA Division of pick up all noise and the cameras pick up all movement. Students needto keep side Professional Development. conversations to a minimum and avoid rustling papers, making noises with their feet Comments and questions may be and hands, and tapping pencils. directedtoherviae-mailat [email protected]. Use a good facilitator. Facilitators need to be enthusiastic and stick to the agenda. Also, the facilitators need to be sensitive to students whoare shy or nervous.

D E Vt4 c. °A, Non-Profit Organization V '''V'4, C.) 2 04 -a U.S. POSTAGE PAID w ,z IDRA Permit No. 3192 San Antonio, TX 78228

5835 Callaghan Road, Suite 350 San Antonio, TX 78228-1190

7 4 CP Creating schools that work for all children, through researchmaterials developmenttrainingtechnical assistanceevaluationinformation dissemination IDRA Focus: SELF RENEWING SCHOOLS...CHANGING STUDENT POPULATION

IDRA Newsktter 1 ISSN 1069-5672Volume XXVIII, No. 6 June-July 2001 0 4S, CH ASS° Transformative Leadership in Latino Communities: A Critical Element in Successful and Sustainable Educational Change

R©sana G. R©dvismez, Ph.D. and AbsOavd© MODavvetaL

Onside nos hole: We are living in an extraordinarydiverse student population, to consider time of diversity and change in the midst ofthemselves stewards of a community's Leadevshipg©17educaginnai educational inequities. This context offerswell-being, and to share responsibility and change a unique opportunity tocelebrate anddecision-makingwithavarietyof 13©©k ntuiew honor diversity and co-create a reality thatstakeholders. They must view themselves pushes our educational systems, familiesin new ways that demand new skills, Eaviv chifidis©cyi edsoCagOCM and communities to act in partnership toincluding learning how to work effectively eliminate inequities. with diverse groups of people, families and This is the second in a series ofstudents. Sustaining change within this articles aimed at raising awareness ofcontext of diversity requires a redistribution institutionalresponsibilitiestoengageand realignment of control, power and families and communities in efforts that predictabi I ity. create positive educational environments We chose to call this new type of for a diverse student population. Thisleader a "transformative leader," because articleprovidessomethoughtsand of his or her potential to become a change insightsonthecharacteristicsofagent within collaboratives that include all transformativeleadershipin Latino stakeholdersintheK-1 6educational communities that champions educationalpipeline,includingcommunitiesand equity and excellence for all students. families. Transformative leaders face the Itisbasedonexperience andchallenge of catalyzing the thinking of promising practices, lessons learned anddiversestakeholders including non- opportunitiesforchangingleadership formaleducationalpartners whose gleaned from evaluations provided by culture,valuesandbeliefshavenot ENLACE ENgaging LAtinoheretoforebeenacknowledgedor Communities in Education grantees. appreciated. The long-term impact of this ENLACE is an initiative which providesmore collaborative educational practice resources to kindergarten through collegewill depend on a leader's ability to foster a graduation (K-16) partnerships that propose climate of interdependence, relevance and toincrease graduation rates of Latinoshared accountability. The readiness for students from high schools and universities.co-creating this type of educational reform ENLACE issupported by theW.K. begins withtheleader's own values, Kellogg Foundation and the Interculturalattitudes and skills. Development Research Association. Emergent leaders and advocates for equity and excellence in education must Einemeng Leaden and Engaged understand the dynamics of an engaged Onseleastions institution. An engaged institution is one Educational leaders are being askedthatisinclusive of the communities it to pay more attention to the success of a Educational Change -continued on page 2

7 5 Educational Change - continued from page 1 consideredbyleadersindesigning, serves and has positive impact on the 'Iib¢alamun5837 aa implementing and evaluating change. In quality of educationforallstudents, esseallag ¢©cmcD©asaR ©0 Me considering community as an integral part including Latino students. Consequently, ofoverallsystemschangeandof studentandcommunityleadership EtilLaZIE OnMagus. leadershipdevelopment,particular development areintegralparts of the attention must be given to the unique overall ENLACE strategy. These concepts leadership qualitiesthat are consistent areimbeddedwithintheENLACE Congein flor Leadership Deuelopurgeng with the cultural ethos of a group. institutionalengagementobjectiveto The communityisanessential A recent study conducted by the partner with community in planning forcomponent of the ENLACE initiative. National Community for Latino Leadership, student success. When completed, the ENLACE initiative Inc. (NCLL) reveals the 20 most desired Withthatinmind,institutionswillhavecreatedbettereducational leadership qualities by Latino communities approach community in new,environments for learners through newacross geographic regions. These qualities comprehensive, dynamic, andcreativeparadigms of engagement forstudent are clustered around character, competence, ways. In so doing, fundamental shifts success. These new paradigms will emerge compassion and community service. These occuraboutleadershipandaboutthrough community and K-16 partnerships findings serve to inform efforts to create a perceptionsof communityanditsforeducation-relateddecision-making; framework for developing leadership that implicationstosuccessfulleadershipand an emerging cadre of Latino students, willbenefit educators and community development.Itisthe hope thatthe administrators,faculty and community leaders serving Latino student populations. ENLACE partnerships will demonstratemembers withasharedvision aboutThe graph on Page 10 delineates these expertise in the areas of community andengaged and transformative leadership. qualities by the four clusters. leadership development and be guided by Recentliteratureisrepletewith an ethosthatfosters a receptive andinformation on leadership qualities andA Transgormagiue Leadership responsive climate for institutional change. theirimpact on successfulinitiatives. Dettekopeng Agproach As a result of the planning year, weENLACE isina unique positionto Often, there are some inconsistencies havegatheredhypotheses,which wepromotetheinvolvementofLatino in defining "community." The concept of present here in the hope that they willcommunities inpartnership with K-16 community is fundamental to ENLACE in spark further thought and discussion in the institutions. that it reflects a holistic view of the learner area of leadership for engagement and The heightened interest and funding and a valuing of the context in which the transformation. incollaborationsrepresentsanewlearner lives and interacts. Each grantee in We consider this information a firstunderstanding of the interaction betweenthe network or cluster brings a different step toward using what has been learned toan educational system and the increasinglyperspective or preference to the concept of begin a concertedeffortfor ongoingcomplex environment in which it functions, community. exploration of these issues. We hope this i.e. its local community. One underlying definition thatis inspires others to join in this journey of Communities representasetofshared by all grantees is that community inquiry. cultural values and beliefs that must be Educational Change - continued on page 9

The Intercultural Development Research As- Portions of the contents of this newsletter were nue000 sociation (IDRA) is a non-profit organization developed under a grant from the U.S. Depart- with a 501(c)(3) tax exempt status. The purpose ment of Education. However, those contents do of the organization is to disseminate informa- not necessarily represent the policy of the De- Early Childhood tion concerning equality of educational oppor- partment of Education, and endorsement by the Education tunity. federal government should not be assumed. The IDRA Newsletter (ISSN 1069-5672, The Best for © 2001) serves as a vehicle for communication Publication offices: Our Children with educators, school board members, deci- 5835 Callaghan Road, Suite 350 sion-makers, parents, and the general public San Antonio, Texas 78228-1190 concerning the educational needs of all children 210/444-1710; Fax 210/444-1714 Highlights of Recent in Texas and across the United States. www.idra.org [email protected] IDRA Activities Permission to reproduce material contained Maria Robledo Montecel, Ph.D. herein is granted provided the article or item isIDRA Executive Director Minority Women In reprinted in its entirety and proper credit is given Newsletter Executive Editor Science Publication to IDRA and the author. Please send a copy of the material in its reprinted form to the IDRA Christie L Goodman, APR Newsletter production offices. Editorial sub-IDRA Communications Manager Latino Leadership Newsletter Production Editor 9® missions, news releases, subscription requests, Qualities and change-of-address data should be submitted in writing to the IDRA Newsletter produc- Sarah H. Aleman tion editor. The IDRA Newsletter staff wel- IDRA Data Entry Clerk comes your comments on editorial material. Newsletter Typesetter

June-July 2001 IDRA Newsletter 76 South Central Collaboratius fw Equity

Early zlHeatio José L. Rodriguez

September 2000 marked the 50-year middle-class homes, so the purpose of the anniversary of Dr. Jose A. Cardenas' life evelopment varies s much early childhood education programs is to as a professional educator. Immediately provide experiences similar to those of after graduating from the University of for different children that I middle-class children to make sure that Texas at Austin in 1950, Dr. Cardenas ulnot even c nsider children from economically-disadvantaged started as a science teacher in the Laredo retention until after the third homes have these pre-requisite skills. Public Schools. After a two-year stint in or fourth grades, and then What frequently happens in early the US. Army, he resumed his teaching childhood education programs is that the careerinthe Edgewood Independent only for a verysmall portion curriculum of the first grade is pushed School District (ISD) in San Antonio. of the population. down and offered at an earlier age. As a Additional classroom teaching was result, the pre-requisite skills expected at soon augmented by various supervisory the age of six are not developed and poor and administrative positions leading to the of learning, we see several things that areperformance andfailure become even superintendency of the district from 1969essential to a learning situation. The firstmore common occurrences. to 1973. Dr. Cardenas' work in publicessentialispre-requisitelearnings; the In spite of the unsoundness of such a schools was supplemented by many years second is successful performance; the thirdmethodology, early childhood education offull- and part-time college teaching andis immediate, strong reinforcement; andteachers are often under strong pressure almost 30 years in educational researchthe fourth, small increments of difficulty. fromotherteachersandschool and development. Thisisperhaps abehavioristadministrators to teach academic skills In 1973, Dr. Cardenas resigned asapproachtolearning,but the variousratherthanthe development of pre- superintendentand foundedthetheories are all similar when it comes torequisite skills. InterculturalDevelopmentResearchwhat makes up a learning situation. One of I anticipated this in 1969 during the Association (IDRA) (formerly Texans for the reasons economically-disadvantaged,design of theEdgewood Independent EducationalExcellence). 1DRA was minority, immigrant and migrant childrenSchool District (ISD) Model Cities Early founded toundertake school financeoften do poorly in school is because they doChildhood Education Program and design reform advocacy and now works withnot have the pre-requisitelearning toof the José A. Cárdenas Early Childhood people to create self-renewing schools that succeedinanEnglish-language-basedCenter.Ispotted the need to reduce the value and empower all children, familieslearning situation. pressure from the regular program to have and communities. The language of instruction may beearly childhood education teachers do IDRA celebrates these 50 years ofmissing, or for a variety of reasons studentspremature teaching of reading, arithmetic contributionstotheimprovementofmay have different experiences than those and other academic skills. educationalopportunities for childrencommonly found in middle-class homes. So instead of having a developmental with a series of conversations with Dr. School curriculum is middle-class-oriented. program to prepare students to be ready to Cardenas and members of the IDRA staffWhen some students do not have the pre- learn, what educators are doing is giving published in the IDRA Newsletter. In this requisiteskillsfor a specificlearningacademic learning to students at an earlier issue's conversation with Dr. Cardenas, situation, it is very difficult for them toage when they are even less ready to learn. interviewer, Jose L. Rodriguez, focuses onlearn. This accounts for much of the under- early childhood education. performance ofstudents fromSchool districts are starting three-year- disadvantaged and minority populations. old student programs in their schools and In your book, "Multicultural Education: A Oneofthereasonsforthetreatingtheseprogramslikepre- Generation of Advocacy," you state thatimplementation of the HeadStart and otherkindergartenprograms.Arethese IDRA was involved with the legislation forearly childhood education programs inprograms beneficial because they are the establishment of preschool programsTexas was to provide pre-requisite skills sopreparing students for schools? Should a in Texas public schools.Unfortunately, that the student who undertakes a basicthree-year-old be in an early childhood implementation of such programs stressedskill such as reading at the age of six, haseducation-type of program? Where do academic content rather than the childalready mastered the language, words andyou think the state is going with such an developmentemphasisof HeadStart concepts involved in this learning situation. early start? programs. What is wrong with that? Thesepre-requisiteskillsare J.A.C.: It amazes me that the state would J.A.C.: If we look at the basic theory commonly present by the age of six in Early Childhood - continued on page 4

tt.tC4 June-July 2001 IDRA Newsletter Fulfilling a Commitment -continued from page 3 input from the early childhood education promotethis.Itisinconceivablethat Oellq-dilsangeriy ©Mu moduaqes staff,the community and myself and increasing the prospects of failure can be ddOciven g© D©us Deanans. createdthisuniquebuilding.It is expected to lead to future success. Success especially designed for early childhood breeds success; failure breeds failure. Whem danclveR [lags aad education, and it includes many provisions Students in pre-school programs at eqmy Ileavotmg vcmin haus for research, curriculum development and the age of three should be developing the eveaged a sa¢¢essgtil Deavares teacher training. The building emphasizes pre-requisite skills that will reduce the deinstitutionalization. It was such a unique chance of failure and enhance the chance eauilv©TamenR aRd gaghimaget facility that people from all over the world of success in the learning of academic IMS4 kg' &may And. came to see it. skills at a subsequent age. Is there some research on what happens Does the state want this early a start tomastered and itis incumbent upon the when students move from early childhood improve student performance on theteacher to determine that such skills areeducation into mainstream schools? Texas Assessment of Academic Skillspresent in order to enhance the chance of J.A.C.: There is no sufficiently good (TAAS)? success and reduce the threat of failure. research. That was one of my shortcomings; J.A.C.: The state wants students to ItisironicthatstudentsfromI never had enough money to conduct learn TAAS material earlier. The schoolmiddle-class homes are given six years to enoughresearchwhen I waswith and state should realize that sometimes masterpre-requisiteskillsandthen Edgewood ISD. That is why with IDRA I patienceisveryprofitable.Students introduced to reading, but we are takinginsistedthatadequateresourcesbe allowed to develop pre-requisite skills cannon-middle-class students and attemptingassigned to research and evaluation. We and will become better learners. Learningto teach basic skills at the age of three. Itknew that the children were doing very will become easier at the ages of sixseems that in compensatory education wewell, it was subjective, but we never had through nine years with a foundation forare moving in the wrong direction andthe resources to confirm what we knew learning and the elimination of earlydoing the wrong things. abouthowwellthechildrenwere failure. performing. A lot of our information was Pressure for improved performance The Jose A. Cardenas Early Childhoodbased on case studies. I regretted that I did on the TAAS leads to the introduction ofEducationCenterutilizesthesevennot make a bigger effort to show that not content material at an earlier age. I believefundamentalskillsforwell-roundedonly did the Cardenas Center look better that the basic tenet is that repetition ratherlearning: imagination, creative thinking, and was a happy place, but also that more than preparedness for the TAAS is the keyobservation, cooperation, discrimination, learning was taking place. to learning.Itis bad enough that theliving ethically and a sense of beauty. I would imagine that children in the politicians do not understand this, but the When did you see the importance ofJose Cardenas Center have astounding thought that educational administratorsdeveloping such a center? growth while participating in the program. and elementary school teachers seem so J.A.C.: It had been a dream of mine Ifear that when they go back to their unaware of the detriments of attempts at since working for the Southwest Educationelementary schools within two or three premature learning worry a lot of members Development Laboratory (SEDL) when Iyears all that growth is lost if the programs of our profession. prepared a book on the early developmentare not continued. After three years in of Mexican-American children. regular school you may not be able to tell The Texas Education Agency (TEA) pre- This book formed the basis for thethe difference. kindergarten guidelines have caused some ModelCitiesProgramthatSEDL concern among teachers because theydeveloped. But, unfortunately, EdgewoodWhy is that? What is the difference in the stress academic guidelines.They areISD did not like the program and did notcurriculum? results of the TPRI and Tejas Lee Readingaccept the proposal that I wrote. As luck J.A.C.: The school is not a neutral Inventory, the reading inventory given towould have it, the superintendent quit, and instrument in the education of children. It pre-kindergarten, first and second gradeI was selected as superintendent. I had no can be both a positive and a negative students. How might someone who istrouble passing it through the Model Cities influence. Positive perceptions of self, that teaching children at the pre-kindergarten Program committee, and we had no troublea successful learner would have, can be level start a program to prepare childrenimplementing the program. knocked downinfavorof negative to take the test? Someteachershadnegativeperceptions of self. Acquisition of skills J.A.C.: Academic skills come beforeperceptions. I saw it as play rather than ascan be slowed down to lose the advantage the test which comes before pre-requisitethe developmental activities that we havegained in an early childhood education learning. been discussing. I hired an early childhood program. We know that in reading there areeducation specialist to run the program such things as oral language, right-to-leftand was able to acquire all the necessaryWhy aren't there any more centers like eyemovement,audiodiscrimination, funds. the Cárdenas Center in Edgewood ISD? visual discrimination and the acquisition Communitypeopleandearly J.A.C.:Theyhavetheearly of context clues as skills necessary forchildhoodstaffdidmuchofthechildhoodeducationprograminthe successful mastery of reading. conceptualizing of the building. Richardregular schools as part of the instructional These pre-requisite skills must beMoore, a very creative architect took the Early Childhood -continued on page 5 June-July 2001 IDRA Newsletter 78 Early Childhoodcontinued from page4 does not lend itself to an exclusive phonetic children to learn to read at the age of four program. Some principals knowlittle approach. or five. about early childhood education and make Not enough money isspent on littleefforttoprovideanadequate research and development to determine theWhat are your hopes and dreams for the developmental program. As mentionedbenefits of the various methodologies andfuture of early childhood education? earlier, they find themselves under strongprograms. In addition, there are a lot of J.A.C.:I hope everyone has an pressuretobeginthepreparationfor mythsineducation,thathavebeen opportunity for a good education. I hope TAAS testing. I have heard some excusessuccessfullychallengedforyears and that all the goals that you mentioned will for the failure to separate early childhoodyears, which are still accepted as gospel. be realized.I hope that all students will from the regular school program. For example, the belief that retention have an equal education opportunity.I I have heard school officials statein-grade is an effective way of makingdon't think thatallkids willachieve that bus transportation to a separate site is studentsperformbetteris amyth. equally, but the opportunity should be too dangerous, but I do not believe that hasRetention is a terrible approach to under- there for everyone. I hope the education to be so. The Cardenas Center transportedperformance; it makes students performsystem stops wasting resources because of children ages three to five-years-old forworse. The evidencehasbeentherefailure to recognize the capabilities of four years while I was there without a consistently since I was a student 50 yearschildren. I thinklife would be more single accident or detrimental incident.ago, but the myth is still there. beautiful,enjoyable,satisfying,and There are many school districts in Texas in We hearargumentsabout new aesthetically pleasing if people recognized which allpre-school age children areconcepts, such as that the TAAS test is athe capabilities of children. transported by the district. The bulk of thehuge motivator for children in the early children in theUnitedStatesareyears, because they know they have to pass Interviewer's note: Learning is a life-long transported to their schools. the TAAS to graduate. We have known, asjourney on which a young child will educators, or should know as educatorsembark. This journey should be fun and You have been in education for 50 years. that in learning situations, reinforcementexciting.Preparingachildtolearn What major differences have you seenhas to be strong and immediate. requiresbuildingdevelopmentally- from when you started to the present? B.F. Skinner demonstrated that aappropriateskillsbeforeintroducing J.A.C.: Looking back there was no few seconds delay in reinforcement couldacademic content. Children need to be early childhood education when I started.result in a substantial loss of learning. Totaught the pre-requisites of learning if we There was kindergarten, but it was moresay to a six-year-old student, "You areare to see growth and success for all custodial than educational. In fact theregoing to have to study really hard to pass achildren. was criticism about the Edgewood ISD test 10 years from now," has little, if any, Today, schools across the state are program spendingso much onearly motivational value. adding three-year-old programs to their childhood education that could have been campuses, but the curriculum continues to spentonotherprogramsthatwere What would you say to a principal who be pushed down. Emphasis on passing the expected to produce a more direct impact.would askteacherstoretainearly TAAShastrickleddowntopre- But the results as indicated by subsequent childhood education students? kindergarten classes and in order to see evaluation and the curricular gains have J.A.C.: I would pointout,thatsuccess the curriculum is pushed down. lasted longer than many of the effects oflearning takes many years and students When I taught at an Early Childhood other activities that were recommended atgrow individually. Some are ready to learn Education Center, I often felt as i f I were not the time. parts of the curriculum at an early age,teaching, but playing because I was teach- others may take more time. Developmenting developmentally-appropriate skills. Do you see any methods of teaching thatvaries so much for different children that I Once these skills were learned, the children were prevalent 20 years ago reappearingwould not even consider retention untilwere prepared for academic content. The now? For example, when I started school, after the third or fourth grades, and then learning was fun and exciting for the chil- phonics was taught, then done away with,only for a very small portion of thedren. and now it is back. population.Retentioncan besucha It is amazing to see the faces of chil- J.A.C.:Educators go from onenegative experience in terms of personaldren when they discover that they can read extreme to the other. I do not know why we and family expectations that it can become and write simple words. Self-discovery only have this argument about phonics. Phonics a psychological barrier for future learning.motivates children to love learning. When is and has always been a part of a reading children love and enjoy learning you have program. On the other hand, it does notBefore leavingoffice San Antonio'screated a successful learning environment produce the same level of results asitformer mayor, Howard Peak, committedand ultimately success for every child. wouldinlanguagesthataremore$1 million tostart the Kindergarten structuredandphoneticallyconsistentReading Readiness Initiative. What areJose A. Cardenas, Ed.D., is the founder than English. your thoughts on the initiative? and director emeritus of IDRA. José L. Phonetic approaches to reading are J.A.C.: Iappreciate the Mayor'sRodriguez is an education associate in the much more successful in languages thatefforts and feel that it could be very helpfulIDRA Division ofProfessional use 26 letters in the alphabet to representto children in the city. I can only hope thatDevelopment. Comments and questions 26 phonetic sounds. English uses 26 lettersthe proposed kindergarten program is not amay be senttothemviae-mail at to represent almost 50 sounds and simply "push down" [email protected]. June-July 2001 IDRA Newsletter 79 The Best for Our Children Pam McCollum, Ph.D.

"The time has come to consideron literacy instruction for Latino students.debating the value of phonics vs. whole biliteracy, the new threshold for literacy The authors' perspectives are informed bylanguage. It is an elucidating work that is achievementinthenew millennium.their experiencesaslanguage-minorityan excellent resource for educators at all When this becomes areality,Latino students in United States public schools. levels who wish to understand literacy students and otherbilingualswillbe Then, as today, language-minority instruction for Latino students. repositioned at the center of the curriculumstudents were frequently forbiddento The authors do not advocate one rather than at the margins. To be satisfiedspeak Spanish, were labeled"at-risk,"fixed method of literacy instruction, but with less than this is to accept a lower"culturally disadvantaged," and "limited-rather advocate an approach that draws ceilingforourchildren'sacademicEnglish-proficient" and were often viewedupon Latino students' bicultural knowledge achievement and to force them to developfrom a deficit perspective. andlinguisticresourcestodevelop only half of their potential" (Reyes and The Best for Our Children presents abiliteracy in Spanish and English. Halcón, 2001). different picture of Latino children and This book celebrates the resources This provocative quote by Maria de their potential. It is assets-based, assertingand talents Latino students bring to the la Luz Reyes is from a ground-breaking"that Latinos who grow up bicultural andclassroom, dispels many common myths volume co-authored by Reyes and John J. becomebiliterate inspiteof anconcerning them, and vividly illustrates Halcón entitled The Best for Our Children: educationalsystemthathaslittlethatbiliteracyispossible when one CriticalPerspectiveson Literacy forunderstandingofthelinguisticandproceeds from a culturally sensitive assets- Latino Students (2001). cultural resources they possessare 'gifted based approach. Thisrecentpublicationfrom and talented,' not 'at-risk,' not 'culturally The Best for Our Children is divided Teachers College Press is comprised ofdisadvantaged,'not limited-English-into three sections. Part one presents the contributions by leading Latino researchers, proficient!" (Reyes and Halcón, 2001). cultural, historical, and political factors teacher educators and classroom teachers Thisvolumeisnotanothernecessary for understanding the context of who present a unique "insiders" perspectiveinstallment of the tiresome reading wars literacy for Latino students. Chapters in this section explain historical and present- Take the IDRA Newsletter Field Trip! day political forces needed to understand literacy for Latino students. The work of Vygotsky is used to Go on a "FielTrip" emphasizetheimportanceofusing children's native languageinactivities on ID s Web Site from their cultural frame as the most effective classroom environment to promote 4 Related IDRA Newsletter articles and literacy. This theme is reiterated throughout projects the volume and is accompanied by rich 4Statistics, definitions, etc. illustrations of children's work. Part two explores biliteracy in Latino 4 Internet resources students and discusses hybridity during 4 Internet links instruction. Results from classroom-based research with students in the early grades Register for a special prize! demonstrate that biliteracy is attainable when speaking, reading, and writing is nurtured in the classroom. Answer the question of the month! Moreover, the notion that students Each month we will ask a new question for readers online. A should be prohibited from code switching sample of responses will be posted online. (alternatingbetweentwolanguages) during instructionisdispelled. Hybrid This month's question is... language use is shown to serve strategic, affiliativeandsense-makingfunctions How have you invited greater community participation in your among bilingualstudents and actually school or college? How has this been helpful to student facilitates literacy development (Gutierrez, success? 2001). enmok[nnoglig Partthreeexploresthearea of The Best continued on page 7

June-July 2001 IDRA Newsletter cs The Bestcontinued from page 6 categories. It is the first volume on literacy understood and used to develop their full "critical literacy," which is based on thewritten solely by Latinos about literacypotential. The Best For Our Children is idea that one learns to "read the word byinstruction for Latino students under atruly the path for the new millennium! reading the world" (Freire, 1970; Freire single cover. and Macedo, 1987). Reading the world Because itis written by bilingual Resources involves understanding the world in which Latinos, it explores the issues of biliteracy Freire,P. Pedagogy of the Oppressed one lives and seeing the ideas and beliefs ofand the use of two languages during (New York, New York: Continuum, one's world mirrored in reading activities instructionas"natural"extensions of 1970). and materials. It also involves the ability to bilingual communicative behavior.Itis Freire,P.andD.Macedo.Literacy: critically view one's position in relation toalso not a book on literacy dedicated just to Reading the Word and theWorld others in society and includes knowledgetechnical issues of reading strategies and (SouthHadley,Mass.:Bergin and of what must be done to improve one'smethod. Garvey, 1987). condition. Thoseinterestedinimproving Reyes de la Luz, M.and J.J. Halcón. The This framework acknowledges thereadingachievementareexposedto Best forOurChildren:Critical importance of classandethnicityin "theories of possibility" and encouraged to Perspectives onLiteracy for Latino positioninglanguage-minoritystudentsdevelop "critically literate" youth who are Students(NewYork, New York: within the school system and illustratesbiliterate. Possibly the greatest strength of Teachers CollegePress, 2001). how literacy can serve a gate keepingthis book is that whileitportrays the function in schools, limiting potential ininequitiesof thepresenteducational Pam McCollum,Ph.D.,isan senior not just in one language, but two. system, it also presents tremendous hopeeducation associate in the IDRA Division This book is sure to become required and clear examples of what is possibleof Professional Development. Comments reading for students in the area of readingwhen Latino students' assets namelyand questions may be directed to her via e- because it is the first of its kind in so many language and their cultural resources, are mail at [email protected].

HIGHLIGHTS OF RECENT IDRA ACTIVITIES In April, 1DRA worked with 9,785 teachers, administrators, parents, and higher education personnel through 82 training and technical assistance Activity Snapshot t activities and 276 program sites in 14 After the Office forI Civil Rights cited an Oklahoma school diKeict %. r ------_ r--- - states plus the United Kingdom and for racial,iriadenisliidzi7Jolations.under Title VI of the CivirRights ./- -....._ - -,, -, ----:-.1 Brazil. Topics included: Act the--district-- requested \ stafftraining from the 1DRA South 5/ I 4. Workshop on Workshop Training X X \ X " .1 Central Collaborative....-- fOr Equity`(SGCE).\_..._____.__s__ Before the SC9 assis- + Title VII Systemwide Evaluation tance,/ / the district experienced racial tension arid-conflict that grew1 % \ % \ + Families and Schools Working from/ / rea/ 7ctions to increasing\ student diversity. The SCCE also \ 1 \ Together worked with a multicultural task force\ to monitor race relations + Read Any Good Math Lately? throughoutI 1 1 the district and)providedi I staff1 training on topics concern- ti + Reading Strategies for ing learning1 styles, embracingt1 cultural' I differencesi in the classroom, tt . \ / / 1 1 I Vietnamese Learners and racial attitudes and perceptions! Participating agencies and school districts included: 4- Greenwich Education Business Partnership, England 4 Pulaski County Special School ---441111111111111111 District, Arkansas Regularly, IDRA staff provides services to: Services include: 4- New Braunfels Independent + public school teachers 4 training and technical assistance School District (1SD), Texas + parents 4 evaluation 4- St. Mary Parish School Board, + administrators 4- serving as expert witnesses in Louisiana + other decision makers in public policy settings and court cases 4 Waco ISD, Texas education 4. publishing research and professional papers, books, videos and curricula

For information on IDRA services for your school district or other group, contact IDRA at 210/444-1710.

June-July 2001 IDRA Newsletter 81 Dr. José Cárdenas Receives Prestigious Child Advocate Award from the Texas Federation of Teachers

José A. Cardenas, founder and director emeritus of the Intercultural Development Research Association (IDRA), was recently honored by the Texas Federation of Teachers (TFT). Dr. Cardenas earned the "Child Advocate Award" from the TFT for his outstanding work in the development of multicultural and bilingual education programs, and his important work on behalf of equity in school funding that would provide every child in Texas with an equal access to a quality educational program. The TFT has presented the Child Advocate Award only four previous times in the organization's 27-year history. Dr. Cardenas is the first non-elected official to receive the prestigious award. John Cole, President of TFT, said, "We don't give this award annually, Dr. José A. Cardenas, recipient of the or on any regular schedule. We give it only to really exceptional people who have worked "Child Advocate Award" and John Cole, extraordinarily as advocates for children, and whose achievements in the field of president of the 'Texas !Federation of education have been extraordinary." Previous recipients were former Texas Senators Greg Teachers. Luna and Carl Parker and former State Representatives Wilhelmina Delco and Ernestine Glossbrenner. At I 9, Dr. Cardenas began teaching junior high school science in Laredo, and discovered what would prove to bea life-long love of children and teaching. He continued his educational career as a teacher and an administrator of the Edgewood Independent School District and later as chair of the Education Department at St. Mary's University. Dr. Cardenas then tooka job in educational research at the Southwest Educational Development Laboratory. Later, he returned to the Edgewood Independent School District where he served as superintendent from 1969 to 1973. Dr. Cardenas' work in public schoolswas supplemented by many years of full and part-time college teaching and almost 30 years in educational research and development. He also participated as an expert witness, and/or consultant in over 70 civil rights cases involving the denial of equal protectionor the civil rights of children. In all of the cases, participation was on behalf of children. In 1973, Dr. Cardenas founded 1DRA as an independent, non-profit organization, dedicated to creating schools that work for all children. IDRA fulfills its mission through professional development, research and evaluation, policy and leadership development, and programs and materials development. As a vanguard leadership development and research team formore than 27 years, IDRA has worked with people to create self-renewing schools that value and empower all children, families and communities.

Minority Women in Science: Forging the Way by Keiko E. Suda, Oanh H. Maroney, M.A., Bradley Scott, M.A., and Maria Aurora Ythiez, MA.

A great student-centered tool to support equity in math and science education! We must ensure that minority girls are not left behind as progress is made toward narrowing gender and racial gaps in math and science education. This is an innovative resource that can be used with all studentsgirls and boysto help break down gender stereotypes about scientists.

You will find: Profiles of seven minority women scientists who have surmounted barriers to forge the way for themselves and future scientists. Science lessons for the classroom that cover such topics as acid/base chemistry, earth science, wildlife and environmental science, and biology. Life skills lessons for the classroom that cover topics such as getting college information from the school counselor, identifying a support system, reaching goals, knowing self-worth, having community pride, overcoming stereotypes, and linking hobbies with career choices. The opportunity to use this guide to plan with other teachers, from other departments, using the stories of these inspirational womenas the basis for cross-curricular lessons for students.

"Being a scientist can open doors to (Student WorkbookISBN 1-878550-67-5; 2000; 32 pages; paperback; $6.50) opportunities that you may (Teacher's GuideISBN 1-878550-68-3; 2000; 94 pages; paperback; $25.00) never have dreamt of or even Developed and distributed by the Intercultural Development Research Association considered." 5835 C'allaghan Road, Suite 350, San Antonio, Texas 78228; Phone 210-444-1710; Patricia Hall, M.S., one of the scientists featured Fax 210-444-1714; e-mail: [email protected]. in Minority Women in Science: Forging the Way Shipping and handling is 10 percent of the total price of the order. Orders must be prepaid. Purchase orders for orders totaling more than $30 are accepted.

June-July 2001 0 IDRA Newsletter 8 2 Educational Change continued fro,n page 2 Mew Paradigm og Transgormadue additional recruitment effortsinthe includes the geographical dimensions thatLeadership and EusgagemenQ community. the institution of higher education (IHE) or A credo to preface a transformative These, and other steps, will help a particular school district or group ofleadership development approach thatbringeducationalinstitutionstothe school districts serve. incorporates community might be framedcommunity, make theirservices more The second issue involves the dualto include the following thoughts: accessible,andcreateasynergyfor roleof communityintheENLACE We reaffirm that education is aeffective partnering. This is indispensable initiative. In the same project, communitybasic human right. In accordance withto maintaining a dynamic community that can be both the object of change and thethis, it is necessary to work together onis committed to excellence and to the agent of change. efforts that allow the realization of thiswelfare of its student population. Notonlymustthecommunity rightindefined community clusters, Itisvitaltoidentifythebest promote change, it must agree to become anproviding maximum support to Latinoprofessorsand IHE administratorsto object of change. This duality of roles isyouth toattain improved educational interact in community experiences. They shared by the K-16 institutions. Sometimeslevelsinthescopeof promotingmust be willing to dedicate prime-time to this duality can result in confusion andcommunity participation in education. this task, which implies a willingness to conflict, especially when one of the partners To accomplish this, it is necessarybecomepartofcollectivelearning, takes a "you, not 1, must change" postureto foster the most extensive synergy solidarity,mutual exchange, andself- and attitude. possible of educational systems withcriticism. It also implies a commitment to Itisimportantthat any changescommunity inviting,motivating,the following: occurringwithineach of thepartnerstraining,supporting,andthus identifying common aspects of various capitalize on the assets and strengths of thestrengthening families and stimulating professionsin communitywork community, rather than view the communitythe development of leadership. approaches, trying to marry the aspects fromadeficitperspectiveora It is the duty of the educational of theory and practice; conglomeration of problems to be solved. systems from K-16 to become involved organizingmulti-professionalteams The community as an agent of change creatively in this process, empowering thatare responsiblefor conducting isbest addressed through this question:students and the communities in which projects in various settings; and Who can we call upon as a resource, or whothey live with a view of transforming our working with community and service can we mobilize, equip, and support toeducational systems and communities representativesonlocalactivity participateinlocaleducationdecision-and generating an attitude of increased planning. making,programsandsystems?The responsibilityfor individual and collective In addition, it implies a desire to answer is simply to include families and well-being. fostercooperativeinvolvementby other stakeholders who have a vested Through the synergy of educationalprofessorsandstudentsofvarious interest in the educational success of Latino systems and community, new paradigmsprofessionswithcommunities.Multi- students. oftransformativeleadershipand disciplinary work should go beyond being Other stakeholders includeengagement can emerge that reflect amerely the sum of activities performed in community-basedorganizations(CB0s)change in values, a new solidarity and the each discipline or course. Their collective that may represent aspects of the community upholding of the principle that education, actions in and with the community must be and are established to respond to specificand especially higher education, is a rightcoherent and contributetoan overall needs. Examples are youth organizations,and a viable option for all. vision developedinconcert with the parents'clubs, children's rights defense Thisapproachbanksona community. groups, and faith communities. These typescommitmenttovaluecommunity Finally, such an approachmeans of CBOs can work with K-16 institutions to engagement.Someofthemajorpromoting an ongoing discussionamong create a supportive atmosphere for learners.implications for higher education include different participants about the developing Experience has shown that whilethe following practices: ENLACE efforts. They must freely discuss engaging stakeholders sounds simple,it reassessment of curricula in differentadvances,limitations, and conflictsto may not be. Educational organizations must undergraduate and graduate courses inmaintain the integrity of the collective put forth a conscious effort for engagement order to identify possible solutions toexperience. This effort can foster trans- of this nature to occur. challenges identified by the community; universityorganizationalchangesthat Once stakeholders have been recruited, realignment of curriculum to establishbringaboutcurriculumrevisions,a the next big challenge is to embrace and a seamless K-16 curriculum; working methodology, and relations with practiceanew paradigmwithinthe allocation ofcredit hours for community the community and service institutions. community of possessing valuable assets work studies; Leadershipdevelopmentinthe that are critical to educational decision- additional credit hours for community context oftransformation requires favorable making and planning. work activitiesrelatedtomultiple conditionstodevelopworkwithin With this broader understanding of disciplines; communities.Theseincludeproviding the term "community," it becomes easier additional credit hours for communityfaculty with support systems to work with and more effective to pursue an engagement work itself; community, keeping good records, giving approach to educational reform. making university work accessible to feedback, providing needed materials, and thecommunity(transportation,furnishing support from the highest levels centers); and Educational Change - continued on page 10 June-July 2001 IDRA Newsletter 53 Educational Change -continued from page 9 in this society. Their actions are data-community is significant because of its of the institution for greater sustainability. driven and based on a clear view of reality. potential to create opportunities of growth They are aware of the community's needs for students, individuals and families. Key Assumptions for Engaged and and involve the community and families in Power. Engaged leaders recognize Transformathre Leadership the establishment of the vision. that power comes from within (knowledge, In our journey to define and create Transformative leaders promote the desire and commitment) or can be acquired transformative leadership, there is a call tocommunity's "blueprint for change." Theexternally through position or political recognize inherent traits of leadership thatvision for a better reality is ever presentstatus. When itis acquired internally, it not only transcend language, culture anduntil it becomes a reality. The leader, thecannot be taken away. Power is a choice of systems but are also firmly rooted in ourconstituents,andthecontextarethought. Furthermore, when we can accept Latino traditions of family, spirituality andtransformed with this type of leadership asthat we are continually evolving as a celebration of life across the diversity oftogether they partner to develop the futurepeople, and as individuals, we recognize our people: Mexican American, Afro-scenario and hold themselves and onethat our power is in our "now." Caribbean, Latin American and Indigenousanotheraccountableforcreatingand Not only is it crucial to understand roots. Nine key assumptions are proposedrealizing it. and use our power judiciously to influence toform aconceptual frameworkfor Community Consciousness.change, we must also analyze the power buildingtransformativeleadershipforTransformative leaders have a sense ofbase of others who can also influence the engagedinstitutions.Thesenine"community consciousness" that transcends outcome.Moreover,notonly isit assumptions are based on the integration ofwhatever profession they may undertakeacceptable to have unfulfilled desires, it is three critical dimensions of leadership throughout their lives. For these engagedpowerful to have unfulfilled desires. Why? community consciousness, commitmentleaders, their community and the welfareBecause these evoke the creative force and skills. The assumptions follow. of its families are at the core of theirwithin us and the will to engage with Visionary.Transformativeleadersresponsibility. Language and culture areothers to accomplish new goals. It is in possess a clear picture of the scenario theyindispensable and protected elements thatstruggling and striving that our focus is wish to pursue. They are clear about thedefinethe values and beliefs of thatheightened on our goals. Our goals must condition of education which must exist ifcommunity. Within this broader view ofremain clear and our focus true. Latino students are to successfully competecommunity every attempt to invigorate the LifeExperiences. As individuals and as a people, many of us have survived difficulties: poverty, isolation, racism, and Latino Leadership Qualities fear.Thisfirst-handexperienceisa powerfulonethathasleftlasting impressions that foster an urge to take ood immediate action. The very contrast that .4% many have experienced is an extraordinary opportunity to focus more clearly on what I.Honest/ .?,. we do want. ..s,No, Trustworthy .0 Much has been written and studied SY 1.Serves/Helps the 2. Strong Moral about evaluating the negative contrast of 47 Community Values/Ethical where we have been. The new leadership of 2.Respects the People 3. Good Person (parent, transformationthroughengagement 3.Dedicated to spouse, friend) propels us to be brief in our examination of $ 4 Religious/Spiritual/ the this present contrast and move forward. Community Persona de fe (person of faith) We can take negative experiences as a I place from which to launch ourselves to I. Loving/ ea ersip I. Intelligent/ our goals. Our concentration as leaders can Kind/ Educated/ shift from observer of the contras; to Compassionate Experienced dreamers and executors of a new realitfor 2. HumblelSincero 2. Assertive our students and for our communities. (sincere)/Sensitive 3. Skilled Communicator VC) Imagination.Theleadershipof 0 3.Fair/Impartial/Just 4. Hard Worker 4. Accessible/Good 5. Goal Oriented/ C.0 engagement and transformation is based Listener Efficient upon the power of imagination. Imagination is 6. Has Common it i is born from a state of mind that 4) Sense/Wise _A unrestricted and focused. Within this new 4111 focus, there are burgeoning beliefs and the Ci C'S' ability to create future realities that lie _Mg within our capabilities. Engaged leadership is determined to expand thoughts and Source: National Leadership Perspectives. Reflecting an American Vista. The Character ideas beyond where they have been before. and Impact of Latino Leadership, January 2001. Thisleadership isnotonly Educational Changecontinued on page 11 June-July 2001 iO IDRA Newsletter 8 4 Educational Change continued from page 10 central element of inspiration in the lives knowledgeable of the realities around us, 'Tvansg©vmaghfie Ileadevs of transformative leaders. but also chooses to focus more on what At their core, they can bask in the could be rather than what is. Reality, seen haze a sense ©g energy of well-being because they stop in this light, helps transformative leaders °°¢,ommunriav ¢©nsszkansness" often and recognize themselves and others sift and sort what they want to create, ghag gvanscends whageuej as beings that live together in the creation rather than remain stuck in old ways of pmgesdan gnu linav of life. These leaders take the time to tap thinkinganddoing.Thisiscreative intotheir "inner-guidance." They find leadership at its best, recognizing that each andevgake RhamglicuR satisfaction with an ever-evolving situation of us has choices and that we are guided ask Nes. becausetheyarecomfortablewith and inspired at many levels within an ever- themselves as part of a broader perspective. changing path toward a better future for Joy and laughter come easily as a natural our youth. accomplish." Engaged leaders who arepart of celebrating and easing the tensions Reflection.Engagedleadersare catalystsunderstandthatsustainable of life. These leaders not only rely on their those who periodically reflect on theirchange takes time. They are determinedfive senses to guide their lives and their accomplishments and can thrive in any butpatient with themselves and withwork, but they also see with an inner eye. circumstance because they feel empowered,others. They recognize that we are allThey savor the now and use it to launch a are fully committed to change, and have a interrelatedeach person is a student andtomorrow because they have hope that is visionofjusticeandfairness. a teacher. inspired from knowing they will help to Transformative leaders do not get caught Valuing Perspective. Transformative create the future. up in a cycle of victimization. They always leaders come from an abundant valuing These assumptions embrace ideas have the context of how far they haveperspective that begins with themselves.that we firmly believearecriticalin come. They are an integral part of theirThere is no room for a scarcity mentality ordeveloping sustainable and community- communities and families, honor theirdeficit thinking. As they give of theirconscious schools that provide opportunities language and culture, and learn from theleadership skills, more will come forth. for Latino students to succeed, graduate special circumstances they have lived. Theseleaders do not spend anand exercise an abundance of options that Rather thanbetrappedontheinordinate amount of time in laboriousare not limited by inadequate schooling negativesideofthestruggle,theyself-examination that can be detrimental.and lack of academic skills. recognize and celebrate that their currentThey do not dig deeply into what they do position is a tribute to their resilience and not want, rather, they dig into what they doConclusion commitment to their communities. Theywant. They see that if something is worth In the past, educational leaders have seizeevery opportunitytoencouragedoing, everyone can participate. Everyoneoften been accustomed to imparting their otherstodothesame.Theyseekhas direct access and contact to this type ofexpert knowledge to relatively passive educational equity and accept nothingabundant leadership. Through the claritylisteners in neatly-packaged meetings or short of excellence. They encourage others of their examples, others are drawn intolectures. Transformative leaders will be to become empowered. They strive to make the process. asked to facilitate a dynamic process of the educational system accountable by Because this type of leader is thelearningwherebydiversegroupsof equipping our young people with academic "captain of their ship," they empowereducators and community members come skills and inculcating in them the thoughtothers to be this way as well. They taketo decisions on their own time and in their that they are "thrivers" and "doers" who responsibility and share accountability for own way. They will be expected to use this belongandhavearesponsibilityto their collective actions. Because they easily new community base as an environment to strengthen their community. ask for assistance from others, they are also achieve certainchanges, while Catalysts.Transformativeleadersready to give of themselves and let go ofsimultaneously involving and serving its arecatalysts.Theyrecognizethetheir limitations for the greater good. constituents. They will be asked, in a interconnectednessofourfamilies, Inspiration.Engagedleaders sense, to see the community as a partner in communities, and educationalsystems. recognize that they are co-creators of a new change, a resource and as a client. Not all Engaged leaders are highly conscious ofreality. Their work is enriched by a deepcan be planned beforehand. Sometimes as their connectedness with others. They are understanding and belief in the communitysituations arise, the new transformative comfortable knowing that they have anin which they work. They are eager forleaders must bewillingtousethat impact on the welfare of the communitywhat is "becoming" and for what they aresituation, seize that particular opportunity and sow seeds that others may harvest; that helping to mold. These leaders are acutelyand capitalize upon it for transformation to is part of the cycle of life. The greatest gifts aware of the spiritual aspects of being a occur. they offer are encouragement and joy,part of such important work. Because of inspiring others to believe in themselves. this, they maintain a sense of connection Resources Catalysts analyze information around with their own spirituality. They ask forAstin, A. and H. Astin. "Principles of them while keeping their eyes on the prize.help and guidance and reach for uplifting TransformativeLeadership," AAHE They emit positive energy, which othersthoughts that can affirm they are not alone. Bulletin (Washington, D.C.: American are automatically drawn to and respond.They often ask themselves, "What's next? AssociationforHigherEducation, The mantra of thecatalystleaderis What is desired? What is becoming? And January 2001). "Believe in yourself and in what you canwhat might be?" Spirituality is a strong Educational Change - continued on page 12 June-July 2001 IDRA Newsletter b b Educational Change - continued from page I I forChange,and Implementing Greenleaf, R.K. Servant Leadership: A Programs (San Francisco, Calif: Jossey- Journey Into the Nature of Legitimate Bass Publishers, 1999). Power and Greatness (New York, N.Y.: Tierney,W.G.(ed.)TheResponsive Kelt) Us Paulist Press, 1977). University:Restructuring forHigh Om@ Pgpul] Ramirez, A. Reflecting an American Vista Performance(Baltimore,Md.:The (Washington, D.C.: National Johns Hopkins University Press, 1998). CommunityforLatinoLeadership, Vaill, P.B. Spirited Leading and Learning: If duplicate or unwanted Inc., January, 2001). Process Wisdom for a New Age (San copies of the IDRA Rodriguez, R.G. and A. Villarreal, R.R. Francisco, Calif: Jossey-Bass Publishers, Newsletter are sent to your Rodriguez."PartnershipsFacilitate 1998). Educational Access and OpportunityW.K. Kellogg Foundation. Leadership for address, please notify us so for Latino Youth," IDRA Newsletter Change in the Education of Health that we can correct our (SanAntonio,Texas:Intercultural Professionals(TheNetherlands: mailing list. You can send us DevelopmentResearchAssociation, Network Publications, 1995). e-mail at [email protected] November-December 2000). or return the mailing label Scott, B. "We Should Not Kid Ourselves:RosanaG.Rodriguez,Ph.D.,isthe Excellence RequiresEquity," IDRAdivision director of the IDRA Division of on this newsletter with Newsletter(SanAntonio,Texas: Communityand PublicEngagement. corrections marked by mail InterculturalDevelopmentResearchAbelardo Villarreal, Ph.D., is the division or fax (210-444-1714)! Association, February 2000). directorof theIDRADivisionof Shapiro, N.S. and J.H. Levine. CreatingProfessionalDevelopment.Comments Thank You! Learning Communities: A Practicaland questions may be directed to them via Guide to Winning Support, Organizinge-mail at [email protected].

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Cq IA . k1 E"4 IDRA Newsletter 1 v04 ISSN1069-5672 Volume XXVIII,No. 7 August 2001 . 0k Ite 4,, Ap, tf'(5' - CHASS° Successful Bilingual Education Programs Criteria for Exemplary Practices in Bilingual Education

Niarga Robledo Monteceina.1)and ksie Daniell Coven .

Onside this Issue: Twenty-five common characteristicsof thefiveindicatorsandoutcome contribute to the high academic performance standards with first-hand accounts from 4 What makes a bilingual of students served by bilingual educationteachers,administrators,parentsand program work? programs. The Intercultural Developmentresearchers across the country. 4- Teacher shortages Research Association (IDRA) identified We begin the series this month with these characteristics through funding byan overview of the research study. The 0- Instructional renewal the U.S. Department of Education, Office ofprimary purpose of this study was not to prove that bilingual education works 4- Immigrant students right to BilingualEducationandMinority Languages Affairs (OBEMLA). IDRAthere are years of rigorous research that attend scrim 1 rigorouslyandmethodicallystudied prove it does work when implemented with exemplary bilingual education programs in integrity.Instead,the purpose of this schools across the nation as determined byresearchstudy was toidentifythose limited-English-proficient (LEP) students'characteristics that are contributing to the academic achievement. IDRA nowis high academic performance of students helping others identify successful programsserved by bilingual education programs. or raise the bar with their own bilingualFirst, we will present some background education programs. information. The 25 indicators that emerged from the research were clustered around fiveConditionof Education domains: Ow O. Students School Indicators, Bilingual Education Act Student Outcomes, The Bilingual Education Act (BEA) Leadership, was first enacted in 1968 as a response to Support, and the 80 percent dropout rate of language- ProgrammaticandInstructionalminority (Hispanic and Native American) Practices. students. California offers an excellent This study comes at a critical time. example of the condition of education for There are an estimated 3.7 million LEPlanguage-minority students prior to the students in the United States, a persistentBilingual Education Act. achievement gap between LEP and non- In 1872, California legislators passed LEP students, and a critical shortage ofan English-only classroom mandate that bilingualeducationteacherswiththe lasted 95 years. In 1967, then Governor preparation, skills and tools to ensure thatRonald Reagan signed Senate Bill 53, all of their students succeed. repealing the English-only mandate and Over the next six months, the IDRAauthorizing bilingual education in California Newsletter will feature a series of articlesschools. on our research study's significant findings. In his 1999 testimony to the Senate The,series will provide information on each Bilingual Education - continued on page 2 87 Bilingual Education -continued from page I Confounding the data collection and Committee on Health, Education, Labor and English language learnevs analyses is the fact that there is no federally Pensions, Dr. Joel Gomez, director of the sh add nog hawe go glue up mandated definition of limited English InstituteforEducationPolicyatthe proficiency. While the Bilingual Education Graduate School of Education and Human emir language, their culture, Act does include an operational definition DevelopmentatGeorgeWashington or theiriversitv as ghe price of"limited English proficiency," LEP status University,citesthereasonsforthe for iearning English. dependslargelyonstateandlocal English-only repeal: agencies. In the 1996-97 survey, most ofthe It [the English-only mandate] kept stateeducationagenciesbasedtheir students from learning their academic and holdallstudents,including LEP definitions of limited English proficiency subjects in a,timely fashion; it caused students, to high standards. onacombinationof anon-English language-minoritystudentstobe language background and/or difficulties retained in grade because they were LEP Enrollment withspeaking,reading,writingand behind in their academic studies; it There were an estimated 3.5 million understanding English. caused students to become frustrated, LEP students in the United States in 1996- to give up and drop out of school. 97a conservative estimate of LEP student LEP Student Assessment And most ironic of all, English-only enrollment as reported by the nation's state State education agencies use various instruction did not lead to mastery of education agencies that receive Title VIIassessment methodstoidentify LEP the English language. funds.Thisrepresentsa6.9percentstudents, including home language surveys Prior to the repeal of the English-only increase from the previous year (see box on (which may be used to identify language mandate in California, only half of the Page 8). This is considered a conservativebackgrounds or determine limited English CaliforniaMexican-Americanyouth estimatealsoduetotheincomplete proficiency), teacher observations, parent between the ages of 18 and 24 had even response rate of state education agencies information,achievementtestsand/or completed the eighth grade. to OBEM LA's annual Survey of States'referrals,studentrecords, and teacher The intent of the 1967 CaliforniaLimited English Proficient Students andinterviews. A few statesreport using Bilingual Education Act and the federal AvailableEducationalProgramsandbetween the 30th and 50th percentile cutoff version in 1968 was to help states andServices, which is one of the primaryon standardized tests as a criterion for school districts develop and implement methods used to collect data on the number determining limited English proficiency. qualityeducationprogramsfor LEPof LEP students in the various states and Language proficiency tests are also students. outlying territories and jurisdictions. For used by states to determine limited English Theword"quality"mustbethe1996-97 school year, 54 states orproficiency, including Language underscored for it was the intent that LEPjurisdictions responded to the survey Assessment Scales, Idea Oral Language students be afforded an equitable andPennsylvania, Virginia and West VirginiaProficiencyTestandtheLanguage excellent education, using programs anddidnotparticipate nor did American Assessment Battery. approaches that would accelerate theirSamoa, Northern Marianas, and Wake The primary reasons that the survey academic achievement and performance Islands. Bilingual Education -continued on page 10

The Intercultural Development Research As- Portions of the contents of this newsletter were sociation (IDRA) is a non-profit organization developed under a grant from the U.S. Depart- with a 50 I (c)(3) tax exempt status. The pur- ment of Education. However, those contents pose of the organization is to disseminate infor- do not necessarily represent the policy of the Transforming Teachers mation concerning equality of educational op- Department of Education, and endorsement by with FLAIR portunity. the federal government should not be assumed. The IDRA Newsletter(ISSN 1069-5672, ©2001) Teacher Shortages serves as a vehicle for communication with Publication offices: Implications for Reform educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 Students' Rights Texas and across the United States. www.idra.org [email protected] School Opening Alert Permission to reproduce material contained Maria Robledo Montecel, Ph.D. herein is granted provided the article or item is IDRA Executive Director Bilingual Education reprinted in its entirety and proper credit is Newsletter Executive Editor Research Organizations given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L Goodman, APR IDRA Newsletter production offices. Editorial IDRA Communications Manager Highlights of Recent submissions, news releases, subscription re- Newsletter Production Editor IDRA Activities quests, and change-of-address data should be submitted in writing to the 1DRA NewsletterSarah H. Aleman production editor. The IDRA Newsletter staff1DRA Data Entry Clerk welcomes your comments on editorial material. Newsletter Typesetter

August 2001 IDRA Newsletter ODP South allgVag C©ligab©Va$1178 g©V 11cMtv

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The Intercultural Development resources to make better classroom andNow ghe Tvansformation Occurs Research Association (IDRA) has developed instructional decisions; FLAIR is a three-year process that a process to transform the way schools creation ofa "family" environment whereinvolves in-depth technical assistance from teach linguistically diverse learners. IDRA is everyone feels responsible for studentIDRA. FLAIR capitalizes on instructional helping several schools carry out this success; leadership, commitment, creativity, process through a project called FLAIR reflection and action as two criticalinspiration, and innovation.Itis a (Focusing on Language and Academic instructional practices of successfulcomprehensive process that allows school Instructional Renewal). reading programs; and success to occur at a healthy pace. Look to FLAIR puts the student at the center ways for assessing program the community of Mora, New Mexico, for a of the curriculum. It values the heritage and effectiveness. good example of FLAIR implementation. the capacities that all students bring withAll students become successful readers! Nestled in the valley of the Sangre de them to the academic experience. In the FLAIR capitalizes on the campusCristo Mountains in northern New Mexico, Vygotskian way, the teacher provides the leaders, mobilizing the principal, teachers, Mora is a rural, remote community where class with a scaffold to build meaning and librarians and support staff as a force totime seems to stand still. The tiny, attain academic gain. tailor-make a reading program that is research- predominately Hispanic community stands FLAIR empowers classroom teachers. based resulting in better achievement for all at the northern entrance to the beautiful Teachers are recognized for the tremendous students. Transforming Teachers continued on page 4 capacities that they have acquired through years of experience. It also builds on their leadership capacities. In a learner-centered Take the IDRA Newsletter Field Trip! approach, teachers and their learning processes are paramount. What is to be learned is identified by the learners as G Ela "V' Trap" knowledge and skills they need for themselves, their work, or the world around El0 s Ms them.Learningistransformative (Mackeracher, 1996). Therefore, teachers in 4-Related IDRA Newsletter articles and the project are considered facilitators of projects knowledge and change agents, capable of Statistics, definitions, etc. creating quality environments for their 4 students and their families. 4-Internet resources With FLAIR, IDRA provides a process 4 Internet links for redesigning, adapting and re-energizing reading programs that is more responsive to Register for a special prize! the characteristics of diverse learners. The project promotes: student data-based decision-making us- Answer the question of the month! ing state and local standards for master- Each month we will ask a new question for readers online. A sample of ing on-level reading comprehension ob- responses will be posted online. jectives; integration of literacy skills in content- This month 's question is... area teaching; continuous vertical and horizontal What are some creative ways your school has used or obtained communication among teachers in the its resources? school; NfiNtrtU. V8.0179 empowerment of teachers by equipping them with the necessary knowledge and

August 2001 IDRA Newsletter Transforming Teachers - continued from page 3 (Mackeracher, 1996). faced with low student achievement, then Mora Valley. For a number of years, residents One teacher presented her reflections we must change because there are no ex- have faced economic decline and the realityabout her change process in a poem: cuses for student failure. of losing their way of life or culture. The I have been teaching for 19 years, community is now challenged with A lot of times teachers are afraid Facilitating Change revitalizing and improving community life Or they do not want to try new things. Project FLAIR helps people in the and creating school reform. Their educational You know, you are stuck in your own school community work together to trans- plan for student success involves developing routine, form every classroom into a powerful learn- and implementing a meaningful curriculum Your same style and feel kind of like, ing environment, where students and teach- (Bauer, 2000). Mora staff have completed Why are they trying to tell me ers are encouraged to think creatively, ex- their second year of the FLAIR process. To do things different? plore their interests and achieve at high Through focus group interviews, It has worked for me this long, levels. In turn, it uses the school's philoso- participating teachers revealed the impact of Why do I have to change now? phy and process to create its own vision and the project for students and teachers. In But when I try some of these strategies work collaboratively to reach its goal. reviewing these interviews about the I realize that this a good thing, Through best practices, FLAIR facilitators project's impact, certain qualities and themes And I have to make the time for this to provide top notch workshops, follow-up emerged from the data indicating student work, support, modeling of high cognitive litera- and teacher success. The following are a few ture based lessons, and de-briefings and insights using the language of the reflections. participants and highlighting examples Qe Re cg VLAOR, One teacher stated, "The presenters drawn from the individuals. that we have presenting project FLAIR have with igs stvategies and made this project what it is and made us what Learning Can Be Fun stmcgures, has br ught a 0g we are, feel comfortable about it, because Children do what is fun; but if they are vra elawn lov they have been really good coming in here never shown that learning and reading to and teaching us." learn can be fun, then they will never have wour stud nts. Ot has heko d Another teacher commented, "I think the opportunity to enrich their lives with us as geachen to &age this project has succeeded and we are posi- reading and life-long learning. tive because of them [the facilitators], be- One teacher commented: "Project and actiwate Well oU cause of what they have done." FLA IR introduced us to new teaching isawning inum students. Another added: "It has put some spark strategies. These are new to the students The studgs have a good into some of the staff. The teachers that have and [provide] a different way of learning for taken the professional development are en- them. It makes learning fun." attitude toward 0 min& gaged learners. It has been a lot of fun." Another teacher said, "I have more and theu seem go be creative activities where my students are Continuing Commitment engaged, and just doing these fun activities having fun. Through the South Central Collabora- gets my students to share their ideas and Teacher in Mora, New Mexico tive for Equity, I DRA has been able to assist their knowledge." Mora with training, support and information All ofour motivation comes from within for academic dual language development ourselves, and we choose to do what is most For this to work successfully. with project FLAIR. The South Central Col- satisfying to us at the time. To have fun is a Another stated: "I think that when we laborative for Equity is the equity assistance basic need all living creatures have. It is astarted we were not too sure what FLAIRcenter that serves schools and education catalyst that makes anything we do betterreally was and we did not feel comfortableagencies in Arkansas, Louisiana, New and worth doing again and again. With thiseven doing the strategies in the classroom. Mexico, Oklahoma and Texas in the areas of knowledge teachers should be able toThen as Year 2 started, you kind of startrace, gender and national origin. Mora's restructure their teaching so that many more trying them a little more, and we have grownstaff want to preserve the area's culture and students will choose to work and learn as a group together. Now we know what we provide a challenging curriculum to empower because they find it satisfying to do soare doing. This has caused growth withinstudents with a healthy sense of who they (Glasser, 1998). ourselves." are and where they come from (Bauer, 2000). These statements serve to point out The effort in Mora is still in progress. Changes In Teachers the beliefs and attitudes many teachers have The FLAIRtaskforce is working on coaching For adults to become fully engaged in taken on as part oftheir models ofreality. Ourand mentoring new teachers for the project. learning, they must be willing and able tovalues and attitudes constantly affect what I DRA facilitators are assisting in curriculum channel their motives into the change we are willing to learn and how we are willing development, stafftraining and identification process. For these reasons, teachers need ato learn it (Mackeracher, 1996). If the affec- of appropriate materials for the school's learning environment that supports them tive component is positive, then we tend to dual language model. and does not threaten them. Both A.W. move toward something. If it is negative, we The staff are determined to equip Combs and J.R. Kidd report that this istend to move away. Changing the way we students to perform well academically and to facilitated when relationships between theteach and the way we have been doing guide students to understand their reality facilitator and learners are built on trustthings is difficult, but when teachers are Transforming Teachers continued on page 12 August 2001 IDRA Newsletter 90 cb.gdMP ROMMg0 WpngkDEO g©F Igg@na nduigznmg_71:iR nil[1 ME.gniRo &Pbevg C©vgen, Ph.D.

The supply of elementary and tors resulted in a substantive increase in secondary education teachers has grown to Same sav 211th3 sh©vgassMEV teacher retirement rates and added fuel to an an estimated 3.1 million. About 2.66 million existing educator shortage. Pequive Mame cA are teaching in public schools, and 400,000 Exacerbating the shortages is the fact are employed at private schools (Yasin, 1999). ackiNianall 2©©,9©©© geatherrs that many states with the greatest growth But, a combination of factors are converging guev ghe neng decade. are failing to produce the numbers of new to more than offset this increasing supply teachers needed to address student growth and contribute to an overall shortage in and increased retirements. According to teaching personnel needed to fi l 1 existing that more schools will need to be prepared to Yasin, states such as California, Florida, positions (McCreight, 2000). deal with the increased diversity reflected inNevada, and Texas all require more teachers Some say this shortage may require the younger portion of the U.S. population. than they produce (1999). While some states the hiring of an additional 200,000 teachers Though concentrated in five states(Minnesota, New York, Pennsylvania, and over the next decade (Fielder and Haselkorn,(California, Florida, Illinois, New York andWisconsin) historically produce an abun- 1999). The factors that most impact the need Texas), an increasing Hispanic presence candance of teachers. Encouraging a major re- include increasing school enrollments, an be noted in many parts of the country, in-location of new teacher graduates to the emphasis on reducing teacher ratios, and cluding Arkansas, Georgia, Iowa, Minne-high-need states poses significant chal- ongoing and, at times, escalating teachersota, Nebraska, and North Carolina. Many lenges for personnel recruiters. attrition and retirement. states that had not been as heavily impacted Research on teacher attrition has long by diversity issues will have to begin dealing noted that, though many teachers do not Me Growing 1111.4. Shacked Poptola2ion with the challenges and opportunities thatremain employed in the teaching profession Although not a universal reality in all are presented by a changing population. for more than a few years, reasons they leave states or communities, taken in the aggre- Research reflects that the most critical the profession can vary. In contrast to pre- gate, the total enrollment in U.S. schools has teacher shortages are occurring in states vious generations, some may suggest that been steadily increasing. According to U.S.where extensive reforms have created an contemporary younger workers are less likely Census data, the population increased by 14increased demand for more teaching staff. to remain in the same field for more than a few million between 1990 and 1995,a 5.6 percent Specific areas in the teaching field are years, changing careers at substantially increase in a five-year span. Fueling the accounting for much of the shortage. Short-greater rates than their parents' generation. growth were increases in birth rates in major ages are most prevalent in the areas of bilin- According to national research data, sub-groups in the population and ongoing gual education, special education, mathemat- as many as 50 percent of new teachers leave immigration. The number of school-age per- ics, and scienceparticularly physics andthe field within the first three years of em- sons (ages five to 19) increased from 52.9 chemistry. Future efforts to address the short- ployment. million in 1990 to 61.2 million in 2000, anage issue will have to recognize and target Other research suggests that work increase of 15.7 percent (2000). Demogra-the needs identified in critical shortage ar- conditions, salaries and the growing diver- phers project that the school-age popula- eas. sity in student populations require greater tion will continue to increase as the children teacher specialization. Traditional teacher of the "baby boomers," begin to have chil- Oncreasing Teacher Redventeng and Afildlion preparation programs are often ill-prepared dren of their own. The teaching force reflects the na- to teach a student population that is increas- Researchers also note that the in-tional trendbaby boomers are aging and ingly minority, low-income, or with limited creases in population reflect significant andretiring. At times they are spurred by more English skills. Given limited support to help accelerating change in the national demo-attractive early retirement opportunitiesthem better serve such pupils, some teach- graphic profile (Murdoch et al., 1997). Thecrafted by states, at other times by the pres- ers opt for other jobs that may be less de- U.S. Hispanic population increased by 57.9sure inherent in scaling up of school ac- manding (Darling-Hammond, 1984). percent in just the last decade, growing from countability requirements. As more teach- Shortages seem exacerbated in times 22.4 million in 1990 to 35.3 million in 2000. ers leave the profession, many states are of high levels of overall employment, possi- Another important observation is that the faced with increasing vacancies. bly because teachers leave the classroom to Latino population, which accounts for much In some states, teacher union effortspursue more lucrative paying jobs in other ofthe overall population growth in the coun- to enhance retirement programs can contrib- sectors. Even in more stable economic times, try, is a younger population group, with aute to accelerated retirement. In Texas, re-schools have been challenged in recruiting larger proportion being under the age of 25. cent state reforms that enhanced the retire- and retaining needed staff This group's relative youth, in turn, means ment program for teachers and administra- Teacher Shortages -continued on page 6 August 2001 IDRA Newsletter k° 91 Teacher Shortages - continued from page 5 fled teachers hired in the preceding year ties they serve. Moreover, it has a significant Reducing Class Size, Increased (9,793 teachers times 26 pupils per class). impact on all sectors of the communities, Accountability and Other Reforms Even more disconcerting are thewhich are all directly are indirectly affected Texas and other states have recentlyreport's findings on areas reflecting the great-by schools' success. adopted extensive reform efforts, includingest shortages and subsequent hiring of less- increasing state emphases on uniform cur-than-fully-certified personnel. According to Teacher Shortages Impact Reform Efforts riculum standards and school accountabil- the study, 48 percent of elementary school- Over the last decade, many states have fty. In many states that are implementing level bilingual teacher hires and 41 percent ofattempted to adopt polices to make systemic expanded school accountability and uni-secondary school bilingual/ESL hires were changes in the ways public schools operate. form curriculum requirements, teachers have not fully certified to teach in that area. Of all These reforms included changing the ways countered with demands that the opportu-foreign language teachers, 36 percent were schools are financed by both increasing the nity to reach higher standards be supported not fully certified, and 33 percent of second- levels of state support and the extent of by reductions in average class sizes andary special education and technology teach- equity in selected state funding systems. other mechanisms to support teachers. ers hired were not fully certified. Another 30 Often, proposed reforms also involved Additionally, pressures associatedpercent of secondary science teachers werethe adoption of clearly articulated standards with these ongoing reform efforts often arenot fully credentialed to teach in the areas for school curricula and the development of perceived as attempts to restrict local school assigned. accountability systems to allow the general and classroom teacher autonomy. This Faced with the need to place a teacherpublic and state leaders to assess the extent causes some educators to explore other ca-in additional classrooms and in specialized to which schools and students were attain- reer options. teaching areas, schools will need to hire less- ing stated goals. Taken together, all of these factors than-fully-certified staff until the critical Central to many of the proposed re- increasing demands related to diverse stu-shortage issues are comprehensively ad-forms was the assumption that the staffing dent populations, accelerated retirement, and dressed (Texas A&M Institute for School- needed to implement the reforms at the class- increasing school reformshave exacer-University Partnerships, 2000). room level would be available and would bated the national teacher shortage prob- Even as states scale-up efforts to pro- possess the competencies required to lems that have long plagued public educa- duce new teachers, they suffer from ongoingachieve the state's objectives. tion. losses to recruiting efforts from neighboring In Texas and other states, these goals included such measures as: percentages of students' passing state- developed assessment measures, All major reform efforts pre-supposed that attendance rates, teaching staff required to meet those objectives dropout rates, would be in place and would have sufficient support. numbers of students enrolling* in advanced academic courses, and numbers of students applying for college admission. The Texas Situation states. A separate study conducted for theAll major reform efforts pre-supposed that In many ways, the teacher shortages Texas Board ofEducator Certification exam-teaching staff required to meet those objec- currently being evidenced in Texas reflectined the number of Texas certified teachers tives would be in place and would have the national teacher shortage situation. Ac-who were employed by schools outside ofsufficient support. cording to a study commissioned by the the state. According to that data, more than As schools strive to meet these tar- state's education agency, Texas schools2,400 Texas teachers were working in othergets, it is apparent that it will be difficult to reported a need to hire 39,652 teachers in states, with the majority employed in adja- meet, much less maintain, performance lev- the 2000-01 school year (see box on Page 7). cent states (1999). els with a continuing teacher shortage. Some According to the report, the greatest Teachers tended to migrate from states communities may be better positioned to teacher specialty area needs were found inwith excess teachers to those areas wheremeet the rising expectations in part because the areas of elementary bilingual education local teacher preparation institutions were they have retained the teaching force needed (3,522), secondary mathematics (3,434), sec- unable to keep up with demand. A recruiterand have access to the resource supports ondary special education (2,336), elemen-in San Antonio shared that a local majornecessary to meet the state standards. tary special education (2,591), secondaryurban system recruits teachers on an ongo- Data on existing teacher shortages science (2,286), and secondary-level foreign ing basis, sending recruiters all over thehave established that schools in inner cities, language (l ,022). country to recruit replacement of new teach-those with high concentrations of low-in- Of the number needed, schools re- ers to fill its ever present needs (Tobin, 2001). come pupils, and rural communities have a ported hiring 38,444 staffi or 97 percent ofthe Because of a growing state awareness particularly difficult time recruiting and re- total needed. Of greater concern was the fact of and demand for public school perfor-taining fully-certified teachers (Stevens, that of those hired only 28,651 or 75 percent mance and an ongoing effort to reform local 1993). were fully certified to teach in the area toschools at the national, state and local lev- A different set of factors inhibit inner- which they were assigned. Looking at it from els, the continuing existence ofcritical teacher city school systems from effectively recruit- a student perspective, about 195,860 pupilsshortages creates major challenges for state ing and retaining new staff, not the least of were being taught by less-than-fully-certi- and local school officials and the communi- Teacher Shortages - continued on page 7 August 2001 1DRA Newsletter 2 Teacher Demand in Texas

Anticipated Number of Subject Areas and Total Hired Of the Teachers Hired Levels Teachers Needed Elementary School Number Percent of Number Percent Certified Percent Not Percent Grand Total Certified Special Education 2,336 5.9% 2,459 100% 1,762 72% 697 28% Bilingual/ESL 3,522 8.9% 2,765 79% 1,436 52% 1,329 48% All Other Elementary 12,636 31.8% 727 100% 10,376 82% 2,351 18% Teachers Total All Elementary 18,494 47% 17,951 97% 13,574 76% 4,377 24%

Anticipated Number Subject Areas and Total Hired Of the Teachers Hired Levels of Teachers Needed Secondary School Number Percent of Number Percent Certified Percent Not Percent Grand Total Certified Math 3,434 8.7% 2,853 83% 2,125 74% 728 26% Science 2,286 5.8% 2,293 100% 1,608 70% 685 30% Foreign Language 1,022 2.6% 894 87% 576 64% 318 36% 33% Technology 795 2.0% 757 95% 505 67% 252 59% Bilingual/ESL 546 1.4% 486 89% 285 201 41% 33% Special Education 2,591 6.5% 2,475 96% 1,651 67% 824 All Other Secondary 10,484 26.4% 10,735 100% 8,327 78% 2,408 22% Total All Secondary 21,158 53% 20,493 97% 15,077 74% 5,416 26% Grand Totals 39,652 100% 38,444 97% 28,651 75% 9,793 25%

Source: Teacher Demand Study 2000-2001. Texas A&M University System: Institute for School-University Partnervhh3s. February, 2001.

Teacher Shortages - continued from page 6 communities to create a playing field that is Other strategies have included increas- which are perceptions that these schoolscomparable to their more affluent suburban ing teacher salaries or fringe benefits and present significantly more challenges thancounterparts. providing other perks that encourage new those faced by teachers working in less entries to stay in the profession for more ethnically and economically diverse subur- hat Has Been Tried So Far than a few years. ban areas. Compounding such perceptions The issue of teacher shortages is not A more common strategy used in some is the emerging recognition that many col-a new one. In some areas, it is a persistent, states involve programs designed to increase leges of education fail to adequately prepare unresolved challenge, and in others itis the pool of new teachers entering the profes- new teacher candidates to work with diverseepisodic or cyclical. A review ofthe literature sion. These have ranged from providing students, instead of continuing to prepare notes that studies of teacher availability and state-funded scholarships to encourage teachers to work with a White, middle-in- impending or existing shortages date back to more undergraduates to pursue teaching come student population that is no longer at least the 1950s when the children ofreturn- careers to providing opportunities for edu- the norm in many communities (Cardenas, ing war veterans began to tax the capacitiescation aides, already employed in schools, 1995). of local schools. In the 1980s, studies ofwith funding to encourage them to become Faced with major challenges in recruit- different states described both the extent fully-certified teachers. ment and retention, rural and urban centersand types of teacher shortages, as well as Some schools begin the process with face an increasing need to recruit new teach- state and local efforts to combat the problem recent graduates in what are referred to as ers on an ongoing basis, spending dispro-(Darling-Hammond, 1984; Clay, 1984). "grow your own" strategies where students portionate portions of their budgets in ef- In attempts to stem the tide of earlyare encouraged to and supported in pursu- forts to stay one step ahead of the process. leavers, states and schools have created ing teaching degrees. Despite their circumstances, policymakerssupport systems to help smooth new Other more creative approaches in- continue to demand higher levels of perfor-teachers' transitions. Typically these have clude the Intercultural Development Re- mance and accountability from all schools. included mentor-type systems where older, search Association 's (IDRA) Alianza project, This is an appropriate stance, though onemore experienced staff are teamed with new which provides opportunities for teachers that must be accompanied by providingteachers for one or more years (Gonzales and prepared in other countries to enroll in and whatever resources are required by theses Sosa, 1993). Teacher Shortages - continued on page 13 August 2001 IDRA Newsletter 9 3 IMMIGRANT STUDENTS' RIGHTSTO ATTEND PUBLIC SCHOOLS

The National Coalition of Advocates for Students (NCAS) has launched its annualSchool Opening Alert campaign to reaffirm the legal rights of allchi ldren who reside in the United States to attend public schools,regardless of immigration status. The fliers prov ide information for immigrant parents about the rights of their children to attend local publicschools this fall. IDRA is working with NCAS to make this alert available. NCAS can also providea camera-ready copy ofthe alert in English and Spanish to be reproduced and distributed by schools and community groups. The copy of the alert below andon the following page may be reproduced and used as well.

Schooi Opening Alert

In 1982, the U.S. Supreme Court ruled in Plyler vs. Doe social security numbers who are applying for a free lunch [457 U.S. 202 (1982)] that undocumented children and young and/or breakfast program for a student need only state on adults have the same right to attend public primary and the application that they do not have a social security secondary schools as do U.S. citizens and permanent number. residents. Like other children, undocumented studentsare Recent changes in the F- I (student) Visa Program do required under state laws to attend school until they reach not change the Plyler rights of undocumented children. a legally mandated age. These changes apply only to students who apply for a student visa from outside the United States and are currently As a result of the Plyler ruling, public schools may in the United States on an F-1 visa. not: Also, the Family Education Rights and Privacy Act deny admission to a student during initial enrollment or (FERPA) prohibits schools from providing any outside at any other time on the basis of undocumented status; agencyincluding the Immigration and Naturalization treat a student differently to determine residency; Servicewith any information from a child's school file that engage in any practices to "chill" the right of access to would expose the student's undocumented status without school; first getting permission from the student's parents. The require students or parents to disclose or document their only exception is if an agency gets a court order (subpoena) immigration status; that parents can then challenge. Schools should note that make inquiries of students or parents that may expose even requesting such permission from parents might act to their undocumented status; or "chill" a student's Plyler rights. require social security numbers from all students, as this Finally, school personnel especially building may expose undocumented status. principals and those involved with student intake activities Students without social security numbers should be should be aware that they have no legal obligation to assigned a number generated by the school. Adults without enforce U.S. immigration laws.

For more information or to report incidents of school exclusionor delay, call:

NCAS Nationwide (800) 441-7192 (English/Spanish/French/German) M ETA Nationwide (617) 628-2226 (English/Spanish) META West Coast (415) 546-6382 (English) NY Immigration Hotline Nationwide (718) 899-4000 (English/Spanish/Chinese/French/Korean/PolishAirdu/ Haitian Creole/Hindi/Japanese/Russian) MALDEF Los Angeles Southwest/ (213) 629-2512 (English/Spanish) Southeast MALDEF San Francisco Northwest (415) 546-6382 (English/Spanish) MALDEF Chicago Illinois (312) 782-1422 (English/Spanish) MALDEFSan Antonio Southwest (210) 224-5476 (English/Spanish) Florida Parent Hotline Florida (800) 206-8956 (Engl ish/Spanish/Haitian Creole)

Please copy and distribute this flier. This flier is availablein English, Spanish, Haitian Creole, Portuguese, Vietnamese, and Hmong at 1-800-441-7192or http://www.igc.org/ncas/soa.htm)

National Coalition of Advocates for Students 100 Boylston Street, Suite 737, Boston, MA 02116

August 2001 IDRA Newsletter Lilamada Urgente all Comftenzo dell Curso Eseollar

En 1982, El Tribunal Supremo de los Estados Unidos a un programa de almuerzo y/o desayuno gratis, solo dictamin6 en el caso Plyler vs. Doe [457 U.S. 202] que los tienen que indicar que no tienen seguro social en el nifios y los jóvenes indocumentados tienen el mismo formulario. derecho de asistir a las escuelas pfiblicas primarias y Los Oltimos cambios del Programa de Visado F-1 (de secundarias que tienen sus contrapartes de nacionalidad estudiantes) no cambiardn las obligaciones antedichas estadounidense. Al igual que los dernds nifios, los en cuanto a los niflos indocumentados. Se aplican solo a estudiantes indocumentados estan obligados a asistir a la los estudiantes que solicitan del extranjero un visado de escuela hasta que llegan a la edad exigida por la ley. estudiantes y que están actualmente en los Estados A raiz de la decision Plyler, las escuelas püblicas no Unidos en un Visado F-1. pueden: Ademds, el Acta Familiar de Derechos y Privacidad negarle la matricula a un estudiante basándose en su Escolar (Family Education Rights and Privacy Act - situaci6n legal y/o inmigratoria, ya sea a principios del FERPA) le prohibe a las escuelas proveerle a cualquier curso o durante cualquier otro momento del afio escolar; agencia externa incluyendo el Servicio de Inmigración tratar a un estudiante en forma desigual para verificar y Naturalizacidn (Immigration and Naturalization su situaci6n de residencia; ServiceINS) cualquier información del archivo personal efectuar prácticas cuyo resultado sea obstruir el derecho de un estudiante que pudiera revelar su estado legal sin de acceso a los servicios escolares; haber obtenido permiso de los padres del estudiante. La requerir que un estudiante o sus padres revelen o Unica excepción es si una agencia obtiene una orden documenten su situación inmigratoria; judicialconocida como una citación o subpoenaque hacer interrogatorios a estudiantes o padres que los padres pueden retar. Los oficiales escolares deben pudieran revelar su situación de indocumentados; estar conscientes de que el mero hecho de pedirle tal exigir que un estudiante obtenga un nOrnero de seguro permiso a los padres podria impedir los derechos Plyler de social como requisito de admisi6n a la escuela. un estudiante. La escuela debe de asignar un nOmero de Finalmente, el personal escolar especialmente los identificación a los estudiantes que no tienen tarjeta de directores de las escuelas y los secretarios generales seguro social. Los adultos sin niameros de seguro social deben saber que no estAn bajo ninguna obligaciOn legal quienes están solicitando que a un estudiante lo admitan de poner en vigor las leyes de inmigración de los EE.UU.

Para mas información, o para denunciar incidentes de exclusion escolar o retraso en la admisión a clases, favor de Hamar a:

NCAS Nacional (800) 441-7192 (lnglés/Espafiol/Francés/A leman) M ETA Nacional (617) 628-2226 (Inglés/Espafiol) M ETA Costa Oeste (415) 546-6382 (Inglés) NY Linea de Urgenciade Inmigración Nacional (718) 899-4000 (Ingles/Espanol/Chino/Frances/Coreano/Polaco/Urdul Haitiano Crillo/Hinc16/Japonés/Ruso) MALDEF Los Angeles Sudoeste/ (213) 629-2512 (Inglés/Espailol) Sudeste MALDEF San Francisco Noroeste (415) 546-6382 (lnglé/Espafiol) MALDEF Chicago Illinois (312) 782-1422 (Inglés/Espafiol) MALDEFSan Antonio Suroeste (210) 224-5476 (lnglés/Espanol) Linea Para Padres de Florida Florida (800) 206-8956 (I nglés/Espatio I/Haiti ano Cri I lo)

Favor de copiar y distribuir esta hoja informativa. Esta informacion fue puesta al dia en 8/99 y está disponible en ingles, espanol, haitiano criollo, portugués, vietnamita, y hmong (http://www.igc.org/ncas/soa.htm).

National Coalition of Advocates for Students 100 Boylston Street, Suite 737, Boston, MA 02116

August 2001 IDRA Newsletter 95 U.S. LEP Enrollment Growth from 1986-87 to 1996-97

1996-97 3,452,073

1995-96 3,228,799

1994-95 3,184,696

1993-94 3,037,922 1- 2 1992-93 2,735,952 1991-92 o 2,430,712 =o c., 1990-91 cA 2,232,500 1989-90 2,154,781

1988-89 1,948,107

1987-88 1,656,180

1986-87 1,553,918

i I i i I i I 1 0 500,000 1,000,000 1,500,000 2,000,000 2,500,000 3,000,000 3,500,000 LEP Enrollment

Source: Don ly, B., et al.Summary of Bilingual Education State Educational Agency Program Survey of States LEP Persons and Available Educational Services 1993-94.Prepared under contract for the U.S. Department of Education by Development Associates Inc., in Arlington, Virginia (1995).

Bilingual Education -continued from page 2 (52,880) of LEP students scored belowProposition 227 that officially mandated an results are incomplete in determining the state norms in science. end to bilingual education in that state educational condition of LEP students are Seventeen states reported 6.6 percent(with few exceptions). Now, less than 12 the variations in assessment instruments (51,388) of LEP students scored belowpercent of LEP students are enrolled in across states and the exemption of LEP state norms in social studies. bilingual education programs (California students from testing or data not reported Department of Education). Thus, most LEP by the category of "LEP student." LEP Student Services students are not receiving the services and Fortypercentof U.S.teachersprograms they need for an equitable and Educational Status of LEP Students reported having LEP studentsintheirexcellent education. With these caveats in mind, theclassrooms in 1994, but only 29 percent of Despite the political and educational national snapshot of the educational statusthese teachers had received any training atrealitiesofCalifornia,thecountry's of LEP students as reported in the survey is all in how to serve them. L.T. Diaz-Rico and leadership is still calling for all students to dismal: L. Smith report that between 100,000 to receive equitable and excellent educational Thirty-three states reported that5.1 200,000 bilingual teachers are needed in opportunities,includingequitableand percent (37,837) of their LEP students U.S. classrooms (1994). The critical shortage excellent bilingual education programs. were retained one or more grades theforces schools to rely on uncertified aides. The importance of this call to action previous year (1995-96). These statesD. Haselkorn reports that in California, two isthe underlying premise thatnative reported a total of 740,516 LEP students out of fiveadults providing bilinguallanguages and cultures are assets, not collectively. This is only 21 percent ofinstruction are bilingual aides (1996). Indeficiencies.English language learners the 3.5 million LEP students at the time. fact, California, the state with the most LEP should not have to give up their language, Thirty-three states reported that1.7 students, was unable to serve 23 percent oftheir culture, or their diversity as the price percent (14,032) of their LEP studentstheir LEP students in 1995. for learning English. The inherent value of dropped out of school the entire year This is an important statistic to factorall students and their characteristics must before the survey. Few states even in any assessment of student achievement. berecognized,acknowledgedand reportedanyinformationregardingThe achievement gap between LEP and celebrated. When LEP students walk into a academic achievement as measured innon-LEP students is indicative that many classroom in this country, they should not performance on standardized tests. teachers lack the preparation, skills andbe limited in their access to an equitable Thirtystatesreported19.3percenttools to ensure that all of their studentsand excellent education. For that to occur, (253,763) of LEP students scored belowsucceed. teachers must be prepared to serve them. state norms in English reading. In the year 2000, the numbers of LEP Thirtystatesreported 16percentstudents in California served by bilingual Methodology Used for This Rudy (211,433) of LEP students scored beloweducation programs has been dramatically IDRA had one primary research state norms in mathematics. affected by the passage of Proposition 227.question: What contributed to the success Eighteen states reported 6.9 percentIn June 1998, California voters passed Bilingual Education-continued on page 11 August 2001 "frdIDRA Hewsletter Bilingual Education continued from page 10 School Level Indicators What are the characteristics of the of a bilingual education classroom as How evident is leadership at the school classroom climate? evidenced by LEP studentacademic level, and what are the characteristics? What aretheteacherexpectations achievement? How evident are the vision and goals at regarding student success? "Success" was operationally defined the school level, and what are the How is the program articulated across as evidence of academic achievement characteristics? grade levels? (compared to district and/or state standards) What are thecharacteristics of the IDRA ensured that programs selected for LEP students in bilingual education. school's climate? for site visits reflected the diversity of U.S. Additionalindicatorsandresearch What linkages exist between centralschools andincludedelementary and questions that guided the IDRA study office and school level staff? How aresecondaryschools,differentlanguage included the following. they characterized? groups, LEP concentrations, and Title I How is the school organized? targetedassistanceandschoolwide School Indicators What are the demographic characteristicsprograms as well as Title VII grantees What are the school indicators, including ofprofessionalstaff,andY what(current and former). retention rate, dropout rate, enrollment opportunities for professional Inadditiontothereviewof rate in gifted and talented programs and development are provided? quantitative student and school outcome in advancedplacementprograms, What is the type, level and quality ofdata, school demographic data, surveys of enrollmentinspecialeducationor parent involvement in the school andprincipals,teachers and administrators, remedial programs, test exemption rates, the bilingual education program? andstructuredformalclassroom and program exiting standards (by LEP How dostaffholdthemselvesobservationswereothersourcesof and non-LEP percentages)? accountable for student success, andquantitative data. Qualitative data included how are students assessed? structuredinterviewswiththeschool Student Outcome Indicators Howarethestaffselectedandprincipals and the administrators and focus What are the student outcomes for oral recognized? group interviews with teachers, parents and written language proficiency (by What is the type, level and quality ofandstudents(wheneverpossible). LEP and non-LEP percentages)? community involvement in the schoolAdditional qualitative data were elicited What are the student outcomes for and the bilingual education program? from school profiles. content area mastery in English and the A framework was providedfor native language (by LEP and non-LEP Classroom Level: Programmatic and describing each site visit thus providing a percentages)? Instructional Practices context and background for the visit. IDRA What are thecharacteristics of thegathered, analyzed and synthesized all of bilingual education program model? Bilingual Education -continued on page 12

Percent of LEP Enrollment by State 1996-97

0-1

12-5 = 6-10

1 1 11-15 16-25 f0-7126 + No data

Guam Marshall Island Micronesia

Palau1 I

Puerto Rico (u.s.) er.422r7b., blends San Juan

(.> Virem Islareb Ott I Hawaii St. Croix

Source: Macias, R.F. et al. Summary Report of the Survey of the States' Limited English Proficient Students and Available Educational Programs and Services, 1996-97 (Washington D.C.: National Clearinghouse for Bilingual Education, 1998).

August 2001 IDRA Newsletter 9 7

(OP Bilingual Educationcontinued from page 11 constant assessment in a context of school Transforming Teachers - continued from page 4 these data. Results were then triangulatedaccountability for student success, and/orfirst as a means to connect to the broader to provide a rich and accurate picture offocus on improvement and celebration ofglobal community. each program. Patterns and trends acrossachievements. It is in this spirit that weResources programs were also identified, providingpresent the major findings of this study. Bauer, H. "Do We Lose Ourselves When We the empirical basis for the resulting criteria.Next month, we will feature the school Lose Our Language? Why Care About Itisimportant to note thatthis indicators, including school profiles and Language Recapture," IDRA Newsletter research study was not an evaluation oforganizing similarities. (San Antonio, Texas: Intercultural Devel- bilingual education programs, that is, we opment Research Association, Decem- did not evaluate programs using a set ofResources ber 2000). characteristicsandcriteriaalready Diaz-Rico, L.T. and J. Smith. "Recruiting Glasser, W. The Quality School: Managing established.Instead, we developed the and Retaining Bilingual Teachers: A Students without Coercion (New York, criteria by observing and learning from CooperativeSchoolCommunity- NY: HarperCollins Publishers Inc., 1998). programs that had evidence of achievement UniversityModel,"Journalof Mackeracher, D. Making Sense of Adult for all of its students. These criteria can EducationalIssuesof Language Learning (Toronto, Canada: Culture Con- nowbeusedbypractitionersand Minority Students (Winter 1994) v. 14 cepts Inc., 1996). researcherstoassessprogramsand p. 255-268. Scott, B. "Fulfilling a Commitment to Small, recognize areas that are strong and othersHaselkorn,D. "BreakingtheClass Rural and Remote Districts, "IDRA News- that may need improvement. Ceiling," Education Week on the Web letter (San Antonio, Texas: Intercultural It is also important to note that if each (August 7, 1996). Available at: http:// Development Research Association, of the programs in this study were to www.edweek.org/(archives). October 2000). conduct a self-assessment by these criteria, there would be no perfect programone Maria Robledo Mot-itecel, Ph.D., is the IDRA Juanita C. Garcia, MA., is an education that meets 100 percent of the criteria. Theyexecutive director. Josie Danini Cortez, associate in the IDRA Division of Profes- would, however, meet most of the criteriaMA., is the production development coor-sional Development. Comments and ques- with room for improvement for a few.dinator. Comments and questions may betions may be directed to her via e-mail at Perhaps one of the most important lessons [email protected]. these programs teachisthe need [email protected].

Indicators of Success for Bilingual Programs

School Indicators Student Outcomes At the At the At the Classroom School Level: School Level: Level: Programmatic Leadership Support and Instructional Practices _.

/ Retention Rate / Written Language / School Climate / Parent Involvement/ Curriculum and J Dropout Rate Proficiency 1 Linkages / Teacher Instruction ./. Enrollment in Gifted./ Content Area / School Accountability and/ Teacher and Talented/ Mastery in English Organization and Student Expectations Advanced / Content Area Accountability Assessment / Program Placement Mastery in Native / Professional .1 Staff Selection and Articulation Programs Language Development Recognition / Enrollment in / Leadership .1 Community Special Education / Vision and Goals Involvement or Remedial .1 Program Model Programs / Classroom Climate .4 Test Exemption Rates / Program Exiting Standard / Oral Language Proficiency

Intercultural Development Research Association, 2001

August 2001i192IDRA Newsletter DS Teacher Shortages .- continued from page 7 Bilingual Education Research Organizations graduate from U.S. teacher preparation programs. Al ianza is funded by the W:K. Kellogg Foundation (Cortez, 2000). Intercultural Development Research Association (IDRA) While useful in expanding the existing 5835 Callaghan Road, Suite 350 teacher pool, these strategies are often used San Antonio, Texas 78228-1190 as only one portion of a multi-faceted ap- Ph: 210-444-1710;Fax: 210 1714 proach to teacher preparation. http://www.idra.org One of the more commonly adopted Contacts: Dr. Maria "Cuca" Robledo Montecel, Executive Director options (often perceived as bold and inno- Sherry Carr Deer, Communications Specialist, [email protected] vative despite the fact that it dates to the 1960s) is the notion of providing non-educa- National Association for Bilingual Education (NABE) tion majors an opportunity to adopt new 1220 L Street NW, Suite 605 careers in teaching through the use of "alter- Washington, D.C. 20005-4018 native certification" programs. Ph: 202-898-1829; Fax: 202-789-2866 In these programs, adults with previ- http://www.nabe.org ous experience in other fields are encour- Contacts: Delia Pompa, Executive Director, [email protected] aged to become teachers, often enrolling in Jaime Zapata, Public Relations, [email protected] streamlined curricula designed to minimize academic work and expedite their journey National Clearinghouse for Bilingual Education (NCBE) into the classroom. 2121 K Street NW, #260 Audiences targeted in these efforts Washington, D.C. 20037 include recent retirees, former members of Ph: 800-321-NCBE; Fax: 202-467-4283 the military, and professionals working in http://www.ncbe.gwu.edu other areas who are interested in making inid- Contact: Joel Gomez career changes (Newman and Thomas, 1999). [email protected] Efforts to adopt large scale alternative teacher education programs are slowed by Center for Education and Study of Diverse Populations professional educators' insistence that such New Mexico Highlands University alternative programs reflect some ofthe same Box 9000 rigor found in regular teacher preparation Las Vegas, New Mexico 87701 programs and emerging data suggesting that Ph: 505-891-6111; Fax: 505-891-5744 such efforts may need further refinement http://www.cesdp.nmhu.edu/ (Whiting and Klotz, 1999). Contact: Dr. Judith Wilde, Special Projects Coordinator, [email protected] Many of these programs to help re- Paul Martinez, Director, [email protected] duce existing teacher shortages have succeeded in various settings to varying de- Northeast and Islands Regional Educational Laboratory at Brown University grees. If this is the case, why does the issue Brown University, Boston College, NABE seem to persist? The reasons vary. But some 222 Richmond St., Suite 300 common themes that may explain the persis- Providence, RI 02903-4226 tence of the problem emerge. Ph: 617-552-4216; Fax: 617-552-1840 http://www.lab.brown.edu/public/NABE/portraits.taf 'Things go Confining and Enroand Contact: Maria Estela Brisk, Lynch School of Education (Boston College), One of the observations noted in the [email protected] data is that while many schools and states do a reasonable job of projecting teachers' Office of Bilingual Education and Minority Languages Affairs (OBEMLA) needs, most do not simultaneously and per- U.S. Department of Education sistently monitor how various strategies may 600 Independence Avenue SW be aligned and coordinated. Washington, D.C. 20202-6510 Often noted in reviews of these strat- Ph: 202-205-5463; Fax: 202-205-8737 egies is the fact that there are various distinct http://www.ed.gov/offices/OBEM LA/ and disconnected strategies operating si- Contacts: Art Love, Acting Director, [email protected] multaneously in a non-coordinated manner. Bouy Te, Deputy Director, [email protected] States may create teacher preparation or Tim D'emilio, Program Officer recruitment programs at the same time school systems and colleges or universities are For additional resources, visit the IDRA Field Trip operating their own efforts. This lack of coordination may lead to duplication of ef- www.idra.org fort or a failure to address what may be a Teacher Shortages - continued on page 14

August 2001 IDRA Newsletter Teacher Shortages - continued from page 13 ies on what may be contributing to teacher is a tendency for some to settle for placing an critical shortage area as multiple programsattrition. While surveys conducted by some adultalbeit a caring and responsible one target the same populations. teacher organizations ask former members in a classroom, with minimal consideration A second common theme is the ab-their reasons for leaving the field, theseas to whether the individual possesses the sence of comprehens ive evaluations of these surveys may be impacted by specific issuesskills and attributes needed to ensure suc- efforts. The evaluations should look at thethat the teacher leadership groups are focus-cess for all students. number of staff members produced by a ing onincluding issues of teacher control, In the press to staff the classroom, distinct effort, the extent to which the new salary and benefitsand are reflected in the some may look for the "magic bullet" to entrants remain employed in the system, andconstruction of the survey items. alleviate the persistent staffing challenge, the success they experience in the school Also, the research often focuses onopting for approaches that may sound ap- setting. specific issues reasons urban teacherspropriate, but for which evidence of effec- While a few states have attempted tomay leave inner-city schools or factors im- tiveness is lacking. Emerging research on assess the extent to which alternative certi-pacting rural schools' teacher recruitmentstrategies for accelerating teacher prepara- fication programs produce well-prepared and retention. Other research provides inter- tion already are suggesting that not all alter- teachersas reflected in student outcomeesting descriptive data on the attributes ofnative or accelerated programs are equally datafew programs do the follow-up stud-teachers leaving the field but lacks enough effective (Newman and Thomas, 1999). ies needed to measure the effectiveness ofextensive useful data that could help guide For example, some research on alter- the programs. the development of strategies to decreasenative certification programs suggests that Similarly, few states examine the ex-teacher attrition levels. these programs have produced mixed re- tent of persistence of innovative teacher sults, with some graduates requiring exten- preparation strategies, leaving the question Caution is important sive support after entering teaching to pro- ofwhether graduates of such programs leave As schools struggle to find the num- duce results comparable to a university- the profession at levels similar to teachers ber and quality of teachers needed to ad-prepared staff person. prepared in conventional college programs. dress the instructional needs of an increas- In a related study, efforts to improve There are not enough extensive stud- ingly diverse U.S. student population, there Teacher Shortagescontinued on page 15

HIGHLIGHTS OF RECENT IDRA ACTIVITIES

In May, IDRA worked with 9,643 teachers, administrators, parents, and higher education personnel through 73 train- ActivitySnapshot T herW K Kellogg Foundation funds Project Alianza, a collaboration of ing and technical assistance activities I i '----,-----,_ / .. and 276 program sites in 14 states plus IDRA and the Mexican and American Solidarity FoundatiOtrto-create.a 1 i .! e _I--:----, t-- .1 the United Kingdom and Brazil. Topics comprehensivefJ and interdisciplinary teacher, prrelia:__ration a_f_r_ndleadership developmerftprogram------.'' toserveraftincreasingtlispanic ."------._ student populati included: .....------... J------..." --..,N. N.,-.... I Ion + Leadership in Diversity in the US.,Southwest andMidevest, The project is expanding the elemen- r /./ I 1. + Training of Trainers in Parent tary educationcurriculata`rtiip\fing\universitiesto enhance the abili- Outreach It ies/oe teacher'S",parents,\ ailt\inittraorssch;3.ifiCid-metlibersjand + Proposal Writing for School comMunity leaders to collat)dale effeclively. It focusesonkindergarteiTi I( 7 \ I 1 I I t Improvement through sixth grade teachers rigrade levels where bilingual education is 1 i + IDRA' s FLAIR Project (Focusing mostly offered and where there/is aishoIrtade of well-prepared teachers. \1 e 1/ / I f on Language and Academic Project Alianza is enabling uni/ versities to tap into three groups of indiv idu- \ \ / / 1 Instructional Renewal) als who possess the basic-requirementsof aprospective bilingual educa- _\ \ --- _. ---- / of /// + Alternatives to In-Grade tion teacher: bilfttial teacher/aides, students in traditional bilingual . ..7 ./,,,/ .1 reacher-preparatioftprograms,\ N andleachers// trained in Mexico to teach in Retention ..------..z.... _-...._ ------:" ..." ------their elementary= gralles:(normaltstas) and who arelegal-U.S.,residents. Participating agencies and school districts included: 4- Atlanta Public Schools, Georgia Regularly, IDRA staff provides services to: Services include: 4- Brownsville Independent School + public school teachers 4- training and technical assistance District (ISD), Texas + parents 4 evaluation 4 Espanola Public Schools, New + administrators 4- serving as expert witnesses in Mexico 4 other decision makers in public policy settings and court cases 4 New York City Public Schools, education 4 publishing research and New York professional papers, books, 4 South San Antonio ISD, Texas videos and curricula For information on 1DRA services for your school district or other group, contact 1DRA at 210/444-1710.

August 2001 IDRA Newsletter 10 0 Teacher Shortages continued from page 14 mid-career shifts into education. While of-up," teacher preparation programs have con- teacher quality by recruiting graduates withfering some promise, emerging data sug-tinued to exist in an environment that pro- high test scores revealed that good gradesgests that such new entrants may requireduces persistent shortages, that seem to did not guarantee development of goodspecialized support systems to help thempersevere despite long-standing efforts to teachers. While content knowledge was anmake successful transitions into full-time diminish the problem. important characteristic, other personal teaching. Past efforts to develop more coordi- qualities were also critical to producing suc- Other communities have experimented nated and expanded efforts, informed by cessful outcomes for pupils (Sears et al.,with prov iding non-conventional workpast experiences may have been hindered by 1994). schedules, allowing new entrants to work on limited communications technology or other a part-time basis or on a schedule that differs factors beyond the control of local school Mew Strategies to Consider from the conventional schedules found inpersonnel. New technologies offer great The extensive amount ofresearch gen-most local schools. opportunities to design, implement and dis- erated on teacher recruitment, retention and There seems to be little research on seminate new teacher recruitment, prepara- persistence suggests that schools may havesuccessful teacher recruitment and reten-tion and retention strategies that can mini- already identified some strategies that have tion strategies, hindered perhaps by a per- mize, if not eliminate, this perpetual educa- proven effective for specific categories ofsistent competition for available staffamongtional personnel shortage crisis. individuals in certain settings. many school systems. Even in those cases Much of the literature on effective For most, availability of an adequate where some research has been conducted, education reform programs concludes with salary commensurate with the job require- limited venues exist for sharing these efforts, the observation that access to quality ments and suited to the cost of living in a region is critical. As important as salary, are the nature and quality of working condi- On ghs [messC©sgaN ghs cOassMC11TB0DOOMSnay 0©©k ghs tions, including the extent of autonomy or "ma& bane° g© allszt'age ghs psvdsgeng sgaqfing challenge, opportunity to be creative and or innovative ©pgOngOOPappmaches /hag mg§ savincl appmpv0age, bag kw (Clay, 1984). In rural areas, access to social and Mich suklence cYR eggecdweness 6s Dadeigign community connections may be considered more critical than in urban or suburban areas. producing little more than informal networks teaching personnel is a central element to the For some, access to quality retirement orof educator recruiters that may often be success ofany individual pupil. Conversely, fringe benefits programs may prove to becompeting for the same small pool. other innovations, absent a well-prepared essential. Beyond these conventional ob- Texas and other states have convened teacher, may not produce the results desired. servations, some communities have begun commissions that have explored ways ofWhat are needed are more comprehensive, to look at new strategies for expanding orincreasing the available teacher pool. Often, integrated and well-supported strategies that maintaining the local teaching pool. these groups produce recommendations that involve the whole community and One strategy has involved develop-truly contribute to increasing the availableincorporate mechanisms to monitor the ing locally-based teacher pools by offeringteacher pool. Their recommendations include innovations and assess their results. All financial support or job assurances for local suggestions for encouraging more young students and all communities deserve no community members or para-professionals people to consider teaching as a career, less than high quality schools, committed to to pursue teaching in exchange fora commit- providing scholarships or other forms of the success of all, not some at the expense of ment to work in local schools. financial aid to assist pupils to enroll andothers. I DRA's Alianza project has worked remain in teacher preparation programs, and with universities in Texas and California to strategies for recruiting outside the conven- Resources design and implement a program that re-tional labor pools. Boe, E.E., and L.H. Cook, S.A. Bobbitt, G. cruits immigrants who were credentialed Too often however, these innovative Terhanian. "The Shortage of Fully teachers in their home countries. The project efforts do not incorporate adequate research Certified Teachers in Special and General designs accelerated programs that can get or evaluation designs that allow their propo- Education," Teacher Education and these individuals through a universitynents to assess the effectiveness of those Special Education (Winter 1998) Vol. teacher preparation program and produce efforts. Lacking adequate documentation, 21,No. 1,pp 1-21. badly-needed, qualified bilingual and ESL assessment and feedback mechanisms, in-Cárdenas, J.A. Multicultural Education: A teachers in the participating school districts novative programs often operate for a few Generation of Advocacy (Needham (Cortez, 2000). years and disappearalong with whatever Heights, Mass.: Simon and Schuster Some school districts have engaged insights or lessons that might have been Custom Publishing, 1995). in collaborations where local lending institu- gleaned from that experience. Clay, K. "Attracting and Maintaining a tions offer housing support through low- Also missing are mechanisms that link Quality Teaching Staff: A Synthesis of cost ioans or other subsidies to help supple- many local innovations to universities and Research," ERIC Digest (Washington, ment local salaries. state policymaking bodies that might inte- D.C.: ERIC Clearinghouse on Teaching In Texas and other states, new strate- grate these new strategies into existing and Teacher Education, 1984) ED245348. gies have included recruiting individuals teacher preparation programs or support the Cortez, J.D. "Project Alianza Second Year entering a post-retirement phase (military design of more extensive state-level pro- Milestone," IDRA Newsletter (Intercul- retirees) and others interested in makinggrams. Lacking the opportunity to "scale- Teacher Shortages -continued on page 16 August 2001 IDRA Newsletter 1 0 1 Teacher Shortages continued from page 15 McCreight, C. "Teacher Attrition, ShortageTexas A&M Institute for School-Univer- tural Development Research Associa- and Strategies for Retention," ERIC sity Partnerships. Texas Teacher Re- tion, June-July 2000). Digest(Washington,D.C.: ERIC cruitment and Retention Study (Austin, Council of Great City Schools. The Urban Clearinghouse on Teaching and Teacher Texas: Texas Education Agency, 1999). Teacher Challenge. Teacher Demand Education, 2000) ED 444986. Texas Board of Educator Certification. Who and Supply in the Great City SchoolsMurdoch, S.H. and M.N. Hogue, M. is Teaching In Texas Public Schools (Washington, D.C.: Council of Great Michael, S. White, B. Pecotte. The Texas (Austin, Texas: Texas Board of Educator City Schools, 2000) ED 430 340. Challenge: Population Change and Certification, 1999). Darling-Hammond,L.Beyondthe the Future of Texas (College Station,Tobin, R. Interview with the author (2001). Commission Reports. The Coming Crisis Texas: Texas A&M University Press,U.S. Bureau of the Census. "Profire of in Teaching (Santa Monica, Calif.: The 1997). General Demographic Characteristics Rand Corporation, 1984) ED 248245. Newman, C., and K. Thomas. "Alternative fortheUnitedStates:2000" Fielder, E.F., and D. Haselkorn. Learning Teacher Certification," ERIC Digest (Washington, D.C.: U.S. Department of the Ropes: Teacher Induction Programs (Washington, D.C.: ERIC Clearinghouse Commerce, 2000). and Practicesinthe United States on Teaching and Teacher Education,Whiting, M., and J.Klotz. "Alternative (Belment, Ma.: Recruiting New Teachers 1999) ED 440 087. Certification: It's Alive, It's Alive...But Inc., 1999) ED 434 879. Sears J.T., et al. When Best Doesn't Equal It May Not be Well," Paper presented at Fox, J.E., and J. Certo. Recruiting and Good: Educational Reform and Teacher the annual meeting of the Mid-South Retaining Teachers: A Review of the Recruiting. A Longitudinal Study (New Educational Research Association (Point Literature (Richmond, Va.: Metropolitan York, N.Y.: Teachers College Press, Clear, Ala.: Mid South Educational Educational Research Consortium, 1999) 1994) ED 383107. Research Association, November 1999). ED446 076. Stevens, N. (Ed.). Working Conditions ofYasin, S. "The Supply and Demand of Gonzales, F. and A.S. Sosa. "How Do We TexasTeachers.TeacherSupply, ElementaryandSecondarySchool Keep Teachers in Our Classrooms? The Demand and Quality Policy Research Teachers in the United States," ERIC TNT Response," IDRANewsletter Project (Austin, Texas: Texas Education Digest(Washington,D.C.:ERIC (InterculturalDevelopment Research Agency, 1993) ED 440 090. Clearinghouse on Teaching and Teacher Association, March 1993). Task Force on Shortage/Surplus/Quality Education, 1999). Gonzalez, H. "The Teacher Shortage in IssuesinTeacherEducation,The Texas:HowareSchoolDistricts Impact of Teacher Shortage and Surplus Coping?" Paper presented at the annual on Quality Issues in Teacher EducationAlbert Cortez, Ph.D., is the division director conferenceonSchool-University (Washington,D.C.: Task Force on of IDRA Institutefor Policy and Leadership. Partnerships(SanAntonio,Texas: Shortage/Surplus/QualityIssues in Comments and questions may be directed to October 1999). Teacher Education, 1983) ED 238 890. via e-mail at [email protected].

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Creating schools that work for all children, through researchmaterials development 0 training o technical assistance e evaluation o information dissemination IDRA Focus: SELF REVIEWING SCHOOLS ...GoVERNANCE

IDRA Newsletter 1 ISSN 1069-5672 Volume XXVIII, No. 8 September 2001

High Expectations, Substandard Results The 2001 Texas Legislative Session Navia RepPecic) NA©nee¢s0, Ph.D., and Megi Ccnlez, Ph.D.

Onside Ossue: In the November-December 2000 is- The exclusion of retired educators from this sue of the IDRA Newsletter, the Intercultural important new coverage left most observers Mgdefl bEngimall Development Research Association (I DRA) feeling less than jubilant about that achieve- sdancattibn pvgvarams outlined a set of nine priorities for public ment. education. In that article we identified an To their creditand more accurately Regosemns sch©©11 array ofrecommended policy reforms needed to the credit of a handful of insistent legisla- Emarace to improve the quality of Texas public edu- tors who would not be denieda few bright cation. The policy issues we addressed in- spots can be noted for the 2001 Texas legis- seuciv somessk0 blintizend pwagas cluded nine areas that, in our judgement,lative session. The issues and how they significantly affect the short- and long-term relate to 1DRA's nine priority areas are out- HellpllE0 dOlIcIvea prospects for student success. These nine lined below. anclevokad qh¢ ftuvcxdsg priority areas are: dg@dat School dropouts, School Dropouls Open enrollment charter schools, In the November-December issue of Disciplinary alternative education pro- the IDRA Newsletter, we pointed out that the grams, state definition of a "dropout" must be re- to In-grade retention, vised so that all students are counted. In oarsympathy extends bythe High stakes testing and accountability, order for the state dropout estimates to be 9DRA affected11,2001. School facilities funding, credible, a number of reforms need to be forever of those atSeptember Access to higher education, considered, specifically: edY mindfulwish trag particularly We Access to comprehensible instruction Change the definition of who is consid- We are onchildren. of the for students learning English, and ered a school dropout to exclude those theImpactforallchildren forpeace Use of public money for private school- who received a General Education Devel- world. ing. opment (GED) certificate, non-verified When the session ended in May, the transfers and other non-verified leavers progress made in a few areas was outweighed from high school graduation counts. by the lack of action around too many issues. Require reporting of numbers of students If asked to grade the legislature's overall graduating with a high school diploma to effort, at best it would rate a "C-," and for help verify reported dropout counts. some areas perhaps a "D" or "F." Include longitudinal dropout rates in the Most pronounced in the 2001 debates state accountability rating systems. was the distraction caused by bitter battles Following the 1999 legislative session, over the re-drawing of legislative districts,many people around the state became in- leaving little time or energy for substantivecreasingly aware of the problems associated leadership on important education issues.with the way the state required districts to Even the long-needed adoption of state-calculate and report dropout rates. The state funded health, insurance for teachers waswas so concerned with the issue that it delayed Until fhe last hours of the session. High Expectations - continued on page 2 103 High Expectations - continued from page 1 legitimacy of the state and local school sys- appointed an interim committee to study the IV asked q© gadsne tem reported dropout numbers. methods used to calculate dropout rates and It has become increasingly clear that recommend ways in which the counting and ctgb'sDaRawe's©USGM011 state leaders will be reluctant to make sub- reporting system could be strengthened. Sggmlnoag beN umad stantive changes in this area without greater After convening hearings on the is- public outcries about the sorry state ofTexas' sue, the interim committee drafted a set of Tale a "C-11" and 0©1? dropout reporting system. As in other major recommendations that included developing some av pevhaps a state reforms, what is required is the devel- a revised approach focused on the number ..R.. opment of public will that conveys that the of students who "complete" either high gross understating of state and local drop- school or a GED program and tightening out numbers will no longer be tolerated. Until procedures for auditing school district drop- every student who is initially enrolled in athis happens, thousands of students will out records. Though a potential improve-school system but who leaves the schoolcontinue to be lost from the Texas system, ment, these recommendations fell far shortsystem prior to graduating. uncounted and unheard, while some state of the sweeping changes many critics had The leaver reporting system includes leaders and local school officials continue to hoped would emerge from the committee. over-reporting categories ranging from "en- turn a blind eye to the real dropout numbers. Testimony presented before the com- rolled at another public school in Texas" to(The next issue of the IDRA Newsletter will mittee included calls for an extensive re- "returned to home country." Of the 46 leaver provide the latest results of IDRA's annual vamping of the state's dropout countingcodes, only 20 are allowed to be used inattrition study.) and reporting procedures. In testimony be- developing a total dropout count. Too many fore the committee, 1DRA and numerous of the categories require no actual verifica-Open Enrollment Charter Schools others, proposed wholesale changes in thetion of student status (other than a weak Based on evaluation of findings con- state's dropout counting and reporting pro-"assurance" that the student "intends" to cerning open-enrollment charter schools, cedures to restore credibility to the statere-enroll in another school system or "in- IDRA believes that the state ofTexas should: dropout numbers. Concerns that the effecttends to pursue a GED"). Initiate a moratorium on approvals for of wholesale changes would lead to a major Despite its recognized weaknesses, new open enrollment charter schools, reductions in the number of schools rated the senate leadership insisted on the adop- Increase its oversight of al I charter school "exemplary" or "recognized" contributed to tion ofa completion rate system based on the operations, and some legislators' reluctance to make thequestionable school leaver system. The Create mechanisms for accelerated ac- extensive changes. state's use of this approach will continue to tion in those charter schools found to be Instead, the state opted to institution-yield dropout numbers that lack credibility in under-performing. alize the existing school leaver process thatmost circles, save a few that seem more Four years after its initial foray into the it had been developing over the last severalconcerned with having the state and local creation of state-funded charter schools, the years. In that reporting process, schools are school districts "look good" in the eyes ofTexas Legislature began to move toward required to create an individual record re-the publicdespite numerous stories in the exerting greater control over this expanding flecting what they believe to be the status ofstate's major newspapers that question the High Expectations continued on page 15

The IDRA Newsletter(ISSN1069-5672, © 2001) 10 Schools Serve as serves as a vehicle for communication with Publication offices: Models educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 210/444-1710; Fax 210/444-1714 Helping Children cerning the educational needs of all children in Texas and across the United States. www.idra.org [email protected] Understand Attacks Permission to reproduce material contained Maria Robledo Montecel, Ph.D. Texas Study Profiles herein is granted provided the article or item is IDRA Executive Director reprinted in its entirety and proper credit is Newsletter Executive Editor Successful...Programs given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L. Goodman, APR Highlights of Recent IDRA Newsletter production offices. Editorial IDRA C'ommunications Manager tO@ submissions, news releases, subscription re- Newsletter Production Editor IDRA Activities quests, and change-of-address data should be submitted in writing to the IDRA Newsletter Sarah H. Aleman School Accountability production editor. The IDRA Newsletter staff IDRA Data Entry Clerk Ratings Questioned welcomes your comments on editorial material. Newsletter Typesetter

September 2001 IDRA Newsletter MDR& Cen8vM CcAabcRadus OcR &play

Dhganigd k)Rgrum2 ivoQaN

Racia Yan Ong &HIM ts.Oiidj ROITNISV© This month marks the5I-year anniversary of Dr. Jose A. Cardenas life as a professional educator. Immediately after graduating from the University of Texas at Austin in1950,Dr. Cardenas started as a science teacher in the Laredo Public Schools. After a two-year stint in the US. Army, he resumed his teaching career in the Edgewood Independent School District (ISD) in San Antonio. Additional classroom teaching was soon augmented by various supervisory and administrative positions leading to the superintendency of the district from1969to1973.Dr. Cárdenas work in public schools was supplemented by many years offull- and part-time college teaching and almost30years in educational research and development. In1973,Dr. Cardenas resigned as superintendent and founded the Intercultural Development Research Association (IDRA) (formerly Texans for Educational Excellence). IDRA was founded to undertake school finance reform advocacy and now works with people to create self-renewing schools that value and empower all children, families and communities. IDRA celebrates these 51 years of contributions to the improvement of educational opportunities for children with a series of conversations with Dr. Cardenas and members of the IDRA staff published in the IDRA Newsletter. In this issue's conversation with Dr. Cárdenas, interviewer, Anna Alicia Romero, focuses on school finance.

You have said that you feel destined to of money in many aspects of education. In link yourself tothe issue of school 1969, when I became superintendent of the funding. Why has it become such a Mhetip 0 pkked ghe Edgewood Independent School District burning issue for you? newspapeT... and bund (ISD) in San Antonio, it all came together. J.A.C.: For several reasons. One is We startedinstitutingschoolreform that all of my teaching experiences have ©ug ghag Om bads (Y0 measures, but I found it almost impossible been in low-wealth school districts. I had ghe sun 0 had been to bring about any amount of school reform continued frustration over the lack of in the absence of adequate resources for tinucAwed tI instructionalsuppliesandmaterials, the school. particularly as a science teacher. The lack SElp&PrEgeRCISM ©g This manifested itself primarily in a of scientific equipment available made it high turn-over rate of teachers. It seemed difficult for me to teach. And my concepts Edgew©©dil eng0ve that as soon as a teacher was certified, he or of equity and equality of educational sdal 'Mame susgem she was made a more generous offer from opportunity came together with my lack of another school district and inevitably left equity in resources, enough for me to 'Rugs had been g©und our district. While there were many good spend 20 years in the quest for equitable un¢csnsg5gug0c)naL.. teachersinthedistrict,there was a school funding. tendency for the better teachers to move on 0g hig ghag smegling to better paying school districts. Coming from Laredo, Texaswhere you brig had happened. At the time, we had more than one- grew up with these same inequitieswhen third of the teachers in the school district and how did you notice them? Despite without teaching certificates. This meant seeing the dearth of supplies available forscience at a high school, I did not have that they did not meet the basic requirements teaching, many teachers operate with theaccess to a laboratory. Teaching in a shed for a teacher in Texas. Of course salaries for understanding that these inequities are tooutside with no running water, barely teachers were very, very low. I found it be expected. When did it strike a nerveelectricity, made it pretty obvious that there difficult to bring about any vast change in with you? was a shortage of teaching materials and theeducation of thestudentsinthe J.A.C.: First, when 1 started teaching equipment for teaching those subjects in absence of these three resources: teacher science at the junior high school level, sciencewhich was what I was responsible retention, teacher certification, and teacher there had not been extensivescience for teaching. salaries. offerings at that level. There were some readings, but no laboratory sciences asFor you, how did the absence of suppliesHow did the situation you saw in Laredo such. And teaching in a school that had no and necessary equipment become a questand at Edgewood ISD make school laboratory equipment left a sour note onfor equal funding? finance such an important issue in your these memories. J.A.C.:Ithinkthat the normallife? Second, whenIstarted teachingprogression was finding similar shortages Equitable System - continued on page 4 1 September 2001 IDRA Newsletter 105 Equitable System -continued from page 3 been very concerned with more money fordefendants and were replaced by the State J.A.C.: Actually, through the vehicle theschools.Rodriguezchanged myof Texas.]It was not until the end of itself, Rodriguez vs. San Antonio ISD. Upperspective to equal funding for schools. Rodriguez thatitstarted really looking to this time, no one thought that school attractive to me in terms of school finance finance could be dealt with differently. ITurning a state system of operationreform, and even then I had no idea of the think that the Rodriguez case showed notupsidedownisa monumentalpartial success that we would enjoy. only that it could be done differently, butundertaking. This is not a school district When I picked up the newspaper on thatit was feasible to do so.It wasor a small organization, but a state the December 23, 1971, and found out that on Rodriguezvs.San Antonio ISD thatsize of Texas with itsvast resources.the basis of the suit thatIhad been triggered my active role in school financeRodriguez vs. San Antonio ISD made itinvolved in as superintendent of Edgewood reform. seem that there was a light at the end ofISD, the entire school finance system in the tunneL You said that this type ofTexas had been found unconstitutional In the Rodriguez case, the state courtchange became feasible, after Rodriguezand by implication that of about 40 other found the Texas system of school finance vs. San Antonio ISD. states it hit me that something big had unconstitutional. So this became, for you, J.A.C.: The key word here is after happened.It was like being hit by an a signal to move beyond the school systemRodriguez vs. San Antonio ISD. This caseasteroid and not having been aware that it and the constraints in the school system? was very much a "sleeper" court case. was coming. J.A.C.: That's right,until thenI Originally, the suit was filed against school Because, asImentioned before, think, like everyone else in education, I had districts.[Then they were dropped as Equitable System continued on page 5

Texas School Finance Reform: An IDRA Perspective

by José A. Cárdenas, Ed.D.

A master story-teller, Dr. José A. Cárdenas offers an insider's view of the 32-year history of school finance in Texas. Dr. Cárdenas is the founder and director emeritus of IDRA and is the only person who has been actively involved in the entire school finance reform effort since the early days of the Rodriguez vs. San Antonio ISD litigation when he was superintendent of the Edgewood Independent School District. More than a history, this book provides a blueprint for persons interested in bringing about future reform in schools and other social institutions. Beginning with aDr. Jose A. Cárdenas (right) presents a copy description of the Texas system in 1950, the account covers court cases, legislation, of his book to Demetrio Rodriguez (left), lead and advocacy efforts and concludes with the status and future of school finance litigant in the Rodriguez vs. San Antonio ISD case. Photo credit: Randall Reines Photogra- reform. Personal vignettes sprinkled throughout offer glimpses of those special untoldphy, San Antonio, 1997. moments that impacted history. Much of this volumeincluding the myths of school finance and lessons learned relate to reform efforts in other states as well. Dr. James A. Kelly, president of the National Board of Professional Teaching Standards, provides a foreword, "Fighting the Good Fight," describing Dr. Cárdenas as a trailblazer and pioneer. As a former program officer for the Ford Foundation, Dr. Kelly coordinated support for school finance reform efforts around the country.

"He worked hard, he played hard. And in doing so, never lost sight of his goal. Because for Jose school finance reform was never really an end in itself It remained (and remains) a means to a larger end: to improve teaching and learning for all children; in particular, to improve the life chances of the poor and dispossessed... This book is a testimony to a life lived in pursuit of that dream, one which paid off for all of Texas children." Dr. James A. Kelly

Officially released on April 29, 1997 the I Oth anniversary of the Edgewooddecision by State SuperiorJudge ofTravis County Harley Clark that struck down Texas' school finance system as unconstitutional. (ISBN 1-878550-63-2; 1997; 387 pages; hardback; $30) Distributed exclusively by the Intercultural Development Research Association: 5835 Callaghan Road, Suite 350, San Antonio, Texas 78228; Phone 210/444-1710; Fax 210/444-1714; e-mail: [email protected]. It is IDRA policy that all orders totalling less than $30 be pre-paid.

September 2001 IDRA Newsletter 106 Equitable System continued from page4 Rodriguez was a sleeper court case,it sailed past many states, and it got by the V©al ERCYMI state of Texas also, without creating a lot of controversy or publicity, concerning the Current expenditures for U.S. public education in 1998-99 (the courts. It was not until 1971, with the initial most recent figures available) total about $303 billion. When court finding by the three judge panel, that expressed in terms of the typical education dollar, instructional Rodriguez got noticed. expendituresaccountedfor62cents,supportservices At that point did you believe that the accounted for 34 cents, and noninstructional activities (meals, school funding system could be turned etc.) accounted for 4 cents. around? "Statistics in Brief," National Center for Education Statistics, March 2001 J.A.C.: At that point, yes. The court said that we could do this and that it should In 1998-99, the 50 states and the District of Columbia spent an be done. That it must be done. It even went average of $6,550 in current expenditures for every student. furtherintoimplementingaspectsof The median per pupil expenditure was $6,110, indicating that Rodriguez that the plaintiffs had not gotten one-half of all states educated students at a cost of less than into in court. $6,110 per student. "Statistics in Brief," National Center for Education Statistics, March 2001 Can you give a further example of this? J.A.C.: The regional service centers, The total amount needed to improve public school facilities for instance, provide services to school was estimated in 1999 to be about $127 billion. The average districts. They were created and funded by cost per student of repairs, renovations and moderizations to Texas, yet participation of the regional service center was through a fixed fee on put these schools into good overall condition was $3,800. the basis of the numbers of students in the National Center for Education Statistics, survey of schools reporting for 1999 school districts in each region. Therefore, EdgewoodI SD'sparticipationwith For more facts and statistics, go to the audiovisual materials borrowed from the "Field Trip" on IDRA's web site. regional service center cost $1 per child. Edgewood ISD at that time had about www.idra.org 24,000 students, which meant that it would cost us $24,000 to use movies, film strips, audio tapes and other things available. that we were going to win Rodriguez [at the perspectives, at firstIthought it was a For districts with a lot of money, $1 Supreme Court]. The serious doubt washopeless case and we would never win. per child was not a heck of a lot of money.when Ipicked up the newspaper and Then we won. Then we had a big change But in Edgewood ISD, $1 per child was found we lost by a 5 to 4 vote. the day the Supreme Court reversed the probably three-fourths of our share of the felt as if everything had gone down decision in a 5 to 4 vote. Of course when foundation school program, soitwasthe tube. However, during the litigation ofyou lose something in a close vote you say, impossible for us to participate in theseRodriguez in the Supreme Court, several "Gosh, if I had just done this or that," and things. things happened that made me optimistic in so forth. I resigned myself to the fact that As the wealthy got more, the poorspite of the reversal. One of those thingsthe Supreme Court majority came out with a got less, in terms of school finance. At thiswere guarantees given to me by the Texasdecision, and then looking at the case itself, time, I started challenging the regionalgovernor, by the Texas Legislature, and by and the way it read, that they grasped at service center on the basis of Rodriguez,certain school superintendents in the state,straws to substantiate the decision that stating that it was illegal for them to furnishthat no one objected to an equitable system they made. resources on a monetary basis, chargingof school finance. The reason it was being Then you start getting the feeling I 0 the same amounts to school districts offought was that they did not want it pushedyears down the line,in the Edgewood varying district wealth. Before this wasdown their throats by the United Statescases that followed, that there were not resolved, Rodriguez was reversed by thecourt. going to be any promises kept. You realize U.S. Supreme Court so nothing ever came They also agreed that even if we lostthatGovernorDolphBrisco,and of my protests. in the appeal of Rodriguez, they wouldsubsequently Governor Mark White and hasten to bring about an immediate reform others who had pledged to me personally Did you ever have serious doubts aboutof school finance in the state of Texas. Thisthat we would have an equitable system of reforming the school funding system? was assured to me by everybody. school finance, were not going to keep their J.A.C.: I thinkthatthe biggest promises. moment of serious doubt was the day thatFrom the moment that you began this The same people who were making Rodriguez was turned around. Talking toquest, to its final stages, how did yourthose promises were saying in essence, the lawyers in the litigation of Rodriguez inattitude or perspective change? "José, we are very interested in having an the Supreme Court, I never had any doubt J.A.C.:I had different changes of Equitable System - continued on page 6 September 2001 IDRA Newsletter 0 7 Equitable System - continued from page 5 continue hurting kids in low-wealth school equitable system of school finance, but it districts because people in the high-wealth has to be devised in such a way that our Visit the school district don't like to tax themselves. own get more." They wanted a system of IDRA Field Trip Of courseIcannot help but make the school finance where everyone gets the statement that people in the low-wealth same, except they wanted to perpetuate online to see a schooldistrictsdonotliketotax their own positions. time line of themselves either, they just bite the bullet So, in fact, that has happened and is and do so. Althoughit can solve the still happening in the state of Texas. It was school finance reform problem, people don't like to tax themselves, very frustrating to have the Supreme Court so it is a hard sell. say in Edgewood III that all school systems in Texas. are entitled to equal access to funds, but What role do parents and community once they have it some can have more. members play in the school funding struggle? Who was telling you they had no problem J.A.C.: Parents and communities are with equitable school finance? enuav.idva.cove interested in the schools and, to a certain J.A.C.:Governors,legislators, extent, the interest should be increasing senators, representatives, Texas Education greatly right now rather than diminishing. Agency personneland schooldistrict they just did away with the assessment. So For one thing, school finances are a very personnel. They had no qualms withit went from appraisal to taxation and nocomplicated subject, and I notice that many equalized school finance system, as long as more assessment. schoolprofessionalshavenever the privileged would remain in the privileged The appraisal system underwent aunderstood the concept of what constitutes position.Thisincludednot onlythe tremendous change because the state setan equitable or inequitable system of amount of money that was going throughup county appraisal districts supervised byschool finance. them, but the amount of taxes they werea centralized system to make sure that the I thinkthattheparentsinthe paying, because they were privileged inappraisals are fair. Now, it is supervisedcommunity are even more uneducated both areas. centrally to make sure that the appraisalsabout school financing. They care to have This leads to some of the myths inthat are being made in San Antonio aregood schools but are not sure how this school finance. One of the myths that wascomparable with the appraisals made inwould be brought about. I have been perpetuated for years and years, and is stillCorpus Christi and Odessa. harping for the last 20 years that the shifts present, is that there are better schools in We havetoun-complicatethe in our economy from manufacturing and some areas of town because they sacrificesystem, and then we can come back with a farming to services and technology has led and spend more money for the education ofvery efficient system of school finance. Into a need for a much more educated the children. Texas, very little of the state wealth comespopulation than what we have now. This is from local property taxes. Most of the statewhy I am concerned with the dropout rate Supporting our schools through property wealth comes from the sales tax, which is a and students doing poorly in school. taxes is inherently inequitable. At the timevery regressive form of taxation. The state I think school has become much more of the Edgewood suits, did you see othergovernment says that you cannot do thisimportant than when I was a student. I ways to fund schools? or that because they are using state taxes remember stating that you can dig a ditch J.A.C.: The simple answer is yes. Allsales taxesin order to finance the thing, for a living. But now there are mechanical of the inequities can be eliminated veryand these are not equitable either. ditch diggers that will put you out of quickly. Texas has a system of assessment It only takes the passing of a motion business and will dig a ditch that it used to where every school district is assessed at ato enact a state income tax, which would betake 200 people to dig in the same period of differentrate.The whole assessmentmuch more progressive than the sales tax time. Technology requires a much more process leads to appraisal. A value is putthat we have. So you have to be veryeducated population than we have now. on the land, then the assessment is done.careful with statements like, "It cannot be It is unbelievable that the state of Then a tax rate is assigned for how much ofdone because..." It may be hard and some Texas is losing 40 percent of students from the value will be taxed. people might not like it, but it can be done. schools and is not greatly concerned about You would have a very wealthy place I used to go around talking aboutit. They complain of not being able to find that was assessed very low and taxed evenschool finance reform in a wealthy districtteachers and have even proposed ways of lower and therefore produced low yield. in San Antonio [Alamo Heights ISD] telling using emergency personnel and so forth, And they would say, "Well gee, we don'tthem, "In Edgewood ISD, they are taxingbut don't go to square one. What does it have enough money to operate schools,themselves $2.20 per $100.00 evaluation, take to keep teachers? Why do 47 percent etc." Now that can be changed veryand Alamo Heightsfolkaretaxing quitin thefirst year? Well, probably quickly. yourselves 37 cents." The response was,because they do not make enough money They were making true appraisal"Well they can dothat, but we can'tor the situation is not attractive enough to commentsandassessedappraisalbecause our peopledo not like to tax them. Let's make it attractive and attain and comments in order to accommodate those themselves." retain better teachers. schooldistrictsthathadverylow This is a poor excuse to continue an Incidentally, traditionally low paying assessments. Well, with one fell swoop,inequitable system of school finance and Equitable System continued on page 12 September 2001 IDRA Newsletter 108 SemessaA DMasaa0 lEclacaUM P Ems OcalocAo52ftwg ,6M© PAania Repled© AA,ongezel, Ph.D., and Dosie Dan5n5 anis;

Editor's Note: Last year, the Interculturalthe 10 schools ranged from 219 in the high sian, and Navajo. Development Research Association (IDRA) school to 1,848 students in the middle school. All of the schools were committed to conducted a research study with funding by By geographic location, there were six urbanmaintaining the students' primary language the U.S. Department of Education, Office ofschools, three rural schools, and one reser- and culture while learning English. This com- Bilingual Education and Minority Lan- vation school. mitment was evident in the school adminis- guages Affairs (OBEMLA) to identib) char- There was also diversity in ethnic rep- tration and staff, the majority of whom were acteristics that contribute to the high aca-resentation. Hispanic students ranged from proficient in two languages. Most of the demic performance of students served by40 percent to 98 percent of students en- office staff also were bilingual, allowing for bilingual education programs. The Augustrolled; Asian students made up 2 percent to open communication between the school 2001 issue of the IDRA Newsletter began a41 percent of the students enrolled; Russian personnel and the students and families. series ofs ix articles describing this researchstudents ranged from 12 percent to 32 per- Five of the 10 schools had Title VII study's significant findings. The first in-cent of the students enrolled; and Native funds, including one in California, that had stallment provided an overview of the re-American students comprised 3 percent toreceived an Academic Excellence Dissemi- search design and methods. This second98 percent of the students enrolled. The nation grant in 1994 to 1996. article features an overview of the schools number ofl imited- Engl ish-proficient (LEP) demographics and the major findings per- students ranged from 20 percent to 100 per- School Organisation taining to school indicators. cent. Four of the 10 schools implemented Schools generally organized them- dual language or two-way bilingual pro-selves by grade level teams with both verti- Amid a backdrop of great language grams. The languages used for content area cal and horizontal alignment and account- diversity among the students and parentssubjects included Spanish, English, Rus- 10 Schools - continued on page 8 that U.S. schools serve are schools with exemplary bilingual education programs and extraordinary individuals who are commit- Take the IDRA Newsletter Field Trip! ted to equity and excellence. This commitment manifests itself as academic success for all students, including limited-English- G©CDRa "Mc] VOLD" proficient (LEP) students. These schools refuse to make excuses for a lack of student CaORMn2b1 achievement; they refuse to settle for anything less than excellence and high stan- 4.Related IDRA Newsletter articles and dards for all. projects While there are many such schools Statistics, definitions, etc. and classrooms across this country, time 4 and resources dictated that IDRA work with 4.Internet resources only 10 schools and use their lessons learned 4. Internet links as a guide for developing criteria that others can use to assess their own programs. The Register for a special prize! following provides an overview of these schools' demographics and the major findings pertaining to school indicators. There is Answer the question of the month! also a profile of one of the schools as de- Each month we will ask a new question for readers online. A sample of scribed by an IDRA researcher. responses will be posted online.

School Demographics This month's question is... By design, the school demographics reflected a diverse landscape. Programs in How do you measure student success? eight elementary schools, one high school and one middle school participated in this moyodclmocRg research study. The student enrollment for September 2001 IDRA Newsletter 1 n 9 10 Schools - continued from page 7 classrooms. The extent of use varied by Low annual dropout rate Nine of the 10 ability evident. Faculty met frequently, some school (see boxes below and on Page 9). schools had a 0 percent annual dropout as often as three times a week. There was rate. support by the administration for these regu-School Ondicalors Low percentage of migrant students larly scheduled meetings, with the principals The 10 schools participating in this More than half of the schools did not often planning the agendas, in most cases, study had similar profiles, including: serve migrant students. Of the five that with input from the teachers and staff. High povertyNine of the 10 schools had did, three served less than 10 percent. Six out of the 10 schools included at least half of their students eligible for However, in one school, two out of five elective staff in their meetings, allowing for the free or reduced-price lunch program, students were migrant. easier integration and alignment. Most of a poverty indicator. LEP student representation in gifted and the time at the meetings was spent on cur- H igh average attendance All of the talented programsMost of the schools riculum and instruction, with staff using schools had high attendance (86 to 98 with gifted and talented or advanced place- student data to inform curriculum and inpercent). ment programs had LEP students fully struction decisions. Teachers were also pro- High percentage of their students partici- participating. vided regular planning time. pating in the bilingual education pro- Low LEP student representation in spe- There was open and easy communica- gramsMost of the schools had at least cial education programsMost of the tion between the principals and teachers at one-third oftheir enrolled students being schools had few LEP students in their these schools. Teachers reported frequent served by bilingual education programs special education programs. discussions with their principals via e-mail, one school served all of its 219 enrolled meetings (formal and informal), open-door students. Inzample of a Successful Billogival policies, and principals visiting the class- Low retention rateMost of the schools Educagiow Pmeam rooms daily. had low retention rates. Four schools Each bilingual education program is All of the schools had technology in retained 1 percent or less oftheir students. 10 Schools continued on page 9

Organization at Schools Studied by IDRA

School Faculty Organized Effective Staff Frequency of Meetings Percent of Time in Meetings Spent in Meeting on Curriculum School A Teams and Yes 50% Teams meet three times a week; 100% Depts. student departments 50% Departments meet two times a progress and curriculum week teams

School B Grade level teams Yes Scheduled once a week; additional 100% meetings as needed.

School C Grade level teams No Teachers meet every Wednesday 100% from 3:00 - 5:30 p.m.

School D Grade level No Third grade weekly 100%

School E Grade level As needed Weekly 100%

School F Teamsone teacher No Once every two weeks AMIGOS lead teacher teachers in Spanish; the other in English

School G There are no teams Yes Every Friday 20% or departments. The only department is the language arts group.

School H Grade level No Weekly 100%

School I Grade level teams Resource teachers Weekly 100% included

School J Grade level Yes Weekly 80%

Intercultural Development Research Association

September 2001 I DRA Newsletter 110 Organization at Schools Studied by IDRA (continued)

School Block Technology Used in Title VII Type of Bilingual Program Scheduling Bilingual Education Grant Program

School A Yes All of the school is hard No MaintenanceProject New wired. Beginningsand dual language

School B No All classrooms equipped Yes Bilingual/Transition with computers; all students (K-5) scheduled to computer lab.

School C Yes, reading Every classroom has a Yes Bilingual/Accelerated transition computer.

School D Yes, third grade Yes No Bilingual/Late transition. Working on late transition program. Has F LES program for English, Spanish and Russian speakers.

School E No Yes No Dual language

School F Literacy block in The school has a computer Yes Two-way bilingual program both languages lab, and every class has a work station.

School G No Yes Yes, last two Bilingual years

School H No Yes No Dual language

School I No Every classroom has Title VII Two-way bilingual immersion computers. Academic Excellence Dissemination Grant 1994-1996 DBE 1989-1992

School J Yes No Bilingual

Intercultural Development Research Association

10 Schools - continued from page 8 Woodburn is located in northeastpanic students are predominately of Mexi- part of a school with its own unique contextOregon, approximately halfway between can or Mexican-American origin, and most and special characteristics that are clearlySalem and Portland, in the midst of lush, are classified as migrants because their par- evident. These characteristics or "indica- fertile farmland. Employment opportunities ents are local farmworkers (having moved to tors of success" are described in the follow- range from food processing to constructionWoodburn from Texas or California) who ing profile of one school, providing a first-of manufactured housing to professionalsometimes go north to Washington to pick hand look at the inner workings of a success- services, resulting in a relatively affluent fruit. Many workers have begun to settle in ful program and school. community. Historically, farming has con-Woodburn and are no longer classified as tributed greatly to Woodburn's economicmigrants, but new migrant farmworkers con- Heritage Elementary School, health, and large farms and orchards still put tinue to replace those who have been reclas- Woodburn, Oregon their stamp on this area. sified. Woodburn, Oregon, billed as the "City Heritage Elementary School is an at- Most of the Russian students are re- of Unity," prides itself on its cultural diver-tractively desiened new school, only threecent immigrants and are members of a sect sity. Here, Anglos, Hispanics and Russiansyears old, and stands in a neighborhood ofknown as Old Believers, which was formed come together in a unique blend of local and well kept middle- to upper-class homes. It is more than 700 years ago when the Russian extended heritage. Woodburn has devel-adjacent to the middle school. Orthodox church split from the Greek Ortho- oped a cosmopolitan blend of cultures not The school serves three languagedox church. Portions of the sect spent many normally found in cities of its sizean area groups: Hispanic Spanish-speakers, Rus- years in exile in China, Turkey and Argentina of only four square miles. sian-speakers and English-speakers. His- 10 Schools continued on page 10 1 September 2001 IDRA Newsletter]. 10 Schools - continued from page 9 struction in the native language, and shel- before coming to Woodburn to settle in the "EiNemlImmo pllanrang tered English techniques. Initial reading in- 1950s.They speak an old dialect of Russian struction is provided in the native language, and follow many traditional customs that aRc] mapp[irfag hern with English literacy usually delayed until separate them from mainstream American sizhapfl helix mg R© third grade. The content areas are provided society. Also, many are migrant workers in initially in the native language with a care- the fishing and timber industries who mi- eue mH oduog fully planned introduction into each grade of grate to and from Alaska. die same dveacx11l." specified subjects using sheltered English The Heritage Elementary School build- techniques. ing is clean and bright. Pictures of parents, From the beginning of the program at teachers and students as well as examples ofthese students will officially exit the programthe kindergarten level, students spend a students' work decorate the hallways. When at the end of the third grade, the plan allows portion of each day with English speakers. 1DRA researchers visited, the principal ex-for all of them to continue in a bilingual Russian and Spanish speakers are also hibited her pride both in the teachers and program through fifth grade. The program grouped together for English language de- students. She spoke very openly about thewas begun four years ago and has added a velopment. The staff reported that this ac- program and its continual development. grade each year, having reached third gradecelerated their English acquisition because A third grade teacher believes thethis year. both kinds of students were forced to use building is one of the best support services Students with higher English language English to communicate with each other. available for students learning English. Sheassessment scores upon initial entry are Students remain in the program through at remarked, "We label everything on the wallsplaced in mainstream classrooms and can be least the fifth grade. in Russian, Spanish and Englishhallways,pulled out of class for English as a second IDRA researchers noted that all the classrooms and administrative offices." language (ESL) support in grades twoinstruction is uniformly of high quality and Inside the classrooms, posters andthrough five. In grades four and five stu- reflects best practices recommended for main- student work grace the walls. Most of thesedents can receive pull-out native language stream and second language-learners. Stu- use both English and another language. support or support from bilingual educa-dents often work in cooperative, heteroge- There are also a large number of books intional assistants within the mainstream class- neous groups or with partners. Student-to- every classroom, both in the native lan-rooms. student and teacher-to-student interactions guage and English. In one class, there are Until recently, Oregon did not require are frequent, meaningful and focused on more than40books that have been trans-that bilingual teachers obtain a bilingual instructional tasks. Activities are hands-on, lated from English to Russian by a group ofendorsement; nevertheless, five teachers and teachers use a large variety of materials: involved parents. from Heritage Elementary School are cur- bilingual books of many genres and types as Most classrooms have listening cen- rently working toward one. Ofthe total staff, well as visual, audiovisual and art materials. ters, a reading corner and a computer station. 35percent speak Spanish and19percent Many students were observed receiv- Student desks are arranged in groups of four speak Russian. Of the classified staff,50 ing individual or small group assistance from or five, and the teacher moves among thepercent speak Spanish and29percent speak additional teachers, bilingual educational groups. Moreover, teachers interact with Russian. Of the three native language class- assistants and parents. This extra help is each other frequently regarding instructional rooms observed (one Russian and two Span- provided inside their classrooms or in quiet, topics and methods. ish), all three teachers and one aide werecozy corners in the halls outside. One teacher cited the sharing of ideas fluent in the respective language. All students, English-learners and and thoughts among the staff as being the Heritage Elementary School has drawn native English-speakers, are integrated in most important professional developmenton the research of prominent bilingual edu- one of the morning and afternoon activity. "Curriculum planning and mappingcators in designing and evaluating its pro- homerooms. This gives everyone an oppor- here at the school helps us to see that we are gram. Before starting the program four years tunity to mix with each other as a group and all going in the same direction," she said. ago, the staff read the literature and visited begin and end each day together. Students are enthusiastic and partici- schools with exemplary practices in Oregon One teacher interviewed believes this pate in the lessons, some teacher-directedand around the country. They then decided arrangement has contributed to the success and others independent. Although teachersto implement a late-exit model. Last year,of the school's program. She noted: "Stu- encourage the students to speak in theirthey asked a research team to the school to dents start and finish in a mainstream class- home language during the morning sessions,assess the program and provide the staffroom. The first and last periods of the day, they are not prohibited from communicating with suggestions for improvement. students are with the same teacher and their in English if they want to. Thus, students can The school has both a Spanish-En- mainstream class. This gives students a feel- often be heard conversing in both Englishglish bilingual and a Russian-English bilin- ing of being more integrated into the entire and their home language. gual program. In addition, for English profi- school." Heritage Elementary School conducts cient students, it offers Spanish and Russian Throughout the day, English-learners several bilingual education programs simul- as a foreign language for an average of90 are divided into language groups and placed taneously. The late-exit program serves342 minutes per week. in an ETP instructional model (late-exit, early- English-learners(57percent) from kinder- The design of the bilingual program exit, literacy center, or mainstream classroom garten through third grade who had lowspecifies the amount of time devoted to each depending on each student's language ca- English student language assessment scores of the three components: an ESL componentpability) and are taught in their native Ian- when they entered school. Even thoughcalled English language development, in- 10 Schools - continued on page 11 September 20019®IDRA Newsletter112 10 Schoolscontinued from page 10 guage of Russian or Spanish. Language capability is assessed by Helping Children Understand the Terrorist administering a home language survey. The Attacks on September 11, 2001 ETP coordinator makes the appropriate as- sessmentto determine the particular English Below are resources for parents and teachers to help children deal with the effects learning level ofeach child. Students are also of the attacks on the World Trade Center and the Pentagon. given the Oregon student language assessment and the Woodcock-Mufioz language American Academy ofChild and STAR Center and the Intercultural tests before being placed in an instructional Adolescent Psychiatry Development Research Association model. Additionally, kindergarten and first www.aacap.org/publications/factsfam/ www.starcenter.org/pdf/ grade students are given the Brigance Screen disaster.htm violenceprevention.pdf to measure basic language skills, and teach- This web site discusses ways children "Internet Resources for Violence Preven- ers use various classroom assessment meth- deal with disaster. It includes a list fortion in Schools," contains Internet re- ods to determine how students are progress- parents about possible changes insources with detailed descriptions and ing during the year. children's behavior that may signal Post- URLs. Requires Adobe Acrobat Reader. Although the school is moving to- traumatic Stress Disorder (PTSD). ward a late-exit program, presently only those Talking With Kids About the News in kindergarten through second grade are in Children's Defense Fund www.talkingwithkids.org/television/ such a program. Third, fourth and fifth grad- www.childrensdefense.org/ twk-news.html ers are in an early-exit program, having made resources_tragedy.htm This guide includes 10 tips for discussing the transition into English. Other students This web site features general resourcesthe news with your kids. are identified as mainstream English, and that can be used by parents, teachers, and some students are placed in literacy centers. other caregivers to help children throughTolerance.org Sheltered English techniques are used to difficult days. www.tolerance.org/index.jsp help students who have not mastered En- This site includes articles about talking to glish by the end of fifth grade. Connect for Kids children about the terrorist attack and The school also has an English Plus www.connectforkids.org/usr_doc/ about backlash against American Arabs program, through which parents can opt to CopingWithGrief/htm and Muslims. It has a "Do Something" have their children continue to learn their Connect For Kids has guidance for grown- section with topics such as: "10 Ways to native language. Students can also learn a ups that includes sites and resources forFight Hate," "101 Tools for Tolerance," third language through English PlusEn- dealing with grief. and "Explore Your Hidden Biases." glish, Spanish or Russian. Heritage Elementary School's bilin- Kidshealth.org U.S.Department of Education gual education practices are deemed exem- kidshealth.org/mis_pages/ www.ed.gov/inits/september11/ plary in large part because of its support of P_squarebanner.html educators/html native language development and retention. This site includes articles for parents, chil-This site has suggestions for educators. According to a Russian parent: "Many stu- dren, teens and teachers dealing with a It includes a list principals need to con- dents have grandparents who don't speak terrorist tragedy. sider for students in their schools. English. The kids are very interested in speaking to their grandparents, so they are moti- National Clearinghouse for Bilingual U.S. Federal Emergency Management vated to learn. The children are not embar- Education Association rassed to speak Russian in school, because www.ncbe.gwu.edu/library/ www.fema.gov/kids they use it at home and in their neighbor- tolerance.htm This creative site is geared for children hood." This list of resources for educators high- about disasters and ways children can This integration ofcommunity culture lights "Promoting Cultural Understanding help their families and friends. It includes and school lifestyle makes an enormous in the Classroom and Community." stories about rescuers like Izzy the rescue impression on the parents and stimulates dog from Massachusetts. them to contribute to their children's school National Education Association and become involved in their children's suc- www.nea.org/crisis Wright State University cess. This web site features a crisis communica- www.wright.edu/sopp/cps/ Although the state of Oregon requires tions guide and toolkit. It includes the TraumaticStress.html that by third grade students are transitioned topics of "Before a Crisis," "During a Cri-This web site features "Managing Trau- to En2lish, the school continues to create sis," "Moving Beyond Crisis," and matic Stress: Tips for Recovering from avenues for supporting the students in their "Hands-on Assistance Tools for Educa- Disasters." It includes discussions about native language while they learn English. tors." understanding normal responses to ab- Also important is the staff's organiza- normal events. It also answers questions tion of the classwork for these students, about what happens to people after a such as in the English language develop- Compiled by the Intercultural Development Research Association natural disaster or other traumatic events. 10 Schools - continued on page 16

, September 2001mlIDRA Newsletter 1 3 Equitable System continued from page 6 Court. These factors came together insystem of school finance unconstitutional. of teachers was attributed mostly to theabout 1984 so that 11 years after our initialThen, it was the heart-breaking reversal in fact that teachers were female. In someefforts to develop an equitable system ofMarch of 1973, saying that the federal states it was prohibited for males or forschool finance, we were able to go to thegovernment wanted no part of it. Then, it married teachers to teach a class. Most ofcourts to try to get their blessings for doingwas in 1974 when we filed suit again in the the teachers were single females and did so. state court, and in 1976 when it was tried. not have a great need for money; or they Then, it was the year we had the initial weremarriedandcoulddependon The issue of school facilities has beendecision, which was the 9 to 7 vote from the husbands, therefore, supposedly, it was adebated as part of the conversation ofTexas Supreme Court. waste to give them a pay raise. school funding equity. Currently, political and fiscal conservatives are claiming thatChapter 41 schooldistrictsarethe When youstartedtheTexans foradditional funding for school facilities iswealthiest in Texas. Now they are suing Education Excellence (TEE), what wasnot a necessary line item for increasingTexas because, as fast-growth school the ultimate vision? student achievement. What do you say todistricts, they feel they are being targeted J.A.C.: When I started with TEE inthat? by Texas' school finance equalization 1973, many people in positions of power J.A.C.: School funding is a state while their needs are increasing. What is said they would be happy to change the responsibility. Now keep in mind that at theyour overall sentiment about the Chapter school finance system but did not want the time of the Edgewood litigation, Texas was41 school districts'abilityto exempt federal government shoving it down theirthe only one among the select group of 10themselves from the state's current, more throats. They guaranteed a vast movementstates where there was no state moneyequitable school funding system? in the state of Texas to provide a system ofused for physical facilities. J.A.C.: Well, Ithink that there is equitable school finance. Naive in my heart, Well,Isay that educationisa excess wealth thatisnot being used naive in my soul, I figured in a few years,function of the state, and all aspects ofeffectively. We tend to forget that there is two maybe four, that we would devise aeducation are the function of the state.I no such thing as district wealth. There is system that everybody would support consider myself a very good teacher. Thestate wealth located in the district. The the way they had locally supported this ideal school used to be a teacher sitting atwealth belongs to the state for taxing during the Rodriguez yearsand that the one end of the log and student on the other.purposes, and it is the prerogative of the problem would be solved quickly. There are days in which special equipmentstateto make any changesit deems TEE,whichlaterbecamethe is needed to effectively teach. Facilities are necessary in order to have a more equitable InterculturalDevelopmentResearchpart of the educational system, and the system of both school finance and taxation. Association (1DRA), was formed as a only reason that people think the facilities These districts want to go back to short-termorganizationtoprovide shouldbefurnishedbythelocal how it was before. That is ridiculous. These assistanceintheformulationof an government is because they always were in schools are not getting the type of breaks equitable system of school finance. Proofthe past. that they got before. Now that the state has of this is that we did not have any money The problem is, facilities are gettinga conservative governor and legislature, for a long period of time. We didn't institute very costly. They are increasing in price atthey want to see if the school funding fringe benefits, retirement, insurance, ora very rapid rate because of specialization: policies can go back to how they were in anything because nobody thought the specialfeatures,specialmaterials andthe "good old days" when certain segments institution would be around for more than a special designs. High schools, and even of the population in Texas were exploited. few years, four years at the most, duringelementary schools, cost more, many times I don't thinkitisgoing tobe which a system of school finance that was more, than they did 50 years ago. There issuccessful. They say, you know, that once equitable would be established in the state no reason to assume the costs should bea person has a taste of freedom, it is very of Texas. It was not until about four or five born out of inequitable local funds. There is hard to go back to slavery. Once you have a years later that it started to dawn on us that no reason to say, "Well, this little pig has to taste of financial freedom, it is very, very it was not going to be as easy as we build his house out of straw, and this one hard to go back to financial slavery. thought it was. out of twigs, and this one out of bricks." 1 I think that it will be noted that many think that all having the same amount ofof the advances in education in Texas to After the realization that it was going to funds, which the state offers, all the littledate are attributed to the change in school take longer than two to four years andpigs should have protective homes builtfinance and in some of the programs that there actually was a resistance to a truly out of bricks. have been in place for many years, and not equitable system of funding, what then to the policies of any one governor, became the strategy? What are some of the more memorablepopular as he may be. J.A.C.: Two things became verymoments in your educational career? clear, one of them was that there was not J.A.C.: The most memorable momentJose A. Cardenas, Ed.D., is the founder going to be improvement in the inequities was when we [at Edgewood ISD] made the and director emeritus of IDRA. Anna nor diminishing of the inequities unless itdecision to be dropped as defendants andAlicia Romero is an education assistant in came through a court order. become plaintiffs in the Rodriguez vs. SantheIDRA InstituteforPolicyand Second, there could be no courtAntonio ISD. Then, no question about this,Leadership. Comments and questions may order until such time as the state of Texas it was the trying and the decision of the bedirectedtothemviae-mailat had a fair, progressive, liberal Supremecase on December 23, finding the [email protected].

. September 2001 IDRA Newsletter cds2 1 14 721KE0 PaDgilho nfig.00gEU

WINIfOKE11LI@EQ11@iv_ Prkpompao Oscav Cawdenas

The Texas Education Agency (TEA) ISD; La Encantada Elementary in San Benito has completed a three-year study effort that VMs sgudv b's a Resgilm©Hriall Consolidated I SD; and Scott Elementary in has resulted in an important leadership and Roma ISD. capacity building package to assist school g© ghe pTegmAss qhaq a01] From information obtained as a result districts faced with teacher shortages and dAdveR ffii Dean% as lig ofthe data collection methods utilized by the experiencing enrollment increases of lim- study, as well as the student and campus ited-English-proficient (LEP) students. The [Doings ©mg As essendaD data available through the Public Education Texas Successful Schools Study: Quality OsERUPSS ©g SSUSH Information Management System (PEIMS) Education for Limited English Proficient and the Academic Excellence Indicator Sys- Students was conducted by the Program sO0s¢aus aRd cygia[M7 tem (A EIS) databases at TEA, the Program Evaluation Unit in the Office for the Educa- NMsmall edu¢aglic)R Evaluation Unit notes 35 findings supported tion ofSpecial Populations. The study, which by the study. Some key findings follow. was released on September 7, 2000, was EDT©ovanis. The categories utilized for LEP student subsequently supplemented by an Educa- identification in six of the seven study tor User Guidefor Administrators and Edu-presenting data over a five-year period to sites were "beginner,""intermediate" and cational Personnel in February of 2001, aensure a longitudinal database. The data "advanced." Technical Manual for the Study, and a 48- used for statistical analyses included: teacher More than 85 percent of the teachers were minute training video in May of 2001. and principal questionnaires, teacher and trained in bilingual methods and language The three documents and the trainingprincipal interviews, focus-group parent in- assessment; knowledgeable of the ben- video comprise the capacity-building pack- terviews, classroom observations, analyses efits of second language learning; and age. They provide extensive detail in written of student and campus performance data, confident enough in their training to serve and visual case studies, as well as numerous and a review of the literature. In order to LEP students. graphic displays regarding effective assess-determine the extent of success of the Bilingual education was provided to the ment and instructional practices of bilingual schools in the study, performance of LEP LEP students as integral parts of the education programs documented in the and former LEP students was compared to regular school program in all seven study seven successful schools. Conducted as similar students in a cohort group of external sites. part of the Commissioner's Educational Re-campuses and a TEA comparison campus The study sites implemented the appro- search Initiative for 1998-99, the study reliedgroup. priate program by focusing on the cogni- on a collaborative effort between TEA, seven The seven schools were selected tive, linguistic and academic domains to elementary campuses selected as successbased on prescribed criteria that included: ensure that LEP students become compe- schools, and Texas A&M UniversityCor-enrollment of 40 percent or more LEP stu- tent in the comprehension, speaking, read- pus Christi for research support. dents during the 1996-97 school year; enrolling and composition of the English lan- In his introductory remarks in thement of 50 percent or more economically- guage. training video, Commissioner of Educationdisadvantaged students during the 1996-97 The academic (TAAS) performance of Jim Nelson states: "The Texas Successfulschool year; zero TAAS LEP exemptions third grade LEP students in the seven Schools Study is a unique project because itduring the 1996-97 school year; and a rating study campuses significantly exceeded shows how limited-English-proficient stu-of either"recognized" or "exemplary" in the the performance of third grade LEP students can experience academic success andTexas school accountability system. The dents in the cohort comparison group in meet the state's standards as measured byaccountability system is based on indica- external campuses. the Texas Assessment of Academic Skills tors that include TAAS scores in reading, The academic (TAAS) performance of (TAAS). This study is a testimonial to the mathematics, and writing and attendance former LEP students in fifth grade in the premise that all children can learn, as it points rates for elementary schools. The seven seven study campuses exceeded the per- out the essential features of seven effective elementary schools participating in the study formance of fifth grade former LEP stu- and quality bilingual education programs."were: Bowie Elementary in Pharr-San Juan- dents in the cohort comparison group in It was not the intent of the study to testAlamo Independent School District (ISD); external campuses. hypotheses, causality or seek to explain Campestre Elementary in Socorro ISD, El The most significant difference in fifth relationships. The study design relied onPaso; Castarieda Elementary in Brownsville grade academic performance between descriptive methodology, using qualitativeISD; Clover Elementary in Pharr-San Juan- former LEP students in the seven study and quantitative methods in obtaining andAlamo ISD; Kelly Elementary in Hidalgo TexasStudy - continued on page 14 it September 2001 IDRA Newsletter 115 Texas Study - continued from page 13 appropriate instructional focus. All of the documents produced as a campuses and former LEP students in the Principal and district leadership support result of TEA' s study effort are available at cohort of external campuses was noted for LEP students received almost equalwww.tea.state.tx.us/program.eval/. Ques- when students had been in the bilingual responses. tions regarding the Texas Successful Schools education program for five and six years. Eighty-five percent of the teachers sur-Study: Quality Education for Limited En- In the late-exit model, the exiting of LEP veyed indicated that parent involvementglish Proficient Students may be directed to students was more evident after students helped LEP students advance in [email protected]. had been in the bilingual education pro- demic development and in their language gram for six and seven years. development. Oscar M Cárdenas is senior manager for Eighty-nine of the 91 teachers (98 per- Teacher preparation, staff training andthe Program Evaluation Unit in the Office cent) that responded to the study survey administrative support were ranked byfor the Education of Special Populations at indicated they assessed the levels of teachers as the three top factors thatTEA and was principal investigator for this both Spanish and English to ensure an contributed to LEP student success. study.

Upcoming Conferences of Interest to Parents and Educators

"Parent Involvement: Leave No Family Behind" "Title I: Energizing Families and Schools for Sixth Annual Statewide Quality Education" Parent Involvement Conference 28th Annual Conference Texas Education Agency National Coalition of Title I/Chapter 1 Parents

October 18-20, 2001 November 7-10, 2001 Bayfront Plaza Convention Center Doubletree Hotel Corpus Christi, Texas Austin, Texas

More than 80 concurrent sessions will be presented by This year's conference will offer more than 50 workshops and representatives of districts and campuses, education service panels on the critical education issues that affect our children. centers, universities, educational organizations, and other Among these issues will be a complete discussion and analysis entities implementing programs and practices to support the ofthe reauthorization ofthe historic Elementary and Secondary needs of parents, educators, administrators, counselors and Education Act (ESEA) and the future of Title I. stakeholders. Contact 202-291-8100. Registration is $185 per person. Contact 512-463-9734 or www.tea.state.tx.us/parent_inv/ confhtm. Registration is $135. "No Child Left Behind" Eighth Annual Regional Conferences on "Equity and Excellence for All: Improving America's Schools Together We Hold the Future" U.S. Department of Education 29th Annual Conference Central Region Conference Texas Association for Bilingual Education December 17-19, 2001 October 17-20,2001 San Antonio Convention Center Adam's Mark Hotel San Antonio, Texas Dallas, Texas Improving America's Schools conferences are an important part Through presentations and workshops on research, of the ongoing partnership between the U.S. Department of professional development, and public education, this Education and the nation's educators, families and communities. conference will focus on implementation of educational policies Educators and friends of education will gather to discuss and effective bilingual-bicultural programs that promote equal important issues and rethink current practices in education. educational opportunity and academic excellence for language- minority students. Contact 1-800-203-5494 or www.ncbe.gwu.edu/iasconferences. Registration is $260. Contact 1-800-822-3930 or www.tabe.org/page8. html. Registration is $165 for members, $180 for nonmembers and $70 for parents and students. 116

September 2001 cd,OD IDRA Newsletter High Expectations -continued from page 2 changes adopted will be enough toquire comprehensive data to compile a lim- group of schools. Despite some resistance strengthen what many people are beginning ited state-level profile. In that summary, among charter school supporters, the legis-to see as another educational panacea thatpublished in the February 16, 2001, issue, lature adopted a number of substantivefailed to deliver on its original promises. Texas Education News reported that in 1999- changes to existing charter school policies. 00 a total of 83,159 pupils were referred to Perhaps the most striking was its de-Disciplinauy Allerneive &Amadora DAEPs in Texas, with 52 percent enrolled in cision to impose a two-year moratorium on Programs high school, 40 percent in middle school, and the number of charter schools that would be Due to IDRA and other groups con- 7.3 percent in elementary school. allowed to operate, limiting that number to cerned with the workings of the state's dis- According to 1DRA calculations, the the 215 charters that had been authorized in ciplinary alternative education programs 83,159 pupils referred last year represent an state law. With the adoption of the cap, the (DAEPs), numerous modifications were sug- increase of 10,162 from the 1996-97 totals, a state allowed for the opening ofno more thangested for the existing program. IDRA rec-net increase of 13.9 percent in a three-year about 50 new charters over the next two ommendations included: period. Texas Education News also reports years. Public colleges and universities may Require that DAEPs collect and reportthat 41.5 percent ofDAEP referrals involved also now set up their own charter schools. more student and program data, includ- Hispanic pupils, 34.6 percent involved White These would not be subject to the 215 cap. ing student performance on the Texaspupils, and 22.6 percent involved African The legislature eliminated the category of Assessment of Academic Skills (TAAS)American students. Special education pu- "at risk charter schools" (which were charter and other measures and discipline andpils, who constitute only 12 percent of the schools whose enrollment included a 75 academic achievement after students restate student population, represented 21.6 percent enrollment of students classified as turn to the regular school program. percent of DAEP referrals. Low-income pu- "at risk" of dropping out before graduating). Require greater communication and co-pils, who constitute 49 percent of Texas The state's decision to increase its ordination between DAEPs and regularstudent enrollment, made up 51.9 percent of oversight of existing charter schools and to school programs. DAEP placements (Texas Education News, strengthen state requirements for these Limit DAEP referrals to the most serious March 26, 2001). schools was equally significant. Among the offenders (as originally intended). As has been the case since DAEPs changes adopted were more stringent finan- Require greater comparability in program were created, the primary reason cited for cial accounting and reporting procedures and staffcredentials between DAEPs andstudent placements were violations involv- and clarification of the applicability of cer- regular schools. ing discretionary reasons created by local tain regulations, including open meetings Despite emerging evidence that has school systems, rather than the serious of- and nepotism regulations. The legislaturecaused many people to question the effec-fenses that were the original driving force also strengthened requirements related to tiveness ofDAEPs in improving school safety behind creation of off-campus disciplinary charter school staffing, requiring teachers to and despite serious concerns with the nega-action programs. According to the Texas have at least a high school diploma and fortive academic consequences that result from Education News analysis, 77.3 percent of all staff to undergo criminal backgroundstudents' placements in DAEP programs,removals were based on violations of local checks. This was not previously required ofthe legislature resisted attempts to improvedistricts' codes of conduct, and only 20 any charter school operation in Texas. the existing program. percent were for the more serious offenses Many of these changes resulted from Legislation introduced by Represen-that require mandatory referrals. increasing public complaints of some local tative Dora Olivo to more closely monitor the The Texas Education News summary charter school operations and from an ongo- impacts of DAEP placements on pupils and also indicates that students spent an aver- ing state evaluation ofopen enrollment char- to address school coordination and dueage of 26.5 days in DAEPs the equivalent ter schools commissioned by the legislature process concerns went largely unheeded.of 5+ weeks with 25 percent being referred when the charter school options were firstEducator groups were reluctant to supportmore than once during the school year. funded. The interim evaluation also helped reform ofexisting DAEP policies. This resis- Analyses of TAAS performance indi- establish that many well-intended chartertance is based on the perception that curb- cates that DAEP-referred students scored schools lacked the expertise or capacity toing schools' tendency to remove what arelower when compared to non-DAEP stu- effectively operate alternative educationalperceived to be "problem" students some-dents, no doubt impacted by the less-quali- programs. how erodes teacher and school authority to fied staffing typically assigned to most DAEP While initially seen as an opportunitydeal with students as they see fit, irrespec- campuses. to free schools from what some people per-tive of parent or student opinions to the Those data were not made available to ceived as excessive state regulation and contrary. all state policymakers to allow them to con- supervision, several years of actual opera- Perhaps the most troubling aspect ofsider the implications of the findings for tion quickly established that these morethese developments was the Texas Educa- existing DAEP pol icies. Certainly no changes autonomous schools were in need of moretion Agency's (TEA) failure to complete and for reform were proposed by the state edu- extensive oversight and supervision thanmake available to state lawmakers its state- cation agency despite its own access to initially assumed. Spurred by extensivewide evaluation of DAEP programs, whichthese early findings. Any substantive evaluation data and high profile media cov-was first set for completion in December and changes may require future litigation to ac- erage of some schools that had serious prob-was repeatedly postponed. The data still has celerate reform or another report to help lems, the legislature finally moved to curtailrnot 'pen made available. guide reform proposals in the 2003 legisla- some aspects of its initial charter school In an interesting side note, the editorstive session. efforts. It remains to be seen whether theof Texas Education News were able to ac- High Expectations -continued on page 16 September 2001 IDRA Newsletter 1 7 High Expectationscontinued from page 15 On-Grade Retention ORR@PHCA aq&b 111R125 ©IR 17©Elku Based on extensive review ofresearch on the ineffectiveness of in-grade retention American Association of University Women http://www.aauw.org in spurring improved student achievement Annie E. Casey Foundationhttp://www.aecf.org and on retention's documented relationship Association for Supervision and Curriculum Development (ASCD) http:/ to students dropping out, I DRA has long /www.ascd.org recommended that the issue be given seri- Center for Public Policy Prioritieshttp://www.cpp.org ous thought and that it be the last of all Children's Defense Fundhttp://www.childrensdefense.org options considered. Specifically, I DRA rec- Education Commission of the Stateshttp://www.ecs.org ommends that Texas: Education Week on the Web http://www.edweek.org Modify the state student retention policy Fedworld http://www.fedworld.gov so that in-grade retention becomes the last option considered, Gallery Watchhttp://www.gallerywatch.com Eliminate the use of the TAAS as the Intercultural Development Research Associationhttp://www.idra.org single criteria for determining grade place- James Crawford's Language Policy Web Site and Emporium ment, and http://ourworld.compuserve.com/homepages/jwcrawford Modify grade placement committee pro- Kids Count datahttp://www.acef.org/kidscount cedures to require not a unanimous vote National Association for Bilingual Education http://www.nabe.org but a majority vote to promote students. National Clearinghouse for Bilingual Education Some legislators were concerned with http://www.ncbe.gwu.edu the possible disastrous effects of legislation National Coalition of Advocates for Studentshttp://www.ncasl.org adopted in 1999 that calls for automatic re- National Council of La Raza http://www.nclr.org tention of third-, fifth- and eighth-grade National School Boards Associationhttp://www.nsba.org pupils who fail to pass sections ofthe TAAS. They offered proposals that would either (1) Office of Bilingual Education and Minority Languages Affairs, U.S. delay the punitive aspects of the bill for one Department of Educationhttp://www.ed.gov/offices/OBEMLA year or (2) modify the criteria used to make Public Education Network http://www.publiceducation.org this high stakes retention decisions by re- Rethinking Schools http://www.rethinkingschools.org quiring that local grade placement commit- Teachers of English to Speakers of Other Languages, Inc. (TESOL): tees consider multiple criteria including U.S. Advocacyhttp://www.tesol.edu/advocacy/index.htm grades, other test scores and other indica- Texas Education Agencyhttp://www.tea.state.tx.us tors of student ability. Texas Freedom Networkhttp://www.tfn.org State assessment and accountability Texas Legislature Onlinehttp://www.capitol.state.tx.us purists argued that such safeguards are Thomas, Library of Congress http://thomas.loc.gov unnecessary and would ultimately weaken the state's much touted accountability sys- U.S. Department of Educationhttp://www.ed.gov tem. Despite such opposition, the proposals Fgg' many MPS oname vesmnmas and Oinks, to postpone the adoption of automatic retention, championed by Representative g© g© "ViaDd Tvir ©El DMA's web Age. Sylvester Turner, and to use multiple criteria as proposed by Representative Olivo passed nnualAcIva.©ve the House of Representatives. But they were stalled and eventually derailed by the Senate 10 Schools - continued from page I I three of the most important elements of suc- leadership's intent on maintaining the sta- ment classes, where students who are native cessful bilingual education practices: (1) atus quo in the state testing and accountabil- Spanish-speakers are mixed with native Rus-dedication to providing the most successful ity system. sian-speakers. A Russian parent affirmedlearning and development programs to the the effectiveness of this arrangement: "Halfstudents; (2) teachers and staff who truly Nigh Stakes Testing and ccountability of the Spanish class and half the Russiancare about the students and are passionate In the area of high stakes testing and class are intermingled where they must learn about teaching, and (3) parents who become accountability, IDRA has urged a similar English." involved and volunteer in educational ac- conservative approach, relying on literature Also vital to this school's success istivities. that recommends that no single measure be the high level of involvement of parents, used to make life altering decisions for indi- despite many of them leading migrant Maria Robledo Montecel, Ph.D., is the I DRA vidual pupils. Specifically 1DRA recom- lifestyles. Russian and H ispanic parents state executive director. Josie Danini Cortez, mended that: that volunteering is second in importance MA., is the production development coor- No single test should be used as the only to the teachers' involvement in assur- dinator. Comments and questions may be single or primary basis for decisions re- ing the success of the bilingual program. directedtothemviae-mailat lated to students' graduation or grade- Heritage Elementary School [email protected]. High Expectations - continued on page 17

September 2001 IDRA Newsletter - 913 IDRA Policy Briefs Available

The Intercultural Development Research Association hasTitles Include: developed a series of policy briefs on four key issues in 8.1Disciplinary Alternative Education Programs education. The series was released in the spring of 1 999 to in TexasWhat is Known; What is Needed inform community and policy decisions during the Texas www.idra.org/Research/alted.htm legislative session. The series and associated data are available online at www.idra.org (free) or by contactingorMissing: Texas YouthDropout and Attrition IDRA for copies ($7 each). in Texas Public High Schools www.idra.org/Research/dropout.htm For more information, contact the 6/Failing Our Children Finding Alternatives to 1DRA Institute for Policy and Leadership, In-grade Retention Dr. Albert Cortez, director, www.idra.org/Researchlingrade.htm at 5835 Callaghan Road, Suite 350 a 0,1Students for SaleThe Use of Public Money San Antonio, Texas 78228-1190 a for Private Schooling phone 210-444-1710 afax 210-444-1714 www.idra.org/Research/voucher.htm

Shipping and handling is 10 percent of the total price of the order. Orders must be prepaid. Purchase orders for orders totalingmore than $30 are accepted. Overstock returns are not accepted unless by prior written agreement. Publication orders should be directedto the address above.

High Expectations -continued from page 16 ments will continue to be denied their diplo- due to relative need, are left without any type level promotion, mas. In an ironic twist, these same pupils areof state support. State testing data should be used as oneexcluded from both graduation and dropout While IDRA continues to support the indicator but not the single criterion for countsbecoming invisible students in the prioritizing of facilities funding based on judging school effectiveness, and accountability system. wealth and need, the state must recognize All students should be included in state that facilities are part of what is required in assessment systems, while at the same School Vadlities Vundiel every community and make available what- time ensuring that those instruments are In November-December, 1DRA rec- ever funds are needed to make this more of directly linked to what is taught and to theommended that the legislature continue thea shared state and local effort comparable to language of instruction. reforms it initiated in the preceding two ses- that provided for non-facilities aspects of Critics ofthe state's use ofa single test sions and do the following. Texas public education. score students' performance on the exit Significantly expand state support for all level TAAS (first administered in the 10th types of school facilities. Access to Iligiher Education grade)have long worked to convince state Make the application process less de- In the area of higher education access, leaders to alter existing state policy to con- pendent on local property wealth, andIDRA focused on three issues: expanding sider the test as just one of several indicators less dependent on the level of state fund- financial support for student applicants, used to judge students' academic profi- ing available. improving the process used to consider ciency. During the 2001 session, the legisla-applicants to post secondary state funded Among additional criteria suggested ture did provide increased funding of theinstitutions, and higher education account- have been grades, teacher recommendations, school facilities program. Unfortunately, theability. Specifically, we recommended the and scores on alternative assessment mea-level of funding provided 13 million, which following. sures. All attempts to broaden the criteria was still seen by many people as insufficient Study the impact of recent reforms in used to make graduation decisions wereto cover all of the state's existing school higher education, including the Texas once again rejected by proponents of thebuilding needs. More importantly, the short- "10 Percent Plan," and provide additional TAAS. This was in part out of a pervasivefall will have the state continuing to rank all state-funded scholarships for low-wealth fear that adopting a more reasoned approach applicants on the basis of perceived need. pupils. would be seen by some as a weakening oftheThus, state support will be denied to schools Explore the creation of new initiatives state's stance on accountability. that do not make it beyond the cut offwhich that will strengthen coordination and Despite many test maker's insistence is dictated primarily by the shortfall of state alignment between kindergarten through that no one test should be used to make life funding provided for the program. 12th uade (K-12) education and higher altering decisions involving individual stu- Though the legislature may have done education. dents, state leaders continued to ignore enough to keep itself out of the courtroom, Create new processes to more effectively conventional wisdom, choosing to leavethe persistent under-funding of school fa- link data collected at the K-12 and higher existing state policies in place. Thus, theycilities creates ongoing pressure for some education levels to facilitate student track- have assured that the thousands of pupilsschools to support these efforts primarily ing and information exchange. who have completed all other state require- with local property tax dollars, while others, High Expectations -continued on page 18 September 2001 IDRA NewsIettel 1 9 High Expectations - continued from page 17 support student enrollment in colleges and was also hotly debated. Reform proponents Accelerate the creation of a system ofuniversities. The state increased the level ofurged the legislature to limit the extent of higher education accountability that funding for the Texas Grant program by $335 value or weight that could be given to a gives significant weight to undergradu-million and modified eligibility (financial single college admissions test (SAT or ACT) ate and graduate student recruitment, need) criteria to expand the pool of eligiblescore. After extensive discussion, the House persistence and graduation. applicants. State funding for the Teach forof Representatives approved the measure Despite some interest in all of the Texas Grant, a program designed to increase only to have it encounter much stiffer oppo- issues outlined above, state efforts related the numbers of pupils enrolling in statesition in the state Senate where it finally died to higher education were primarily limited to teacher preparation programs, was also mod-awaiting a hearing in committee, never expanding funding levels for most state col- estly expanded by an additional $8 million. granted by the Senate Education Committee leges and universities, providing some in- The legislature revised higher educa- chair. creases in state scholarship programs, revis- tion admissions requirements by phasing-in Despite an acknowledged need for ing curriculum requirements for future col- a new requirement. Texas students who hopeadditional K-12 and higher education coor- lege applicants, and modifying provisions to enroll in a state four-year institution mustdination, the legislature did not consider any related to tuition charges applicable to atake the state's high school recommendedbold new initiatives in this area. Policymakers small sub-group of immigrant pupils gradu- curriculum. This is the more comprehensivealso recognized the need to better align K-I2 ating from Texas high schools. graduation curriculum offered in Texas high and higher education data systems but took In the area of higher education fund-schools that involves enrolling in additional no new action. The legislature did not ad- ing, the legislature invested an additionalmath, language and science courses. Also,dress attempts to advance early state efforts 1,086.2 million, with the greatest amounts students will be required to enroll in the to create a new, more comprehensive college going to the two flagship universities (Uni- state's recommended program in high school and university accountability system. versity of Texas and Texas A&M) and theas the default curriculum. They must have Causes for this lack ofaction in higher rest receiving some more modest increasestheir parents permission to do otherwise. education are difficult to discern. One over- in funding. Attempts to modify the extent to which riding factor in many legislative discussions To its credit, the legislature acknowl- state colleges and universities were allowed was the political leadership's decision to edged and acted on the need to provideto use single admissions test scores such as defer any proposal that required additional additional funding for state scholarships tothe SAT to determine student admissions High Expectations - continued on page 19

HIGHLIGHTS OF RECENT IDRA ACTIVITIES

In June and July, IDRA worked with 7,568 teachers, administrators, parents, and higher education personnel Activity Snapsholif through 40 training and technical assistance activities and 114 program a result of the Office for Civil Rights' finding _of'discrimmatiOn f_ngainst ,Inh:guageAlinofitudents,_the I DRA South Central sites in 14 states plus the United King- Collaborative for Eqiiity\\ a\S"sisied":\a.N\ ew Mexico school district Ito dom and Brazil. Topics included: create and implethent a correction plan.Jhe,center provided training + Adventures in Mathematics / ' and' technital assistanCe,i\ca\mpi.\fs ndministrators + Mining the Internet for Teaching / education and English as\ n secOnd \language (ESL) teachers. The ' Resources training included strategies for including ESL in the classroom, offering + Equity Planning and Community- nplpropriafe assessment of/language-rOinority students and validating Based Needs Assessment + Cognitive Academic Language tfiestudents,'culture in the cila,ssroOm/The South Central Collaborative _for \Equityi Learning Approach (CALLA) s,the eqUityiassistance center that serves Arkansas,' Louisiana, New Mexic6,-Oklahoma arid Texas. Strategies ---- + Setting Up a Multi-age Classroom

Participating agencies and school Regularly, I DRA staff provides services to: Services include: districts included: 4- public school teachers Virginia 4 training and technical assistance 4 Galveston Independent School -4 parents 4- evaluation District (IS D), Texas + administrators 4- serving as expert witnesses in Cobre Consolidated School + other decision makers in public policy settings and court cases District, New Mexico education 4 publishing research and 4 Franklin School Board, Virginia professional papers, books, 4 Midland I SD, Texas videos and curricula For information on IDRA services for your school district or other group, contact IDRA at 210/444-1710.

September 20019 C3IDRA Newsletter 120 High Expectations continued from page 18 to ensure that the option is not abused and enrolled in a private school setting that, by state funding until late in the session. This does not weaken the educational programs law, is not required to offer special education move was prompted by the realization that the offered to these students. or similar services. state would be hard pressed to maintain fund- Related efforts to create a new state Whether impacted by or reflecting a ing for existing programs, let alone reserve program to include opportunities for non-national trend indicating that what little sup- state monies for issues that were put off in the LEP pupils to acquire a second languageport for vouchers had existed was quickly 1999 session, including notable increases forthrough participation in what are commonly ebbing, voucher proponents were notably higher education. known as "dual language programs" wasless visible in Austin. Despite the low profile In this atmosphere, policymakers whoalso set aside by legislative inaction. of the pro-voucher camp, voucher oppo- proposed any measure that required new Strongly supported by Texas' League nentswhich includes groups as diverse as state funding had to fight against a strong ofUn ited Latin American Citizens (LULAC) the Texas PTA, the Texas Freedom Network, current. Many of these measures failed to and other bilingual program advocates, the the Coalition for Equity and Excellence in make it out ofcommittee. Those that did weredual language program proposal met luke- Public Education, major teacher groups, and often thwarted at other levels as leaders foughtwarm response outside the minority cau-IDRA continued to closely monitor to keep cost related items off the legislativecuses. It was opposed in part because ofvoucher-related developments and suc- table. concerns that it would require additionalceeded in keeping the issue in the back- state funding to support the anticipated ground for most of the legislative session. Access to Comprehensible inarlaction goy thousands of students who would chooseAttempts to dilute the continued use of high Sludengs Learning English to participate. Unfortunately, counter-ar-standards and the accountability system In this area, IDRA had recommendedguments citing the social and economicused to rate public schools were also re- that state policymakers: benefits that could be derived from expand-buffed. Assess the implications of providing op- ing the state's pool of bilingual individuals portunities for expanded access to dualfell upon deaf ears. Link Signigicane Progress in 2009 language instruction that would include Taken as a whole, the 2001 Texas leg- all interested pupils, Ike& Public Money for Privage Schooling islative session will not be perceived as Support the creation ofpi lot dual language Perhaps more than any issue consid-memorable. While some improvements were programs so the state can gauge the levelered, the Texas Legislature's refusal to givemade in the areas of charter schools and of interest in such programs and the impact serious consideration to any proposals thataccess to higher education, the session will of these options on teacher training needs would have provided some form of state most likely be remembered for what it failed and state funding formulae, and funding to subsidize student enrollment into address. Some suggest that the session Make distinctions between required andprivate schools stands as this sessions' lacked leadership around major educational optional programs and ensure state com- watermark. I DRA's recommendations in this issues. Others complain of a gridlock fed by pliance with existing state bilingual andarea included the following. a desire to protect the state ' s former English as a second language (ESL) stat- Public tax money should be limited to governor's image in the area of state educa- utes. use for public schools. tion reforms. Still others blame the lack of Another area where lack of legislative Public schools should continue to beadequate state surplus funding needed to action was perceived as at least partially held to high standards and be madesubsidize the extensive number of changes beneficial was the lack of any substantive accountable for student outcomes, in-still needed in the state's public education effort to alter state requirements on how Texas cluding not only achievement, but also system. Whatever the reasons, in contrast public schools must address the needs of the high school graduation. to other years, most education reform propo- more than 500,000 pupils who are identified as In contrast to intensive debates on nents went home disappointed and hopeful being in the process of learning English, the concept of providing some form of stateof better outcomes in 2003. referred to in Texas as being limited-English- funding for school vouchers noted during proficient (LEP). the previous three legislative sessions, little Resources Choosing to differ from Arizona and time was spent on debating the issue in the Robledo Montecel, M., and A. Cortez. "Nine California, Texas smartly continues to require 2001 session. Since its inception, most state Priorities for Public Education Policy that schools provide bilingual or ESL pro- leaders have conceded that escalating pub- Reforms in Texas,"IDRA Newsletter (San grams to LEP students until they developlic opposition to providing state funding Antonio, Texas: Intercultural Develop- sufficient English language skills to succeed for private school vouchers made many ment Research Association, November- in the all-English curriculum. voucher proponents reluctant to open the December 2000). On a related note, at the urging of some issue to debate. Texas Education News. "TEA Paints Statis- school district personnel, the Texas Legisla- One significant new development tical Pictures of Disciplinary AEPs for ture chose to exclude students identified asthat may have contributed to growing dis- '99-2000" (March 26, 2001). recent immigrants from the state assessmentenchantment with school vouchers was and accountability systems, providing for the Office for Civil Rights' recent ruling that Maria -Oleo" Robledo Montecel, Ph.D., is expanded testing exemptions that could ex- parents of students with special needs were the IDRA executive director. Albert Cortez, tend up to three years. The impact that this giving up rights protected in public schoolsPh.D., is the division director of the IDRA new change will have on districts with high(e.g., that special-needs students haveInstitute for Policy and Leadership. concentrations of recent immigrant students those special needs addressed) ifthey opted Comments and questions may be directed to will be monitored closely by I DRA and others out of a public school environment andthem via e-mail at [email protected].

The Texas Education Agency schooleighth-grade level, 60 percent of Black chil- dut of school to get a GED, students who accountability ratings released on August dren and 41 percent of H ispan ic children lack were denied a diploma because they did not 16, 2001, indicated rising scores on the Texas basic math skills. This compares to 17 per- pass the exit-level TAAS, students who Assessment of Academic Skills (TAAS). To cent of White eighth-graders. haVe been expelled or incarcerated, and stu- the extent that gains have been made, stu- An initial review of the latest TAAS dents who claim to have transferred to other dents are reaping the benefits of Texas'data indicates that most of Texas'iarge ur- schools but for whom there is no verification school reforms over the last three decades.ban districts are not performing well. Yet, aof transfer. When these students are in- These reforms have included equalizedsignificant portion of students, particularly cluaed in the dropout count, the number school funding, reduced class sizes, effec-racial and ethnic minority students, are in goes up to more 'than 150,000 dropouts. tive bilingual education programs, curricu-these districts. IDRA is concerned that a Commissioner Jim Nelson stated that lum alignment, and strengthened early child- new gap may be d6/eloping between large "The dropout rate, no matter how it is mea- hood education. "Many districts are show-urban districts and small rural and suburban sured, remains too h igh." IDRA agrees. IDRA research shows that between 1985-86 and ing that equitable distribution of resourcesdistricts. . can improve student outcomes," stated Dr. Despite the improved dropout rate 2000-01 about 1.6 million secondary school Maria "Cuca" Robledo Montecel, I DRA ex-reported by TEA yesterday, IDRA' s annual students have been lost from public school ecutive director. attrition study shows no change in the attri- enrollment in the state. On the average, nearly However, Texas is failing too many oftion rate: 40 percent of students were Jost115,000 students do not graduate each year its children. Forty-two percent of Texas stu- from public school enrollment between 1997- costing the kate in excess of $441 billion dents are in districts that are rated less than 98 and 2000-01. The same was true last year. between 1985-86 and 2000-01. "recognized" on the TAAS. Also, TAAS A proxy for the number and rate of students Dr. Robledo Montecel commented: gains are not consistently reflected in the who drop out of high school, attrition data in "We have reason to celebrate improvements scores on other measures such as the Na- Texas have ranged from a low of 40 percentand hard work over the last 30 years. But, we tional Assessment of Educational Progress in 1995-96, 1999-00, and 2000-01 to a high ofhave no reason to believe that all children in (NAEP). NAEP data, released in August, 43 percent in 1996-97. That is, each year sincethe state.Of Texas get a quality education or indicate that 40 percent of Black fourth- 1995-96 two of every five students from aequal opportunity. Until that happens, Texas graders in Texas and 32 percent of Hispanic freshman class have left school prior to theircannot claim to be exemplary or even recog- fourth-graders failed to demonstrate even graduation. nized. Our children, all of them, deserve partial mastery of math skills, compared to 11 Further, TEA' s estimate of23,457 drop- better." percent of White fourth-graders. At the outs does not include students who dropped

DEVE, A, Non-Profit Organization J,S J -1, U.S. POSTAGE PAID Zr A , 4 7 EWA Permit No. 3192 San Antonio, TX 78228

4'4 *Cu ASS° 5835 Callaghan Road, Suite 350 San Antonio, TX 78228-1190

84 468 122 Creating schools thaivirqar all children, through research a materials developmenttrainingtocholical assistanceevaluation o information dissemination $0, DE V IDRA Focus: SELF-RENEWING SCHOOLS...PERSISTENCE

F=4 TDRA Newsktter 1 ISSN 1069-5672Volume XXVII, No.. et October 2001 0 0 .0 S. <5' -4 CifASS° Missing: Texas Youth Cost of School Dropouts Escalates Rmy l,.©linmn,

Onside This base: The cumulative costs of studentsbaseline and an ending period. Wag andelon sesadv mules leaving public high school prior to Research by IDRA shows that graduation with a diploma are continuingbetween 1985-86 and 2000-01 about 1.6 nacKlel dimp©Ing Ii© million secondary school students have puvevaust to escalate. Between the 1985-86 and 2000-01 school years, the estimatedbeen lost from public school enrollment 1=300inganO sOndeng assessnsentl cumulativecostsof publicschool in Texas. The statewide attrition rate dropouts in the state of Texas were inhas ranged from a low of 31 percent in excess of $441 billion. 1988-89 and 1989-90 to a high of 43 In 1986, the Intercultural Develop-percent in 1996-97. ment Research Association (IDRA) On the average, nearly 115,000 conducted Texas' first comprehensivestudents do not graduate each year, statewide study of high school dropouts.costing the state in excess of $441 billion Using a high school attrition formula,between 1985-86 and 2000-01. The IDRA' sinaugural study found thatpercent of students lost from public high 86,276 students had not graduated fromschool enrollment prior to graduation Texas public high schools, costing thehas remained unchanged over the past state $17 billion in forgone income, losttwo years at 40 percent. Each year tax revenues, and increased job training, since1994-95, two of every five welfare, unemployment and criminalstudents from a freshman class has left justice costs (Cardenas, Robledo andschool before graduating. Supik, 1986). IDRA' s latest study spans a 16-year time period from 1985-86Lagesg nkkiRion Shady through 2000-01 and documents the The latest IDRA attrition study, number and percent of public school completed in October 2001, reflects that students who leave school prior totwo of every five students (40 percent) graduation. of the freshman (ninth grade) class of Attrition data provide the number 1997-98 left school prior to high school and rate of students leaving high schoolgraduation in 2000-01. An estimated prior to graduation. IDRA' s attrition 144,241 students from the class of 2001 rate formula calculatesthe percentwerelost from enrollment due to change in enrollment between ninth attrition. grade and 12th grade three years later. IDRA used high school enrollment Attrition -. terOf to thepercent ofdata from the Fall Membership Survey students --24-''from a cohort during a Texas Youth continued on page 2 123- Texas Youth continued from page 1 Hispanic students have increased 16 of the Texas Education Agency (TEA) esgkaa8ed ¢©sgs ©0 percent, from 45 percent to 52 percent. to compute countywide and statewide sch©©5 dmxas l3 §44111 During this same period, the attrition attrition rates by race-ethnicity and sex. rates for Black students have increased IN555©H. Vhs sccia5 aHcl The enrollment data from special school by 35 percent, from 34 percent to 46 districts (military schools, state schools, egm©m5¢ ¢©sqs. ©g percent.AttritionratesforWhite and charter schools) were excluded ck©FxDuR pre©thsoitp 5H Velzas students have remained unchanged at from the analyses since they are likely to has 5H¢veassd bu 26 e5ranes 27 percent in 1985-86 and in 2000-01. have unstable enrollments and/or lack a Hispanic students have higher attrition tax base to support school programs. ghe 5H5R515 estdmages. rates than either White students or During the fall of each year, school Black students. districts are required to report informa-from 33 percent in 1985-86 to 40 percent From1985-86and2000-01, tion to TEA via the Public Educationin 2000-01. Over the past 16 years,Native American students and Asian/ InformationManagementSystemattrition rates have fluctuated between aPacific Islander students had a decline (PEIMS) for all students and gradelow of 31 percent in 1988-89 and 1989-in their attrition rates. Native American levels. 1DRA's attrition studies involve90 to a high of 43 percent in 1996-97.students had a 7 percent decline in their the analysis of ninth grade enrollmentNumerically, 144,241 students were lostattrition rates, from 45 percent to 42 figures and 12th grade enrollmentfrom public high school enrollment inpercent, while Asian/Pacific Islander figures three years later. This period2000-01 as compared to 86,272 in 1985-students had a decline of 39 percent, represents the time span during which a86. from 33 percent to 20 percent. ninth grade student would be enrolled in Over the last two years, the The historical attrition rates high school prior to graduation. attritionratehas remained un-forstudents who areHispanic, changed. From 1999-00 to 2000-01, theBlack or Native American have Hisgovical Aggvigion CAM attrition rate remained unchanged at 40beentypicallyhigherthanthe Historical statewide attrition ratespercent. overall attrition rates. For the period are categorized by race and ethnicity The gapbetweenattritionof 1985-86 to 2000-01, students from and by gender on Page 8. Generalratesof Hispanicstudentsandethnic minority groups accounted for conclusions follow. Black students and those of Whitetwo-thirds of the estimated 1.6 million The overall attrition rate hasstudents has widened since 1985-students lost from public high school increased by 21 percent from 1985-86.HispanicstudentsandBlackenrollment. Hispanic students account 86 to 2000-01. The percentage ofstudents have had considerably higherfor nearly half (48.1 percent) of the students who left high school prior toattrition rates than White students. Fromestimated 1.6 million students lost to graduation increased by 21.2 percent,1985-86 to 2000-01, attrition rates for Texas Youth - continued on page 8

The IDRA Newsletter (ISSN 1069-5672, ©2001) Upcoming Early serves as a vehicle for communication with Publication offices: Childhood Institute educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 IDRA Coca-Cola Valued www.idra.org [email protected] Youth Program Texas and across the United States. Permission to reproduce material contained Maria Robledo Montecel, Ph.D. How Dropouts herein is granted provided the article or item isIDRA Executive Director reprinted in its entirety and proper credit is Newsletter Executive Editor are Counted given to 1DRA and the author. Please send a copy of the material in its reprinted form to the Christie L. Goodman, APR Internet Web Sites on IDRA Newsletter production offices. Editorial IDRA Communications Manager 90 submissions, news releases, subscription re- Newsletter Production Editor Dropout Prevention quests, and change-of-address data should be submitted in writing to the IDRA NewsletterSarah H. Aleman Every Student production editor. The IDRA Newsletter staffIDRA Data Entry Clerk '&)Counts welcomes your comments on editorial material. Newsletter Typesetter

Successful Bilingual &Imam Pvogvams ASMOMMTM gEd CD0120 Maria Roble& Mongscsi, Ph.D., and 11si iiiiüi eons; M./A., and Men Corgsg, Editor's Note: Last year, the Intercultural Development Research Association (IDRA) conducted a research study with funding by the U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs (OBEMLA) to identift characteristics that contribute to the high academic performance of students served by bilingual education programs. The August 2001 issue of the IDRA Newsletter began a series of six articles describing this research study's significant findings. The first installment provided an overview of the research design and methods. In the September 2001 issue we featured an overview of the schools' demographics and the major findings pertaining to school indicators. This third installment features the major findings in student outcomes.

More than two decades ago,dent success" as evidence of academicprograms were located in schools in IDRA's founder and director emeritus,achievement, it was imperative that pro-California, Florida, Illinois, Massachu- Dr. José A. Cardenas, wrote: "The evalu-grams provide relevant and appropriatesetts, Oregon, Texas, Utah, and Wash- ation design, materials, and techniquesdata for review. This data included stu-ington, D.C. commonly used by the school are fre-dent outcome indicators, such as oral quently most inappropriate for use withand written language proficiency andAssessmene Amines minority populations. Not only are thecontent area mastery in English and the In reviewing the data provided by tools inadequate, but conclusions basednative language. the schools, it is important to note some on cultural and language biases can be Prior to IDRA's site visits, eachcaveats regarding LEP student assess- extremely erroneous and detrimental toschool submitted for review its mostment namely, that variations in assess- the student" (Cardenas and Cardenas,recent achievement data (1997-98) dis-ment instruments across states, the ex- 1973). aggregated by LEP and non-LEP sta-emption of LEP students from testing While much has improved in thetus. Longitudinal data (three years orand data not reported by the category area of accountability and assessment,more), if available, were also provided.of "LEP student"makes comparisons much remains to be done. Nowhere isAssessment measures, as expected,of achievement data across sites next this more evident than in the assessmentvaried among the 10 programs. These Student Assessment continued on page 4 of bilingual education programs where assessment tools and their appropriate use with limited-English-proficient (LEP) Promising and Exemplary Practices in students are often found lacking. With- Bilingual Education out appropriate and meaningful assessment tools that hold the teachers and administrators accountable for student academic achievement, it is impossible to determine a program's effectiveness or impact on the students it is serving. IDRA's research study of bilingual education programs was grounded in the premise that a "successful" bilingual education program must have evidence of student academic achievement as determined by appropriate assessment measures. Each of the 10 programs selected for this research study provided data for students in their bilingual education programs. Given that IDRA had operationally defined "stu- Intercultural Development Researach Association

October 2001 I DRA Newsletter Student Assessment - continuedfrom page 3 lected achievement measures. Given the compile data on year-to-year to impossible. Exemptions for LEP stu-known variability across sites, specific progress of students enrolled in the dents at the schools we studied weretypes of data requested were not pre- bilingual programs and simply assess uncommon, with only one school inscribed. Nevertheless, the instruments the extent and/or statistical signifi- Texas reporting a 2 percent exemptionused by schools tend to cluster into three cance of those changes (Oregon); rate. All of the other schools reportedmajor types: compare the performance of pro- no exemptions. state-mandated assessments that are gram students against a state pass- In compliance with the U.S. De- part of a state assessment or ac- ing standard (Illinois, Texas); partment of Education, Office of Bilin- countability system; compare the percentage of program gual Education and Minority Languages locally-selected instruments in English pupils scoring at or above a set per- Affairs (OBEMLA) regulations govern- and/or the students' native language, centileusually the 50th percentile ing the implementation of Title VII- that are nationally-normed and con- (California, Illinois, Oregon); and/or funded programs, there is a range of sidered appropriate for evaluation of compare the program students' per- student assessment instruments across the program being implemented; and formance against some other stan- the country. Title VII grantees are re- locally-developed instruments that dard such as "expected scores" de- quired to collect common types of data, yield data considered useful by the veloped by the test publishers (Or- including achievement data, language local project in assessing its effec- egon: Pre-LAS). proficiencydata,andteacher tiveness. The number of years of achieve- credentialing and certification data. Of the schools studied, one in Cali-ment data available ranged from two to While these data are included in many fornia, one in Illinois, one in Oregon, and five years. The schools had compiled at of the evaluations submitted totwo in Texas use data collected fromleast two years of dataallowing for OBEMLA, there is no current require-state-required assessment programs aspre-post comparisons (Oregon) or mul- ment that the grantees use any specificpart of their local program evaluation.tiple year trend analyses (Illinois, Texas). assessment instruments. The rationalesIn California, the school used theSome of the data provided was longitu- for this usually include variations in pro-Stanford Achievement Testsrequireddinal spanning several years, while gram focus, differing state assessmentunder the California Standardized Test-other data focused on a single year, com- requirements that may parallel or takeing and Reporting (STAR) system. Inparing program performance levels precedence over local assessment de-Illinois, the school incorporated data col- against some local or state-selected cisions, and the belief that certain na-lected as part of the Illinois G Achieve-standard. tionally-normed standardized test instru-ment Program (IGAP). In Texas, the Almost all of the sites measured ments may be better aligned with theschools used the Texas Assessment ofstudents' progress in English, assessing local program curricula. Academic Skills (TAAS), which is theproficiency (LAS: Brigance) and/or All of these are considered legiti-state-developed criterion referencedEnglish reading (TAAS, CTB, SAT, mate reasons for non-standardization.measure used to evaluate TexasIGAP, Oregon Plus). The majority of However, without a uniform standard ofschools' performance. schools also assessed student achieve- assessment involving common instru- Other sites used non-mandatedment in mathematics (California, Illinois, ments, a comparative analysis acrossstandardized tests, including theOregon, Texas). sites would be inappropriate. AnyBrigance, the California Test of Basic Programs tended to compare their macro- or meta-analysis can only at-Skills, and the Woodcock Muiioz Bat-students' performance either against an tempt to paint broad brush strokes oftery, to obtain objective measures of stu- external performance standard (state common assessment and evaluationdent progress. Some of the sites alsopassing scores or percentilesCalifor- practices at schools implementing bilin-reported student achievement using stan-nia, Illinois, Oregon, Texas) or against gual education programs. dardized tests in the student's native lan-the average score for non-LEP pupils In IDRA's review of the evalua-guages such as the APRENDA. or sub-groups of other pupils, such as tion data submitted by the schools, two In addition to achievement testTitle I and special education. things became evident: all of the schoolsdata, some of the schools track atten- tested their students and were commit-dance rates, retention, and studentUnique Sgudengssessmene Featuves ted to accountability for all students, andgraduation rates for all of their students. Schools reflected the different there was a wide range of assessment contextual features in their assessment instruments used by schools. Assessmeng Pveceices measures. Some states, in addition to Keep in mind that part of the se- The assessment and evaluationassessing reading and mathematics, lection process for this study requiredpractices also varied across schools. Wemeasured student achievement in lan- all of the schools to have data reflectingfound that the schools we studied tendedguage (Illinois), social studies (Illinois), high student performance on locally-se-to do the following: Student Assessment - continued on page 5

October 2001 IDRA Newsletter 128 Student Assessment - continued from page 4 spelling (California), and writing (Texas). Save this bate! COGIIIMMAchievemeng Lewd Vindings In analyzing student achievement April 23-25, 2002 data, there are significant observations 04 that are common to all of the schools: They collected and analyzed one or Ninth Annual IbRA more types of student achievement data, using multiple measures. They had procedures for assessing La Semana del Niffo all of their students and for compil- ing, organizing, and analyzing their Early Childhood Educators Institute' student data. San Antonio, Texas They engaged in some tabulation and analysis of the data. Some had ex- Watch upcoming issues of the IDRA Newsletter ternal support from external evalua- tors; others involved teachers in the and the IDRA web site for more information collection and the analysis of the data about this popular event. °.% to help school teams craft improve- 041 \* ment plans. IDRA also observed the use of nww.kkacws multiple measures, which were culturally and contextually appropriate for the students. In addition to the yearlyincluded in the reports. In a few in-School District are small, the largest progress measures, there were ongoingstances, the growth rates were extraor-being Pharr. or interim measures that were used asdinary, reflecting accelerated improve- The entire area's population is ap- benchmarks and indicators of progressment rates over relatively short time proximately 40,000 permanent residents. throughout the year. Schools used dataframes. The population swells during the winter to inform and drive their curricular and months because of an influx of retired instructional practices, with administra-Exam* oil a Successfiall SiDingma0 individuals who migrate to the area in tors and teachers accepting accountabil-Macadam Povsvam the winter in and return to their north- ity for the academic performance of Each bilingual education programern homes in the spring. Access to their students. is part of a school with its own uniqueMexico is via the McAllen-Hidalgo- context and special characteristics thatReynosa International Bridge, only 11 Sgandent *togcrffle bradicagon are clearly evident. These characteris-miles away. All of the 10 schools that IDRAtics or "indicators of success" are de- The area is a center for winter studied reflected significant progressscribed in the following profile of onevegetables, citrus and cotton; most of (statistically and educationally) for theschool, providing a firsthand look at thethe students come from the agricultural students served by their bilingual edu- inner workings of a successful programcommunity. Because there are three cation programs during the programand school. growing seasons in the Valley, most ag- year (1997-98). While, in some cases, ricultural workers are not migrants but there was a notable gap in the achieve-James Bowie Elementary School, permanent residents of the area. ment of students served by the programAlamo, Texas James Bowie Elementary School and the regular students, especially Part of the Pharr-San Juan-Alamois a clean, well-lit school, very functional when they were compared to the state'sIndependent School District, Jamesand conducive to learning. The class- standards, the majority of students re-Bowie Elementary School is located inrooms are decorated with student work. flected a narrowing of the achievementAlamo, Texas. The district is in theEach classroom also displays some kind gap over time. southern tip of Texas, known as theof cultural artwork, such as prints by In fact, in many cases, the growth"Valley" (even though, geographically, Diego Rivera, Pablo Picasso and rates for the students served in the pro-the area comprises the Rio Grande riverVincent Van Gogh. gram sites exceeded the rates of im-delta). The three cities that make up the Students at the school represent provement for the comparison groupsPharr-San Juan-Alamo Independent Student Assessmentcontinued on page 6

October 2001 IDRA Newsletter f. A Student Assessment -continued from page 5 with holding a pencil correctly and trac- community. Such topical basis in the ev- three ethnic groups, but the overwhelm-ing various shapes. The music centereryday lives of students reinforces the ing majoritymore than 95 percent allows the students to identify differentimportance of the area's culture. are Mexican Americans who speakinstruments by sight and sound and to The teachers are cognizant of the Spanish as their native language. Anglolisten to and learn about different typesneed to provide a learning environment students represent less than 5 percentof music. Pre-kindergarten classroomsattentive to the needs of English-learn- of the student body, and less than 1 per-always have music playing softly in the ing students: classes are conducted in cent are African-American. backgroundfrom classical to folk. Spanish even though every student is Classrooms are highly student- Impressively, 20 or more students bilingual. As a lesson moves along, the centered at James Bowie Elementaryin each classroom, working in groups,teacher may teach a concept in Span- School. Rules are posted on one wall,did not result in an overwhelming noiseish, but the students may answer in En- while student work, examples of recently level. One IDRA researcher noted, "Inglish. English-learners pick up vocabu- introduced lessons (e.g., vocabularyevery room, in the hallways, even in the lary from Spanish-learners, and vice- words) and other educational materialsmusic room, the sounds being producedversa. are displayed prominently on other walls. were sounds of learning." In addition, the school has hired Rooms are divided into "work centers" Teachers at James Bowie Elemen-several Title I-support teachers who that enable the students to take advan-tary School use every teaching oppor-provide intense Spanish instruction in a tage of a variety of learning tools. tunity to relate to the prevailing culturepull-out program. These teachers work A computer classroom is one workof the area, touching on the everydaywith those students who will be tested center, and children as young as pre-life of the children. Examples in mathin Spanish. kindergarten make use of the area. Inclasses may utilize the exchange rates Another IDRA researcher noted, another area, the writing center intro-between dollars and pesos. Writing as-"I had the opportunity to observe these duces even the youngest students to thesignments and class discussions encour-classes and found the students- com- elements of proper writing, beginningage examples from students' homes andpletely engaged in discussion and hands- on activities before they began writing their compositions." The climate in these classes mirrors that of the regular class- Take the IDRA Newsletter Field Tripl room. Much of the uniformity in class structure and equality of lesson plans is G©©IR "Vrldki adp" the result of collaborative planning. IMPA% Meb, Teacher conference and planning periods are scheduled at the same time each day by grade level. This allows time for Related IDRA N ewsletter articles and development and sharing of ideas on projects how to use curriculum and materials to 4 Statistics, definitions, etc. augment effectiveness. .0- Internet resources Test results are reviewed at this 4- Internet links time, as teachers are held accountable for student learning in six-week assess- Register for a special prize! ments. To maximize test scores, teachers provide after-school and Saturday Answer the question of the month! tutoring sessions. When they see that a Each month we will ask a new question for readers online. A sample of student is experiencing academic difficulties, they provide one-on-one tutor- responses will be posted online. ing sessions for that student. Writing assignments tend to reflect This month's question is... the cultural background of the students What are you doing to encourage student leadership in your and always begin with a classwide dis- school? cussion of the topic. Sometimes, the teacher assigns students to write a group wrfinvoEdaia.©vg story. For example, one class was prompted: "Te he premiado $2,500. 123 Student Assessment -continued on page 17

The Coca-Cola Foundation fea-Program, is an internationally-recognized tured a Coca-Cola Valued Youth Pro-cross-age tutoring program in schools gram tutor in it latest annual report,across the United States, Great Britain Freddie a 13-year-old in Brooklyn. Inand Brazil. Since its inception in San an interview, he said that last semes-Antonio in 1984 until 2001, the program ter, he was absent so often that hekept more than 11,500 students in school, found it nearly impossible to keep upyoung people who were previously at with his eighth-grade class. "Schoolrisk of dropping out. - bored him," states the report, "He was According to the Valued Youth failing most of his classesand hecreed, all students are valuable, nonemaking a visible difference in the lives of didn't care." is expendable. This philosophy is help-more than 129,000 children, families and Everythingchangedwhening more than 240 schools in 24 citieseducators. Freddie became a Coca-Cola Valuedkeep 98 percent of Valued Youth stu- In the Coca-Cola Valued Youth Youth Program tutor to three third-dents in school, keeping these youngProgram, secondary students who are grade students. people in the classroom and learning.considered at risk of dropping out of Created by the Intercultural De-For more than 17 years, IDRA and Theschool are placed as tutors of elemen- velopment Research AssociationCoca-Cola Foundation have worked to-tary students, enabling the older stu- (IDRA), the Coca-Cola Valued Youthgether in a unique partnership that isdents to make a difference in the younger students' lives. With a growing sense of responsibility and pride, the tutors stay IDRA COCA-COLA VALUED YOUTH PROGRAM PHILOSOPHY and do better in school. The program supports them with positive recognition and instruction. 1. All students can learn. This means all students: of all colors, of all languages, of all backgrounds, with or without designer clothes. All students can learn. Freddie told the Foundation: "The third-graders think I'm an older, 2. The school values all students. There are no "throw-aways." There are no students cooler kid, so they look up to me. I who are not important. All students are valuable. like helping people. Teaching the little 3. All students can actively contribute to their own education and to the education of kids makes me feel better about my- others. Students are not passive vessels to which we give information. Not only are they self." His grades have risen an aver- active learners but they also can become teachers of others. age of 20 points, and he is rarely absent now. 4. All students, parents and teachers have the right to participate fully in creating Amy Dawson is the school's and maintaining excellent schools. We are all partners in this. We all participate. teacher coordinator for the program. 5. Excellence in schools contributes to individual and collective economic growth, She told the Foundation: "For years, stability and advancement. Our sense, our philosophy is that we are all "at risk" as Freddie wasn't excited about school. long as students are "at risk." Different sectors in this country are realizing that. It is not This program has turned him around. only what happens to me as an individual when I drop out of school, it is what happens It's working. Now he does care, and to us. he's going to make it." 6. Commitment to educational excellence is created by including students, parents and teachers insetting goals, making decisions, monitoring progress and evaluating outcomes. Excellence requires involving all of the players in deciding where we are going and how we are getting there and in monitoring how we are doing. For more information about the 7. Students, parents and teachers must be provided extensive, consistent support in Coca-Cola Valued Youth Program, ways that allow students to learn, teachers to teach and parents to be involved. contact Linda Cantu at IDRA (210- Each of these groups needs each other and must support ,efh other. 444-1710) or send an e-mail to contact@ idra.org.

October 2001 IDRA Newdetter 129 LONGITUDINAL ATTRITION RATESIN TEXAS PUBLIC HIGH SCHOOLS, 1985-86To2000-01

V.D N 00 0. PERCENT 0 ri en in v:. N co cr, o ,-.0 GROUP Q? °? oi? o? c:/i ai ai CTi Iti '21' .:IIN al\ C? Ci' WI 0 1"-.. 00 CT eq ,:r If) CHANGE* 00 00 00 00 v ,0 S 00 01 CP 00 01 o c" er et, c, c. .:, o FROM1985-86 cr, cr, cr, CT Ch GP% CtN CT CT CT 0`, CT 11 1... 1..i wd 11 14 01 0:, 1 r ,.. 1... r."I NI TO2000-01 Race-Ethnicity

Native American45 39 37 47 39 40 39 42 44 43 42 25 43 42 -7 Asian/Pacific 33 30 28 23 22 21 21 18 18 20 21 19 20 20 -39 Islander Black 34 38 39 37 38 39 43 50 51 51 49 48 47 46 35 White 27 26 24 20 19 22 25 30 31 32 31 31 28 27 0 Hispanic 45 46 49 48 48 48 49 51 53 54 53 53 52 52 16 Gender Male 35 35 35 34 34 37 39 43 45 46 45 45 44 43 23 Female 32 32 31 29 29 30 33 37 39 40 38 38 36 36 13 Total 33 34 33 31 31 34 36 40 42 43 42 42 40 40 21

* Rounded to nearest whole number. Figures calculated by IDRA from the Texas Education Agency Fall MembershipSurvey data. Rates were not calculated for the 1990-91 and 1993-94 schoolyears due to unavailability of data.

Texas Youth - continued from page 2 from the study also show that males areracial-ethnic groups had a decline in attrition. Black students have accountedmore likely to be lost from enrollmentattrition rates: White students had a for 17.2 percent of all students lost fromthan females. Major findings of thedecline from 28 percent to 27 percent, enrollment due to attrition over the2000-01attrition study include theBlack students had a decline from 47 years,andWhitestudentshavefollowing. percent to 46 percent, and Native accounted for 33.2 percent of students Two of every five high schoolAmerican students had a decline from lost from high school enrollment overstudents were lost from high school43 percent to 42 percent. Two racial- time. Attrition rates for White studentsenrollmentpriortograduation.ethnic groups had no change in their and Asian/Pacific Islander studentsForty percent or two of every fiveattrition rates from 1999-00 to 2000-01. have been typically lower than thestudents enrolled in the ninth grade inAttrition ratesfor Asian/Pacific Is- overall attrition rates. Texas public schools during the 1997-98 lander students remained unchanged at The attrition rates for malesschool year failed to reach the 12th20 percent, and those of Hispanic have been higher than those ofgrade in 2000-01. An estimated 144,241 students remained unchanged at 52 females. Between 1985-86 and 2000-students, or about 40 percent of thepercent. 01,attritionratesformales have1997-98 freshman class, were lost from Hispanic students made up the increased by 22.9 percent, from 35public school enrollment by 2000-01. highest percentage of students lost percent to 43 percent. Attrition rates for Hispanic students and Blackfrom public high school enrollment females have increased by 12.5 percent,students were more likelythanin 2000-01. Over half (52.5 percent) of from32 percentto36percent.White students to be lost from highthe students lost from school enrollment Longitudinally, males have accountedschool enrollment in 2000-01. Fifty-were Hispanic. White students com- for 56.2 percent of students lost fromtwo percent of H ispanic students and 46 prised 28.9 percent of the students lost school enrollment, while females havepercent of Black students were lostfrom enrollment, and Black students accounted for 43.8 percent. from public school enrollment, com-comprised 17.0 percent. pared to 27 percent of White students. Males were more likely to be Wag Aggvigkfi Liesas Hispanic students were 1.9 times morelost from enrollment than females. Findings from the latest attritionlikely than White students to leaveFor 2000-01, 43 percent of males were study confirm those of earlier studiesschool before graduation, while Blacklost from public high school enrollment, thatHispanicstudentsand Blackstudents were 1.7 times more likely thancompared to 36 percent of females. students are at greater risk of being lostWhite students to leave school beforeMales constituted 57.4 percent of all from high school enrollment prior to graduation. studentslostfrompublicschool graduation than White students. Results From 1999-00 to 2000-01, three Texas Youth - continued on page 9 October 2001 IDRA 'Newsletter Texas Youth - continued from page 8 the box below. Statewide and countyrates. Published reports by 1DRA and enrollment compared to 42.6 percent forattrition rates are presented for the threeTEA reachmarkedlydifferent females. major race and ethnicity groups in theconclusions about the number and Overall, there has been a 21stateon Pages13and14.Thispercent of students who do not graduate percent increase in the attrition rateinformation is also provided on thefrom Texas public high schools. since1985-86.ThepercentofIDRA web site (www.idra.org). 1DRA attrition analyses show that students lost from public high school the number and percent of students lost enrollmenthasincreasedby 21.2Tenas Educagion Aeencv liken:muted has increased since the mid-1980s with percent between the 1985-86 school DuvED mg Rages no change in rate over the last two year (33 percent) and the 2000-01 In August 2001, TEA released itsyears.Conversely, TEA estimates school year (40 percent). The number ofreport on school completion and dropoutindicate that dropout rates have declined students lost through attrition per schoolratesentitled,SecondarySchoolsteadily during this same period. year has increased from 86,276 in 1985- Completion and Dropouts in Texas For the 1999-00 school year, TEA 86 to about 144,241 in 2000-01. PublicSchools, 1999-00. I n reported a 1.3 percent annual (event) Enrollment and attrition data forcomparison with those in the past, thisdropout rate, a 7.2 percent longitudinal the 1997-98 and 2000-01 school yearsreport provided greater specificity ondropout rate (grades nine through 12), a are categorized by race and ethnicity inschool completion and various dropout Texas Youth continued on page 10

1997-98 AND 2000-01 ENROLLMENT AND 2000-01 ATTRITION IN TEXAS

Race- 1997-98 2000-01 1997-98 2000-01 2000-01 Students Attrition Ethnicity 9th Grade 12th Grade 9-12th Grade9-12th Grade Expected Lost to Rate and Gender Enrollment Enrollment Enrollment Enrollment 12th Grade Attrition Enrollment

Native 858 574 2,538 2,922 987 413 42 American Male 462 297 1,304 1,488 527 230 44 Female 396 277 1,234 1,434 460 183 40

Asian/Pacific 8,068 7,287 28,630 32,221 9,081 1,794 20 Islander Male 4,161 3,625 14,601 16,573 4,723 1,098 23 Female 3,907 3,662 14,029 15,648 4,358 696 16

Black 51,250 28,294 147,013 151,443 52,809 24,515 46 Male 27,046 13,474 73,753 76,402 28,017 14,543 52 Female 24,204 14,820 73,260 75,041 24,792 9,972 ao

White 151,132 110,509 511,455 515,260 152,243 41,734 27 Male 79,298 55,817 262,956 263,804 79,554 23,737 30 Female 71,834 54,692 248,499 251,456 72,689 17,997 25

Hispanic 134,798 70,486 364,826 395,916 146,271 75,785 52 Male 71,892 34,598 187,272 202,754 77,835 43,237 56 Female 62,906 35,888 177,554 193,162 68,436 32,548 48

All Groups 346,106 217,150 1,054,462 1,097,762 361,391 144,241 40 Male 182,859 107,811 539,886 561,021 190,656 82,845 43 Female 163,247 108,339 514,576 536,741 170,735 61,396 36

Figures calculated by IDRA from the Texas Education Agency Fall Membership Survey data. IDRA's 2000-01 attrition study involved the analysis of enrollment figures for public high school students in the ninth grade during 1997-98 school year and enrollment figures for 12th grade students in 2000-01. This period represents the time span when ninth grade students would be enrolled in school prior to graduation. The enrollment data for special school districts (military schools, state schools, and charter schools) were excluded from the analyses since they are likely to have unstable enrollments and/or lack a tax base to support school programs. Source: Intercultural Development Research Association.

October 2001 IDRA Newsletter 1 31 Texas Youth -continued from page 9 categorizestudentsasgraduates,liklaticeal and Rage ut Rages 36.6 percent attrition rate (grades ninedropouts, or other leavers. Of 518,410 In 1999, the National Center for through12),and 23,457 dropoutsleaver records, the most utilized codesEducation Statistics (NCES) reported (grades seven through 12). included graduates (212,925), intent toan annual (event) dropout rate of 5.0 For the 1999-00 and 2000-01 enrollin a public school in Texaspercent, a status dropout rate of 11.2 school years, 1DRA showed a 40(132,596), intent to enroll in school out ofpercent, and a high school completion percentattritionratewith146,714 state (35,039), and alternative programrate of 85.9 percent for the United students lost due to attrition in 1999-00working toward General EducationalStates(basedonthestatesthat and 144, 241 students lost to attrition in Development (GED) credential (21,011).submitted state-level data). NCES used 2000-01. (See the graph on Page 11 forReported moves to other educationaldatafromtheCurrentPopulation a comparison of attrition and statesettings included: Survey (CPS) of the U.S. Census dropout data.) No intent but documented enrollmentBureau to compute national high school Using its school leaver reporting in a public school in Texas: 18,650, dropout and completion rates by various system, TEA reported that out of 1.9 Withdrewforhomeschooling:backgroundcharacteristicsassex, million students enrolled in grades seven 12,721, race-ethnicity,familyincome,and through 12 during the 1999-00 school Intent to enroll in a private school inregion of the country (NCES, 2000). year, 99 percent were accounted for. Of Texas: 8,501, NCES concluded that dropout the 1,897,459 students, TEA reported No intent but documented enrollmentrates have fluctuated over the past that: in school out of state: 7,375, and quarter of the century with an overall 1,364,125 were returning students, Official transfer to another Texasdownward trend (see box on Page 11). 212,925 were graduates, public school district: 4,643. NCES further concluded that Hispanic 116,644 were official leavers, It is clear that a significant numberstudents and Black students are at 157,818 were excluded other leavers,of students who could be reported asgreater risk of dropping out than are 23,457 were official dropouts, dropouts are excluded from the officialWhite students and that the percentage 7,566 were excluded dropouts, and dropout count. Arguably, more thanof students who dropped out of school 19,718 were underreported students.150,000 students lacking documentedeach yearisrelativelyunchanged. For the 1999-00 school year, TEAand official transfer status could beAccording to the report, there is a used46schoolleavercodestoincluded in the state's dropout counts. Texas Youth -continued on page I I

PERCENT OF TEENS WHO ARE HIGH SCHOOL DROPOUTS (AGES 16 TO 19; 1997)

O More than 20% better than state median (7 and lower) ElUp to 20% better than state median (8 to 9) O Up to 20% worse than state median (10 to 11) Source: Kids Count Data Book, 2001. OMore than 20% worse than state median (12 and higher)

October 2001 IDRA Newsletter ATTRITION AND DROPOUT RATES IN TEXAS OVER TIME

45 - TFA lEA IDRA Long. Annual 40 - IDRA Attrition DropoutDropout 35 - Attrition Rates Rates Rates Rates 30 - 1985-86 33 1986-87 34 -- 25 - 1987-88 33 34.0 6.7 1988-89 31 31.3 6.1 1989-90 31 27.2 5.1 TEA Longitudinal/ 1990-91 21.4 3.9 Completion 1991-92 34 20.7 3.8 1- Dropout Rates 5 - 1992-93 36 15.8 2.8 I. TEA Annual 1993-94 * 14.4 2.6 0 Dropout Rates 1994-95 40 10.6 1.8 00 00 1995-96 42 10.1 1.8 00 00 oo 00 CA a, 0 \ 6 Lrn 00 o 1996-97 43 9.1 1.6 00 00 CO 00 00 01 0 \ o 0*, CA Cre CA (71 CA 1997-98 42 14.7 1.6 1998-99 42 8.5** 1.6 School Year 1999-00 40 7.2** 1.3 2000-01 40 f Change in TEA dropout definition or data processing procedures * Rates were not calculated for the 1990-91 and 1993-94 school years due to unavailability of data. ** Longitudinal completion rate

Texas Youth - continued from page 10 was higher than the 1.6 percent reportedcomparison of the percent of teens who considerable gap in the high schoolby TEA in its annual state report for thatare high school dropouts is presented in completion rates of White studentsyear, primarily due to dropout definitionsthe box on Page 10. (91.2 percent), Black students (83.5and calculation methodologies. A state Texas Youth continued on page 12 percent) and Hispanic students (63.4 percent). NCES isworking withstate NATIONAL DROPOUT COMPLETION RATES IN THE U.S. education agencies and school districts across the country, through the National BY RACE-ETHNICITY,OCTOBER 1999 CooperativeforElementaryand Secondary Statistics and the Common MEASURE TOTAL WHITE, BLACK, HISPANIC PACIFIC Core Data collection, to develop a NON-HISPANICNON-HISPANIC ASIAN/ ISLANDER nationaldatabase of public school of Event (Annual) 5.0 4.0 6.5 7.8 5.0 dropoutrates.Thenumber Dropout Rate participating states using consistent data (percentage of youth definitions and collection procedures ages 15 to 24 who has increased from 14 in 1991-92 to 37 dropped out of grades in 1997-98. Through 1996-97, 38 states 10 to 12, October 1998 to October 1999) including theDistrict of Columbia reported event dropout data. The most Status Dropout Rate 11.2 7.3 12.6 28.6 4.3 recent report, which presents event (percentage of youth dropout rates for the 1997-98 school ages 16 to 24 who were year, presented rates for 37 states and dropouts in 1999) the District of Columbia. Rates for the Completion Rate 85.9 91.2 83.5 63.4 94.0 state of Texas were not presented, (percentage of youth perhaps due to the growing discrepancy age 18 to 24 who were between the rates reported by TEA and high school completers in 1999) NCES. In 1996-97, NCES reported that Source: U.S. Department of Commerce, Bureau of the Census, Current Population Survey Texas had a national comparison annual October 1999. dropout rate of 3.6 percent. This rate October2001 IDRA Newsletter 133 Texas Youth continued from page 11 Locolldne Vormavd As this report shows, the esti- Drld v ittl©Nfi mated net loss in revenues and related On the average, dropouts are more likely to be unemployed than high costs to the state of Texas continues to school graduates and to earn less money when they eventuallysecure escalate. In 1986, IDRA estimated that work. the issue of school dropouts was costing - U.S. Department of Education, National Center for Education Statistics, The the state $17.12 billion in foregone Condition of Education 1999 income, lost tax revenues, and increased job training, welfare, unemployment and High school dropouts are more likely to receive public assistance than high criminal justice costs. By 1998, 13 years school graduates who do not go on to college. Iii. Department of [Education, National Center for Education Statistics, The later, the estimated costs were $319 Condition of Education 1998 billion. By 2001, 16 years later, the estimated costs of school dropouts is Two-thirds of inmates in the Texas prison system are high school dropouts. $441 billion. The social and economic Tens Department of Criminal Justice, 1998 costs of the dropout problem in Texas has increased by 26 times the initial The percentage of young adults dropping out of school eachyear has estimates. stayed relatively unchanged since 1987. IDRA has repeatedly called for - U.S. Department of Education, National Center of Education Statistics, Dropout Rates in the United States 1999 changessothatschoolsareheld accountable based on the number of Historically, the General Educational Development (GED) credentialwas studentstheyaregraduating."All established as a means of offering a high school credential to World War II students must be valued and accounted veterans who might have interrupted their schooling to go to war. for," summarized Dr. Maria Robledo - U.S. Department of Education, National Center of Education Statistics, Dropout Montecel, 1DRA's executive director, Rates in the United States 1999 and Dr. Albert Cortez, director of the IDRA Institute for Policy and Leadership Over the last quarter of a century, approximately 30 to 40 percent of GED (2000). test-takers have been ages 16 through 19. - U.S. Department of Education, National Center of Education Statistics, Di9est of In the November-December issue Education Statistics 1999 of the IDRA Newsletter,Robledo Montecel and Cortez outlined what is Between 1985-86 and 2000-01 school years, the estimated cumulative costs needed in order for the state dropout of public school dropouts in the state of Texas were inexcess of $441 billion estimates to be credible, specifically: in foregone income, lost tax revenues, and increased job training, welfare, Change the definition of who is unemployment and criminal justice costs. consideredaschooldropoutto Intercultural Development Research Association, 2001 exclude GED, non-verified transfers and other non-verified leavers from high school graduation counts; For more facts and statistics, go to the Require reporting of numbers of "Field Trip" on IDRA's web site. students graduating with a high school diploma to help verify reported www.idra.org dropout counts; and Include longitudinal dropout rates in Texas YouthDropout and Attrition Schools must change and innovate to the state accountability rating systems. Rates in Texas Public High Schools, match the characteristics of their stu- In addition, obviously, there needs as follows (1999): dents and embrace the strengths and to be a new sense of urgency to pre- All students must be valued. contributions that students and their vent students from dropping out of There must be at least one educa- families bring. school. A review of the research on ef- tor in a student's life who is totally School staff, especially teachers, must fective dropout prevention strategies, in- committed to the success of that stu- be equipped with the tools needed to cluding IDRA's own research over the dent. ensure their students' success, in- past 16 years, shows that certain com- Families must be valued as partners cluding the use of technology, differ- ponents are vital to successful dropout with the school, all committed to en- ent learning styles and mentoring pro- prevention. These components are out- suring that equity and excellence is grams. Effective professional devel- lined in IDRA's policy brief, Missing: present in a student's life. Texas Youth -continued on page15

October 2001 1iJ IDRA Newsletter 13 4 ATTRITION RATES IN TEXAS PUBLIC SCHOOLS: BY RACE-ETHNICITY, 2000-01

COUNTY ATTRITION RATES1 COUNTY ATTRITION RATES1 NAME BLACK WHITE HISPANIC TOTAL NAME BLACK WHITE HISPANIC TOTAL

'CU7 .4& .1:5. 94. Zr .1& ';5. .45. ANDERSON 49 30 64 38 DENTON 49 35 56 38 ANDREWS 55 21 29 25 DEWITT' 40 19 59 35 ANGELINA 21 17 47 23 DICKENS 29 .* 55 15 ARANSAS 77 26 50 34 DIMMIT 33 7 32 30 ARCHER ** 13 79 14 DONLEY 38 ** 15 4 ARMSTRONG 19 100 22 DUVAL 15 28 27 ATASCOSA 36 20 34 28 EASTLAND 33 21 35 24 AUSTIN 41 16 53 28 ECTOR 58 27 45 38 BAILEY ** 5* 39 22 EDWARDS 3 10 7 BANDERA 100 34 39 36 ELLIS 35 29 49 34 BASTROP 61 37 60 47 EL PASO 38 19 41 39 BAYLOR 55 12 27 17 ERATH 42 28 59 36 BEE 61 11 43 33 FALLS 34 26 46 32 BELL 37 29 48 35 FANNIN 38 21 49 24 BEXAR 40 27 49 42 FAYETTE 41 9 47 20 BLANCO 22 49 27 FISHER 44 12 19 15 BORDEN ** 68 ** FLOYD 39 ** 38 22 BOSQUE ** 25 36 26 FOARD 33 54 40 BOWIE 43 17 65 27 FORT BEND 40 25 55 36 BRAZORIA 46 36 57 42 FRANKLIN 14 21 . 61 26 BRAZOS 52 29 61 45 FREESTONE 29 26 47 28 BREWSTER 10 30 22 FRIO 100 12 31 29 BRISCOE 40 ** 12 3 GAINES 41 26 38 32 BROOKS ** 31 28 GALVESTON 41 32 52 37 BROWN 53 22 47 29 GARZA 21 17 45 27 BURLESON 43 27 37 32 GILLESPIE 67 18 47 26 BuRNET 44 38 55 42 GLASSCOCK 13 53 26 CALDWELL 37 35 54 43 GOLIAD 100 18 49 30 CALHOUN 56 37 59 49 GONZALES 42 20 49 37 CALLAHAN 75 19 13 19 GRAY ** 20 30 21 CAMERON 65 27 52 51 GRAYSON 35 28 58 31 CAMP 21 10 63 23 GREGG 42 26 57 33 CARSON 5* 10 ** GRIMES 34 34 64 41 CASS 21 21 72 22 GUADALUPE 48 29 59 42 CASTRO ** 2 17 11 HALE 40 12 44 34 CHAMBERS 37 19 33 23 HALL ** 21 36 25 CHEROKEE 33 27 59 34 HAMILTON 21 42 23 CHILDRESS ** 9 22 13 HANSFORD ** 53 17 CLAY 100 15 38 17 HARDEMAN ** 8 40 15 COCHRAN ** 20 42 34 HARDIN 18 16 ** 15 COKE 90 27 78 56 HARRIS 52 29 60 46 COLEMAN *5 10 26 11 HARRISON 18 22 38 21 COLLIN 40 25 58 30 HARTLEY 37 75 43 COLLINGSWORTH 53 ** 35 7 HASKELL 45 *5 38 12 COLORADO 28 20 54 32 HAYS 46 30 50 39 COMAL 65 28 53 36 HEMPHILL 100 26 82 59 COMANCHE 31 38 33 HENDERSON 24 27 51 28 CONCHO 5* *5 5* HIDALGO 25 28 52 51 COOKE 45 25 66 32 HILL 36 30 56 35 CORYELL 48 37 45 40 HOCKLEY 19 4 36 21 COTTLE 63 7 4 22 HOOD 5* 32 61 35 CRANE ** 20 28 22 HOPKINS 33 24 31 25 CROCKETT ** ** 33 14 HOUSTON 34 7 65 23 CROSBY ** 3 26 15 HOWARD 58 22 56 38 CULBERSON 23 37 34 HUDSPETH ** 41 33 DALLAM 61 11 41 20 HUNT 56 30 63 37 DALLAS 52 30 63 47 HUTCHINSON ** 19 31 21 DAWSON 18 6 41 29 IRION 7 27 12 DEAF Snuiu 69 ** 48 32 JACK ** 22 14 20 DELTA 58 17 18 23 JACKSON 35 13 38 21

Calculated by: (1) dividing the high school enrollment in the end year by the ** = Attrition rate is less than zero (0). high school enrollment in the base year; (2) multiplying the results from Calculation1 by the ninth grade enrollment in the base year; (3) subtracting = The necessary data are unavailable to calculate the attrition rate. the results from Calculation 2 from the 12th grade enrollment in the end year; and (4) dividing the results of Calculation 3 by the result of Calculation 2. The attrition rate results (percentages) were rounded to the nearest whole number.

t October 2001 IDRA Newsletter ATTRITION RATES IN TEXAS PUBLIC SCHOOLS:

BY RACE-ETHNICITY, 2000-01(CONTINUED)

COUNTY ATTRITION RATES' COUNTY ATTRITION RATES' NAME NAME BLACK WHITE HISPANIC TOTAL BLACK WHITE HISPANIC TOTAL

.CU7 .& 4j7 .SU7 JASPER 20 19 47 20 RAINS 45 40 17 39 JEFF DAVIS 100 62 67 70 RANDALL 60 21 36 23 JEFFERSON 43 21 55 35 REAGAN 25 12 40 27 JLM HOGG 25 33 33 REAL 29 ** 24 km WELLS 30 5 36 30 RED RIVER 14 22 37 21 JOHNSON 54 38 59 41 REEVES 67 13 39 36 JONES 21 19 29 22 REFuolo *5 5 33 17 KARNES 51 3 40 27 ROBERTS 16 ** 9 KAUFMAN 52 43 63 46 ROBERTSON 28 18 62 29 KENDALL 72 24 65 35 ROCKWALL 32 31 59 34 ** ** ** KENT ** RUNNELS 14 18 32 24 KERR 83 32 66 44 RUSK 32 25 52 29 KIMBLE 24 60 36 SABINE 1 35 30 KING 29 35 SAN AUGUSTINE 35 22 ** 33 28 KINNEY 30 25 23 SAN JACINTO 58 54 87 57 KLEBERG 61 2 42 35 SAN PATRICIO 37 36 46 42 KNOX 53 15 21 20 SAN SABA 44 48 17 LAMAR 46 3 I 62 35 ** ** SCHLEICHER 35 23 LAMB 8 41 24 SCURRY 48 14 48 29 LAMPASAS 76 25 51 33 SHACKELFORD 16 25 18 LA SALLE 79 29 39 SHELBY 22 17 58 22 LAVACA 23 9 34 13 SHERMAN 22 28 23 LEE 27 1 6 46 25 SMITH 42 27 66 38 LEON 34 19 18 21 SOMERVELL 17 9 16 LIBERTY 33 39 70 42 STARR 40 51 51 LIMESTONE 6 32 17 24 STEPHENS 24 21 41 25 LIPSCOMB ** 23 1 STERLING ** 30 ** LIVE OAK 33 10 36 23 STONEWALL ** 20 ** 10 LLANO 40 68 43 SUTTON 10 17 14 LUBBOCK 26 12 40 24 SWISHER ** 51 19 48 34 LYNN 36 35 31 TARRANT 45 31 57 39 MADISON 65 44 64 51 TAYLOR 33 26 52 33 MARION 31 48 100 41 TERRELL 57 26 37 MARTIN 44 3 60 35 TERRY 17 12 ** 53 38 MASON 52 12 THROCKMORTON ** 63 ** MATAGORDA 43 21 54 37 TITUS 28 27 60 38 MAVERICK 20 40 41 Tom GREEN 45 15 49 31 MCGOLLUCH 8 18 37 26 TRAVIS 54 28 63 46 MCLENNAN 49 29 60 41 TRINITY 26 39 68 39 MCMULLEN 16 14 14 TYLER 31 27 ** 28 MEDINA 75 25 45 37 UPSHUR 20 33 42 32 MENARD 16 30 22 UPTON 100 6 21 14 MIDLAND 42 12 46 27 UVALDE 24 58 51 MILANI 35 19 44 28 VAL VERDE 18 16 42 38 MILLS 67 21 46 27 VAN ZANDT 52 31 55 34 MITCHELL 3 9 25 15 VICTORIA 44 21 51 39 MONTAGUE 15 30 16 WALKER 49 23 62 40 MONTGOMERY 32 35 54 37 WALLER 33 28 61 38 MOORE 51 13 52 34 WARD 48 11 28 21 MORRIS 30 28 66 30 WASHINGTON 59 19 ** 59 34 MOTLEY 85 24 WEBB 100 30 39 39 NACOGDOCHES 40 25 54 33 WHARTON 37 5 39 25 NAVARRO 56 25 67 39 WHEELER 31 ** ** ** NEWTON 35 35 38 34 WICHITA 43 30 47 34 NOLAN 34 15 43 27 WILBARGER 85 27 51 40 NUECES 37 23 42 36 WILLACY ** 3 43 41 OCHILTREE 28 56 38 WILLIAMSON 52 30 ** 52 35 OLDHAM 42 41 WILSON 38 14 46 29 ORANGE 34 23 29 24 WINKLER 13 14 26 20 PALO PINTO 57 30 48 33 WISE 19 27 49 31 PANOLA 32 25 64 29 WOOD 32 22 56 24 PARKER 16 38 51 39 YOAKUM ** ** 42 21 PARMER 61 3 30 21 YOUNG 27 22 53 26 PECOS 89 4 30 26 ZAPATA 37 29 29 PoLK 25 32 51 33 ZAVALA 34 37 37 POTTER 53 30 57 39 rRESIDIO 22 41 40 TOTAL 46 27 52 40

136 October 2001 T103 IDRA Newsletter Texas Youth continued from page 12 opment can help provide these tools. IDRA 's Coca-Cola Valued Youth hirReirEC agsgb 21R125 Program incorporates these components (see Page 7). It has demonstrated that IDT©pcgiR PT@MIRADE successful dropout prevention can be achieved. K-12 Practitioners' Circle nces.ed.gov/practitioners With the value of a high school AmeriCorps www.cns.gov/americorps/index.html diploma becoming increasingly more America's Promise www.americaspromise.org important in opening doors to post- secondary education, career American Association of School Administrators www.aasa.org opportunities, and earning power, the Association for Supervision and Curriculum Development economic consequences of leaving www.ascd.org school without a high school diploma are Children's Defense Fund www.childrensdefense.org exceedinglysevere.Thegoalof Communities in Schools www.cisnet.org ensuring that all students leave our Council of Chief State School Officers www.ccsso.org schoOls with a high school diploma is a Council ofthe Great City Schools www.cgcs.org worthygoaltoaccomplish.As Center for Research on Students Placed at Risk accountability standards increase in our scov.csos.jhu.edu/crespar/CReSPaR.html state so must our expectations that our Education Commission of the States www.ecs.org students will remain in school receiving Educational Testing Service www.ets.org a quality education that culminates in the Hispanic Association of Colleges and Universities www.hacu.net receipt of a high school diploma. The challenge of increasing the Intercultural Development Research Association www.idra.org holding power within our public schools Kids Count Data www.acef.org/kidscount and increasing the number and percent National Coalition ofAdvocates for Students of students who receive a regular high www.igc.org/ncas/soa.htm school diploma must be undertaken and National Coalition of Secondary School Principals www.nassp.org met by dedicated educators, institutions National Council for Community and Education Partnerships and families. The bar of excellence must www.edpartnerships.org be raised to graduate our students with National Council of LaRaza www.nclr.org a quality education and a high school National Dropout Prevention Center and Network diploma to compete inthisglobal www.dropoutprevention.org/ economy. National Middle School Association www.nmsa.org National Service-Learning Clearinghouse www.nicsl.coled.umn.edu RIESCOEIVCeS Cardenas, J.A., and M. Robledo, J. National Mentoring Partnership www.mentoring.org Supik.TexasSchool Dropout National Research Council www.nas.edu/nrc Survey Project: A Summary of Public Education Network www.publiceducation.org Findings(SanAntonio,Texas: RAND www.rand.org Intercultural Development Research School City www.schoolcity.com Association, 1986). Think College, U.S. Department of Education Robledo Montecel, M. "$319 Billion and www.ed.gov/thinkcollege 1.2 Million Students Lost," remarks U.S. Department of Education www.ed.gov totheTexasStateBoardof W.K. Kellogg Foundation www.wkkf.org Education, Committee on Planning (San Antonio, Texas: Intercultural Development Research Association, Fcg manv move Ongsvaieg vesomices and Has, 1999). Supik, J. and R. Johnson. Missing: go go ghe Tvip"-on MA's web site. Texas Youth Dropout and Attrition RatesinTexas Public www.idva.@ve High Schools (San Antonio, Texas:

Texas Youth - continued on page- le October200190IDRA Newsletter13 7 How SCHOOL DROPOUTSARE COUNTED

The U.S. Department of Education's National Center for Education Statistics (NCES) is the principal federal agency responsible for the collection, analysis and reporting of data on the condition of education in the United States, Dropout data from NCES examines rates within racial and ethnic groups,across gender groups, and across states and geographical regions. NCES defines the various types of dropout rates as follows.

4 Event rates describe the proportion of students who leave school each year without completinga high school program. This type of dropout rate describes the number and percent of students who drop out of school on an annual basis.

4.Status rates provide cumulative data on dropouts among young adults within a specifiedage range (usually: 15 to 24 years of age, 16 to 24 years of age, or 18 to 24 years of age). These rates, whichare higher than event rates because they include all dropouts, reveal the extent of the dropout problem in the population.

4 Cohort rates measure what happens to a cohort of students over a period of time. Furthermore, these rates provide repeated measures of a group of students starting at a specific grade levelover time. These rates provide longitudinal data on a specific group of students, including background and contextual data.

-4> High school completion rates describe the proportion of students who receivea high school diploma and/or alternative methods of school completion, namely the GED certificate.

In addition, attrition rates measure the number of students lost from enrollment between two points in time (e.g., ninth grade and 12th grade enrollment four years later). Attrition dataare similar to cohort data.

SOURCES OF DROPOUT DATA Annie IE. Casey Foundation produces Kids Count Data Book. This isan annual national and state-by-state effort to track the status of children in the United States. The foundationuses data from federal sources such as the U.S. Census Bureau and the National Center for Education Statistics. 410-547-6600; http://www.aecf.org

Intercultural Development Research Association releases Texas attrition data eachyear in October. 210-444-1710; http://www.idra.org

National Center for Education Statistics of the U.S. Department of Education collects andreports multiple education data, including dropout data. 202-502-7300; http://nces.ed.gov

U.S. Department of Education releases the annual National Education Goals Report and other data. 1-800-USA-LEARN; http://www.ed.gov

For more Ira rmation visit the BD'N Meld lip 133

October 2001 IDRA Newsletter Student Assessment continued from page 6 'Como vas a compartir este dinero? "Ths schcx)0 has sse rin waACM ig©gifaMMSISS ghs scAs [You have been awarded $2,500. How pop©ss pvagici0no mudgu ana©no sgaggll sgudengs and are you going to divide up this money?]." aNTIOrfitAflag'3/ MUNUSIIRene." One student began discussing how his ghsk ganD000ss 0n uncle had won some money, and that if this had happened to the student, hea discussion of grandparents, asking Students with special needs are would give the money to certain groupsspecifically about the children's grand-served in the regular classrooms. They of people. Other students joined in theparents and how they were regarded inare not singled out, rather they mix with discussion. After 10 to 15 minutes, thetheir own families and culture. The fi-the rest of the class. The teachers may teacher asked them to come to a con-nal assignment had each student designafford them more individualized atten- sensus. The students decided that theyand create a card for his or her grand-tion, but their inclusion in discussions and would help out their families, their churchparents to be presented to them ongroup assignments is the same as other and the poor children of Mexico. TheGrandparents' Day. class members. teacher then proceeded to model the Another unique program at the Children at James Bowie Elemen- writing process, and wrote a group storyschool is the music (Estudiantina) pro-tary School are fortunate that bilingual- as a class. gram. During music class, students inism is inherent in the culture of the Val- Again, an IDRA researcher com-third,fourth and fifth grades begin learn- ley. Spanish and English are both spo- mented: "It is discussion like this thating how to play various instruments, suchken in conversations throughout the area, leads me to believe that the English-as the violin, guitar, mandolin, or piano.often blended together in the same sen- learning students are being served, notEach student is provided an instrument.tence. Children in bilingual classrooms only academically but also culturally.They play Spanish songs with which theyreceive instruction in Spanish, but they Every lesson I observed touched on theare all familiar, songs they hear on thecarry on regular conversations with their everyday life of the children." radio, in the community, at weddings and friends in English. Bilingualism in the One unique aspect of the bilingualother special occasions. At the samearea, coupled with the school's compre- program at James Bowie Elementarytime, they learn the foundations of mu-hensive bilingual program, is a main rea- School is the "One World, One Culture"sic and theory. The Estudiantina re-son die school has earned national rec- class. This is an enrichment class thatquires after-school practice sessions, andognition for the performance of bilingual the group performs often throughout thestudents. Rio Grande Valley. Teachers keep a closely monitored "EusTy ss n 0 obsemsd Students participate year-around inportfolio of each student's work that is gglached ©In ghe swerydav cultural events in the community suchshared with the student's parents on a as parades, social functions and holidayweekly basis. Most of the work included 00fe g ghe ch0Odven." celebrations where the choir, drill team,is work created by the student, not folkloric dance troupe, Estudiantina andworksheets that he or she has com- other groups perform. As one teacherpleted. This portfolio is also reviewed all students attend once a week as partput it, "The school has set up variousby the school administration. Together, of a Title-I schoolwide project. In thiscommittees for the sole purpose of pro-teachers and staff monitor students' class the lessons are structured to teachmoting unity among staff, students andprogress so that any needed modifica- self-respect and pride in Hispanic cul-their families in community involve-tions are made as soon as possible and tures as well as a diverse array of otherment." instructional time is not lost. Parents must cultures. Lessons in all classes tend to besign and return the portfolio so that the The teacher of this class is spe-interconnected across disciplines, whichteacher may document that they are cially trained in diversity and veryis accomplished by using literature-aware of their child's progress. Com- knowledgeable in the areas of historybased lessons. When a teacher intro-munication with parents is in both Span- and geography. Because she immedi-duces a story, a discussion is held and ish and English. ately captures the students' attention,then a semantic map is created. The It is evident that all the teachers everyone looks forward to the class.students' work then reflects the connec-at James Bowie Elementary School be- There is also a hands-on component thattions across the curriculum. Discussionslieve their students are important. The usually takes the form of a writing as-and research on topics under study areschool's vision and goal is the success signment. facilitated by access to computersatof all its students as reflected in the One observed lesson focused onleast two in each classroom and sepa-school motto, "All students can learn." the importance of older family membersrate .cwnputer labs available to all chil-Students are treated with respect and in various cultures. The teacher begandren, n studentAssessment continued on page 18

October 2001 IDRA Newsletter Student Assessment continued from page 17 Robledo Montecel, M., and J.D. Cortez. Texas Youth - continued from page 15 dignity, and the students treat their "Successful Bilingual Education Pro- Intercultural Development Research teachers in the same manner. grams: 10 Schools Serve as Models," Association, 1999). Throughout the entire school, ban- IDRA Newsletter (San Antonio,Texas Education Agency. Secondary ners in both Spanish and English are dis- Texas: Intercultural Development School Completion and Dropouts played, reinforcing that each student is Research Association, September in Texas Public Schools, 1999-00 important. A sense of pride is evident 2001). (Austin, Texas: Texas Education everywhere in the school. This sense isRobledo Montecel, M., and J.D. Cortez. Agency, Division of Research and engendered and reinforced by the teach- "Successful Bilingual Education Pro- Evaluation, August 2001). ers and staff and creates a bond among grams: Criteria for Exemplary Prac-U.S. Department of Education. Dropout the students, parents and school person- tices in Bilingual Education," IDRA Rates in the United States: 1999 nel. This bond perpetuates the high stan- Newsletter (San Antonio, Texas: In- (Washington, D.C.: National Center dards expected from each student and tercultural Development Research for Education Statistics, November gives families as well as the entire com- Association, August 2001). 2000). munity a stake in the school's success. U.S. Department of Education. The Maria Robledo Montecel, Ph.D., is Conditionof Education2001 Renounces the IDRA executive director. Josie (Washington, D.C.: National Center Cardenas, J.A., and B. Cardenas. TheDanini Cortez, MA., is the produc- for Education Statistics, June 2001). Theory of Incompatibilities: A Con-tion development coordinator. Albert ceptional Framework for Respond-Cortez, Ph.D., is the director of theRoy L. Johnson, MS., is the director ing to the Educational Needs ofIDRA Institute for Policy and Leader-of the IDRA Division of Evaluation Hispanic Americans (San Antonio,ship. Comments and questions may beResearch. Comments and questions Texas: Intercultural Development Re- directed to them via e-mail atmay be directed to him via e-mail at search Association, 1977). [email protected]. [email protected].

HIGHLIGHTS OF RECENT IDRA ACTIVITIES

In August, IDRA worked with 7,222 teachers, administrators, parents, and

higher education personnel through 35 , training and technical assistance activi- -ActivitVI...... Snapshot 7/ ties and 118 program sites in 14 states The Intercultural Development Research I I X r------1 ,1"------.-, 1 plus the United Kingdom and Brazil. working with several schools to redesignIandLre,,energize their reading 1 --.....r----e--- Topics included: programs-to 1"-'--)----_e_moi------eresponsive-to-the...el-1j acteristics of their diVerie ------/ ---- learners(In this three-year IDRA reading program, known as1 FLAIRi + Educational Equity and School / /. \ \ \ 1 \ Change (Focusing on.Language and Acad'emic-Instrucrional Renew/al), IDRA 1 / . 7 .\\ \\.\\ t + English as a Second Language provides technical assistance that includes classroom de-mnnstrations / / / \.\ t \ \ Resources on the Internet and observations of effective teaching strategies, coaching for success, + Parent Leadership Development nurturing of innovations,\ an'a guiI'd ance' for finding funding options. + Modeling Reading Comprehension FLAIR 'capitalizesonealclyschlool'is strrengthsto increase reading 1\ \ // / scores, weave reading throughoutIll the curriculum and recapture stu- Strategies \ \ 1 / I / f / + Classroom Management dents' lov\e of reading/Theyparticipants,have become reinvigorated by ..x. \ ------/ I./ / this new instructional method/ / that is based on three principles: active \ N. ..Z/ / //. . Participating agencies and school involvement,-validating stuidents anoLguidance. districts included: ___------4 Louisiana Department of Education 4- Tyler Independent School District Regularly, IDRA staff provides services to: Services include: (ISD), Texas + public school teachers 4. training and technical assistance 4 Chicago Public Schools, Illinois + parents 4. evaluation 4. Oklahoma City Public Schools, + administrators 4. serving as expert witnesses in Oklahoma + other decision makers in public policy settings and court cases 4 Longview ISD, Texas education 4. publishing research and professional papers, books, 14 0 videos and curricula For information on IDRA services for your school district or other group, contact IDRA at 210/444-1710.

October 2001 I DRA Newsletter Rn2W@J-A XETE5SEME \Rd@Ria

Editor's Note: On September 19, 2001, U.S. Secretary of Education Rod Paige called on educators to take a leading role in the prevention of harassment and violence. Citing news reports of acts of intolerance, Paige wrote to the leaders of the nation's schools, colleges and universities urging them to take important steps to protect students from harassment and violence. The IDRA South Central Collaborative for Equity is the federally-fidnded equity assistance center that serves schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. It is helps educators, parents and communities provide all students with equitable educational opportunities regardless of race, sex, national origin and economic level. Following is the text of the Secretary's letter.

Dear Colleague:

I writetoask your helpin Harassment in schools can takevictimsofthetragediesdonot responding to a problem that has arisenmany forms, from abusive name callinginadvertently foster the targeting of following the terrible events of the pastto violent crimes directed at a studentArab-American students for harassment several days and that threatens some ofbecause of his or her race or ancestry,or blame. Encourage students to discuss our nation's students. There have beenthe country of origin of the student'sdiversity constructively and to express increasing news reports of incidents offamily,orthestudent'sculturaldisagreement over ideas or beliefs in a harassment and violence directed attraditions. If ignored, harassment canrespectful manner. Have a system in persons perceived to be Arab Americansjeopardize students' ability to learn,place to intervene if particular students or of Middle Eastern or South Asianundermine their physical and emotionalexhibit feelings or conduct that could origin,includingchildren.Arab-well-being, provoke retaliatory violence,endanger others. Encourage all students Americanparentshavepubliclyand exacerbate community conflicts.to report threats of racial or ethnic expressed fear about the safety of theirThe message we must send out toharassment. children at school. These occurrencesparents and studentsisthatsuch Throughour words andthe are extremely disturbing to me and areconduct is unconditionally wrong andexample of our own conduct, we must of major concern to the Department ofwill not be tolerated in our schools. remind our children that harassment of Education. I take this opportunity to highlightand violence toward any individual All of us are justly outraged at theour responsibilities under Title VI of thebecause of his or her race or national destruction and loss of life in New York,Civil Rights Act of 1964. Title VIorigin is never acceptable. In addition, Washington,andPennsylvania.prohibits discrimination based on race,we must emphasize during this difficult However, violence and harassmentcolor, or national origin by recipients oftime in our nation's history that our against innocent people based solely onfederal financial assistance. Schools,feelings of anger and sadness must not theirraceornationaloriginonlycolleges, and universities are responsiblebe directed at innocent Arab Americans, compounds hatred and must not beunder Title VI for providing studentsor other individuals having no connection condoned or tolerated. Each incidentwith an education environment freetolastweek'sevents.Working has a ripple effect in our schools and ourfrom discrimination. together, we can make sure that our communities, creating fear and tensions Racial or ethnic harassment ischildren get a good education in a safe that ultimately affect usall.I amunlawful. It can deny or limit a student'senvironment that does not tolerate concernedthatyoungpeopleareability to receive or participate in theviolence and hatred. particularlysusceptibletocopyingbenefits, services, or opportunities in a inappropriate conduct at a time whenschool's programsimply speaking itThank you for your help on this most fear and anger are heightened. denies students the right to an educationcritical issue. We are all committed to makingfree of discrimination. The existence of surechildrenacross America cana racially hostile environment that isSincerely, attend school in a safe and secureencouraged, accepted, or tolerated by aRod Paige environment free from physical threatsschool, college, or university constitutes and discrimination. School officials,different treatment of students on the working closely with students, parents,basis of race. For more information contact IDRA and community groups, play a critical raponse to last week's eventsat 210-444-1710 or send an e-mail to roleinensuringthatrace-basedspecifically, I urge you to make sure [email protected]. To request harassment and violence have no placeassemblies, classroom discussions, andassistance from the SCCE ask for Dr. in our schools. other school activities held to honorBradley Scott at IDRA. October 20019DIDRA Newsletter 141 kg17U Q'A rAo Maga "Cm" R©bled© Monteceli, The San Antonio Express-News rid of it by undercounting the numbers ofIDRA Coca-Cola Valued Youth has helped this community address thestudents who drop out of school beforeProgram. issue of dropouts through its recent seriesgraduating. The Express-News series The program, which has become a of in-depth articles by Lucy Hood,that focused on one San Antonio highnational network of schools, is a cross- Edmund Tijerina and Sharon Hughesschool showed that students didn't simplyage tutoring program that takes students with photos by Edward Ornelas. transfer to different schools; most of thewho are considered to be at -risk The series correctly concludedmissing students dropped out beforesituations and places them as tutors of what the Intercultural Developmentgraduating. younger students. Since its inception in Research Association and many others, Why are the numbers important? 1984, the program has helped schools have been reporting for more than aIf we don't count the students, thekeep 98 percent of program participants decade. students don't count. in school. In 1986, IDRA conducted Texas' All students count. Schools that The challenge of ensuring that first comprehensive statewide study ofsucceed know this. Such schools don'tstudents do not drop out of school will high school dropouts, which showed thatblame their students for the dropout rate,not be overcome with a series of articles, one out of three students were droppingbut look for ways to make school workone educational program, concerned out before graduating. Our studies showfor all young people. families or even dedicated and committed that since 1986 the estimated cumulative Schools that work for everyoneeducators working alone. number of Texas high school dropouts isvalue children, promote high expectations, The challenge will be met when [1.6 million] students with an estimatedcreate support systems and includewe count all students and when all net loss to the state of [$441 billion]. families and communities in meaningfulstudents count, when apathy turns to Clearly, the number of students droppingways. Students are neither seen noroutrage and when outrage leads to action. out of school is too high. treated as problems to be "fixed" or as According to data compiled by the '-time bombs that may explode at any Texas Eduction Agency, 348,903 moment. Originally published by the San students were enrolled as ninth graders::.:( San Antonio ha§ many committedAntonio Express-News on June 14, in Texas high schools in 1997. Foul:and dedicated educators who are heli)ing2001. Reprinted with permission. years later; only 220,324 seniors wereto make schools work for all students.Maria "Cuca" Robledo Montecel, enrolled. Our community was the birthplace ofPh.D., is executive director of IDRA. Texas has long tried to ignore theone of the most successful dropoutComments may be directed to her via problem, and failing that, has tried to getprevention prograrns in the country thee-mail at [email protected].'

jot, DE VE4 J 014, Non-Profit Organization Jv'S 'V J 4,I- CC A U.S.POSTAGE PAID 47

,.., IDRA Permit No. 3192 .. 2 San Antonio, TX 78228 O

s 4'' 4 ken Ass0e

5835 Callaghan Road, Suite 350 San Antonio, IX 78228-1190

8 5 4 44) 44 2 Creating schools that work for all children, through research a materials development 0 training a technical assistance a evaluationa information dissemination L D 1E IDRA Focus: SELF-RENEWING SCHOOLS...LEADERSHIP

IDRA Newslet te 1 ISSN 1069-5672Volume XXVII, No. 10 November-December 2001 0

(Icy" 44) cH ASS-

Successful Bilingual Education Programs Indicators of Success at the School Level Maria Robledo Montecei, Ph.D., and Josie Danini Cortez, M.

Inside this Issue: Editor's Note: Last year, the Intercultural Development Research Association 4 School-level factors for (IDRA) conducted a research study with funding by the U.S. Department of effective bilingual education Education, Office of Bilingual Education and Minority Languages Affairs (OBEMLA) to identibi characteristics that contribute to the high academic 4 Teasing and bullying performance of students served by bilingual education programs. The August 4 2001 IDRA Newarletterindex 2001 issue of the IDRA Newsletter began a series of six articles describing this insert research study'ssignificant findings.The firstinstallment provided an overview of the research design and methods. In the September 2001 issue, we featured an overview of the schools' demographics and the major findings pertaining, to school indicators. This third installment in the October 2001 issue presented themajor findingsinstudentoutcomes.This fourth installment featui;es the major findings in student outcomes and assessment.

As IDRA visited, interviewed, andrespond to our deepest concerns. We surv-e-yed the teachers andlost touch with a precious human gift administrators, parents and students inour spirit." This aspect of leadership is I 0 different bilingual education programsdifficult to measure but immediately and their schools, one thing becomerecognizable. And it is this aspect that is evident:leadershipisanessentialcritically needed to achieve equity and ingredient in the formula for studentexcellence for all students. success. Leadership manifests itself in IDRA researched school- and different ways, such' as commitment toclassroom-level indicators of successful students, valuing of students and theirbilingualeducationprograms.Our families, and openness to innovation andextensive review of other research change. But, one aspect was evident inprovided a strong theoretical framework all of the individuals involved with thewith indicators conducive to successful programs: each had the ability to inspireprograms for limited-English-proficient and see what was possible. (LEP) -students. IDRA framed these ;)? Lee Bolman and Terrence Dealindicators as research questions in areas c"! ' write of this ability in Leading withof leadership, vision and goals, school Soul: "Perhaps we lost our way whenclimate, linkages, school organization we forgot that the heart of leadershipandaccountability,professional lies in the hearts of leaders. We fooleddevelopment, parent involvement, staff ourselves, thinking that sheer bravado oraccountability and assessment, staff sophisticated analytic tOipiques could Indicators of Success -continued on page 2 ( 143 Indicators of Success - continued from page I to LEP students, a sense of family, a selection and recognition, and community giaMene geachevs MPS high level of trust among all school involvement.Thisarticleprovides nom Maged gM129 ghe personnel, and shared responsibility IDRA's major findings in five of the 10 rag ©0 ghe Vacadgv. and decision making? school-level indicators. The remaining Thfl Are student linguistic and cultural five will be presented in the January lU© Mgh ghe brillinguaD diversity valued and celebrated? 2002 issue of the IDRA Newsletter. Noevaum, wevRoily Is innovation introduced and managed 1DRA's primary research question Ongegraged hvg© ghe Thyghnii with careful attention to the process for this study was, "What contributed to of participation and ownership at all the success of a bilingual education and essence ©0 ghe sch levels of the institution, families and classroom as evidenced by LEP student the broader community? academic achievement?" In addition to private sector in the design and Do the adaptations keep the positive thestudentdata,qualitativeand development ofthe bilingual program? vision that all children can achieve to contextual research questions for other Does the school leadership support their maximum potential and be fully indicators emerged from our extensive educational equity and excellence for fluent in English without sacrificing review of the research and IDRA's all students? their native language? own history in bilingual education. Vision and Goals How evident Are thechallengesaccepted by Five main questions guided theare the vision and goals at the school everyone and reflect ongoing respect research for school-levelindicators.level, and what are the characteristics and validation ofall participants, even Each question had a more detailed(Villarreal and Solis, 1998)? thosewhodisagreewiththe subset of questions. The questions that Do a vision and a set of goals exist changes? guided the research for five of the that define the achievement level Is the climate safe and orderly? school level indicators follow. expected of all students, including Linkages What linkages exist Leadership How evident is LEP students? between central office and school-level leadership at the school level, and what Arethevisionandgoalsstaff, and how are they characterized arethecharacteristics(Carter and communicated to students, and do(McLoed, 1996)? Chatfield, 1986; Lucas et al., 1990)? they guide the instruction? Are linkages to central office staff Istheschoolleadershipwell- School Climate What are the facilitatedbyclearrolesand informed of the rationale for bilingualcharacteristics of the school's climate responsibilitiesof centraloffice education, and does it share an active(Lein et al., 1997; Ogbu and Matute- staff? commitment to bilingualism? Bianchi, 1986)? Does the central office staff provide Does the schoolleadership pro- Does the school climate communicate, leadership, credibility and respect for actively involve the community and in concrete ways, high expectations indicators ofSuccess - continued on page 5

The/DRANewsletter(ISSN 1069-5672,02001) Upcoming Early serves as a vehicle for communication with Publication offices: Childhood Institute educators, school board members, decision- 5835 Callaghan Road, Suite 350 makers, parents, and the general public con- San Antonio, Texas 78228-1190 Successful Bilingual cerning the educational needs of all children in 210/444-1710; Fax 210/444-1714 Texas and across the United States. www.idra.org [email protected] Education Programs Permission to reproduce material contained Maria Robledo Montecel, Ph.D. Did You Know? herein is granted provided the article or item is IDRA Executive Director reprinted in its entirety and proper credit is Newsletter Executive Editor given to IDRA and the author. Please send a copy of the material in its reprinted form to the Christie L. Goodman, APR Highlights of Recent /DRANewsletterproduction offices. Editorial IDRA Communications Manager submissions, news releases, subscription re- Newsletter Production Editor IDRA Activities quests, and change-of-address data should be submitted in writing to the /DRANewsletter Sarah H. Aleman production editor. The /DRANewsletterstaff IDRA Data Entry Clerk welcomes your comments on editorial material. Newsletter Typesetter

If left unchecked or unaddressed,the elementary school level. We wouldGropper and Froschl, 2000). However, bullying and teasing during childhooddo a disservice to students if we startteachers and other adults can and must may develop into dysfunctional behav-labeling and perceiving them negativelystop it. iors that are detrimental to society andfrom this early age. Teachers and parents can use the to the person. Bullying and teasing are Teasing and bullying are mani-following practices to address these harmful to the classroom environmentfested differently by gender. Males tendbehaviors in the elementary school by hindering the delivery of instructionto be victims of physical bullying, andgrades. Once teachers have assured and the social development of students.females tend to be victims of exclusionthemselves that this behavior is being Dan Olweus, a professor of psy-(NCES, 2000). Teasing and bullying areaddressed and not in the upswing, it is chology at the University of Bergen inpervasive in school lunchrooms, play-probable that it will not escalate later in Norway defines bullying, "A student isgrounds, hallways and classrooms.the students' lives. To address the issue being bullied or victimized when he orTeachers and other adults tend to ignoreof teasing and bullying, teachers and she is exposed, repeatedly and over timethe conduct, giving children the impres-parents can: to negative actions on the part of one orsion that it is acceptable to engage in this Intercede when an incident happens, more other students" (Froschl et al.,type of behavior (Banks, 1997; and Bullying and Teasing - continued on page 4 1998). Olweus explains that negative actions can include words, physical contact and making faces, gestures, and intentional exclusion from groups. Teas- Take the IDRA Newsletter Field Trip! ing is a form of banter. Teasing and bullying are a continuum of intentionally hurtful behavior @© ©IRa "Vhki IAD" that, if not stopped, can make younger OROIDU's VAMD SS5t112 children feel unsafe. If left unchecked in older children, teasing and bullying can be used to exert power over others and -0- Related IDRA Newsletter articles and may lead to committing sexual harass- projects ment, which is illegal (U.S. Department -0- Statistics, definitions, etc. of Education, 1999). 4-Internet resources While some attempts have been 4-Internet links made to link bullying and teasing at the elementary school grades to sexual ha- Register for a special prize! rassment behaviors during adult life, there is no solid evidence that sexual harass- Answer the question of the month! ment is one of the resultant dysfunc- Each month we will ask a new question for readers online. A sample of tional behaviors. In any case, it is impor- responses will be posted online. tant for administrators and teachers to address bullying and teasing continuously (Yaliez-Pérez, 1999). This month's question is... Bullyine and teasing can also lead What are you doing to encourage student leadership in your classmates and adults to attach labels to school? the students involved. The literature on high expectations is replete with infor- enymildra.cwo mation on the detrimental effect of pre- maturely labeling students especially at

No)'ember-December 2001 1DRA Newsletter1 45 Bullying and Teasing - continued from page 3 tion contact Dr. Bradley Scott, SCCE do not ignore it; director, at IDRA (210-444-1710). Have discussions about teasing and "Most Americans do not bullying; take bullying very Resources Provide opportunities for boys and seriouslynot even Banks, R. "Bullying in School," ERIC Digest girls to interact in positive ways; and school personnel, a (Champaign, Ill.: University of Illinois at Show they care. Urbana, Champaign Children's Research There are many resources avail- surprising finding given Center, 1997). able that address student teasing and that most bullying takes Froschl, M., and B. Sprung,N. Mull in-Rindler. bullying. Two publications in particular place in schools. If Quit it! A Teacher's Guide on Teasing give examples of teasing and bullying and Bullying for Use with Students in behaviors as well as practical advice on Americans think at all Grades K-3. A joint publication of Educa- how to address the issue. These are: about it, they tend to think tional Equity Concepts,New York,N.Y.; Wellesley College Center for Research Quit it! A Teacher's Guide on Teasing that bullying is a given of on Women, Wellesley, Mass.; and Na- and Bullying for Use with Students in childhood, at most a tional Education Association, Washing- Grades K-3 (Froschl et al, 1998) and ton, D.C. (New York, N.Y.: Educational Girls and Boys Getting Along, Teach- passing stage, one Equity Concepts, Inc., and Wellesley ing Sexual Harassment Prevention in inhabited largely by boys College Center for Research on Women, the Elementary Classroom (Montgom- who will, simply, 1998). ery et al., 1993). Gropper, N., and M. Froschl. "The Role of Children who experience teasing inevitably, be boys." Gender in Young Children's Teasing and and bullying feel unsafe, uncomfortable Psychology Today, Bullying Behavior," Equity and Excel- September-October 1995,p. 52 lence in Education (Westport, Conn.: and excluded both inside and outside of Greenwood Publishing Group, Inc., April the classroom. It is important for chil- 2000). dren to understand that incidents might Marano, H.E. "Big Bad Bul ly," Psychology occur by accident the first time, but ifassistance center funded by the U.S. Today (New York, N.Y.: Sussex Publish- they do not stop the behavior when theyDepartment of Education to serve the ers, Inc., September-October 1995). have been asked to stop then it is pur-educational equity needs of Arkansas, Montgomery, B., and K. Petersen, S. Petersen, poseful. One way to stop this pattern isLouisiana, New Mexico, Oklahoma and S. Sattel, S. Strauss. Girls and Boys Get- for adults and children to be clear thatTexas in the areas of race, gender and ting Along, Teaching Sexual Harass- these behaviors will not be tolerated. national origin equity. The center pro- ment Prevention in the Elementary Class- room (St. Paul, Minn.: Minnesota Depart- The Intercultural Developmentvides teacher training and assistance on ment of Education, 1993). Research Association's South Central preventing and dealing with teasing andNational Center for Education Statistics. Collaborative for Equity is the equitybullying in schools. For more informa- Trends in Educational Equity of Girls and Women (Huntsville, Texas: Center for Research and Doctoral Studies in Edu- Save this bate! cational Leadership, Sam Houston State University, July 2000). April 23-25, 2002 U.S. Department of Education. Protecting Students from Harassment and Hate Crime: A Guide for Schools (Washing- Ninth Annual IbRA ton, D.C.: U.S. Department of Education Office for Civil Rights andNational Asso- La Semana del Niffo ciation of Attorney General, January 1999). Early Childhood Educators Institute' Yaliez-Pérez, M.A. "Sexual Harassment: What Parents and Students Should San Antonio, Texas Know," IDRA Newsletter (San Antonio, Texas: Intercultural Development Re- Watch upcoming issues of the IDRA Newsletter and the IDRA web site search Association, March 1999). for more information about this popular event.

Aurora Yánez, MA., is a research assistant www.idra.org 14 6 in the IDRA Division of Research and Evalu- ation. Comments and questions may be directed to her via e-mail [email protected].

November-December 2001 IDRA Newsletter v.Nt,DE V

c) NNW z "IN=IDRA Newsletter 1 1 IIIINII 0 ,so , CUMULATIVE INDEX <5' 4pCH n ASS- JANUARY 2001-DECEMBER 2001

BRAIN DEVELOPMENT: (4-01) 9-10 Cortez, Albert: (3-01) 1-2, 12-16; Brain Development and Mastery of (7-01) 5-7, 13-16; (8-01) 1-2, 15-19; Language in the Early Childhood (9-01) 3-6, 17-18 ACCOUNTABILITY: (1-01) 1-2, 7-13; Years, E. Shiver: (4-01) 9-10 Cortez, Josie Danini: (7-01) 1-2, (1-01) 13; (2-01) 1-2, 7-9; (2-10) Bullying and Teasing in Elementary 10-12; (8-01) 7-11, 16; (9-01) 3-6, 3-4, 12-13; (2-01) 5-6; (2-10) 13; School, A. Yariez: (10-01) 3-4 17-18; (1 0-01) 1-2, 5-8 (3-01) 1-2, 12-16; (3-01) 3-5; (3-01) 6-9; (6-01) 1-2, 9-12; (7-01) 5-7, 13-16; (8-01) 1-2, 15-19; (8-01) 20; (9-01) 3-6, 17-18 Accountability, National Research Council: (2-01) 13 Cantu, Linda: (5-01) 1-2, 12 Destined to Get an Equitable ALIANZA PROJECT (see PROJECT Cardenas, José A.: (4-01) 1-2, 11-12 System of School Funding, A.A. ALIANZA) Cardenas, Oscar M.: (8-01) 13-14 Romero: (8-01) 3-6, 12 ASSESSMENT: (2-01) 5-6; (5-01) 5-10; Challenges and Strategies for Diaz-Sanchez, Micaela: (3-01) 3-5 (9-01) 3-6, 17-18 Principals of Low-Performing Dieckmann, Jack: (5-01) 5-10 TEXAS ASSESSMENT OF ACADEMIC Schools, A. Villarreal: (1-01) 1-2, DIGITAL DIVIDE: (5-01) 1-2, 12 SKILLS (TAAS): (2-01) 1-2, 7-9; 7-13 DISCIPLINARY ALTERNATIVE (3-01) 3-5; (6-01) 3-5; (8-01) CIVIL RIGHTS (see EQUITY) EDUCATION PROGRAMS: (8-01) 1-2, 1-2, 15-19; (8-01) 20 COCA-COLA VALUED YOUTH 15-19 ATTRITION (see STUDENTS, ATTRITION/ PROGRAM: (1-01) 3-6; (4-01) 5; The Diversity Bookmarks RETENTION and see DROPOUT (5-01) 1-2, 12; (9-01) 1-2, 8-15, 18; Collection: A Tool for Optimizing PREVENTION) (9-01) 7; (9-01) 20 Teacher Usage of the Web, L.C. Coca-Cola Valued Youth Program Green: (5-01) 3-4 Addressing the Digital Divide, Dr. Jose Cárdenas Receives L. Cantu: (5-01) 1-2, 12 Prestigious Child Advocate Coca-Cola Valued Youth Program Award from the Texas Federation in Brazil: Valuing Youth Across of Teachers: (6-01) 8 The Best for Our Children, P. Different Cultures, F. Montes: DROPOUT PREVENTION: (1 -01) 3-6; McCollum: (6-01) 6-7 (1-01) 3-6 (2-01) 1-2, 7-9; (3-01) 1-2, 12-16; BILINGUAL Coming of Age, B. Scott: (3-01) 6-9 (9-01) 1-2, 8-15, 18 (see also EDUCATION: (1 -01) 1-2, 7-13; (2-10) Community and Parent Involvement STUDENTS, ATTRITION/RETENTION) 3-4, 12-13; (3-01) 3-5; (4-01) in Education, M. Diaz-Sanchez: 3-6; (6-01) 8; (7-01) 1-2, 10-12; (3-01) 3-5 (8-01) 1-2, 15-19; (8-01) 7-11, COMMUNITY ENGAGEMENT: (1-01 ) 1-2, 16; (8-01) 13-14; (9-01) 3-6, 7-13; (2-10) 3-4, 12-13; (3-01) 3-5; 17-18; (10-01) 1-2, 5-8 (6-01) 1-2, 9-12; (6-01) 3-5; (7-01) Boosting Our Understanding of 3-4l 2'(8-04) 3-6 12 Bilingual Education: A Refresher ' T' on Philosophy and Models, A. Solis: (4-01) 3-6 147 Free School Improvement Training READING INDEXENTRIES and Technical Assistance: (5-01) All entries in this cumulative index of the 10-11 articles appearing in the 2001 issues ofthe EARLY CHILDHOOD EDUCATION: IDRA Newsletter include the publication (4-01) 1-2, 11-12; (4-01) 7-8; (4-01) volume and the publication year in paren- 9-10; (5-01) 3-4; (6-01) 3-5 (see theses followed by the page(s) on which alsoBILINGUAL, EDUCATION) the article can be found. Early Childhood Education, J.L. OBTAINING ARTICLE REPRINTS Rodriguez: (6-01) 3-5 Garcia, Juanita C.: (7-01) 3-4, 12 A copy of any article listed in this cumu- EDUCATION GENDER (seeEQUITY) lative index may be obtained free ofcharge BILINGUAL(seeBILINGUAL, GOALS OF EQUITY: (3-01) 6-9 by contacting IDRA or visiting the IDRA EDUCATION) Green, Laura Chris: (5-01) 3-4 web site at www.idra.org. REFORM(seeSCHOOLS, REFORM/ RESTRUCTURING) The Intercultural Development Research EDUCATIONAL PIPELINE: (1-01) 16; Association (IDRA) is a non-profit organi- (3-01) 1-2, 12-16 zation with a 501(c)(3) tax exempt status. ELEMENTARY AND SECONDARY The purpose of the organization is to dis- EDUCATION ACT (ESEA): (2-10) Hernández, Yojani F.: (4-01) 7-8 seminate information concerning equality HIGHER EDUCATION: (1-01) 16; (3-01) of educational opportunity. 3-4, 12-13; (3-01) 3-5 ENLACE Enters Phase 11 to 1-2, 12-16; (8-01) 1-2, 15-19 The IDRA Newsletter (ISSN 1069-5672, Promote Higher Education for High Expectations, Substandard ©2001) serves as a vehicle for communica- Latino Youth: (1-01) 16 Results The 2001 Texas tion with educators, school board members, ENLACE INITIATIVE: (1-01) 16; Legislative Session, M. Robledo decision-makers, parents, and the general Montecel and A. Cortez: (8-01) public concerning the educational needs of (6-01) 1-2, 9-12 all children in Texas and across the United Enriching Your Classroom Through 1-2, 15-19 States. Equitable Technology Integration, J. Dieckrnann and A. Permission to reproduce material contained herein is granted provided the article or item Villarreal: (5-01)5-10 is reprinted in its entirety and proper credit EQUITY: (2-10) 3-4, 12-13; (2-01) 5-6; is given to TDRA and the author. Please send (3-01) 1-2, 12-16; (3-01) 6-9; (8-01) IDRA Coca-Cola Valued Youth a copy of the material in its reprinted form 3-6, 12; (9-01) 19; (10-01) 3-4 (see to the IDRA Newsletter production offices. Program Tutor's Success is alsoSOUTH CENTRAL Editorial submissions, news releases, sub- Praised: (9-01) 7 COLLABORATIVE FOR EQUITY) scription requests, and change-of-address Immigrant Students' Rights to data should be submitted in writing to the EQUITY ASSISTANCE CENTER (see Attend Public Schools, National IDRA Newsletter production editor. The SOUTH CENTRAL COLLABORATIVE Coalition of Advocates for IDRA Newsletter staff welcomes your com- FOR EQUITY) ments on editorial material. Students: (7-01) 8-9 EVALUATION: (1-01) 3-6; (3-01) 3-5; IN-GRADE RETENTION: (6-01) 3-5; (3-01) 6-9; (5-01) 5-10; (6-01) 3-5 (8-01) 1-2, 15-19 Publication offices: Every Student Counts, M. Robledo INSTRUCTION: (4-01) 3-6; (5-01) 5-10; 5835 Callaghan Road, Suite 350 Montecel: (9-01) 20 San Antonio, Texas 78228-1190 (6-01) 3-5; (6-01) 6-7; (7-01) 3-4, 2101444-1710; Fax 210/444-1714 12 www.idra.org [email protected] INTERCULTURAL DEVELOPMENT RESEARCH ASSOCIATION Maria Robledo Montecel, Ph.D. PUBLICATIONS:(2-01) 16; (4-01) 11; IDRA Executive Director FAMILIES (see P ARENTs) (6-01) 8; (8-01) 4; (8-01) 17 Newsletter Executive Editor Fessenden, J.T.: (1-01) 13 TECHNICAL ASSISTANCE AND EVENTS: (1-01) 11; (1-01) 14-15; (2-01) Christie L. Goodman, APR FLAIR PROJECT (seeFOCUSING ON IDRA Communications Manager LANGUAGE AND ACADEMIC 10-11; (2-01) 15; (3-01) 10-11; Newsletter Production Editor INSTRUCTIONAL RENEWAL) (3-01) 14; (4-01) 5; (5-01) 7; FOCUSING ON LANGUAGE AND (5-01) 10-11; (6-01) 7; (7-01) 14; Sarah H. Almon (8-01) 14; (8-01) 18; (9-01) 5; IDRA Data Entry Clerk ACADEMIC INSTRUCTIONAL RENEWAL Newsletter Typesetter (FLAIR): (2-01) 18; (7-01) 3-4, (9-01) 18; (10-01) 4; (10-01) 7 12; (9-01) 18 IDRA Newsletter 148 Johnson, Roy L.: (9-01) 1-2, 8-15, 18 Paige, Rod: (9-01) 19 SCHOOLS PARENTS: (1-01) 1-2, 7-13; (2-10) 3-4, FINANCE, FUNDING: (8-01) 1-2, 15-19; 12-13; (3-01) 3-5; (4-01) 9-10 (8-01) 3-6, 12 POLICY (see SCHOOLS, POLICY) Policy: (1-01) 1-2, 7-13; (2-10) 3-4, PRESCHOOL (see EARLY CHILDHOOD 12-13;(2-01)5-6;(7-01) 5-7, EDUCATION) 13-16;(7-01)8-9;(8-01) 1-2, LANGUAGE ACQUISITION (see Prevent Harassment and Violence, 15-19;(8-01)3-6,12; (9-01)1-2, BILINGUAL, EDUCATION) R. Paige: (9-01) 19 8-15, 18; (9-01) 20 LEADERSHIP: (1-01) 1-2, 7-13; (6-01) PROJECT ALIANZA: (7-01) 5-7, 13-16; REFORM, RESTRUCTURING: (1-01) 1-2, 1-2, 9-12; (10-01) 1-2, 5-8 (7-01) 14 7-13; (2-01) 1-2, 7-9; (7-01) 5-7, Lopez del Bosque, Rogelio: (2-01) 1-2, PROJECT FLAIR (see FOCUSING ON 13-16 7-9 LANGUAGE AND ACADEMIC School Accountability Ratings INSTRUCTIONAL RENEWAL) Questioned: (8-01) 20 PROMISING PRACTICES: (1 -0 1 ) 1-2, Scott, Bradley: (2-01) 5-6; (3-01) 6-9 7-13; (2-01) 1-2, 7-9; (7-01) 3-4, 12 Shiver, Elaine: (4-01) 9-10 SOCIAL PROMOTION (see 1N-GRADE RETENTION) McCollum, Pam: (2-01) 3-4, 12-13; SOUTH CENTRAL COLLABORATIVE FOR (6-01) 6-7 EQUITY: (1-01) 1-2, 7-13; (2-01) McIntire, R.: (1-01) 13 5-6; (3-01) 6-9; (3-01) 14; (4-01) The Missing Piece of the Puzzle: RACE/RACIAL EQUITY (see EQUITY) 7-8; (5-01) 3-4; (5-01) 7; (5-01) Opportunities to Learn, P. "Recess" Provides Cognitive, 10-11; (6-01) 3-5; (6-01) 7; (7-01) McCollum: (2-10) 3-4, 12-13 Social and Psychomotor 3-4, 12; (8-01) 3-6, 12; (8-01) 18; Missing: Texas Youth Cost of Opportunities for Growth, Y.F. (9-01) 3-6, 17-18; (10-01) 3-4 School Dropouts Escalates, R.L. Hernández: (4-01) 7-8 Solis, Adela: (4-01) 3-6 Johnson: (9-01) 1-2, 8-15, 18 RE-CONNECT: (1-01) 11; (2-10) STANDARDS: (2-10) 3-4, 12-13 Montes, Felix: (1-01) 3-6 3-4, 12-13; (4-01) 9-10; (5-01) 7; STAR CENTER: (5-01) 3-4; (5-01) My Magnificent Twenty, J.A. (10-01) 7 5-10; (5-01) 7 Cárdenas: (4-01) 1-2, 11-12 REFORM IN EDUCATION: COMMUNITIES STUDENTS ORGANIZING NETWORKS FOR ATTRITION/RETENTION: (8-01) 1-2, EMERGING COLLABORATIONS WITH 15-19; (8-01) 20; (9-01) 1-2, TEACHERS (see RE-CONNECT) 8-15, 18; (9-01) 20 (see also RESEARCH: (1-01) 1-2, 7-13; (7-01) DROPOUT PREVENTION) 1-2, 10-12; (7-01) 5-7, 13-16; (8-01) National Coalition of Advocates for ENGLISH LANGUAGE LEARNERS: (1-01) 7-11, 16; (8-01) 13-14; (8-01) 20; Students: (7-01) 8-9 1-2, 7-13; (6-01) 6-7; (7-01) 8-9 (9-01) 1-2, 8-15, 18; (9-01) 20; National Research Council: (2-10) 13 LIMITED-ENGLISH-PROFICIENT (LEP) (10-01) 1-2, 5-8 STUDENTS, INSTRUCTION OF (see RETENTION (see STUDENTS, ATTRITION/ INSTRUCTION and see BILINGUAL, RETENTION) EDUCATION) Robledo Montecel, Maria: (7-01) 1-2, Successful Bilingual Education 10-12; (8-01) 1-2, 15-19; (8-01) Programs 10 Schools Serve as Once Texas' Lowest Ranking 7-11,16; (9-01) 3-6, 17-18; (9-01) Models, M. Robledo Montecel and School, Fox Tech High School 20; (10-01) 1-2, 5-8 J.D. Cortez: (8-01) 7-11, 16 Wins the National Blue Ribbon, Rodriguez, José L.: (6-01) 3-5 Successful Bilingual Education R. Lopez del Bosque: (2-01) 1-2, Rodriguez, Rosana G.: (6-01) 1-2, Programs Criteria for 7-9 9-12 Exemplary Practices in Bilingual Romero, Anna Alicia: (8-01) 3-6, 12 Education, M. Robledo Montecel and J.D. Cortez: (7-01) 1-2, 10-12

149 2001 Cumulative Index Successful Bilingual Education Programs Indicators of Success at the School Level, M. IDRA Newsletter Robledo Montecel and J.D. Cortez: VALUING VS. DEFICIT MODEL: (1-01) Focus Issues (10-01) 1-2, 5-8 3-6; (2-01) 1-2, 7-9; (3-01) 3-5; Successful Bilingual Education (3-01) 6-9; (4-01) 1-2, 11-12; (5-01) Each issue of the IDRA 5-10; (6-01) 1-2, 9-12; (9-01) 20; Programs Student Assessment Newsletter concentrates on one and Outcomes, M. Robledo (9-01) 7 particular topic. In 2001, the Montecel, J.D. Cortez, and A. Villarreal, A.: (1-01) 1-2, 7-13; (5-01) topics included the following. Cortez: (9-01) 3-6, 17-18 5-10; (6-01) 1-2, 9-12 VOUCHERS (see USE OF PUBLIC MONEY FOR PRIVATE SCHOOLING) SELF RENEWING SCHOOLS...

LEADERSHIP VOLUME XXVI II, No. 1, JANUARY TEACHER PREPARATION: (4-01) 1-2, 11-12; (7-01) 1-2, 10-12; (7-01) 3-4, ACCOUNTABILITY 12; (7-01) 5-7, 13-16 WEB SITES: (1-01) 12; (2-01) 15; VOLUME XXVIII, No. 2, FEBRUARY Teacher Shortages Implications (5-01) 4; (7-01) 13; (8-01) 11; for Reform and Achievement for (8-01) 16; (9-01) 15; (9-01) 16 All Students, A. Cortez: (7-01) 5-7, Who's Accountable?, R. McIntire ACCESS, EQUITY AND 13-16 and J.T. Fessenden: (1-01) 13 EXCELLENCE TEACHING STRATEGIES (see VOLUME XXVIII, No. 3, MARCH INSTRUCTION) TECHNOLOGY: (5-01) 1-2, 12; (5-01) EARLY CHILDHOOD EDUCATION 3-4; (5-01) 5-10 VOLUME XXVIII, No. 4, APRIL TESTING (see ASSESSMENT) Yatiez, Aurora: (10-01) 3-4 Texas Study Profiles Successful TECHNOLOGY Bilingual Education Programs, VOLUME XXVIII, No. 5, MAY O.M. Cardenas: (8-01) 13-14 Transforming Teachers with FLAIR, J.C. Garcia: (7-01) 3-4, 12 CHANGING STUDENT POPULATION Transformative Leadership in VOLUME XXVIII, No. 6, JUNE-JULY Latino Communities: A Critical Element in Successful and SCHOOL RESOURCES Sustainable Educational Change, VOLUME XXVIII, No. 7, AUGUST R.G. Rodriguez and A. Villarreal: (6-01) 1-2, 9-12 GOVERNANCE Transitions from Schools to College VOLUME XXVIII, No. 8, SEPTEMBER Getting There from Here, A. Cortez: (3-01) 1-2, 12-16 PERSISTENCE VOLUME XXVIII, No. 9, OCTOBER

LEADERSHIP VOLUME XXVIII, No. 10, November-December USE OF PUBLIC MONEY FOR PRIVATE SCHOOLING: (8-01) 1-2, 15-19 IDRA is a non-profit educational, Use of Tests When Making research and development organization dedicated to the improvement of High-Stakes Decisions for education opportunities of all children. Students, B. Scott: (2-01) 5-6 Through research, materials development, training, technical assistance, evaluation, and information dissemination, we're helping to create 150 schools that work for all children. Indicators of Success -continued from page 2 the program? SchoolOrganizationand MDEIKE@Ma Accountability How is the school organized (Villarreal and Solis, 1998; There are about 3.5 million limited-English-proficient students in the a conservative estimate as reported in 1996-97 by the McLoed, 1996)? United States nation's state education agencies that receive Title VII federal funds. Is the school organization based on the most efficient way of maximizing Forty percent of U.S. teachers reported having LEP students in their the impact of instruction? classrooms in 1994, but only 29 percent of these teachers had received Is the program an integral part of the any training at all in how to serve them. school's academic plan? Are small organizational arrange- ments(e.g.,families,academic Votr move clads and sgagisaks, go go Rile teams) created to increase communi- "Reid Tvip" on ODRA's web sift. cation among teachers, parents and students? www.idra.org Is there strong accountability for the success of all students? Teachers and administrators we valuing differences and IDRA conducted onsite classroominterviewed believed that their schools' acknowledging potential in every observations; held structured interviewsadministrationsupportedteacher student. withteachers,administratorsandautonomy. Also important was the AnotherIDRAresearcher parents; and administered surveys atinvolvement of English as a secondobserved: each of the participating schools. Belowlanguage (ESL) and bilingual education This school is successful because are the major findings for each area. teachersintheschools'decision- ofthecommitmentandthe making processaswellastheir integrity that the teachers have Leadership autonomy in the decisions they made in toward the bilingual program at All of the schools we studied hadtheir classrooms. their school. They attribute their strong and visible leadership. While the success to the clear and focused principals varied in their leadershipVision and Goeis programthatisarticulated styles, all had some common traits: All of the schools had visions and throughout the campus and to the total and unwavering commitment togoals that were published and evident support that the principal provides. their students' achievement and to anthroughout the schools, setting clear All of the teachers say that the excellent bilingualeducationexpectations for the achievement of all success is due to the fact that they program that was fully integrated intostudents. Furthermore, these visions value learning a second language the school; and goals manifested themselves in the and because of the calidad de los open and frequent communicationday-to-day work of theprincipals, maestros en esta escuela [The among the principal, faculty andfaculty, staff, parents and families. In quality of the teachers at this staff; some cases, the visions and goals were school]. pro-active involvement of faculty,developed by the principals, faculty, staff and the community inthestaff and parents, adding a dimension ofSchool Climate bilingual program; ownership and buy-in. While schoollocations varied professionalism, skills, and knowledge; Surveys showed that the schoolsgreatlyfrom inner-city urban to rural well-informed of the rationale forhad visions that embraced the goals ofand isolatedthe intrinsic character and bilingual education; bilingual education with a missionclimate of the schools shared some valuing of all individualsstudents,inclusive of allstudents and theircommon traits: faculty and staff; families. All of the schools were .safe and abilitytoinspire,motivate and Inoneinstance,anIDRA orderly; validate; researcher commented: All of the administration, faculty, openness to innovation and change; The school is innovative in the way staff,parentsandstudentsfelt access provided to current research itdealswithamultitude of responsible for maintaining a safe and best practices; languagesandculturesasit and orderly climate; abilitytoidentify,secure,and prepares students to transition into "Order" operationally looked different mobilize resources; and anewcountryandanew in the different settings: "orderly support for faculty and staff. language. The school has a way of Indicators of Success -continued on page6

November-December 2001 IDRA Newsletter 151 Indicators of Success - continued from page 5 teaches my children in English." that holds teachers and administrators chaos" in some, structured and well- "Teachers are more united all responsibleforthesuccess of all defined in others; but the underlying teachers work with all children. Allstudents are five indicators that were "order" of well-defined expectations, teachers are responsible for workingfoundintheresearchsites.One responsibilities and roles were clear in the bilingual education program." example of such a program is found at and understood by all; "We [elementary school teachers]Paul Bell Middle School in Miami-Dade "Safe" included personal safety as have a lot of communication with theCounty, Florida. well as safety to innovate, change middle school." and communicate; Paul Bell Middle School, All of the schools affirmed andScheel Organizagion and Miami-Dade County, Florida valued racial and cultural differences;Accountabilley Opened in September 1997, Paul and The bilingual program was anBell Middle School, is a state-of-the-art All of the schools had a climate ofintegral part of the schools and theirfacility built on a 16-acre tract in Dade caring, belonging and friendliness. academic plans.It was evident thatCounty, Florida. The facility consists of Teachersandadministratorsfacultyandstaffheldthemselves eightbuildingclustersconstructed reported a positive school climate thataccountable for the success of allaround a courtyard, with office and nurtured and maintained cultural diversitystudents,includingLEPstudents.auditorium spaces centrallylocated. and mutual respect. Surveys showed that teachers andThe area in which the school is located administrators saw bilingual educationisoneofrapidresidentialand Linkages as an integral part of their schools. commercial growth, due west of Miami The central office staffs provided Atoneschool,anIDRAon the western side of Sweetwater. strong leadership and respect for theresearcher observed: Every classroom at the school is bilingualprograms IDRA studied. The bilingual program is an integral clean, well-lit and conducive to learning. There were clearly articulated roles and part of the school. When a parent The students take pride in their school responsibilities am6ng central office signs up [for his or her child] to and maintain it well. Student work is staff as well as frequent and open attend the school, they know that displayed throughout the classrooms, as communication between central office Spanish will be the mode of is literature about the topic currently and school staff. All of the schools instruction in grades kindergarten being discussed. There is an abundance reported strong support from someone to two and that from grades three of printed material on the walls, but it in central office for their program and toeight, the students will be does not create a distraction. Everything their school. receiving bilingual instruction. The on the wallsis needed during the In addition to the vertical linkages, students do not transition out of the lessons. Student work is also highly therewasevidenceof horizontal program, and they are expected to visible in hallways and common areas. linkages as well, with teachers working achieve at or above thestate It is evident that learning is taking inteams,sharing,exchanging, standards. All of the teachers hired place at Paul Bell Middle School. communicatingandfocusingon for the school must speak Spanish Whetheransweringtheteachers' achievement of all students. Bilingual with native-like fluency. questions or interacting with each other, teachers were never isolated from the Inanothercase,anIDRAstudents are always respectful. They rest of the faculty. They, along with theresearcher stated: are always on task throughout the entire bilingual program, were fully integrated Teachersholdthemselves lesson. into the rhythm and essence of the accountable for the success of An IDRA researcher noted: school. each student. During the classroom Students were not afraid to ask Teachersandadministrators observations, it was evident that questions.They didnotfeel reported a high degree of collaborative the teachers knew exactly the embarrassediftheydidnot work between faculty and staff: level of skills of each child. understand something the teacher "There is master coordination in this wasexplaining.Studentsfelt school, collegiality, and a deep senseEnample et a Succesdul Bilingual comfortable discussing the lesson of purpose as well as a tremendous Pvegvam with the teachers as well as with sense of trust and loyalty among the Strong leadership, clear and well- each other. staff and administration." articulated vision and goals that fully Paul Bell Middle School is a "We aredoing... team teaching.integrate bilingual education into thebilingualschoolwherelanguage During the day, we exchange classesschool, safe and positive school climate,instructionisofferedinSpanish, in first grade: I teach in Spanish to thestrong linkages across grade levels, andmathematics, geography and science. A other teacher's students, and shea school organizaf on and accountability Indicators of Success - continued on page 7

Norember-December 2001 1DRA Newsletter 15 2 -; --- Indicators of Success continued from page 6 maintainstheEnglish-learners'basic subject area instruction in Spanish. variety of exceptional learning resourcesproficiency in the home language andThe Spanish language arts curriculum is available to students here, from thehelps develop their language arts skills.furtherdevelopsandenrichesthe mediacenterandlanguageandThe presence of the students in bilinguallanguage arts skills while familiarizing computer laboratories to specializedcoursesenrichesthemulticulturalthe students with Hispanic culture. resource rooms and exceptional studentexperience for all students. It ensures Content areas taught in Spanish facilities. The school boasts a variety ofthat bilingualism will be maintained andvary from grade to grade, however, remarkablepre-vocationalareas,breaks down the isolation that sometimescurricular learning objectives of all including business, work experience, isexperienced by English-learningcourses are the same regardless of the family and consumer sciences, healthstudents. languageusedforinstruction. education and graphics and technology The goal of the bilingual programAdditionally, literature and fine arts are labs. at the school is to develop bilingual,emphasized as teaching tools inall The goal of the ESL program atbiliterate and bicultural students capablecurricularofferings,thusexposing Paul Bell Middle School is to facilitateof leadershipandsuccessinthestudentstotherichnessof their the acquisition of English, maintainmultilingualsocietyof theglobal bicultural heritage. proficiency in the home language andeconomy. To become bilingual and Technologyinstructionand promote the acquisition of language artsbiliterate, or to maintain these skills andutilization is integrated throughout Paul skills.To achieve these goals,all abilities, students must not only learn the Bell Middle School. Every teacher has a English-learning students are stronglylanguage, they must also use their native computer in his or her classroom, and encouraged to register in the bilinguallanguage to learn. everystudenthasaccesstoone. program. The ESL program's main To that end, the bilingual program Computercentersarelocatedin focus is to develop English languageat Paul Bell Middle School requires oneclassrooms,thelibrary,various proficiency. class period of Spanish language artslaboratories, resource rooms, the media Inclusion in the bilingual programcurriculum and two class periods of Indicators of Success -continued on page 8

HIGHLIGHTS OF RECENT IDRA ACTIVITIES

In September, I DRA worked with 9,063 teachers, administrators, parents, and Activitfklapshot F--.....7:-: higher education personnel through 59 Through the-nationalI Goag/2000 Initiative, the U.S Department of Education Ir"-:------_L____ / training and technical assistance activi- has established parent-information and resource\ centers\ (PIRCs)..across the ties and 177 program sites in 15 states II ( \ 't----.. it___ ------1 country to bring together parents, schools,\ universities;community,---J plus the United Kingdom and Brazil. organizations and-bitsinesses=to-supp_ortunder!servedsTudeffrpopulations. LA ,,....- N. ----.N7":,-,..------.....J_j Topics included: IDRA operates-the ce-iiier.that servesTexas, called Reform in/Education.)I -,,, + Re-Energizing Teaching and CommunitiesI ./. 7 OrganizingNetworks-\\ \ for Emerging\ Collaborations with Teachers1 Learning: IDRA 's Middle School (RE-COINNECT)(The ce-in 'er'qvork 1.ba.ed on effe-valuing4inciple that0 1 ! 1 \\ 1 '-----.-----4 Mathematics Teacher Leadership recognIzes all parents/ as teachers\ and leaders reIgardless of economic condition \ II 1 _ ) I / Institute on background./A primary focus for RE-CONINECT is families of preschoolchildren + Cultural Sensitivity in Addressing agesI birth1. ! throughI 5 and parents ofischool-ageI i I I I children.I The center also engages) /./ I / .) Student Academic and Behavior in speCi \al inititives to reach low-income, minority and limited-English-proficient , , , . . ! 1 /t i Problems parents." Some \of the tools used iby RE-CONNECT for its support activities + WOW: Workshop on Workshops iiiclude-parent-to-parent-training,/parent// Institutes,./ video conferences /for1 + Curriculum Development for Dual educatorsIi \ onN parent involvement7/ and,leadership,/// materials dissemination and a Language Programs web site-0T WWw:idra.org ":1<:....-''

Participating agencies and school districts included: Regularly, IDRA staff provides services to: Services include: 4- Arkansas Department of Education + public school teachers 4 training and technical assistance 4 Dallas Independent School District + parents 4 evaluation (ISD), Texas + administrators 4 serving as expert witnesses in 4 St. Charles Parish, Louisiana + other decision makers in public policy settings and court cases 4 Tempe School District, Arizona 'education -4 publishing research and 4. La Joya ISD, Texas professional papers, books, videos and curricula

For information on IDRA services for your school district or other group, contact IDRA at 210/444-1710.

November-December 2001 I DRA Newsletter Indicators of Success - continued from page 7 Bilingual Schools: Implications for Policy September 2001). center and other facilities. Computer and Practice,"American Journal of Education RobledoMontecel,M.,andJ.D.Cortez. students also maintain a web site. Media (1986) 95, 200-232. "Successful Bilingual Education Programs: students prepare and broadcast the Lein,L.,andJ.F.Johnson, M. Ragland. Criteria for Exemplary Practices in Bilingual Successful Texas Schoolwide Programs: Education," IDRA Newsletter (San Antonio, morning announcements in both Research Study Results (Austin, Texas: The Texas: Intercultural Development Research English and Spanish from the school's Charles A. Dana Center at the University of Association, August 2001). studio. Texas at Austin, 1997). Robledo Montecel, M., and J.D. Cortez, A. Theschool 'slanguagearts Lucas,T.,andR. Henze,R.Donato. Cortez. "Successful Bilingual Education Pro- "Promoting the Success of Latino Language- grams: Student Assessment and Outcomes," curriculum is at the heart of its bilingual Minority Students: An Exploratory Study IDRA Newsletter (San Antonio, Texas: Inter- instruction. Literature is the springboard of Six High Schools," Harvard Educational cultural Development Research Association, for all other activities in the classroom. Review(Cambridge,Mass.:Harvard October 2001). Multicultural selections from classical University, 1990). Robledo Montecel, M., and J.D. Cortez. "Suc- McLoed,B.School Reform and Student and modern works comprise the bulk of cessful Bilingual Education Programs: 10 Diversity: Exemplary Schoolingfor Language Schools Serve as Models," IDRA Newsletter subject matter studied. Reading and Minority Students, NCBE Resource Collection (San Antonio, Texas: Intercultural Develop- composition are infused throughout all Series(Washington,D.C.:National ment Research Association, September 2001). of the disciplines, with the language arts Clearinghouse for Bilingual Education, 1996). Robledo Montecel, M., and J.D. Cortez. "Suc- classes supporting and reinforcing the Ogbu,J.U.,andM.E.Matute-Bianchi. cessful Bilingual Education Programs: Crite- "UnderstandingSocioculturalFactors: ria for Exemplary Practices in Bilingual Edu- curriculumpursuits the of other Knowledge,Identity,and School cation,"IDRANewsletter(SanAntonio,Texas: disciplines. Adjustment," Beyond Language: Social and Intercultural Development Research Asso- Paul Bell Middle School's approach Cultural Factors in Schooling Language- .- -ciation, August 2001). to teaching English-learners has allowed Minority Students (Los Angeles,Calif.: Villarreal,A.,andA.Solis."Effective success for all students in a bilingual, Evaluation, Dissemination, and Assessment ImplementationofBilingualPrograms: Center, California State University, 1986). Reflections from the Field,"IDRA Newsletter bicultural environment. The program's RobledoMontecel,M.,andJ.D.Cortez. (SanAntonio,Texas:Intercultural exemplary practices make it a model for "Successful Bilingual Education Programs: Development Research Association, January bilingual education. Student Assessment and Outcomes," IDRA 1098). Newsletter (San Antonio, Texas: Intercultural Development Research Association, October Resources Maria Robledo Montecel, Ph.D.,is 2001). Bolman, L.G., and T.E. Deal. Leading with Soul: the IDRA executive director. Josie Robledo Montecel,M., andJ.D.Cortez. An Uncommon Journey of Spirit Revised "Successful Bilingual Education Programs: Danini Cortez, MA., is the production (SanFrancisco,Calif.:Jossey-Bass 10SchoolsServeasModels," IDRA develoPment coordinator. Comments Publishers, 1995) pg. 6. Newsletter (San Antonio, Texas: Intercultural Carter,T.,and M.Chatfield."Effective and questions may be directed to DevelopmentResearchAssociation, them via e-mail at [email protected].

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