DOCSLIB.ORG

Boston Chinese Immersion Charter School Final Application

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Boston Chinese Immersion Charter School Final Application BOSTON CHINESE IMMERSION CHARTER SCHOOL Final Application Submitted to the Massachusetts Department of Elementary and Secondary Education Charter School Office November 8, 2010 TABLE OF CONTENTS Page Commonwealth Charter Applicant Information Sheet........................................................................... 1 Commonwealth Charter School Certification Statement ....................................................................... 3 Statement of Assurances............................................................................................................................. 4 Statement of Assurances For the Federal Charter School Program Grant .......................................... 7 Executive Summary .................................................................................................................................... 8 Public Statement ....................................................................................................................................... 10 I. Charter School Mission, Vision and the Description of the Communities to be Served................ 11 A. Mission Statement.................................................................................................................... 11 B. Vision Statement ...................................................................................................................... 11 C. Description of Communities to be Served ............................................................................... 11 II. How Will the School Demonstrate Academic Success?................................................................... 13 A. Educational Philosophy............................................................................................................ 13 B. Curriculum and Instruction ...................................................................................................... 16 C. Performance, Promotion and Graduation Standards ................................................................ 24 D. Assessment System.................................................................................................................. 26 E. School Characteristics .............................................................................................................. 29 F. Special Student Populations and Student Services ................................................................... 33 III. How Will the School Demonstrate Organizational Viability? ...................................................... 35 A. Enrollment and Recruitment .................................................................................................... 35 B. Capacity.................................................................................................................................... 37 C. School Governance .................................................................................................................. 40 Governance Structure ....................................................................................................... 40 Roles and Responsibilities................................................................................................ 41 Policy Development.......................................................................................................... 42 Board Development .......................................................................................................... 43 Net work of Scholls – School Management Contract....................................................... 44 D. Management Structure ............................................................................................................. 44 Roles and Responsibilities................................................................................................ 44 Policy Development and Implementation......................................................................... 45 Educational Leadership..................................................................................................... 45 Human Resources ............................................................................................................. 46 E. Facilities and Student Transportation....................................................................................... 49 F. School Finances........................................................................................................................ 50 Fiscal Management ........................................................................................................... 50 Budget and Budget Narrative............................................................................................ 51 G. Action Plan............................................................................................................................... 54 IV. How Will the School Demonstrate that It Is Faithful to the Terms of Its Charter?.................... 61 A. Process ..................................................................................................................................... 61 i B. Goals ........................................................................................................................................ 61 C. Narrative................................................................................................................................... 62 D. Dissemination .......................................................................................................................... 62 V. Attachments......................................................................................................................................... 66 1. Maximum of 40 Pages .............................................................................................................. 66 A. Required...................................................................................................................... 66 Charter School Recruitment and Retention Plan – Proven Provider ...................67 Operating Budget: Projected Revenues and Expenditures .................................69 Draft Bylaws........................................................................................................78 Draft Enrollment Policy.......................................................................................88 B. Optional....................................................................................................................... 96 2. Required, but not counted toward 40 pages............................................................................ 108 Statements of Commitment and Resumes of Founding Members.................................. 108 Curriculum...................................................................................................................... 207 2010 Proven Provider Information Sheet – Final Application ....................................... 225 ii COMMONWEALTH CHARTER APPLICANT INFORMATION SHEET This form must be attached to the letter of intent, prospectus, and final application. Please type information. Name of Proposed Charter School: Boston Chinese Immersion Charter School School Address (if known): School Location (City/Town REQUIRED): Boston Primary Contact Person: Helen Chin Schlichte Address: Fifty Main Street, Unit 33 City: Charlestown State: MA Zip: 02129-3731 Daytime Tel: (617) 242-1840 Fax: (617) 242-4230 Email: [email protected] 1. The proposed school will open in the fall of school year: 2011 School Year Grade Levels Total Student Enrollment First Year K, 1 100 Second Year K, 1, 2 160 Third Year K, 1, 2, 3 218 Four Year K, 1, 2, 3, 4 273 Fifth year K, 1, 2, 3, 4, 5 325 2. Grade span at full enrollment: Kindergarten through eighth grade 3. Total student enrollment when fully expanded: 360 students 4. Age at entry for kindergarten, if applicable: 5 as of September 1, 2011 5. Will this school be a regional charter school? Yes No If yes, list the school districts (including regional school districts) in the proposed region. Please only list districts that are included in Appendix B. (Use additional sheets if necessary.) If no, please specify the district’s population as reported in the most recent United States census estimate for the community the school intends to serve: 613,086 . The Board of Elementary and Secondary Education shall not approve a new Commonwealth charter school in any community with a population of less than 30,000 as determined by the most recent United States census estimate [available at: http://www.census.gov/], unless it is a regional charter school. (MGL c. 71 § 89(i)(1). 1 6. For all proposed charter schools, list the districts that are contiguous with the proposed school’s district or region. Please only list districts that are included in Appendix B. (Use additional sheets if necessary.) Everett Chelsea Winthrop Somerville Cambridge Watertown Brookline Newton Dedham Milton Quincy 7. Is the proposed school to be located in a district where overall student performance on the MCAS is in the lowest 10 percent, as designated in Appendix B? Yes No 8. Will the proposed school be located in a district or districts in which the 9 percent net school spending cap is, or could be, exceeded by 2010-11 applications? Yes No 9. Is the applicant group currently the board of trustees of an existing charter school? Yes No 10. Is the applicant group/board of trustees intending to create a network of schools? Yes No
Load more

Recommended publications
  • Asians in Minnesota Oral History Project Minnesota Historical Society
    Isabel Suzanne Joe Wong Narrator Sarah Mason Interviewer June 8, 1982 July 13, 1982 Minneapolis, Minnesota Sarah Mason -SM Isabel Suzanne Joe Wong -IW SM: I’m talking to Isie Wong in Minneapolis on June 8, 1982. And this isProject an interview conducted for the Minnesota Historical Society by Sarah Mason. Can we just begin with your parents and your family then? IW: Oh, okay. What I know about my family is basically . my family’s history is basically what I was told by my father and by my mother. So, you know,History that is just from them. Society SM: Yes. Oral IW: My father was born in Canton of a family of nine children, and he was the last one. He was the baby. And apparently they had some money because they were able to raise . I think it was four girls and the five boys. SM: Oh. Historical IW: My father’s mother died when he was about eight years old. And the father . I don’t know if I should say this, was a . .Minnesota . he was . he was addicted to opium as all men of that time were, you know. I mean, menin of money were able to smoke opium. SM: Oh. Yes. Minnesota IW: And so, little by little, he would sell off his son and his children to, you know, maintain that habit. Asians SM: Yes. IW: The mother’s dying words were, “Don’t ever sell my youngest son.” But the father just was so drugged by opium that he . eventually, he did sell my father.
    [Show full text]
  • Portland Chinese Scholarship Foundation
    1 Prosper Portland is honored to collaborate on projects that celebrate the past and support the Old Town/Chinatown community now and into the future. Find out more at prosperportland.us/otct THANK YOU to our 2020 Awesome Advertisers P. 36 Canton Grill P. 36 NW Natural P. 33 Capital Hill Mortgage P. 24 Ocean City Seafood Restaurant P. 22 Chang Fa Supermarket P. 38 Omega Services P. 22 Chen’s Good Taste Restaurant P. 12 OnPoint Community Credit Union P. 23 Chin’s Import & Export Co., Inc P. 29 Oregon Chinese Coalition P. 19 China Delight P. 24 OTA Tofu P. 22 China Wind Restaurant P. 34 Pacific Seafood P. 27 CT Auto Body & Paint P. 18 PCT Print & Design P. 38 Dignity – Sisi Zhang P. 37 Phoenix City Seafood Restaurant P. 24 Farmer’s Ins – Diane L Koelling P. 33 Pinon Insurance Agency - Jody Chan P. 27 Golden Horse Restaurant P. 22 Portland Chinatown Museum P. 32 Grace Insurance Services P. 34 Portland Lee’s Association P. 32 Great World Travel P. 02 Prosper Portland P. 32 Happy Dragon Chinese Restaurant P. 32 Red Robe Tea House and Cafe P. 28 HK Café P. 39 River View Cemetery Funeral Home P. 32 Hop Sing Association P. 12 Selfie Pod Photo Booth P. 18 Huber’s P. 30 Smart Foodservice P. 33 Imperial House P. 14 Taipei Economic and Cultural Office P. 27 J & P Accounting and Tax Services in Seattle P. 19 Keller Williams – Felicia C Louie P. 37 United CPAs & Co, LLC P. 24 Kern Park Flower Shoppe P.
    [Show full text]
  • The Los Angeles Chinese Confucius Temple School: Heritage, Transformation, and Renovation
    International Journal for Innovation Education and Research www.ijier.net Vol.3-2, 2015 The Los Angeles Chinese Confucius Temple School: Heritage, Transformation, and Renovation Yu-Ju Hung, Ph.D. Assistant Professor History Department, Chinese Culture University, Taiwan (R.O.C.) [email protected] Abstract The creation of mother-tongue language schools was the prevalent phenomenon in the American immigration communities in the nineteenth and twentieth century. Some European, such as German, immigrants capitalized their ethnic network to develop their ethnic language instructions within the systems of public school or religious parochial school, while certain Asian (Chinese or Japanese) immigrants created private language schools to maintain their heritage and culture for younger generations. Through the case study of history of the Chinese Confucius Temple School in Los Angeles Chinatown, along with the examination of theoretical frame of contemporary non-English mother-tongue schools in the United States, this study demonstrate the transformation of Chinese language school in the aftermath of 1950s. It shows that the development of language school not only dwells on the issues of Mandarin-learning and culture maintenance, but also accompanies with the transition of Chinese community from inner-city enclave to suburbs. Keywords: Language school, Los Angeles Chinatown, Chinese Confucius Temple School, Chinese tradition, cultural heritage Introduction: The development of Chinese language schools dates back to the late 1880s when the first one, Chinese Minister Zhang Yinguan, was established in San Francisco.1 In the following years to serve the needs of early immigrants, classes in Cantonese language were provided for the residents of Chinatown in a number of large cities in the United States.
    [Show full text]
  • [Negotiating Global Chinatowns: Difference, Diversity and Connection]
    DOI: 10.1400/218587 Cindy Hing-Yuk Wong, Gary W. McDonogh [Negotiating Global Chinatowns: Difference, Diversity and Connection] Abstract: Over the past two centuries, diverse and changing Chinatowns have become global enclaves where separation from a surrounding city and society intersects with both the construction of “Chinese” communities and the processes that integrate Chinese into wider contexts while challenging or changing these contexts. Based on a decade of fieldwork in Chinatowns in the Americas, Europe, Australia, Asia and Africa, the investigators highlight the tensions of segregation and communit(ies) through the lenses of physical form and boundaries, social centers, and imagery. Drawing on Henri Lefebvres’s tripartite vision of the social construction of urban spaces (les espaces perçus, conçus and vécus), this article shows that Chinatowns, as distinctive spaces within a city, encapsulate intense debates about place, citizenship, rights and diversity that speak more generally to cities, nations and global urbanism. Keywords: Chinatown, Urban form, Representation, Transnationalism, Boundaries. On September 14, 2013 we joined family and friends in Philadelphia, Pennsylvania’s downtown Chinatown to celebrate the Mid-Autumn Festival. For many modern Mainland Chinese, this harvest moon festival has become a largely private celebration, with rich, dense mooncakes shared in family gatherings. While the People’s Republic of China recognized this millennial celebration as part of China’s intangible heritage in the 21st century, it only became a national public festival in 2008. For Wong, having grown up in densely-populated 20th century Hong Kong, the public and family holiday spilled over into public parks, entailing children’s parades and elaborate, musical lanterns as well as competing brands of moon cakes.
    [Show full text]
  • What Strategies Do Chinese Immigrant Parents Use to Send Their Children to High-Performing Public School Districts?
    What Strategies Do Chinese Immigrant Parents Use to Send Their Children to High-Performing Public School Districts? Senfeng Liang Abstract This qualitative study examines how Chinese immigrant parents perceive the importance of sending their children to a “good” school district and ana- lyzes their strategies in doing so. Nine families from different economic and educational backgrounds participated in the study. Results show that some parents were not satisfied with children’s previous schools and decided to move to higher performing school districts. Parents had different levels of econom- ic preparation and thus used different strategies to achieve their goal. Higher income families chose to purchase homes in “good” school districts. In order to live in a “good” school district, lower income families’ strategies included: purchasing a house and renting out a bedroom to reduce the economic bur- den, renting an affordable apartment, and living with relatives or friends. This study contributes to a better understanding of factors contributing to Chinese American students’ educational experiences. Key Words: Chinese immigrant parents, district quality, public school choice, housing, family perceptions, home selection strategies, neighborhood, income Introduction Studies suggest that family income matters for students’ education, but it is not always clear in what ways family income matters (Davis-Kean, 2005; School Community Journal, 2015, Vol. 25, No. 2 135 Available at http://www.schoolcommunitynetwork.org/SCJ.aspx SCHOOL COMMUNITY JOURNAL Duncan & Magnuson, 2005). One way family income influences students’ education is the family’s practices of selecting a neighborhood (and related school district) in which to live. As most U.S. students attend their zoned public school, neighborhood and the quality of schools can deeply influence students’ education (Catsambis & Beveridge, 2012).
    [Show full text]
  • CHSA HP2010.Pdf
    The Hawai‘i Chinese: Their Experience and Identity Over Two Centuries 2 0 1 0 CHINESE AMERICA History&Perspectives thej O u r n a l O f T HE C H I n E s E H I s T O r I C a l s OCIET y O f a m E r I C a Chinese America History and PersPectives the Journal of the chinese Historical society of america 2010 Special issUe The hawai‘i Chinese Chinese Historical society of america with UCLA asian american studies center Chinese America: History & Perspectives – The Journal of the Chinese Historical Society of America The Hawai‘i Chinese chinese Historical society of america museum & learning center 965 clay street san francisco, california 94108 chsa.org copyright © 2010 chinese Historical society of america. all rights reserved. copyright of individual articles remains with the author(s). design by side By side studios, san francisco. Permission is granted for reproducing up to fifty copies of any one article for educa- tional Use as defined by thed igital millennium copyright act. to order additional copies or inquire about large-order discounts, see order form at back or email [email protected]. articles appearing in this journal are indexed in Historical Abstracts and America: History and Life. about the cover image: Hawai‘i chinese student alliance. courtesy of douglas d. l. chong. Contents Preface v Franklin Ng introdUction 1 the Hawai‘i chinese: their experience and identity over two centuries David Y. H. Wu and Harry J. Lamley Hawai‘i’s nam long 13 their Background and identity as a Zhongshan subgroup Douglas D.
    [Show full text]
  • A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars
    Kansas State University Libraries New Prairie Press Adult Education Research Conference 2014 Conference Proceedings (Harrisburg, PA) Academic Sisterhood: A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars Maria Liu Wong Aimee Tiu-Wu Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Wong, Maria Liu and Tiu-Wu, Aimee (2014). "Academic Sisterhood: A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars," Adult Education Research Conference. https://newprairiepress.org/aerc/2014/pre-conferences/6 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Academic Sisterhood: A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars Maria Liu Wong1, Aimee Tiu-Wu2 ABSTRACT: In a global context where Western models and theories continue to dominate and influence adult educational research, multi-vocal perspectives of meaning making and learning from educators raised and educated in the East and West can contribute to more nuanced dialogue and exchange. Utilizing collaborative autoethnography, a qualitative research method that explores society through the lens of self in relation to other (Chang, Ngunjiri & Hernandez, 2013), we provide a window and a mirror into the complexity of East-West learning dynamics as two multicultural Asian immigrant academics educated and raising our children in the West.
    [Show full text]
  • A Bibliography and Webliography of Chinese Chicago 芝加哥華人相關書目與 網站（頁）目錄 蘭珊珊/ Shanshan Lan, Northwestern U., 閆 慧/ Hui Yan, Peking U./U
    Periodic research reports from the Community Informatics Lab #10 FromCI the University of Illinois LabGraduate School of Library and Information NotesScience, with the support of the Institute for Museumand Library Services, the Benton Foundation, and the University of Illinois at Urbana-Champaign’s Afro-American Studies and Research Program, Illinois Informatics Institute and Community Informatics Initiative A bibliography and webliography of Chinese Chicago 芝加哥華人相關書目與 網站（頁）目錄 蘭珊珊/ Shanshan Lan, Northwestern U., 閆 慧/ Hui Yan, Peking U./U. of Illinois, Brooke Bahnsen and Kate Williams, U. of Illinois This Lab Note reflects the first stage of a three-year research project known as eChicago. This project is funded by the Institute for Museum and Library Services and the full title of the project is Chicago community Pavilion in Ping Tom Park, Chicago. Photo courtesy of Chinese-American informatics: Places, uses, resources. Museum of Chicago. Our interest here is to examine the population of Chicago, in particular a subset of ethnicities and community areas, and analyze how these communities are navigating the digital age. Stage one is to understand the communities today and discover how they are represented in cyberspace. Thus our initial products include a webliography and bibliography on each community and we are honored to partner with experts on these communities. Further work will entail surveying the communities for public access computing sites (Places), interviewing members of community organizations concerning how they use digital tools (Uses), and helping a subset of these groups create digital resources that represent their cultural heritage and identity (Resources). The project’s theoretical framework centers on social capital and social networks.
    [Show full text]
  • Kem K. Lee Photographs and Other Materials, 1927-1986
    http://oac.cdlib.org/findaid/ark:/13030/kt358025jn No online items Finding Aid to the Kem K. Lee Photographs and Other Materials, 1927-1986 Finding Aid written by Janice Otani, Amy Gilgan Funding for processing this collection was provided by National Historical Publications and Records Commission (NHPRC) The Ethnic Studies Library 30 Stephens Hall #2360 University of California, Berkeley Berkeley, California, 94720-2360 Phone: (510) 643-1234 Fax: (510) 643-8433 Email: [email protected] URL: http://eslibrary.berkeley.edu © 2007 The Regents of the University of California. All rights reserved. Finding Aid to the Kem K. Lee AAS ARC 2006/1 1 Photographs and Other Materials, 1927-1986 Finding Aid to the Kem K. Lee Photographs and Other Materials, 1927-1986 Collection Number: AAS ARC 2006/1 The Ethnic Studies Library University of California, Berkeley Berkeley, CaliforniaFunding for processing this collection was provided by National Historical Publications and Records Commission (NHPRC) Finding Aid Written By: Janice Otani, Amy Gilgan Date Completed: December 2007 © 2007 The Regents of the University of California. All rights reserved. Collection Summary Collection Title: Kem K. Lee photographs and other materials Date (inclusive): 1927-1986 Collection Number: AAS ARC 2006/1 Creators : Lee, Kem K. Extent: Number of containers: 3 cartons, 154 boxes, 15 oversize boxes, 1 oversize folderLinear feet: 73.75 Repository: University of California, Berkeley. Ethnic Studies Library 30 Stephens Hall #2360 University of California, Berkeley Berkeley, California, 94720-2360 Phone: (510) 643-1234 Fax: (510) 643-8433 Email: [email protected] URL: http://eslibrary.berkeley.edu Abstract: The Kem Lee photograph collection, 1927-1986, contains Lee's photographs and other materials in subject files relating to his photojournalistic assignments and business advertisements for San Francisco Chinatown newspapers and includes photographs of the Miss Chinatown USA Pageant, community organizations, political activities, as well as formal studio portraits.
    [Show full text]
  • Cantonese Chinese Americans (Chinatown's 40'S
    Cantonese Chinese Americans (Chinatown’s 40’s-60’s Generation’s Untold Story of Struggles and Successes in Chinese America) In 2012, I read a book entitled "Chinese America" written by Dr. Peter Kwong, a City University of New York Professor, and his wife Dr. Dusanka Miscevic. It is a contemporary book on the Chinese in America leading up to the present day in the 2000's time-frame illustrating how the Chinese have come a long way in a short time but the authors' emphasis was only on the accomplishments of the northern Mandarin speaking Chinese. It was disingenuous to the southern Cantonese speaking Chinese that the authors did not even consider their progress and achievements during this same time period. Our Cantonese Chinese generation of the 40--60's and the following ones were exceptional ones in producing a large number of successful individuals and success stories that came out of Chinatown and the greater New York metropolitan area in the professional, vocational, and business fields. The authors adopted an intra class-dividing terminology "Uptown-Downtown Chinese" in referring to the Mandarin and Cantonese Chinese as two separate bipolar entities with the Mandarins being educated and successful; while: depicting the Cantonese as working-class immigrants in the restaurant, laundry & sweatshop businesses. That may have been the case in the 40's when the Mandarins had all the advantages while many of the Cantonese were struggling just to survive and many were serving in the US armed forces during WW II. The Mandarin Chinese were here in the USA serving as the Chinese Nationalist government diplomats to the US government and later the United Nations.
    [Show full text]
  • China's Vision for a New World Order
    the national bureau of asian research nbr special report #83 | january 2020 china’s vision for a new world order By Nadège Rolland cover 2 NBR Board of Directors John V. Rindlaub Mark Jones Matt Salmon (Chairman) Co-head of Macro, Corporate & Vice President of Government Affairs Senior Managing Director and Investment Bank, Wells Fargo Securities Arizona State University Head of Pacific Northwest Market Wells Fargo & Company East West Bank Scott Stoll Roy D. Kamphausen (Treasurer) Thomas W. Albrecht President Partner (Ret.) Partner (Ret.) NBR Ernst & Young LLP Sidley Austin LLP Ryo Kubota Mitchell B. Waldman Dennis Blair Chairman, President, and CEO Executive Vice President, Government Chairman Acucela Inc. and Customer Relations Sasakawa Peace Foundation USA Huntington Ingalls Industries, Inc. U.S. Navy (Ret.) Quentin W. Kuhrau CEO Maria Livanos Cattaui Unico Properties LLC Honorary Directors Secretary General (Ret.) Lawrence W. Clarkson Melody Meyer International Chamber of Commerce Senior Vice President (Ret.) President The Boeing Company George Davidson Melody Meyer Energy LLC (Vice Chairman) Thomas E. Fisher Long Nguyen Vice Chairman, M&A, Asia-Pacific (Ret.) Senior Vice President (Ret.) Chairman, President, and CEO HSBC Holdings plc Unocal Corporation Pragmatics, Inc. Norman D. Dicks Joachim Kempin Kenneth B. Pyle Senior Policy Advisor Senior Vice President (Ret.) Professor, University of Washington Van Ness Feldman LLP Microsoft Corporation Founding President, NBR Richard J. Ellings Clark S. Kinlin Jonathan Roberts President Emeritus and Counselor President and CEO Founder and Partner NBR Corning Cable Systems Ignition Partners Corning Incorporated Kurt Glaubitz Tom Robertson Global Media Relations Manager George F. Russell Jr. Corporate Vice President and Chevron Corporation (Chairman Emeritus) Deputy General Counsel Chairman Emeritus Microsoft Corporation Russell Investments NBR Counselors Charles W.
    [Show full text]
  • Los Angeles Language Schools and Competing Chinese Nationalisms
    Los Angeles language schools and competing Chinese nationalisms Calvin N. Ho Department of Sociology University of California, Los Angeles [email protected] October 2014 ACKNOWLEDGEMENTS: The author would like to thank Rogers Brubaker, Rubén Hernández- León, Ching Kwan Lee, and Roger Waldinger for their valuable comments on previous drafts. This material is based upon work supported by the National Science Foundation Graduate Research Fellowship under Grant No. DGE-1144087. 1 Introduction Among the first things that a visitor to Zhongshan Chinese School sees are the flags flying at the school gate. This weekend and after-school language institute in Los Angeles’ Chinatown flies the United States flag and the flag of the Republic of China (ROC) at equal height. The two flags are also displayed in the school’s auditorium, where they flank the two sides of the stage; behind the flags are large painted characters for a slogan from ROC leader Chiang Kai-shek’s anti-communist New Life Movement. Decorations, computers, and other objects inside the building are labelled with plaques or stickers indicating that they were donations from the ROC government’s diaspora commission. The school’s apparent loyalty to the ROC is enacted in administrative- and classroom- level practices as well as being visually displayed through symbols like these. At assemblies in the auditorium, students sing the ROC national anthem and bow in the direction of the ROC flag. School administrators invite ROC officials passing by the neighbourhood to give speeches, and volunteer students and parents for interviews on state television programs about the successes of the ROC’s diaspora language programs.
    [Show full text]