Latino

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• Latino
• Achievement in America

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• Latinos are the nation's largest minority group,
  numbering 39.9 million as of June 2004. Thats a
  13 increase since April 2000, compared to a 3.3
  increase in the overall U.S population.

Source US Department of Commerce, Bureau of
Census. http//www.census.gov/index.html
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- There were more than 4,500,000 ELL students
enrolled in public schools for the 2000-2001
school year.- This represents approximately 10
of total public school student enrollment, and a
32.1 increase since 199798.
Source http//www.ncela.gwu.edu/expert/faq/01lep
s.htm?printable1
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• From1990 to 2000, ELL enrollment grew by more
  than 105 in the United States, compared with
  only 12 growth for total student enrollment
  during the same period.

Source The Course Crafters Guides to the ELL
Market, published fall 2003 by CourseCrafters,
Inc., Newburyport, MA. www.coursecrafters.com
also http//www.schooldata.com/ssm-ragan.htm
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• Teachers Need Help
• In states that reported teacher certifications of
  ESL/bilingual teachers in 2000-2001, more than
  40 of these teachers were not certified to teach
  bilingual education or ESL.

Source The Course Crafters Guides to the ELL
Market, published fall 2003 by CourseCrafters,
Inc., Newburyport, MA. www.coursecrafters.com
also http//www.schooldata.com/ssm-ragan.htm
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This rapidly growing Spanish-speaking community
needs more information about its schools and its
rights.
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Documents and Resources in Spanish and English
for the Latino Community

• Latino Achievement in America -- This brief
  two-page report and accompanying PowerPoint
  documents the current status of Latino
  Achievement in America. These documents provide
  readers with powerful, easy to understand
  statistics on the current status of Latino
  education in America, examples of schools that
  have high-performance with Latino students, and
  ways communities can help close the achievement
  gap.
• Education Watch State Summaries  -- These state
  summaries are detailed reports highlighting data
  for each individual state in such crucial areas
  as educational performance by race, ethnicity and
  family income, and provides snapshots of in-state
  and cross-state achievement and opportunity gaps.
  Additionally, these reports are available in
  Spanish for the following states Arizona,
  California, Colorado, Florida, Illinois, Nevada,
  Nuevo México, Nueva York, Texas y la Nación en
  conjunto.

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Documents and Resources in Spanish and English
for the Latino Community

• No Child Left Behind User Guide and Fact Sheets
  -- This guide provides user-friendly information
  on No Child Left Behind (NCLB) that parents and
  communities can understand and use. This guide
  highlights key aspects of the NCLB law in
  user-friendly language which can help parents and
  communities use NCLB for advocacy. Easy one-page
  fact sheets provide vital information on key
  provisions of NCLB to complement the Community
  Guide.
• How NCLB Can Help Latino Parents and Advocates --
  This one-page document describes education
  information that parents are entitled to under
  the new federal law, and encourages parents to
  use this information to advocate for a better
  education for their children and for their
  community.

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Documents and Resources in Spanish and English
for the Latino Community

• Does My Childs Homework Meet High Standards? A
  guide for parents to help their children achieve
  -- Often children are given homework that is not
  on grade level. This guide will help parents
  understand what the standards in their state are
  and whether or not their childrens homework is
  meeting them.
• Ed Trust-West Report Shows California High
  Schools Fall Short -- A comprehensive report by
  the Ed Trust-West finds that California high
  schools overall are not preparing students
  adequately for the 21st Century workplace, but
  there are some high schools producing high
  results with all their students.

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These resources are important for the community
because our public school systems are not
adequately preparing Latinos for college or
tomorrows workplace.
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Lets look at Latino achievement. . .
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Nationally, 4th Grade Latinos Lag Behind Their
White Peers in Reading (2003)
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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And Gaps Are Similarin 8th Grade Mathematics
(2003)
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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What does the Latino achievement gap look like by
the end of high school?
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Latino 17 Year Olds Have Been Taught Math to the
Same Levelsas White 13 Year Olds
Source NAEP 1999 Long Term Trends Summary Tables
(online)
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Latino 17 Year Olds Have BeenTaught to Read to
the Same Levelsas White 13 Year Olds
Source Source NAEP 1999 Long Term Trends
Summary Tables (online)
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And Outcomes Remain Very Different Beyond High
School
Source US Bureau of Census, Current Population
Reports, Educational Attainment in the United
States March 2000, Detailed Tables No. 2
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Many attribute these gaps solely to challenges
Latinos face outside of school

• . . . But the truth is, we give Latino students
  less of every resource we know they need when
  they are in school.

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Latino students get less than their fair share of
qualified teachers ...
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More Courses in High-Latino High Schools Taught
by Out-of-Field Teachers
Teachers lacking a college major in the field.
Data for high school core academic classes
only. Source Richard M. Ingersoll, University of
Pennsylvania. Unpublished data from original
analysis for the Ed Trust of 1999-2000 Schools
and Staffing Survey.
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Minority Students Get Twice as Many
Inexperienced Teachers
Teachers with 3 or fewer years of experience.
High and low refer to top and bottom
quartiles. Source National Center for Education
Statistics, Monitoring Quality An Indicators
Report, December 2000.
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More Math Classes in High-Minority High Schools
are Taught by Teachers Lacking a Major in the
Field
Source Richard M. Ingersoll, University of
Pennsylvania. Original analysis for the Ed Trust
of 1999-2000 Schools and Staffing Survey.
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Less Access to High-Level CurriculumFewer Latino
students are enrolledin Algebra 2
Source CCSSO, State Indicators of Science and
Mathematics Education, 2001
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Less Access to High-Level CurriculumFewer Latino
students are enrolled in chemistry
Source CCSSO, State Indicators of Science and
Mathematics Education, 2001
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Curriculum CountsRigorous Curriculum has a
very positive impact on success in college,
especially for Latinos
Percentage
Source Adlesman, Clifford, Answers in the tool
Box, U.S. Department of Education, 1999. Table
40 Bachelors degree completion rates for
students in the top two quintiles ... who entered
4-year colleges directly from on-time high school
graduation by race.
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. . . But fewer Latino high school graduates were
enrolled in a full college prep curriculum
percent in college prep
SOURCE Jay P. Greene, Public High School
Graduation and College Readiness Rates in the
United States, Manhattan Institute, September
2003. Table 8. 2001 high school graduates with
college-prep curriculum.
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.. and their schools have fewer funds
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In 38 of 48 states, districts enrolling the
highest proportions of minority students have
substantially fewer state local dollars per
student than districts with the lowest
percentages of minority students.
Source The Education Trust., The Funding Gap
Report. http//www2.edtrust.org/NR/rdonlyres/EE004
C0A-D7B8-40A6-8A03-1F26B8228502/0/funding2003.pdf
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Funding gap in some states with large Latino
population
state local funds between high and
low-minority districts. District funding levels
adjusted for local price differences and the
additional cost of educating low-income students
and students with disabilities
Source The Education Trust., The Funding Gap
Report. http//www2.edtrust.org/NR/rdonlyres/EE004
C0A-D7B8-40A6-8A03-1F26B8228502/0/funding2003.pdf
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It doesnt have to be this way!
Latino children will rise to the challenge when
they are taught at high levels.
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Latino students are being taught to higher
standards and ARE succeedingin some schools ...
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George Mason ElementaryAlexandria, Virginia

• 29 Latino
• 40 Low Income
• 24 ELL
• Fully Accredited Under Virginia Accountability
  System
• Made AYP for 2002-03

Source School Information Partnership,
http//www.schoolresults.org
Virginia Department of Education,
http//www.pen.k12.va.us
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Achievement at George Mason2003 Reading/Language
Arts Composite
Source Virginia Department of Education,
http//www.pen.k12.va.us
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Achievement at George Mason2003 Math Composite
Source Virginia Department of Education,
http//www.pen.k12.va.us
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Improvement at George MasonGrade 3 ELL
Source Virginia Department of Education,
http//www.pen.k12.va.us
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Devon Aire ElementaryMiami, Florida

• 61 Latino
• 15 English Language Learners
• 27 Low Income
• In 2002, performed in the top 5 of Florida
  schools in 5th grade reading and math
• Made AYP for 2003-04

Source School Information Partnership,
http//www.schoolresults.org
Florida Department of Education,
http//www.fldoe.org Dispelling the
Myth, http//www.edtrust.org
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High Achievement at Devon Aire2004 Reading
Composite
Source Florida Department of Education,
http//www.fldoe.org
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High Achievement at Devon Aire2004 Math Composite
Source Florida Department of Education,
http//www.fldoe.org
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Some districts...
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Pueblo, ColoradoRaising Achievement, Closing
GapsGrade 3 Reading
Source Data provided by the Pueblo School
District.
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Scale Score
There is an 18 point gap between Los Angeles
and Houston (equivalent to almost 2 years worth
of learning)
SOURCE U.S. Department of Education, Institute
of Education Sciences, National Center for
Education Statistics, National Assessment of
Educational Progress (NAEP), 2002 Trial Urban
District Reading Assessment.
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And some entire states...
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Delaware Latino Gains in Grade 4 ReadingOutpace
the Nation, 1998-2003
Change in Average Scale Score
Source NCES, National Assessment of Educational
Progress
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What do we know about the places that are
improving results for Latino students?
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Element 1 Clear, high goals for all students and
curriculum aligned to those goals
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Element 2 Extra instructional time and support
for students who need it.
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Element 3 Good teaching matters more than
anything else
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Cumulative Effects On Students Math Scores
Dallas (Grades 3-5)
Source Heather Jordan, Robert Mendro, Dash
Weerasinghe, Teacher Effects On Longitudinal
Student Achievement 1997.
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Student gains over 3 years
Source Sanders, William L. and Rivers, Joan C
Cumulative and Residual Effects of Teachers on
Future Student Academic Achievement, 1996,
Figure 1, p.12
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NCLB Can Make a Difference IF Parents Take
Advantage of It and States, Districts, and
Schools ACT on It.
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How Does NCLB help advocates address these issues?

• Accountability for student learning, specifically
  for Latino and LEP students
• Including Graduation Rates
• Focus on Teacher Quality
• More Public Reporting

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Time has run out for too many Latino children
and youth. Years of systemic low expectations
condemn too many to second-class, minimum wage
lives. Every day, through the Nation, our schools
are failing to deliver the best educational
experiences and opportunities that our Latino
students, families, and communities are hungry
forHon. Ana Sol Gutierrez, Maryland State
Delegate
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The Education Trust

• For More Information . . .
• www.edtrust.org
• 202-293-1217