Thursday, December 17, 2015
When Integration, Closing Achievement Gaps, and Overcoming Language Barriers Go Hand-in-Hand
Yesterday, Rebecca Klein published an excellent story exploring a bilingual program in Oregon that appears to be improving outcomes in all respects for all students involved. She writes:
Heritage Elementary School isn't a fancy private school, or even a public school nestled in an affluent suburb where parents pay high property taxes to give their kids a good education. It's part of the Woodburn School District, which has an expansive dual-language program although the vast majority of students qualify for free or reduced-price lunch.
Many students enter Woodburn schools without knowing any English, but can switch seamlessly between two languages by the time they leave.
And these students are not just bilingual. Woodburn students are also more likely to graduate from high school than students from districts with similar populations and levels of poverty, according to Chuck Ransom, the district's superintendent. Most importantly, they're more likely to continue on to higher education, which leads to better job opportunities and, ultimately, a better quality of life.
. . . .
But in 2014, Woodburn School District had the highest on-time high school graduation rate for Latino students in the state, and the second-highest graduation rate for students who weren't native English speakers. Its overall graduation rate fell within the top 10 percent of Oregon school districts.
In the decade since the district enacted its dual-language program, the gap in graduation rates between Woodburn's English language learners -- or ELLs -- and native English speakers has closed. Experts say that if implemented properly, dual language programs not only encourage students to appreciate other cultures as well as their own, but can even help desegregate districts where minority students and their white counterparts attend separate and unequal schools.
Just before the recession, I had a growing sense that programs like these were going to take off, as parental demand was increasing. Unfortunately, the recession promoted an isolationist mentality where communities tried to protect whatever they had and did not dare try something new--save the new curriculum and teacher evaluation policies the federal government was forcing on them. Klein's story suggests we may be returning to more sane times. Even in Columbia, South Carolina--not typically a leader on these issues--the district conducted a survey this past fall to test parental interest in starting a bilingual school in the near future. The district has relatively significant segregation challenges and this would be a significant step to begin addressing some of it.
https://lawprofessors.typepad.com/education_law/2015/12/when-integration-closing-achievement-gaps-and-overcoming-language-barriers-go-hand-in-hand.html