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Closing the Achievement Gap for ELL Students

Closing the Achievement Gap for ELL Students. NYSUT Train the Trainer Event – Promoting Literacy for ELLs at all Levels March 18th, 2006 Presenter: Giselle Lundy-Ponce, AFT glundypo@aft.org. Goals. Provide information about the growing ELL population

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Closing the Achievement Gap for ELL Students

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  1. Closing the Achievement Gap for ELL Students NYSUT Train the Trainer Event – Promoting Literacy for ELLs at all Levels March 18th, 2006 Presenter: Giselle Lundy-Ponce, AFT glundypo@aft.org

  2. Goals • Provide information about the growing ELL population • Review the main challenges this population confronts, social and economic consequences, and actions schools need to consider to address these issues • Discuss resources to address these challenges

  3. ELL School-Age Population

  4. School Enrollment Rates United States LEP enrollment Total K-12 enrollment

  5. Who Are They? • 80 percent of ELLs are Latino

  6. Who Are They?

  7. Where Latinos come from

  8. Most Common Languages Spoken by ELLs • Spanish • Vietnamese • Hmong • Chinese, Cantonese • Korean • Haitian Creole • Arabic • Russian

  9. Latino Population Overall • As of 2006, there were over 40 million Latinos

  10. Where Are They? • The bulk of ELLs are concentrated in cities with AFT affiliates – such as • Boston • Corpus Christi • Houston • Hartford • Los Angeles • New York City • Miami • San Antonio And rapidly growing in smaller cities like Hammond, IN; Dalton, GA; and Durham, NC

  11. Academic Challenges • Latino ELLs have the highest dropout rate of all groups – 43 percent (Non-Latino ELLs have a 6 percent dropout rate) • Persistent achievement gap – between 38 percent and 57 percent of Latino students perform below grade level

  12. Academic Challenges

  13. Academic Challenges

  14. Academic Challenges

  15. Academic Challenges

  16. Academic Challenges

  17. Academic Challenges

  18. Academic Challenges

  19. Academic Challenges

  20. Academic Challenges:Post-Secondary Preparation • Latinos accounted for only 10 percent of Advanced Placement (AP) examinees, compared to 66 percent of White Students • Only 19 percent of Latino high school graduates are highly or very highly qualified for admission to a four-year higher education institution, compared to approximately 40 percent of Whites

  21. Academic Challenges: • Only 11 percent to 16 percent of Latinos graduate with a bachelor’s degree compared to 37 percent of Whites and 21 percent of African-Americans

  22. Educational Challenges:Post-Secondary Attainment • Only 11 percent to 16 percent of Latinos have a bachelor’s degree compared to 37 percent of Whites and 21 percent of African-Americans

  23. Degrees Awarded in 2000

  24. Instructional Challenges • Nationwide, less than 3 percent of ALL teachers of ELLs (i.e., any teacher with at least 1 ELL in his/her classroom)have received formal preparation, resources, and certification to work with them • Only 12.5 percent of ALL teachers nationwide have had a maximum of one day of professional development related to ELLs in the past three years

  25. Instructional Challenges:Linguistic Isolation Percent of ELLs in Schools

  26. Socio-Economic Realities

  27. Socio-Economic Challenges: Poverty • Two thirds of ELLs come from low-income families • One third of Latino children live in poverty and lack any form of health insurance • Latinos comprise almost 25% of all people living in poverty, but make up 14% of the population

  28. Socio-Economic Challenges: Parental Levels of Education • Latino School-Age Children with Parents who Have Less than a HS Diploma: 48% • African-American School-Age Children with Parents who Have Less than a HS Diploma: 19% • White School-Age Children with Parents who Have Less than a HS Diploma: 9%

  29. Socio-Economic Challenges: Annual Income Less than 30K

  30. Socio-Economic Challenges:Jobs in Low-Wage Service Industry

  31. Overall Barriers • Achievement Gap • Less Academically Challenging and College Preparatory Coursework • Lack of Access to Specialized Instruction • Poverty, Lack of Health Insurance, Lack of Information about Higher Education, Low Levels of Prior Formal Education

  32. Giving our Members a Hand

  33. What is Colorín Colorado? • A Web site originally launched in 2003 by the Reading Rockets project of PBS Station WETA. • It was originally created only for Spanish-speaking parents. • Contains bilingual information for parents on how to help their children read and succeed at school.

  34. Why is it called Colorín Colorado?? If you're from a Spanish-speaking country, you probably recognize the playful phrase "colorín colorado." It's from a verse that many children and adults say after reading a good story together: "¡Y colorín, colorado, este cuento se ha acabado!" ("Colorín colorado, and that is the end of the story!"). There is no literal translation, but it’s similar to “And they lived happily ever after” Those who grew up speaking Spanish often smile at the name of the web site. The saying brings back happy memories of childhood for generations of people from many different countries. Making people smile about reading seemed like a perfect way to begin. And so that's how we got Colorín Colorado!

  35. Colorín Colorado has received many awards and recognitions… • EPpy finalist 2004, Best Internet Community Service Effort • American Library Association, Great Web Site • USA Today Hot Site • National Association of School Psychologists • School Library Journal • National PTA Magazine

  36. and fan mail… • “I work for the Parents Information Center of Delaware and I work with Hispanic parents. I am always looking for resources for parents and your web site is a magnificent resource for the parents that only read/write Spanish. I thank you for this information that is available in Spanish.” – Maria • “I stumbled on this web site when I was looking for some bilingual handouts to use at an upcoming program I'm doing at our Head Start center. Our small southern county in south Georgia is home to more and more Hispanic families. Thanks for this and your many other internet resources!” – Norma M.

  37. ColorinColorado.org is successful in providing great information for parents, but we knew something was missing… Information for educators!

  38. So, Reading Rockets and AFT decided to collaborate to createpractical, research-basedinformation for educators on how to teachEnglish language learnersto read, learn, and succeed in the classroom…

  39. It was the start of a beautiful partnership!

  40. Colorín Colorado’s new educator’s section was created in cooperation with the following researchers: • Dr. Margarita Calderón, Principal Research Scientist, Center for Data-Driven Reform in Education (CDDRE), Johns Hopkins University • Dr. Claude Goldberg, Professor, Department of Teacher Education at California State University, Long Beach, and Research Psychologist at UCLA • Dr. Diane August, Senior Research Scientist, Center for Applied Linguistics

  41. And the AFT ELL Educator Cadre! • Ada Pujols-Torres, NY • Cassandra Lawrence, NJ • Catalina Fortino, NY • Christine Rowland, NY • Claudia Navarro, FL • Cynthia Lundgren, MN • Elaine LeBoeuf, CA • Ginny Thomas, TX • Hobie Hukill, TX

  42. And the AFT ELL Educator Cadre! • Janet Montoya Schoeppner, NM • Kristina Robertson, MN • Linda Guthrie, CA • Milagros Santiago, IL • Miriam Martínez, NM • Miriam Soto-Pressley, IN • Rebecca Palacios, TX • Rita Haecker, TX • Susan Lafond, NY

  43. The educator’s section includes the following information: • Background information on teaching ELLs • How to reach out to Latino students and families • Placement and assessment • Teaching reading • Teaching content areas • Resources

  44. Parent Outreach Toolkit • Provides useful information about Latino cultures and values • Provides helpful suggestions for involving parents in the classroom • Includes actual parent workshops with video components in English and Spanish that focus on PK-3 literacy development

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