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International Education Educating for Tomorrow

International Education Educating for Tomorrow. Presented By: Syl Flores University of North Texas Director of the Center for U.S./Mexico Alliances for Community Renewal Syl@unt.edu (940) 369 - 7795. Sister school initiative with: The Secretary of Education of Jalisco and

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International Education Educating for Tomorrow

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  1. International EducationEducating for Tomorrow Presented By: Syl Flores University of North Texas Director of the Center for U.S./Mexico Alliances for Community Renewal Syl@unt.edu (940) 369 - 7795

  2. Sister school initiative with: The Secretary of Education of Jalisco and Clonlara, Ann Arbor Michigan

  3. International High Schools (IHS) • What are IHS’s? • Why IHS’s? • How can it be done, how has it been done? • Studies • Stanford University - School of Education Study • New York University Study (NYU)

  4. Stanford University - School of Education Study • Education Study • 90 -95% of International High School students graduate high school • 85-95% of International Graduates pursue higher education at the university level • The Illinois International High School (I.H.S.) initiative provides a vehicle for the state of Illinois to develop a workforce capable of assisting business and industry on a global level.

  5. New York University Study (NYU) • The report shows that international high school students not only graduate in higher numbers than English language learners (ELLs) at traditional high schools, but they also fare better than students who were never English language learners.

  6. NYU Findings Continued • Four-year graduation rate of International High School students is 63 percent compared to 30 percent of English language learners in all New York City high schools

  7. NYU Findings Continued • The difference is even greater in the five-year graduation rate: • Rises to 81 percent compared with 44 percent of ELLs in all New York City high schools

  8. NYU Findings Continued • Looking at the four-year dropout rate, the report finds that only five percent of International High School students dropped out compared to 32 percent of ELLs in New York City

  9. NYU Findings Continued • “Internationals represent a national and international model for intellectual, linguistic, and civic education for youth from across racial, ethnic, gender, and class lines,” the study states. 

  10. NYU Findings Continued • “What our research uncovered,” said Dr. Fine, “is that Internationals are settings in which globally diverse groups of young people come together for a common experience of educational rigor, social safety in a sea of ethnic/national/linguistic differences while immersed in a language rich environment with English as the lingua franca.” 

  11. NYU Findings Continued • According to Claire Sylvan, director of the Internationals Network for Public Schools,  which develops and supports International High Schools “By integrating intensive English as a second language techniques into all subject area classes while incorporating opportunities to use native language,” she added, “International High School students advance at a fast rate in an environment that allows them to learn English while accessing content knowledge and gaining high school credits.

  12. Council of Chief State Schools The international dimensions of education are fourfold. • First, is skill in communications, the capacity to communicate in languages other than English. • Second, is knowledge about and understanding of nations, cultures, and people other than our own, and the worldwide issues which must be addressed.

  13. Council of Chief State Schools • The third dimension is the capacity to compare educational systems and results across national boundaries. • Fourth, is the capacity to help nations learn from one another about their solutions to common educational challenges -- the exchange of educational practices.

  14. Council of Chief State School Officers • The educational system must assure an informed citizenry aware of the political, social, and environmental issues of the world; business leadership able to communicate across cultures and within an economically interdependent marketplace; and public sector leaders learned in languages, cultures, and economic-social systems who can serve the nation in world affairs

  15. Participating Universities • The University of North Texas • Texas Christian University • University of Texas at Austin • Texas State University • University of Alaska at Anchorage • University of Cincinnati • Oklahoma State University • Washington State University • Texas Woman’s University • University of Oklahoma • Tarleton State University • Washington State University

  16. Participating Countries Bangladesh Canada England France Jamaica Haiti India Israel Korea Taiwan United States Vietnam

  17. Syl Flores University of North Texas Director of the Center for U.S./Mexico Alliances for Community Renewal PO BOX 311456 Denton, TX 76203 Syl@unt.edu (940) 369 - 7795

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