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Education of Migrants in the USA

Education of Migrants in the USA. Nancy Hoffman, Vice President Jobs for the Future October 13-14, 2008 OECD. US Distinctions. In Federal and state policy, students categorized by English proficiency, not place of birth.  Called “ELLS”

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Education of Migrants in the USA

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  1. Education of Migrants in the USA Nancy Hoffman, Vice President Jobs for the Future October 13-14, 2008 OECD

  2. US Distinctions • In Federal and state policy, students categorized by English proficiency, not place of birth.  Called “ELLS” •  Policy driven by civil rights law (Lau v Nicholas 1974) • How English should be taught is major political controversy–”English only” on ballot in some states • Funding is state responsibility: Feds spend 7$ of $100 that goes to education. • General climate is polarized– much anti immigrant sentiment.

  3. US Demographic Data • 49,324,849 k-12 students (05-06 ) = 3.6% growth since 95-96 • 5,074,572 ELLs ( 05-06) 57% growth since 95-96 • In 2005, 24% of U.S. babies born were Hispanic. • 79% of ELLs live in nine states, • After Spanish, next largest language groups are Vietnamese, Hmong, Cantonese and Korean (6% of ELLS)

  4. Federal Policy Addressing ELL Students Title III of No Child Left Behind (NCLB) $1 billion allocated by formula and discretionary program Purpose: To provide English instruction to limited English proficient students to help them meet the academic standards set by each respective state.

  5. Arizona Legal Case 1992 Court Order Flores vs Arizona • Required state to provide incremental funds to conform to federal and state law • State law: voter initiative requiring the use of sheltered English immersion to teach ELLs (2003) • State requires 4 hrs English a day, 1 year in a separate classroom • State supports ELL instruction http://www.ade.az.gov/oelas/

  6. What Works: Beyond Language Instruction Best practices: California Tomorrow works with high schools to develop: Core Competencies: • Strong sense of cultural identity • Leadership skills to act for change • Critical thinking skills • Cross-cultural skills • Bilingual skills • Knowledge of history and social justice movements • Understanding the community in which they live http://www.californiatomorrow.org

  7. What Works: Beyond Language Instruction Best Practices: International High Schools Students have been in the country four years or less and speak little English (90 languages), many separated from family Approach includes: Experiential learning Language and content integration Localized autonomy and responsibility One learning model for all Close-knit, supportive communities for students displaced after moving from another country Differences among students are cherished and nurtured

  8. Contact Nancy Hoffman (nhoffman@jff.org) Jobs for the Future 88 Broad Street Boston, MA 02110 617.728.4446 www.jff.org Useful Websites:

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