What State Policy can do to Support Dual Language Education

InformED Blog

State policy can drive, sustain school dual-language programs

Erin McIntyre

May 31, 2016

Dive Brief:

• A new American Institutes for Research (AIR) report, "Dual Language Education Programs: Current State Policies and Practices," has been released and offers policy recommendations about how states can help school districts create and maintain robust dual language instruction.
• The expansion of dual language programs should be a statewide priority, AIR recommends, pointing to the state of Utah, where a public-private partnership has helped 138 schools develop coursework.
• States can also create funding opportunities to incentivize dual language programming in schools, like offering start-up grants, offering specialized diplomas to bilingual or multilingual students, and prioritizing the training and hiring of language teachers. 

Dive Insight:

Dual language programs seem to be equally popular with native English speaking students and non-native English speaking students alike. In California, dual-language immersion programs have seen success with Spanish, Mandarin, Cantonese and Hmong instruction. New York City schools have also expanded dual language programs, offering programs in 180 schools as of last October. President Obama's "1 Million Strong" initiative also aims to teach Mandarin to one million American students by the year 2020.
Bilingual or dual language education has proven economic benefits for students, as well as cognitive advantages. “Decades of research show documented results for indigenous-language immersion—including significant gains in achievement, family involvement, and community pride — for a population of students with dismal education outcomes,” the Atlantic Monthly has reported.

Ed Policy Center » InformED Blog » Five Ways States Can Support Dual Language Programs

Five Ways States Can Support Dual Language Programs

26 May 2016

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by Andrea Boyle, Lisa Tabaku

In a global economy, knowledge of multiple languages and cultures is a hot commodity. More and more schools across the country recognize the importance of bilingualism, offering both English learners and native English speakers opportunities to become proficient in more than one language.
Unlike transitional bilingual programs that mainly seek to prepare English learners for general education classrooms, dual language programs aim to develop students’ literacy and content area knowledge in both English and a partner language, such as Spanish or Chinese. The goal is lasting bilingualism, along with high levels of academic achievement and an appreciation of multiple cultures.
Many decisions about language instruction are made by districts and schools. But a new AIR report, Dual Language Education Programs: Current State Policies and Practices, released by the U.S. Department of Education, shows that, despite some challenges, states can also play an important role in developing and sustaining dual language programs.
A growing body of research supports the dual language approach. Studies have found that by the time English learners reach middle school, those in dual language programs tend to outperform their peers in English language arts/reading while performing as well as or better than their counterparts in math and science.
Our research found a number of ways that states can help expand and sustain dual language programs:

Make expansion of dual language programs a statewide priority. In some states, government, education, and business leaders have come together to develop a strategic plan for scaling up dual language programs. Utah, for example, established a goal of creating 100 programs enrolling 30,000 students by 2015. And they succeeded: By July 2015, 138 Utah schools were implementing dual language programs in various languages.

Help districts and schools secure the funds to develop and sustain dual language programs. At least six states—Delaware, Georgia, Indiana, Kentucky, Oregon, and Utah—have offered dual language start-up grants. Meanwhile, such states as Connecticut, Michigan, and New Mexico fund dual language and other types of bilingual education programs. States can also provide guidance on how districts and schools can use other federal and state funding sources to support dual language programs.

Offer outreach and incentives to recruit and retain students. Some states provide technical assistance and materials to facilitate parent outreach. Eighteen states offer a Seal of Biliteracy upon graduation to students who attain proficiency in two languages—a feather in the cap that may help with future college and job applications. And five more states are about to follow suit. Utah allows students who continue their dual language studies in high school to earn credit from state universities for higher-level language courses; Delaware is working on a similar arrangement.

Build the supply of teachers qualified to teach in dual language programs. Finding teachers proficient in the languages of instruction who also know how to embed language development in content lessons can be a challenge. Some states address it by partnering with colleges to develop teacher preparation programs, developing alternative certification routes, establishing teacher exchange programs with other countries, or offering financial incentives. Six states host or encourage practicing teachers to attend summer institutes focused on dual language education.

Provide resources to guide instruction and measure student progress. Dual language teachers in states with Spanish or world language proficiency standards can use these standards, along with those for English language proficiency, to inform instruction and ensure that students are making sufficient progress. Five states require dual language programs to regularly assess students’ partner language skills, and at least 11 states recommend or provide assessment tools. States also can help dual language programs locate quality academic materials in the partner language. These can be difficult to find.

Our study revealed that although states face some common challenges to supporting dual language education, they are developing creative solutions. Interstate collaboration to share knowledge and overcome barriers could ease the process.
Andrea Boyle is a Researcher focusing on school turnaround, English learners, state systems of support for low-performing schools, and teacher quality and effectiveness.
Lisa Tabaku is a Principal Researcher responsible for overseeing and providing professional development and technical assistance to improve educational outcomes for English learners.

AB 2016 (Ethnic Studies) passed unanimously in the CA Senate's Education Committee--Immediate Action Needed

DISTRIBUTE WIDELY AND PLEASE ADD YOUR NAME

Students, Friends, and Colleagues:

Jose Lara at Ethnic Studies Now is orchestrating the ethnic studies effort in CA and he just sent this to me.  Please sign and pass on to others, as well, for their signatures. Consider making a contribution, as well.

Angela Valenzuela




Angela --

Good news! AB 2016 (Ethnic Studies) passed unanimously in the CA Senate's Education Committee -- many thanks to all those who called! There are a few more challenges ahead & we'll keep you posted. Right now we'd like ask for your help on our recommendations to the CA State Board of Education (SBE) for the new CA History-Social Science Framework’s (HSSFW) Ethnic Studies elective course:

Please sign your name in support: (CLICK HERE)

The SBE’s next meeting is scheduled to be the last time to make any changes to this framework for at least another 8 years!

How can a general Ethnic Studies course description not have any mention of students learning about their ancestral roots, or about colonialism, or about self-determination for that matter? Community cultural wealth? Please see our recommended line edits to the SBE that will ensure that these main concepts are not left out.

Today, please sign and spread the word! This will only take a moment and with your support, we can affect the HSSFW’s offical description of Ethnic Studies, and help make it more genuine, critical, and transformational for thousands of students across California – it is what they deserve. Please sign and spread the word!

~~ETHNIC STUDIES NOW COALITION: IMPERATIVE RECOMMENDATIONS TO CA SBE FOR CA HSSFW~~

1. Our first recommendation is for Chapter 14, p.425, line 648, to explicitly include four core concepts and academic language of Ethnic Studies, after "...a more complex understanding of the human experience". ADDITION: "This understanding relates to student knowledge of the concepts of indigeneity, colonialism, cultural hegemony, and self-determination, as they have occurred throughout history and today”.

2. Our second recommendation is that these concepts be explicitly culturally relevant and responsive to students in Chapter 14, p.426, line 675, after "co-investigators in the inquiry process". ADDITION: "This reflection of instructors and students' own personal histories should be considerate of how the concepts of indigeneity, colonialism, cultural hegemony, and community cultural wealth, relate to their own ancestral legacies as historically situated human beings".

3. Our third recommendation, is to respect the Ethnic Studies tradition of explicitly acknowledging the Indigenous peoples of the land where any course is taking place. We recommend adding a sentence in Chapter 14, p.427, line 692, before the following sentence: “Students can investigate the history of the experience of various ethnic groups within the United States...”. ADDITION: “In studying various ethnic groups, the Indigenous peoples of any area under academic investigation and of any land where a course is taking place (e.g. Miwok in Sacramento, Chumash in Santa Barbara, Kumeyaay in San Diego), are respectfully acknowledged as the original peoples of the community”.

Please click here to sign on your support. 

Please Consider a Donation

If you support the work we are doing with the Ethnic Studies Now Coalition please help us fund the movement. We cannot do it without you. With your help we can expand our community organizing/advocacy campaign, provide professional development support for teachers and curriculum design for school districts. PLEASE make a donation to Ethnic Studies Now! by clicking the link below: http://www.ethnicstudiesnow.com/donate

Warmly,

José Lara

Coordinating Committee Member, 
Ethnic Studies Now Coalition
http://www.ethnicstudiesnow.com
info@ethnicstudiesnow.com
Tel. (213) 267-9031
Fax. (323) 844-0110

Ethnic Studies Now Coalition · California

Obama 2016 Budget Boosts Funding for Early Ed, Community College

There is more to this, but "an additional $1 billion in Title I funding for schools and additional funds to help states audit and reduce unnecessary tests and improve the quality of those they keep," would be helpful.

-Angela

 Obama 2016 Budget Boosts Funding for Early Ed, Community College

National teachers unions said the proposal creates a pathway to the middle class.

The Obama administration is proposing a more than 5 percent increase for education.

By Allie Bidwell Feb. 2, 2015 | 5:20 p.m. EST + More

The education portion of President Barack Obama's 2016 budget would make significant investments in programs from the preschool through college levels. The budget proposes a more than 5 percent increase – or $3.6 billion – in discretionary education funding, up to $70.7 billion from the current $67.1 billion in 2015. While some say the request represents support of public education, others say it's more of a federal overreach in an effort to create a K-14 pipeline.
"[The budget] helps working families' paychecks go farther by treating things like paid sick leave and childcare as the economic priorities that they are," Obama said Monday in announcing the budget proposal. "It gives Americans of every age the chance to upgrade their skill so they can earn higher wages, and it includes my plan to make two years of community college free for responsible students."
[REWIND: Obama's 2015 Budget: More Early Education Funds, New Race to the Top]
Aside from a few tweaks, the highlights of the education-related items in Obama's budget had been announced in the weeks leading up to his State of the Union addressed. In his budget proposal, the president formally made requests for education-related tax reforms, an expansion of the federal Pay As You Earn student loan repayment program, as well as the first installment of a 10-year, $60 billion plan to make community college tuition-free for some students. Obama did, however, add a requirement that would target the program to lower-income students, barring students with a family income of more than $200,000 from participating. He also repeated his request for a 10-year, $75 billion universal preschool program, and $750 million for preschool development grants.
And as promised by Education Secretary Arne Duncan, the administration's budget proposal requests an additional $1 billion in Title I funding for schools and additional funds to help states audit and reduce unnecessary tests and improve the quality of those they keep. Funding for grants to improve the quality, validity and reliability of tests would nearly triple from about $9 million to $25 million.
The budget also includes significant requests for Improving Teacher Quality State Grants ($2.3 billion) and the Teaching for Tomorrow program for teacher recruitment efforts ($1 billion in 2015 and $5 billion over 5 years).
[READ: Most Students Don't Know Obama's College Ratings Proposal Exists]
"Great teachers and leaders matter more today than ever," Duncan said in a call with reporters Monday. "Let's do everything we can to respect, reward and retain them to help all students reach their full academic and social potential."
The administration also wants to boost funding for the School Improvement Grant program (a $50 million increase), which has had at best mixed results in turning around failing schools. Federal data on the program shows about one-third of the schools have posted declines in average proficiency since receiving the grants.
Obama will also ask for an increase of $30.7 million – for a total of $131 million – for the Office for Civil Rights, which handles civil rights complaints at schools and colleges, including instances of sexual assault, discrimination and inequitable access to resources. More than 90 colleges and universities are currently under federal investigation for possible Title IX violations related to how they handle sexual violence cases. The additional funding would allow the office to hire 200 more full-time employees.
Overall, the budget asks for significant increases to existing programs, rather than more funding for new initiatives and competitive grant programs, such as Race to the Top, which was notably absent, but Republicans still seemed unwilling to support the budget.
Rep. John Kline, R-Minn., who chairs the House education committee, said in a statement the budget prioritizes "more spending, more taxes and more government."
[ALSO: Most U.S. Students Come From Low-Income Families]
"We must help more students pursue the dream of a college degree without living a nightmare of debt and unemployment," Kline said. "We must advance K-12 education reform that empowers parents and places more control in the hands of teachers and local decision-makers."
Lindsey Burke, a fellow in education policy at The Heritage Foundation, also said the budget increases federal involvement in public education,
"The administration’s budget is a blueprint for the spending the White House hopes to garner in its goal of creating a 'cradle-to-career' education system, starting with free preschool and continuing through free community college," Burke said. "But education is a quintessentially local issue. The more that is spent from Washington, the less control local leaders – and most importantly – parents have in directing their children’s learning."
Traditionally left-leaning teachers unions, however, praised Obama for his budget proposal.
Randi Weingarten, president of the American Federation of Teachers, said the budget aims to "level the playing field for working families."
[MORE: Senators Detail Plans for No Child Left Behind Debate]

"By targeting investments in child care and paid sick leave, enabling more students to go to community college and helping battle America's worn infrastructure, it gives more families a pathway to the middle class," Weingarten said in a statement. "The investments the president proposes will help the middle class and grow our economy. The taxes he proposes simply ask those who have done very well to help others climb up that same ladder of opportunity."
Lily Eskelsen-Garcia, president of the 3 million-member National Education Association, called the budget "smart and pragmatic" and a move away from an "austerity-at-all-costs style of governing."

"He knows what educators know: An investment in education is a direct investment in our students and our nation’s future," Eskelsen-Garcia said in a statement. "That’s why educators have for years called for funding increases to support programs that improve opportunities for all students. We are pleased the Obama administration is leaning in and investing much-needed resourced to help high-needs students in his latest budget."