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NALEO 10TH ANNUAL NATIONAL SUMMIT ON THE STATE OF
LATINO EDUCATION
WASHINGTON DC
SEPTEMBER 29, 2014
OVERVIEW
“Teacher Recruitment and Preparation: Meeting the Needs of English Language Learners”
• Office of English Language Acquisition (OELA)
• National Trends
• Teacher Initiatives for ELs
• Discretionary grant programs
• Knowledge Creation
• Moving Forward
2
SIGNIFICANCE OF LAU V. NICHOLS
3
“There is no equality of treatment merely by providing students with
the same facilities, textbooks, teachers, and curriculum; for students
who do not understand English…”
US DEPARTMENT OF ED: OFFICE OF ENGLISH LANGUAGE ACQUISITION
• Policy • Research• Formula State Grants – Office of Elem & Sec Ed.• Discretionary Grants-Teacher Preparation
National Professional Development Native American and Alaska Native Children in
School• Dissemination
National Clearinghouse for English Language Acquisition (NCELA)
4
What We Know – and Don’t Yet Know – about
Effective Instruction
By Claude Goldenberg
Succeeding With
English Language Learners:
Lessons Learned from the Great City Schools
BUENO NATIONAL POLICY CENTER FOR BILINGUAL & MULTICULTURAL EDUCATION
Opportunity Lost
The Promise of Equal and Effective
Education for Emerging Bilingual
Students
In the Obama Administration
Reparable Harm
Fulfilling the Unkept Promise of Educational
Opportunity for California’s
Long Term English Learners
English Language Learners: A
Renewed FocusLibia S. Gil, Ph.D.
Assistant Deputy Secretary and Director,
Office of English Language Acquisition
U.S. Department of Education
5
STATES WITH HIGHEST EL ENROLLMENT: 2011-12
6
State
EL
Enrollment
Total
Enrollment
Percentage
of ELs
California 1,434,202 6,287,834 22.8%
Texas 746,466 5,000,470 14.9%
Florida 234,451 2,668,156 8.8%
New York 205,397 2,704,718 7.6%
Illinois 170,631 2,083,097 8.2%
Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Local Education Agency (School District) Universe Survey", 2011-12 v.1a; "State Nonfiscal Public Elementary/Secondary Education Survey", 2011-12 v.1a.
OELA Sept2014
7
57.1
128.8
321.4
420.3
0
50
100
150
200
250
300
350
400
450
2015: 18% of Total 2060: 31% of total
In M
illio
ns
PROJECTED HISPANIC GROWTH
Hispanic Population Total Population
Source: U.S. Census Bureau, Population Division Projections of the Population by Sex, Race, and Hispanic Origin for the United States:
2015 to 2060 (2012).
.
OELA Sept2014
UNACCOMPANIED CHILDREN
8
Source: U.S. Department of Health and Human Services, Office of Refugee Resettlement.
12
178 182 183 187
221 220 224 225216
223 221 226
257267 266 270
0
50
100
150
200
250
300
CaliforniaGrade 4:
2002
CaliforniaGrade 4:
2013
NationalGrade 4:
2002
NationalGrade 4:
2013
CaliforniaGrade 8:
2002
CaliforniaGrade 8:
2013
NationalGrade 8:
2002
NationalGrade 8:
2013
Ave
rage
Sca
le S
core
ELs Non-ELs
PERFORMANCE OF ELs VS. NON-ELs IN READING ON NAEP BETWEEN 2002 AND 2013
Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 and 2013 Mathematics Assessments.
OELA Sept2014
13
195
213199
219230 235 234
246
218
241227
244
266281
274287
0
50
100
150
200
250
300
CaliforniaGrade 4:
2000
CaliforniaGrade 4:
2013
NationalGrade 4:
2000
NationalGrade 4:
2013
CaliforniaGrade 8:
2000
CaliforniaGrade 8:
2013
NationalGrade 8:
2000
NationalGrade 8:
2013
Ave
rage
Sca
le S
core
ELs Non-ELs
PERFORMANCE OF ELs VS. NON-ELs IN MATHEMATICS ON NAEP BETWEEN 2000 AND 2013
Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000 and 2013 Mathematics Assessments.
OELA Sept2014
80%
65% 67%71%
86% 88%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SY 2011-12
Perc
enta
geHIGH SCHOOL GRADUATION RATES
BY RACIAL/ETHNIC CATEGORY
National average American Indian/Alaska Native
Black Hispanic
White Asian/Pacific Islander
Source: Stetser, M.C., and Stillwell, R. (2014). Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010-11 and 2011-12. First Look (NCES 2014-391). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
14 OELA Sept2014
23
80%
72%
61% 59%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SY 2011-12
Perc
enta
geHIGH SCHOOL GRADUATION RATES
BY STUDENT GROUP
National average Economically disadvantaged students
Students with disabilities English learners
Source: Stetser, M.C., and Stillwell, R. (2014). Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010-11 and 2011-12. First Look (NCES 2014-391). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
OELA Sept2014
WHAT OTHER DATA CAN HELP
To assess whether there is equal participation under the EEOA and meaningful participation under Title VI, we consider whether ELs and former ELs are:
– Exiting within a reasonable period of time;
– Performing as well as their never-EL peers;
– Successfully participating in essentially all aspects of the school’s curriculum without the use of simplified English materials; and
– Dropping out or being retained-in-grade at rates similar to those of their never-EL peers.
13
Relevant CRDC Data Categories*
14
• ELs retained in HS • ELs in high school with out-of-school
suspensions • ELs in district with disabilities • ELs enrolled in GT programs
• ELs in high school in AP courses
• ELs in the district in Algebra I
* Percentage comparisons to non-ELs
Calculus Enrollment
1%
14% 0.4%
8%
12%
2%
64%
Calculus Enrollment
AmericanIndian/Alaska Native
Asian
Native Hawaiian/Other Pacific Islander
Black/ AfricanAmerican
Hispanic
Two or more races
White
1%5% 0.5%
16%
21%
2%
54%
Enrollment in High School
AmericanIndian/Alaska Native
Asian
Native Hawaiian/Other Pacific Islander
Black/ AfricanAmerican
Hispanic
Two or more races
White
16 million students 534,000 students
Advanced Placement
1%
10%0.5%
9%
18%
2%
59%
Enrolled in at least one AP course
AmericanIndian/Alaska Native
Asian
Native Hawaiian/Other Pacific Islander
Black/ AfricanAmerican
Hispanic
Two or more races
White
1% 5% 0.5%
16%
21%
2%
54%
Enrollment in High School
American Indian/AlaskaNative
Asian
Native Hawaiian/ OtherPacific Islander
Black/ African American
Hispanic
Two or more races
White
1%
12%0.4%
9%
17%
2%
60%
Taking at least one AP exam
American Indian/AlaskaNative
Asian
Native Hawaiian/ OtherPacific Islander
Black/ African American
Hispanic
Two or more races
White
0.5%
13%
0.4%
4%
14%
1%67%
Qualifying score on at least one AP exam
American Indian/AlaskaNative
Asian
Native Hawaiian/ OtherPacific Islander
Black/ African American
Hispanic
Two or more races
White
Ninth Grade Retention
9%
2%
5%
12%
8%7%
4%
0%
2%
4%
6%
8%
10%
12%
14%
AmericanIndian/ Alaska
Native
Asian NativeHawaiian/ OtherPacific Islander
Black/ AfricanAmerican
Hispanic Two or MoreRaces
White
Students retained in grade 9
ALGEBRA I PERFORMANCE AND ACCESS TO A FULL RANGE OF MATH AND SCIENCE COURSES:
SY 2011-12
18
69%
65%
71%
69%
62%
63%
64%
65%
66%
67%
68%
69%
70%
71%
72%
Passed Algebra I (in Grade 11 or 12) Access to full range Math and Science Courses
EL Non-EL
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection.
March 2014.
OELA Sept2014
PERCENTAGE OF ELs AND NON-ELs PARTICIPATING IN COLLEGE AND CAREER READINESS RELATED
PROGRAMS: SY 2011-12
19
2% 2%
5%
7%
0%
1%
2%
3%
4%
5%
6%
7%
8%
Advanced Placement Gifted and Talented Education
EL Non-EL
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection,
March 2014.
OELA Sept2014
PERCENTAGE OF HIGH SCHOOL ELs ENROLLED AND RECEIVING OUT-OF-SCHOOL SUSPENSION: 2011-12
20
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection: Data
Snapshot (Early Childhood). March 2014.
Non-EL90%
EL10%
Enrollment
Non-EL93%
EL7%
Out-of-School Suspension
16 million high school students 747,000 students retained in high
school
NUMBER OF STATES WITH DUAL LANGUAGE AND TWO-WAY IMMERSION PROGRAMS
21
Type of Program States(n)
Top Languages of Instruction (n)
Dual Language 38 Spanish (37)French (8)Chinese (7)Russian (4)
Two-Way Immersion
23 Spanish (21)Chinese (4)French (3)Italian (2) and Mandarin (2)
Source: EDFacts/Consolidated State Performance Report, 2011-12.
OELA Sept2014
STATES OFFERING DUAL LANGUAGE PROGRAMS AND
SEAL OF BILITERACY: 2011-12
22
Source: EDFacts/Consolidated State Performance Report, 2011-12 and Californians Together, Biliteracy Seals, retrieved at sealofbiliteracy.org
.
HISPANIC STUDENT VS. TEACHER INCREASES:
1990-2012
Source: U.S. Department of Education., National Center for Education Statistics, 1990, 1993, 1997, 2002b, 2003, 2005, 2006, 2009, 2011-12.
OVERVIEW OF NPD GRANTEES: 2011 AND 2012
14
ESL is the most common certification/endorsement
type awarded by NPD grantees.
Most common degrees conferred by NPD grantees
are Masters, followed by Bachelors.
Grantees served all three school levels.
The majority of grantees served:
– Elementary in 2011
– Secondary in 2013
Most common priority area reported by grantees:
– “STEM” in 2011
– “Enabling data-based decision making” in 2012
NPD GRANTEES: 2011 AND 2012
6
Cohort 2011 funded 42 grantees, and cohort 2013
funded 73.
– Most grantees are public colleges and universities.
– Most grantees are doctorate-granting universities and
masters’ colleges and universities.
– Most of the grantees are research universities.
Eighty-eight (88) percent and 93 percent of grantees in
both cohorts, respectively, serve in-service teachers.
Fifty-two (52) percent and 61 percent serve preservice
teachers, respectively.
More programs served paraprofessionals, administrators,
and higher education faculty in 2013 than in 2011.
PRE-SERVICE COMPLETERS THAT RECEIVED CERTIFICATION,
LICENSURE, OR ENDORSEMENT: 2012-13
26
Source: 2013 NPD Annual Performance Reports.
SPANISH BILINGUAL GRANTEE PROGRAMS
27
•NPD Projects that prepare teachers for
certification in bilingual education
English/Spanish instruction
Cohort 2011 – 13
Cohort 2012 – 18
•NAM Projects that prepare teachers for
certification in bilingual education
English/Spanish instruction
Cohort 2013 – 1 (Stilwell Public Schools, OK)
U.S. DEPARTMENT OF EDUCATION
• ESEA Reauthorization - Title III
• Investing in Innovation (i3)
• School Improvement Grant (SIG)
• Adult English Literacy/Civic Ed. State Grants
• Promise Neighborhoods
• Race to the Top (RTT)
• My Brother’s Keeper Initiative
• Opportunity Proposal
28
INVESTING IN ENGLISH LEARNERS
OUR COMMON GOALS
• Ensuring that ELs receive a quality education
• Protecting ELs’ civil rights so that they are not the victims of discrimination and harassment
• Promoting a more tolerant educational culture that values inclusion of students of different linguistic and ethnic backgrounds
• Working collaboratively to achieve common goals
29
• How can we elevate an English Learner focus and integrate it with all ED initiatives?
• What supports are needed to ensure successful outcomes with a clearly defined performance system?
• How do we strengthen English proficiency and biliteracy/multiliteracy goals?
30
Moving ForwardGuiding Questions
MOVING FORWARD
Knowledge Development, Practice and Policy• Establish a national knowledge management system
• Establish and invest in research priorities
• Identify and facilitate adoption of effective practices
• Integrate across all areas – Early learning; higher education; technology; charters; Teacher effectiveness; leadership development; technology ; etc.
Communication, Collaboration and Coalitions • Recognize EL assets and use strength based language
• Convene a coalition(s) of national partners
• Publish joint briefs; Guidance publications; videos, webinars, etc.
• Engage families, communities and other agencies
• Promote policy and practice to support Biliteracy goals
SOME THOUGHTS
31
ED’s Systemic Strategy for English Learners
32
English Learners:
A National Asset
and Investment
Goal 1: Ensure all English Learners are college and career ready for a global society by building on students’ linguistic and cultural assets
Goal 2: Ensure all education policies and initiatives successfully address opportunities for English Learners
Ensure equity and
address opportunity gaps
Identify effective
approaches that
integrate native
languages and cultures
to promote multi-literacy
Increase all school/district
leaders’ and teachers’
effectiveness in serving ELs
Engage families and
community partners
Establish OELA as the
credible national knowledge
resource on ELs
Increase evidence-based
knowledge and practice
Elevate national focus
on ELs and integrate ELs
in all reform efforts
Updated 9.26.14
MOVING FORWARD – THOUGHTS FOR TEACHER PREP
• Identify IHE models for diversity and quality programs
• Invest in research to identify effective practices
• Provide fellowships and other incentives
• Expand dual language capacity
• Increase leadership capacity to support teachers
• Support Teacher mentoring and peer coaching initiatives
• Establish assessment & accountability systems
• Raise the status and joy of teaching
33
“My message to you today is that K-12 schools and higher education institutions must be part of the solution to our national language gap. The president and I want every child to have a world-class education – and today more than ever a world-class education requires students to be able to speak and read languages in addition to English. The department of education plays an important role in supporting second-language instruction starting in the earliest grades and to ensure that students are engaged in language all the way through high school.”
- Arne Duncan, U.S. Secretary of Education
34
Questions? [email protected]
