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NEW! INCREASE
ELL PARENTAL INVOLVEMENT, CLOSE ACHIEVEMENT GAPS |
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RETURNS
TO THE PUBLIC FROM INVESTING IN EXCELLENT EDUCATION Is excellent education for all America’s children a good investment? We know that quality education is expensive, but poor and inadequate education for substantial numbers of our young may have public and social consequences that are even more costly. Do the benefits to society of investing in improved outcomes for the most disadvantaged students outweigh the costs? Read More... |
| WHY
DO HISPANIC CHILDREN FALL BEHIND? The National Task Force on Early Childhood Education for Hispanics urges that Hispanic children be enrolled in high quality education programs as early as possible in order to make more rapid progress in closing the Hispanic-White achievement gap. Hispanic children, especially those from disadvantaged circumstances, continue to lag behind non-Hispanic Whites on measures of school readiness and school achievement, including in reading and mathematics. At the same time, there is growing evidence that large state-funded prekindergarten (pre-K) programs are producing valuable school readiness gains for Hispanic youngsters who have the opportunity to attend them. Head Start also is beneficial. In addition, high quality infant/toddler programs can contribute to greater school readiness. The earlier Hispanic children have access to high quality educational programs, the better. However, despite the benefits of greater access to such programs, Hispanic youngsters continue to be un! derrepresented among children who attend pre-K for several reasons. Among them are an inadequate supply of affordable preschool seats in many Hispanic communities, a lack of information for Hispanic parents on the programs that are available, and language barriers with program operators. A great deal of emphasis should be on pursuing more effective ways to improve early language development among Hispanic English language learners from disadvantaged circumstances, owing to the importance of early language skills in predicting later success in school. Read More... http://www.ecehispanic.org |
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| CHILDREN
LEFT BEHIND: HOW METROPOLITAN AREAS ARE FAILING AMERICA'S CHILDREN
The DiversityData project identifies metropolitan area indicators of diversity, opportunity, quality of life and health for various racial and ethnic population groups. This website is now available to a wide variety of potential users interested in describing, profiling and ranking U.S. metros in terms of quality of life. The indicators provide a scorecard on diversity and opportunity, and allow researchers, policymakers and community advocates to compare metro areas and to help them dvocate for policy action and social change. Read More |
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Since 1993, Course
Crafters has specialized in designing and developing educational materials
for English Language Learners (ELLs) and their teachers. http://www.coursecrafters.com/index.html Monthly newsletter http://www.coursecrafters.com/ELL-Outlook/index.html |
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A new monthly
electronic newsletter for preK-12 educators of English language learners
(ELLs) brought to you by Reading Rockets and the American Federation
of Teachers (AFT). http://www.colorincolorado.org/newsletter/ |
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From
the Center for Research on Education, Diversity and Excellence, this
resource explains how to teach language minority students in elementary
schools. http://www.cal.org/crede/pubs/ResBrief1.htm From the Center for Research on Education, Diversity and Excellence, this resource explains how to teach secondary language minority students. http://www.cal.org/crede/pubs/ResBrief4.htm |
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This web site
has frequently asked questions and answers for mainstream teachers
who are involved in second language learning and teaching. http://carla.acad.umn.edu/esl/minnetesol2000.html |
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The Midwest Equity
Assistance Center is funded by the U.S. Department of Education and
provides technical assistance, professional development, and information
dissemination services in race equity, gender equity, and national
origin equity to local educational agencies, including public school
districts and charter schools, in the States of Iowa, Kansas, Missouri,
and Nebraska. http://mdac.educ.ksu.edu/ |
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This site links
you to a collection of resources for local school districts with ready
access to materials for working with students who are not native speakers
of English. The collection contains ESOL/BE texts, content-based texts,
research-based materials, children's fiction for the support of native-language
literacy, and audio and video tapes in English and eighteen other
languages. Thanks to the availability of interlibrary loan, educators
throughout the state are able to borrow materials in the collection,
simply by requesting them from their local public library or, in some
cases, from their own school library. www.emporia.edu/libsv/esol.htm |
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"Breaking
the Silence?"
Vol. 85 (4), pp. 279-285 In the December 2003 issue of Phi Delta Kappan, Heather Lewis-Charp, a social scientist at Social Policy Research Associates in Oakland, California writes about a study conducted on how students in multiracial schools "relate to one another across racial, ethnic, and socioeconomic differences and what roles their schools, families, and peers play in helping them cope with those differences." Lewis-Charp discusses the important challenge for educators today to engage students in safe dialogue on racial issues. To read the article, visit: www.pdkintl.org/kappan/k0312le1.htm Information about subscribing to the Phi Delta Kappan is online at: www.pdkintl.org/kappan/karticle.htm |
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Excellent resource
guides for educators of limited English proficient migrant students. A Kit for Primary Teachers of Migrant English Language Learners www.escort.org/products/helpkit.html A Kit for Secondary Teachers of Migrant English Language Learners /www.escort.org/products/secondaryhelpkit.html |
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This site lists
many organizations (of which most, if not all receive federal funding)
that provide information on working with diversity and general information
on parent, school, community partnerships. www.knowledgeloom.org |
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This site from
the Kansas State Department of Education under Title III makes a reference
to choices that parents can make in the ducaiton of ELL children. www.ksde.org This Kansas State Department of Education site has many links to other sites providing information on how to work with multiple diverse groups/populations. www.ksde.org/sfp/esol/multicultural_ed.htm |
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DIVERSITY:
SCHOOL, FAMILY, AND COMMUNITY CONNECTIONS No matter their race, ethnicity, culture or income, most families have high aspirations and concerns for their children's success. This is one of the findings included in the latest research synthesis from the Southwest Educational Development Laboratory's National Center for Family and Community Connections with Schools. Another finding states that families from racial, ethnic and cultural minorities are actively involved in their children's schooling, although their involvement may differ somewhat from those of white, "mainstream" U.S. families. The synthesis discusses 64 research studies on the roles that families can play in improving academic achievement among minority, immigrant and language minority students and students from low-income families. http://www.sedl.org/connections/research-syntheses.html |
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Rethinking Schools
is an 18-year-old organization begun by teachers. They stand for a
commitment to equity and to a vision that public education is central
to the creation of a human, caring, multiracial democracy. While diversity
is an issue that impacts all of society, Rethinking Schools emphasizes
problems facing urban schools--particularly issues of race. It is
an activist publication, with articles written by and for teachers,
parents, and students. www.rethinkingschools.org |
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This site has
valuable information and resources for working with English Language
Learners. www.helpforschools.com/ELLKBase/index.shtml This site defines requirements under the law for the education of students with disabilities. www.helpforschools.com/medicaid/index.shtml |
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This site provides
information on how to work with diversity in the classroom, specifically
focusing on African American students to ensure their success. www.ceap.wcu.edu/insite/mult_div/AfricanAmer/contents.htm |
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This US Dept
of Education website provides information and valuable resources on
how to ensure success of Hispanic American children. www.YesICan.gov |
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This page, from
the ERIC Clearinghouse, has many resources and links to help educators
understand how to work more effectively with diversity and to promote
academic success in urban environments. www. eric-web.tc.columbia.edu/families/hard_to_reach/ |
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