Education of Migrants Education of Migrants in the USAin the USA

Nancy Hoffman, Vice President Jobs for the Future October 13-14, 2008

OECD

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US DistinctionsUS 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.

 

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US Demographic DataUS 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)

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Federal Policy Addressing Federal Policy Addressing ELL StudentsELL 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.

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Arizona Legal CaseArizona 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/

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What Works: BeyondWhat Works: Beyond Language Instruction 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

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What Works: BeyondWhat Works: Beyond Language Instruction 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 integrationLocalized autonomy and responsibility One learning model for all Close-knit, supportive communities for students displaced

after moving from another countryDifferences among students are cherished and nurtured

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ContactContactNancy Hoffman (nhoffman@jff.org)

Jobs for the Future88 Broad StreetBoston, MA 02110617.728.4446

www.jff.org

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