Juliana Maximo was a little surprised the first time she walked out of Utah's Oquirrh View Community Health Center with a children's book. Not only had she been given advice about how to keep her child healthy, the doctors wanted to make sure she read to her daughter. Oquirrh View is participating in "Reach Out and Read," a coordinated nationwide effort to promote literacy at medical offices. Doctors and other medical professionals who have joined "Reach Out and Read" are trained to encourage parents to read to their children.
Last year 9-year-old Yasmin Conchas and her classmates spoke English in the morning and Spanish in the afternoon as part of the two-way language immersion program at Oregon's Phoenix Elementary School. For the second year in a row Phoenix Elementary has beefed up English instruction in its two-way language program in response to reports that non-native Spanish speakers who graduated from the program were struggling with English in middle school.
The University of the Pacific recently welcomed new Latino students as part of an initiative to reach a growing Latino minority, to prepare students for working with a diverse population, and to expose the university's students to opportunities abroad in Latin American countries, said Margee Ensign, dean of Pacific's School of International Studies.
In <em>Education Week</em>'s "Learning the Language" blog, Mary Ann Zehr writes, "Roger Prosise, the superintendent of the Diamond Lake School District 76 in Mundelein, Ill., makes a compelling case for why Illinois shouldn't mandate bilingual education in schools." A lively and informative debate from the blog's readers follows the posting.
Jeremy Morales Madrigal, a student at California's Cañada College, has run into very few Latino engineers — an occupation he's pursuing. "I've only met three or four other Latino students even interested in my area of chemical engineering," he said Friday. Cañada seeks to change that with a three-year, $900,000 grant it has received from the federal Department of Education's Minority Science and Engineering Improvement Program.
The state's two-year effort to create universal access to preschool has so far provided more than 100 programs with new classroom materials, computers, or teacher bonuses but has done little to expand access, according to a report being released today. Despite a waiting list of 4,400 children seeking state financial assistance to attend preschool, the state Department of Early Childhood Education and Care has instead chosen to bolster the academic rigor of existing programs before making them affordable to more children.
A San Diego charter high school is aiming to close the education gaps between students of immigrant families and their counterparts by motivating them to acquire business and science skills and pursue college degrees. Paul Solman of the <em>NewsHour</em> offers the latest in a series of reports on this education initiative.
For most high school dropouts, reality sets in sooner or later: Without a high school diploma, their prospects in life are limited at best. A study released Thursday confirms that many California dropouts give school another try. But the California Dropout Research Project also reports that even dropouts who go back to school appear to stand little chance of success in college. And in an economy that increasingly prizes academic success, the outlook is bleak for those who don't return to school at all.
The first day of school is a mix of excitement and anxiety. There's the new teacher, new classroom, new friends. There are new books, new names, new rules. And for more than 630 students in Virginia's Newport News public schools, a new language. On Tuesday morning, many of those students filled classrooms at Sedgefield Elementary School on Main Street. The elementary school is one of two in the district that provides English as a Second Language, or ESL, instruction. The classes are a blend of students for whom English is their native tongue, and students still mastering the language.
Arizona education officials are giving school districts some room to diverge from a mandate that all English-language learners be taught specific English skills in classrooms separate from other students for four hours a day. Even so, the state is still pushing ahead with its overall requirement that districts provide intensive — and separate — instruction of English skills for those students, despite criticism from experts who say there is little evidence to support that approach.