ED470948 2002-12-00 Schooling in

Mexico: A Brief Guide for U.S.

Educators. ERIC Digest.

ERIC Development Team

www.eric.ed.gov

Table of Contents

If you're viewing this document online, you can click any of the topics below to link directly to that section.

Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC Digest.... 1

HISTORY.........................................................................2

ORGANIZATIONAL STRUCTURES........................................ 2

CURRICULUM AND INSTRUCTION........................................ 3

LIFE IN SCHOOLS............................................................. 4

MAKING CONNECTIONS WITH MEXICAN EDUCATION.............. 5

REFERENCES ABOUT HISTORY AND CURRENT PROGRAMS AND

POLICIES...................................................................6

ERIC Identifier: ED470948

Publication Date: 2002-12-00

Author: McLaughlin, H. James

Source: ERIC Clearinghouse on Rural Education and Small Schools Charleston WV.

Schooling in Mexico: A Brief Guide for U.S.

Educators. ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES

INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT

ACCESS ERIC 1-800-LET-ERIC

ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.

Page 1 of 8
Most educators agree that it is important to take into account their students' prior

academic learning and experiences when planning lessons and delivering instruction.

For this reason, teachers in U.S. schools currently affected by Mexican immigration

need a basic understanding of schooling in Mexico. This Digest offers a brief overview

of Mexican education and a description of life in primary and secondary schools. It

includes practical notes based on this information for teachers in the United States. A

bibliography at the end of the Digest lists sources for the information, which readers can

consult to learn much more about the educational experiences of Mexican immigrant

students and their families.

HISTORY

The first important law related to education, passed under the leadership of Benito

Juarez in 1867, declared that primary education would be nonreligious, free, and

obligatory. Later, Article 3 of the 1917 Constitution gave the federal government great

powers over education and made all private schools subject to government supervision.

A 1992 federal initiative changed Articles 30 and 31 of the Constitution and related new

policies required secondary education (through grade 9) for all students; a re-emphasis

of subject areas in the curriculum; and the decentralization of preschool, primary, and

secondary education administration. Today, Mexico has nearly reached its goal of

providing facilities for all school-age children.

Yet, despite historical advancements and heroic efforts by educators, Mexico continues

to struggle with "rezago," or educational failure. Millions of students are retained or drop

out after primary school and secondary school. Rural communities--especially those of

Indigenous people where millions of citizens speak Spanish as a second

language--have high rates of poverty. In these settings, many children drop out of

school to work and support their families, which contributes to a higher rate of illiteracy.

ORGANIZATIONAL STRUCTURES

Mexican schools are organized as shown below:

Preschool and Primary

Pre-escolar: Federally Funded programs for children ages 4-5.

Primaria: Schools with grades 1-6 and at aleast one teacher per grade.

www.eric.ed.gov ERIC Custom Transformations Team

Page 2 of 8 ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.
Multigrados: One-room schools with one teacher for grades 1-6 or multigrade schools

with several teachers, each teaching more that one grade.

Middle Grades (Grades 7-9)

Secundarias: Schools that enroll most nonrural students, including those who are

college-bound.

Tecnicas: Schools that provide vocational training for noncollege-bound students.

Telesecundarias: Rural schools offering a televised curriculum, which enroll a majority

of rural students.

High School (Grades 10-12)

Preparatorias and Bachilleratos: Schools for college-bound youth, where students must

choose one of 4 professional areas: physical-mathematics, chemical-biological,

economic-administrative, or humanities.

Tecnnologicas and Comercios: Schools for students who have a particular vocational

career in mind.

CURRICULUM AND INSTRUCTION

Mexican schools abide by federal policy and nationalized curriculum mandates. Each

year since 1964, the federal government has provided free textbooks to every Mexican

student in primary schools; students in grades 7-12 pay for their texts. Texts in grades

1-2 use the "global method," which combines social sciences and environmental

studies. Throughout primary school the teachers and texts emphasize Spanish and

mathematics, and also include geographic and ecological knowledge. Even in primary

schools, Mexican texts include a straightforward, in-depth curriculum about health and

human sexuality.

The grading scale in Mexico is commonly 1 to 10, and teachers give examinations 5

times a year in each grade. The tests must cover the national curriculum, but are

ERIC Resource Center www.eric.ed.gov

ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.

Page 3 of 8
developed locally. There is a national examination at the end of the school year.

Students who score less than a 6 on the test are retained in the same grade level for

the coming year.

Practical note. Mexican students coming from primary schools have not been ability

grouped. This U.S. practice may confuse parents and students alike.

Since 1992, the secondary school curriculum has been divided into separate content

areas. In grades 7-8, mathematics is integrated to include topics in geometry and

algebra each year. In grade 9, all students take trigonometry. Students are required to

study a foreign language each year (3 hours/week). Science is also required, although

the lack of laboratory facilities in many schools limits possibilities for experiential

learning. All students take courses in the arts (2 hours/week) and technology (3

hours/week), which may be hampered by inadequate equipment such as computers. By

the time they enter high school, Mexican students must choose among schools that will

lead them to college study, a technical career, or a business track.

Practical note. Because of cultural and educational norms, Mexican students are

accustomed to seeing and producing art. For example, the 2001-2006 national

educational plan encourages a connection of the arts and language teaching. A focus

on the arts may help U.S. teachers engage immigrant students, but those students

should not be tracked into art and vocational classes at the expense of academic skills.

In fact, Mexican students often have strong math and language backgrounds, which

may exceed the expectations they face when entering a school in the United States.

LIFE IN SCHOOLS

Mexican schools have much in common with one another across the country. Every

Monday there are patriotic exercises in which the children display the flag, sing the

national anthem, and listen as adults exhort them to be respectful and conscientious

students. Mid-morning there is a "recreo," a break to eat snacks and play outside. The

sense of time and pacing can differ greatly from U.S. schools, where time is tightly

scheduled and recreational activity is closely monitored. In Mexico, children are in

school for 4 hours a day, and some urban students work in the morning and attend

school in the late afternoon.

Classroom life tends to be more informal than in U.S. schools. In many schools,

students engage in frequent group work, often involving a great deal of student

interaction and movement. At the same time, Mexican students are expected to show

respect to the "maestro/a" (the teacher). Parents usually assume that teachers will

make the best decisions for their children, and it is not the norm for parents to intervene

in school matters unless asked.

Practical note. Be aware that Mexican immigrant children are not accustomed to the

long hours, the decreased time for social interaction, and the more rule-driven culture of

www.eric.ed.gov ERIC Custom Transformations Team

Page 4 of 8 ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.
most U.S. schools.

There can be a vast difference between the educational experiences of urban and rural

children. Even as the population of Mexico becomes more urban, the number of small

communities increases. These communities are isolated and economically poor, and

they have many daunting educational problems: the difficulty of finding teachers willing

to travel long distances to teach there, students' inability to attend school due to

impassable roads or family responsibilities, and the need for children to work. Rural

students may have to leave their communities after elementary school to attend school

in a nearby town, and some families cannot afford to pay for travel, textbooks, uniforms,

and other school costs after sixth grade. The same is true of poor urban students,

although they have more school choices where they live.

Practical note. Despite these problems, rural students should not be viewed as

deprived. A lack of computers, telephones, and even electricity does not equate with a

lack of culture. Also, urban youth and some rural youth have access to Internet cafes,

which are booming, especially in the cities. Although most rural schools do not have

computers, it would be a mistake to assume that Mexican students are technologically

illiterate.

MAKING CONNECTIONS WITH MEXICAN

EDUCATION

There are many ways to learn more about Mexican education. Educators should be

aware of ongoing efforts to connect Mexican and U.S. educators, and to create

innovative professional development experiences:

* The Binational Program, which involves dozens of states on both sides of the

U.S.-Mexico border, has developed a Binational Transfer Document. This document

allows students who migrate between the two countries to provide information about

their academic achievements, including their grades, and helps school authorities on

both sides of the border make more informed grade-level and subject-area placements.

* In 1990 the Mexican government initiated the Program for Mexican Communities

Abroad. Through this program, U.S. school personnel may request copies of Mexican

school textbooks for the preschool and primary grades. Educators also can view

descriptions of university course syllabi in Mexico, to see how content area subjects are

supposed to be taught in Mexican schools. For more information about these programs

and others, visit http://www.Mexico-info.com/communities/

ERIC Resource Center www.eric.ed.gov

ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.

Page 5 of 8
* The Fulbright Program offers opportunities for U.S. teachers to live in Mexico as part

of a teacher exchange, as does the Binational Teacher Exchange. Some university

programs immerse educators in Mexican life by having them live with families and visit

schools.

Whatever the program or approach, learning more about the educational experiences of

Mexican immigrant students can help us make more informed decisions about their

coursework and better plans for teaching them.

REFERENCES ABOUT HISTORY AND CURRENT

PROGRAMS AND POLICIES

Andrade de Herrara, V. (1996). Education in Mexico: Historical and contemporary

educational systems. In J. L. Flores (Ed.), Children of La Frontera: Binational efforts to

serve Mexican migrant and immigrant students (pp. 25-59). Charleston, WV: ERIC

Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction

Service No. ED 393 634)

Vaughan, M. K. (1997). Cultural politics in revolution: Teachers, peasants, and schools

in Mexico, 1930-1940. Tucson: University of Arizona Press.

Villa, K. M. (1998). Guidelines to understanding Mexican educational credentials.

International Education Forum, 18(1&2), 113-123. Association of International

Education Administrators.

REFERENCES ABOUT PRIMARY SCHOOLS

Candela, A. (1997). Demonstrations and problem-solving exercises in school science:

Their transformation within the Mexican elementary school classroom. Science

Education, 81(5), 497-513.

Macias, J. (1990). Scholastic antecedents of immigrant students: Schooling in a

Mexican immigrant-sending community. Anthropology and Education Quarterly, 21(4),

291-318.

Martin, C. J. (1994). Schooling in Mexico: Staying in or dropping out. Brookfield, VT:

Ashgate Publishing.

Paradise, R. (1994). Spontaneous cultural compatibility: Mazahua students and their

teachers constructing trusting relations. Peabody Journal of Education, 69(2), 60-70.

www.eric.ed.gov ERIC Custom Transformations Team

Page 6 of 8 ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.
REFERENCES ABOUT SECONDARY SCHOOLS

Herr, K., & Anderson, G. L. (1997). The cultural politics of identity: Student narratives

from two Mexican secondary schools. International Journal of Qualitative Studies in

Education, 10(1),45-61.

Levinson, B. A. (2001). We are all equal: Student culture and identity at a Mexican

secondary school, 1988-1998. Durham, NC: Duke University Press.

Zorrilla, J. F. (1998). Anomie and education: The politics of innovation in a Mexican high

school. In G. L. Anderson and M. Montero-Sieburth (Eds.), Educational qualitative

research in Latin America: The struggle for paradigm (pp. 117-135). New York: Garland

Publishers.

REFERENCES ABOUT MEXICO/U.S. PROGRAMS

Dolson, D. P., & Villasenor, G. (1996). Migrant Education Binational Program. In Flores,

J. L. (Ed.), Children of La Frontera: Binational efforts to serve Mexican migrant and

immigrant students (pp. 125-134). Charleston, WV: ERIC Clearinghouse on Rural

Education and Small Schools. (ERIC Document Reproduction Service No. ED 393 637)

Miller, R. (1996). Mexico's role in U.S. education: A well-kept secret. In Flores, J. L.

(Ed.), Children of La Frontera: Binational efforts to serve Mexican migrant and

immigrant students (pp. 103-115). Charleston, WV: ERIC Clearinghouse on Rural

Education and Small Schools. (ERIC Document Reproduction Service No. ED 393 636)

-----

Dr. H. James McLaughlin is head of the Middle School Education Program at the

University of Georgia, and a founder of the Georgia/Veracruz Partnership, which links

U.S. and Mexican educators, social workers, agricultural economists, and other

professionals in study abroad experiences, exchanges, and collaborative research

activities.

This publication was prepared with funding from the Office of Educational Research and

Improvement, U.S. Department of Education, under contract no. ED-99-CO-0027. The

opinions expressed herein do not necessarily reflect the positions or policies of OERI,

the Department, or AEL.

Title: Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC Digest.

ERIC Resource Center www.eric.ed.gov

ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.

Page 7 of 8
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: AEL, P.O. Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120

(Toll Free). For full text: http://www.ael.org/ERIC/digests/edorc02-5.pdf.

Descriptors: Comparative Education, Educational Environment, Educational Practices,

Elementary Secondary Education, Foreign Countries, Immigrants, Mexican American

Education, Mexicans, National Curriculum, Public Education, Rural Urban Differences

Identifiers: ERIC Digests, Mexico

###

[Return to ERIC Digest Search Page]

www.eric.ed.gov ERIC Custom Transformations Team

Page 8 of 8 ED470948 2002-12-00 Schooling in Mexico: A Brief Guide for U.S. Educators. ERIC

Digest.