If we compete with Beaverton, Gresham or Reynolds, the teacher is more likely to go there. Tran, a Vietnamese immigrant, is sympathetic to the contention that students do better with teachers who speak their language. Tran and other district officials struggle to explain why the Hispanic dropout rate has failed to show similar declines. The transience of Hispanic families, many of whom come to Oregon for seasonal work, is the most common explanation. Gary Williams, coordinator for management information services in the district, adds that the most economically disadvantaged students quit school the most often.
Regular attendance is also an issue, as is the lack of positive role models.
In his 14 years of activism, Luccetti has heard such excuses many times, and he doesn't buy them. We're here to stay. Luccetti believes that the language barrier and perhaps an excessive deference to authority may impede immigrant families, but he firmly rejects the notion that Hispanics are not culturally attuned to education. And yet Hispanics are failing.