ethanporcaro/eric-fulltext-meta huggingface dataset:
Language as the Lever for Elementary-Level English Language Learners
Author: Nora, Julie
Date: 2013-00-00
Type: Journal Articles
Subjects: Bilingual Education,Global Approach,Competition,Native Speakers,English,English (Second Language),Second Language Learning,Enrichment,English Language Learners,Academic Achievement,Bilingual Education Programs,Educational Benefits,International Schools,Charter Schools,Spanish,Hispanic American Students,Cultural Awareness,Limited English Speaking,Scores,Standardized Tests,Elementary School Students

Improving the education of a growing sector of the school population--English language learners (ELLs)--is a pressing unmet need in the nation's current public education system (Gándara 1994; Genesee et al. 2006; Hood 2003). Another urgent educational need is to prepare students to live and work in an increasingly globally connected world. Students should be able to engage in cultural exchanges across the earth, but schools in the United States are not keeping pace with this need (Suárez-Orozco &amp; Sattin 2007). Bilingual education can help meet both these needs. In this article, the author will explain why ELLs should be viewed as an asset rather than a burden and describe how this has been accomplished through two-way bilingual education at her elementary school, the International Charter School in Pawtucket, Rhode Island.
&quot;Educación Bilingüe a Nivel De Escuela Secundaria&quot;: Dual-Language Education at the High School Level
Author: Vazquez, Dania
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Urban Education,Interviews,Language of Instruction,Spanish,English,Models,Effective Schools Research,Bilingual Education,Bilingual Education Programs,Educational Practices,Program Design,School Support,Educational Resources,Barriers,School Effectiveness,Success

The Summer 2013 issue of &quot;Voices in Urban Education&quot; presents an interview with Dania Vazquez, founding principal of the Margarita Muñiz Academy, a Boston public high school offering dual-language education in Spanish and English. The first dual-language high school in Massachusetts, this Innovation School opened in the fall of 2012 with 80 ninth-graders and plans to eventually serve 320 students in grades 9 through 12. The purpose of the interview is to share the school's unique model and early successes.
Newcomer High School Students as an Asset: The Internationals Approach
Author: Sylvan, Claire
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Global Approach,High School Freshmen,Models,Immigrants,Language Proficiency,Limited English Speaking,Heterogeneous Grouping,English (Second Language),Teaching Methods,Educational Practices,Educational Strategies,Program Content,Educational Opportunities,Student Centered Curriculum,Program Descriptions

The last several decades have made clear that large numbers of immigrants still see America as a land of opportunity--and this influx of students has had a strong impact on the K-12 educational system. Most of the million-pupil increase in the public school population in the decade between 2001 and 2011 is due to the increase in English language learners, both those born in this country, whose home languages are not English, and school-age students who immigrate to the United States (Aud et al. 2012). In addition, the U.S. government has expanded the localities that serve as refugee resettlement sites (Patrick 2004). All of this population growth taken together means that more schools and school districts serve students with a variety of home languages and who are new learners of English. Newly arrived immigrant students at the high school level, also known as late-entry students, present a particular challenge--in addition to learning English, they need to learn more complex content than younger students. But high schools serving late-entry English language learners also have a tremendous opportunity to build on the incredible resources that these students bring. In 1985, a group of educators in Queens, New York, faced with the challenge of educating newly arrived secondary students, set out to create a new approach to educating immigrants in a new small school, International High School at LaGuardia Community College. Knowing that in the United States, immigration often carries a stigma, the school chose to name itself &quot;International&quot; to confer prestige on the students they serve. Since then, another sixteen small schools and one small learning community have re-created and built upon this approach. This article will present some of the unique features of the Internationals approach. One especially important feature of the approach is that practitioners have led its development and continue to share and learn together across multiple schools, contexts, and geographies.
Early Literacy, Family Engagement, and Cultural Competence: District Priorities in Clark County, Nevada
Author: Keaton, Lucy
Date: 2013-00-00
Type: Journal Articles
Subjects: Interviews,English Language Learners,Public Schools,Cultural Awareness,Teacher Competencies,Family Involvement,Emergent Literacy,Elementary Schools,Immigrants,Literacy Education,Principals,Administrator Qualifications

This Summer 2013 issue of &quot;Voices in Urban Education&quot; presents an interview with Lucy Keaton, appointed in February 2013 as the first assistant superintendent for the English Language Learner program at the Clark County (Nevada) School District (CCSD), which includes Las Vegas and contains more than half of Nevada's public schools. The purpose of the interview is to share CCSD's approach to raising teachers' cultural competency, engaging families, and promoting early literacy in elementary schools.
Supporting Families and Developing Parent Advocates and Leaders among the Immigrant Chinese Community in Boston
Author: Ng, Elaine
Date: 2013-00-00
Type: Journal Articles
Subjects: Immigrants,Chinese Americans,Family Programs,Cultural Influences,Parent Education,Holistic Approach,Advocacy,Leadership Training,Community Programs,Social Services,Delivery Systems,Family Needs,Child Rearing,Parenting Styles

Nationally, many resources are spent on programs to ameliorate poor educational and economic outcomes for our children and families, in particular for urban and immigrant families. Programs like the federally funded Head Start, Community Development Block Grants, and thousands of nonprofits across the nation provide out-of-school-time academic and non-cognitive skill development programs for children. However, most programs focus on individual children, without considering the context in which children live--the family and their communities. The long-held tendency of social service programs to work with individuals rather than families has created uncoordinated and siloed prevention, intervention, and treatment programs and has failed to move families out of poverty and improve educational outcomes for children. To counter this siloed approach, organizations like the Boston Chinatown Neighborhood Center (BCNC) are, increasingly, providing services for whole families within the context of their communities. A community organization provides integrated services to immigrant families, grounded in their culture and language, to help parents build on their strengths and support the family's education, health, and social needs.
High-ELL-Growth States: Expanding Funding Equity and Opportunity for English Language Learners
Author: Horsford, Sonya Douglass
Date: 2013-00-00
Type: Journal Articles
Subjects: English Language Learners,Educational Equity (Finance),Resource Allocation,Access to Education,Geographic Location,Educational Finance,Enrollment Trends,Expenditure per Student,State Aid,Funding Formulas,Equal Education,State Policy,Elementary Secondary Education

The growing numbers of English language learners across the country provide an opportunity for state policymakers and education leaders to invest in and reap the benefits of a well-educated, culturally competent workforce. In this article, the authors review state-level ELL funding for the ten states experiencing the highest ELL population growth between 2000-2001 and 2010-2011. These high-ELL-growth states are South Carolina, Kentucky, Nevada, Delaware, Arkansas, Kansas, Mississippi, Alabama, Virginia, and North Carolina. While the U.S. ELL population has grown 18 percent from 2000-2001 to 2011-2012, which is a significant increase, these states have experienced ELL growth ranging from 135 percent in North Carolina to an astonishing 610 percent in South Carolina. These dramatic figures underscore not only the massive extent of this demographic reality but also the great opportunity such cultural and linguistic diversity represents for states eager to invest in and reap the benefits of a well-educated, culturally competent workforce.
Equity-Driven Public Education: A Historic Opportunity
Author: Chatterjee, Oona
Date: 2014-00-00
Type: Journal Articles
Subjects: Public Education,Educational Opportunities,Community Organizations,Community Coordination,Community Action,Educational Change,Advocacy,Activism,Educational Policy,Change Strategies,Educational History,Metropolitan Areas,School Restructuring,Elementary Secondary Education

The election of Mayor Bill de Blasio in November 2013 was a historic moment for proponents of student-centered, equity-driven public education. During the campaign, de Blasio ran on an agenda of ending New York City's &quot;Tale of Two Cities&quot; and elevated a comprehensive vision for improving the city's more than 1,800 public schools as a cornerstone of that agenda. His vision includes many of the signature reforms fought for by advocates throughout the twelve preceding years of the Bloomberg administration: the creation of 100 community schools in his first term; supports for struggling schools, rather than school closings; reduced reliance on disciplinary measures that remove students from classrooms; and an accountability system that relies on measures other than standardized tests. The articles in this issue of &quot;VUE&quot; describe how an array of long-standing organizations forged a new level of partnership and drew in dozens of new partners to impact the education debate throughout the mayoral election. While these organizations never collectively endorsed any candidate, their work created a climate where all viable candidates were forced to take clear positions on some of the most heated education questions facing the city. Their work also provided vibrant opportunities for thousands of previously unengaged New Yorkers in communities throughout the city to share their views about education through an innovative and in-depth community engagement effort.
Changing Course on School Reform: Strategic Organizing around the New York City Mayoral Election
Author: Easton, Billy
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Change,Change Strategies,Metropolitan Areas,Strategic Planning,Community Organizations,Advocacy,Elections,Politics of Education,Debate,Parent School Relationship,School Community Relationship,Student School Relationship,Public Schools,Community Coordination,Community Action,Political Candidates,Outcomes of Education,Activism,Agenda Setting,Elementary Secondary Education

New York City's new mayor, Bill de Blasio, represents a dramatic shift from his predecessor Michael Bloomberg in the area of education. Bloomberg was a national trendsetter on market reforms focused on privatization, testing, and competition. De Blasio was elected on an agenda of classroom investments, student supports, parent and community engagement, and a focus on teaching and learning and is already getting national press for changing course on education. This contrast captures the heart and soul of education debates raging across the country. De Blasio represents an opening to begin a 180-degree shift in education reform in the United States. This did not happen by chance. It was the combination of a candidate who captured the moment and a conscious community-based advocacy campaign designed to capitalize on the mayoral election to redirect the education debate. This article describes how community organizers and advocates in New York City developed a two-pronged strategy for change in the 2013 mayoral campaign and election after twelve years of market-driven reforms.
Vehicle of Change: The PS 2013 Campaign
Author: Guevara, Fiorella
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,Educational Change,Educational Practices,Change Strategies,School Community Programs,School Community Relationship,Partnerships in Education,Community Organizations,Workshops,Meetings,Educational Planning,Physical Education,Art Education,Educational Policy,Advocacy,Strategic Planning,Metropolitan Areas,Community Action,Educational Needs,Educational Objectives,Elementary Secondary Education

A change in political leadership typically signals a growth in organizing campaigns to find and endorse the candidate with ideas most similar to their own. However, what if instead of focusing on finding the best candidate, organizing groups decided to focus on the conversation? How would you then use an election to engage the members of the largest city in the United States in changing the course of education reform? For a group of education organizing coalitions in New York City, this question led them to create the PS (Public Schools) 2013 campaign. This innovative community engagement process led to an education platform that reflected both the priorities of the community and research on best practices.
Developing Education Policy: A Cross-Stakeholder Effort
Author: Weinberg, Phil
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Stakeholders,Expertise,Urban Schools,Community Involvement,Advocacy,Interviews

During the 2013 New York City mayoral race, the coalition A+ NYC--made up of community organizers, social service and advocacy groups, and other citywide and statewide groups--set out to ground the education conversation in research and proven practices. In a campaign called PS 2013, A+ NYC brought together education experts and practitioners as part of a &quot;charrette&quot; process that gathered input from a range of education stakeholders on what an education agenda for New York City should look like. In this article, Megan Hester, Annenberg Institute for School Reform at Brown University's (AISR) principal associate for New York City organizing, interviewed four design team members to get their perspectives on this process for developing policy.
The #EduElection: Owning the Debate through Communications and Social Media
Author: Vinocur, Julian
Date: 2014-00-00
Type: Journal Articles
Subjects: Debate,Mass Media Use,Educational Policy,Educational Change,Activism,Advocacy,Change Strategies,Metropolitan Areas,Elections,Agenda Setting,Parent Attitudes,Youth Opportunities,Mass Media Role,Politics of Education,Political Power,School Restructuring

For nearly a decade, New York City education groups organizing to improve education under Bloomberg could regularly be found protesting on the steps of City Hall. Before the 2013 mayoral race, a typical education protest would--at its best--earn media coverage from a couple of outlets. The fact that parents, students, and teachers rally for more school funding, or put forward solutions to fix struggling schools, is just not an inherent draw to reporters. But the 2013 mayoral race presented public education advocates with a season of high media attraction. The campaign to take education in a new direction succeeded by maximizing the newsworthiness of this pivotal moment and positioning those most affected in the spotlight as the owners of the debate. On election night, Mayor Bill de Blasio won with a clear mandate to take public education in a new direction. Throughout his campaign, he ran on reversing many of the failures of the last twelve years and committed to the community's vision of success.
The Significance for Education Reform of the New York City Mayoral Election
Author: Noguera, Pedro
Date: 2014-00-00
Type: Journal Articles
Subjects: Elections,City Government,Metropolitan Areas,Educational Policy,Educational Change,Educational Opportunities,Parent Role,Student Role,Educational Needs,Debate,Public Opinion,Agenda Setting,Educational Objectives,Change Strategies,Institutional Role,Elementary Secondary Education,Interviews

In this first 2014 issue of &quot;Voices in Urban Education,&quot; Oona Chatterjee, the Annenberg Institute's associate director for New York City organizing, interviews Pedro Noguera, the Peter L. Agnew Professor of Education at New York University, a noted researcher and national commentator on topics such as urban school reform, conditions that promote student achievement, the role of education in community development, youth violence, and race and ethnic relations in American society. Noguera shares his perspective on the significance of the New York City mayoral election for education reform.
Building on Years of Parent and Student Activism to Place a New Education Agenda at the Center of a Mayoral Election
Author: Fernández, María C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Activism,Parent Participation,Local Government,Student Participation,Elections,Urban Areas,Youth Programs,Voting,Change Strategies,Discipline,Disproportionate Representation,Middle School Students,High School Students

For over a decade, students and parents in New York City have organized in coalitions across boroughs to fight for an equitable, just school system for all public school students. In a time when the Department of Education (DOE) centralized all power in the hands of one mayor and one schools chancellor, the Urban Youth Collaborative (UYC) and the Coalition for Educational Justice (CEJ) birthed a unified, powerful educational justice movement led by those most directly impacted by the policies leaving our young people behind. Built off the victories of local organizing in the Bronx and Brooklyn, both UYC and CEJ sought to maximize the power of students and parents to challenge an administration that pushed reforms which marginalized student, parent, and community voices.
Becoming the Face of the Community for Public Education Reform in New York City
Author: Shaakir-Ansari, Zakiyah
Date: 2014-00-00
Type: Journal Articles
Subjects: Public Education,Metropolitan Areas,Educational Change,Parent Role,Advocacy,Activism,Agenda Setting,Parent Participation,Elementary Secondary Education,Educational Policy,Change Strategies

In May 2013, this author moderated the first mayoral debate in New York City. It was held at New York University with hundreds of parents, students, and teachers in attendance. There were more than sixty media outlets, including MSNBC. The debate had attracted national press, thanks to Anthony Weiner's entry the day before into the New York City mayoral race. Imagine a Black, Muslim woman moderating five mayoral candidates, all men, flanked by a panel of Black and Latino students and parents, who were all women, delivering the questions to the candidates. How did she get here? Why her? How did a wife and Brooklyn mother of eight with no college degree--who was introverted, quiet, unassuming, and lacked self-confidence--become so relevant? How did a woman who witnessed mental, physical, and verbal abuse as a child, who experienced extreme poverty, who helped to raise her younger brother, and who had her first child at age nineteen become the face of educational justice in a massive city like New York? This article describes her journey, and reinforces the idea that when parents acquire the tools and training to engage meaningfully in decision making, they become champions of educational justice and have the power to transform education.
Innovations in Educational Equity for English Language Learners
Author: Tung, Rosann
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Innovation,English Language Learners,Teaching Methods,Bilingualism,Biculturalism,Policy Analysis,Equal Education,Educational Policy,Futures (of Society)

This issue of &quot;Voices in Urban Education&quot; examines different aspects of asset-based education for English Language Learners (ELLs). Rather than write about ELL education as a problem, dilemma, achievement gap, or crisis, these innovative practitioners, scholars, and policy analysts shift the paradigm, reminding and urging us to embrace ELLs as the very community members who, when well educated, will be the bicultural, bilingual leaders who improve our city neighborhoods and help us participate effectively in the global economy. Strikingly, this diverse group of innovators shares one goal: to increase educational equity in opportunities and outcomes through practicing and promoting an asset-based view of our bicultural English language learner children. That they do so in spite of the context of federal and state policies that cast ELLs in a deficit framework is impressive and inspiring. It is hoped that these articles will deepen readers&apos; understanding and increase the political will to provide resources and implement the best practices that research has shown to be effective for these vastly underserved students.
College Readiness Indicator Systems Framework
Author: Borsato, Graciela N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Guidelines,College Preparation,Educational Policy,Educational Practices,Academic Achievement,School Districts,Academic Persistence,Disproportionate Representation,Minority Group Students,Low Income,Immigrants,Educational Indicators,Outcomes of Education

A new framework from the CRIS initiative provides guidance for schools and districts to implement a system of indicators and supports for students who are off track for post-secondary success. The CRIS framework is intended as a tool to help districts and schools implement the conditions, processes, and supports needed to increase the number of students who finish high school ready to be successful in college. This means intervening early and matching identified students with the supports they need--but also addressing the skills, capacities, and attitudes of adults working in all parts of the school system. Changing cultures and the policies and practices they reinforce often requires engaging stakeholders about the imperative for setting new goals and for using data aligned with the district&apos;s current needs, rather than historical ones. It requires a system with the willingness and resources to develop ongoing cycles of inquiry that use data about college readiness to inform policy and practice. It also requires data about individual, school, and system levels, as well as across the dimensions of college readiness: academic preparation, academic tenacity, and college knowledge. Increasing the college readiness and success rates for currently underrepresented populations such as low-income students, students of color, immigrants, and first-generation students also challenges decades of historical inequities and systemic disadvantages. Districts must then use CRIS in tandem with efforts to foster cultures, attitudes, and beliefs that reinforce the need to provide for all what was once reserved for some. It is important to recognize that shifting cultures and long-established processes and behaviors takes time and an improvement in outcomes will not be immediate. The investment is worthwhile, though, given that college readiness indicator systems not only provide the means to measure college readiness, but also develop the long-term capacity to spur, evaluate, and adjust college readiness supports and help more and more students leave high school ready to succeed.