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http://www.ascd.org/publications/educational-leadership/oct96/vol54/num02/Why-Do-Parents-Choose-Alternative-Schools%C2%A2.aspx

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A former Obama administration White House aide has filed a federal civil rights complaint against the Montgomery County school system, alleging discrimination against his daughter and other children of color in the district's highly popular language-immersion programs.

Will Jawando, who also worked for the U.S. Department of Education and recently lost a race for Congress in the Democratic primary, argues in the complaint that the high-performing Maryland school district violates federal law in the way it recruits and selects its language-immersion students.

The school system fails to publicize the opportunities in areas with high percentages of black and Hispanic students - or to "conduct meaningful outreach" - and many parents are unaware that such options exist, according to the complaint, which Jawando filed this week.

"As a result, many of the high-demand language immersion programs enroll disproportionately high numbers of white, non-poor students, while denying benefits of the program to otherwise interested and qualified students of color and those from lower-income families," it says.

The complaint asks the U.S. Department of Education's Office for Civil Rights to investigate, and it requests that the school system be required to enter into an agreement to expand access to, and better serve, African American and Hispanic students in elementary language-immersion and other special academic programs.

The bid for federal involvement comes shortly after a new report on school choice in Montgomery County documented stark racial and ethnic disparities in a number of special academic programs, including language immersion. In recent months, school officials have hosted community forums, and parent reaction has been strong.

Montgomery school officials said in a statement Thursday that they could not comment on the specifics of the complaint but that it highlighted the great demand for the program. Nearly 700 kindergartners applied for about 300 language-immersion spots this year, they said.

The school system is reviewing the report's recommendations, which will be considered by the school board. The complaint is "just one of hundreds of community comments" generated by the study, officials said, and the district will continue to work with the community on the issues raised.

An Education Department spokesman said the Office for Civil Rights does not publicly confirm whether it has received specific complaints; if an investigation is opened, the office informs those involved and the public as appropriate.

Language-immersion slots in Montgomery are awarded by lottery, but siblings of elementary students already enrolled get automatic admission - a practice the district's report said leaves fewer seats for others and "hindered equity of access."

Districtwide, 31 percent of elementary enrollment was white, compared to 47 percent in immersionprograms in 2013-2014, according to the report.

Jawando said he and his wife only heard about the district's language-immersion programs through a chance conversation at their daughter's soccer game a few days before the application deadline in April.

The couple rushed to meet the deadline, wanting their daughter to become bilingual as early as possible. Jawando said in his complaint that research links language learning to higher academic achievement. Their local school in Silver Spring - Cannon Road Elementary - does not offer foreign language classes.

But their daughter was not selected for the Spanish-immersion program at Rock Creek Forest Elementary, a school where the district's report said more than 45 percent of 2013-2014 immersion applicants were siblings.

Jawando appealed the decision to school officials in May but has not heard back. He said he filed the complaint this week with the Office for Civil Rights because he believes the issue reaches well beyond his family's experience.

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con

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The immersion program creates division along lines of gender, social class and special needs students, wrote a 2008 study from the Canadian Research Institute for Social Policy looking at French immersion in New Brunswick. Girls are more likely to be enrolled than boys and the French stream has fewer kids in need of extra help. All things being equal in New Brunswick, every class -- French or English -- should have 3.4 students with special needs. But when a school offered French immersion, the average number of special needs students ending up in the English stream was 5.7. This kind of segregation is not unique to that province.

The richer the family, the more likely their kids will be immersed in French, according to figures from a Toronto District School Board study. In 2009-10, 23 per cent of all French immersion students came from families in the top 10 per cent of income. Meanwhile, only four per cent of French immersion students came from the bottom 10 per cent of family income.

"The program is open to lots of people, but it gets whittled down," says Nancy Wise, a French immersion educational consultant and former special education teacher in the York region, just outside Toronto. "If you can't cut it, you probably fall into one of these categories: [you're a] new Canadian, this is your third language, you've got some learning challenges, or there's a socio-economic factor. They jump on it in the schools and show them the door -- and it's just not right."

Over the past 20 years, on average approximately 235,000 immigrants have come to Canada each year, and more than 80 per cent of them speak neither French nor English as a native tongue, according to Statistics Canada. One-third of allophone students -- those whose mother tongue is neither French nor English -- reported their school discouraging their enrolment in a French secondlanguage education, according to a 2008 study commissioned by Canadian Parents for French.

"New Canadians, or those who speak languages other than English at home, are told something along the lines of: 'English is enough of a challenge for you and your family. Why don't you stick to the English language program?' " Wise says. "There's no research evidence to support that kind of discouragement." But it happens.

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DECADES WORTH OF French immersion studies can testify to its benefits. Children learn another language without any detrimental effect to their English skills. Working memory, used in activities like math, is improved, especially among those aged five to seven. Even reading scores in English are significantly higher for French immersion students than non-immersion students, according to a 2004 study, which noted the higher socio-economic background of French immersion students alone could not account for the stark difference.

Plus, there are the added work opportunities later in life, not to mention better pay. Outside Quebec, bilingual men earn on average 3.8 per cent more than their unilingual counterparts, according to a 2010 study out of the University of Guelph. Bilingual women, meanwhile, earn 6.6 per cent more on average. Within Quebec, those numbers are even more pronounced. Given those figures, it's easy to understand the mania surrounding immersion.

In 1977, more than a decade after French immersion's introduction, the program enrolled 45,000 students across the country. That number steadily increased to more than 342,000 students by 2011. "I'm not even sure that number even accurately reflects what the real demand is, because the constraint on availability is classroom spaces, teachers and resources," says Lisa Marie Perkins, former national executive director of Canadian Parents for French, a non-profit volunteer advocacy group. "If there weren't things like lotteries and caps, I think you'd actually see the numbers being greater."

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Our evaluation study raised yet another concern: can the cultures of public alternative schools, by their very nature, be exclusive? If schools are created to serve specialized segments of the population, could the resultant school cultures feel comfortable to some, but uncomfortable to others? Could such dynamics, in and of themselves, constitute a barrier to equal access? The answer appears to be a qualified yes. Although the local alternative schools are open-option, some parents perceive that the Core Knowledge School is noninclusive.

During interviews with the small number of parents who took their children out of the alternative school, we heard comments praising the school for striving for academic excellence but also criticisms for a too-rigid uniformity. In effect, these parents said that the district had created a private school run with public funds. As one parent said,

The curriculum is great, but some of the parents there have gotten out of control—they aren't willing to help the kids who don't fit their mold. If the kids are not perfect little quiet students, they are not welcome. They are deciding, 'What kind of kids do we want here?' They are not an accepting group.

Another parent agreed: "They promise you that the curriculum is good for everybody, but the slow kids get left behind. And they don't want to deal with special needs kids."

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October 1996 | Volume 54 | Number 2
New Options for Public Education Pages 30-32

Sally Bomotti

Amid the fact and fiction surrounding public school choice is the suspicion that many parents who send their children to another school do so for nonacademic reasons, or, shall we say, the wrong reasons. While this is undoubtedly true in some cases, a recent study of parental school choice in the Poudre School District in Fort Collins, Colorado, refutes findings that parents choose programs based more on their social composition or convenience than their educational content. Instead, what emerged was a portrait of parents as sophisticated consumers of education who generally offered knowledgeable reasons for sending their children to alternative schools.

Moreover, parents' self-reports indicate that their motivation to select a different school for their child is more positive than negative in nature-that is, their decisions are based more on a proactive search for different teaching and learning environments than on negative experiences with neighborhood schools (although some parents cited dissatisfaction with neighborhood schools as a secondary reason). Such a finding should at least give some pause to the critics of school choice who contend that families do not-or cannot-make good decisions about schools.

Background to the Study

Fort Collins is a predominantly white, relatively affluent small city of 100,000 in Northern Colorado near Colorado State University. A few years ago, the local school board decided to create a number of experimental alternative schools. One of the stated reasons-"to provide a level of educational choice that meets the increasingly diverse expectations of the community"-recognized that many local parents (1) already had a good idea of what they wanted from their public schools, and (2) were demanding more choice, variety, and participation in the educational programs their children pursue. One result was the creation of three elementary-level alternative schools open to any child in the district, given space.

1. The Core Knowledge School, the largest alternative school, uses the Cultural Literacy curriculum developed by E. D. Hirsch. This back-to-basics school also stresses character education and discipline.

2. The Lab School is at the opposite end of the educational continuum: it offers a nontraditional school setting that emphasizes a small pupil-teacher ratio and a child-centered, developmental curriculum.

3. The Harris Bilingual Immersion School offers strong bilingual language skills and cross-cultural knowledge to a balanced mix of predominantly Spanish-speaking and predominantly English-speaking elementary students.

After the schools had been operating for approximately two years, the school board asked a local university-school collaborative, the Research and Development Center for the Advancement of Student Learning, to begin to assess how they were doing. During the first phase of the study, we conducted an intensive battery of telephone interviews with a 20 percent random sample of families with children enrolled in the schools. Our study aimed to find out, essentially, who uses the schools, why, and the parents' level of satisfaction with their children's educational experiences.

Choosing for the Right Reasons

In all three cases, the vast majority of parents chose to enroll their children in the alternative schools for reasons that generally matched the educational philosophies and practices espoused by the schools. Basically, they had a very good grasp of school differences and were choosing schools for all the right reasons.

At the Core Knowledge School, the most popular and fastest growing of the Poudre School District's alternative schools, the parents sent a clear message that the curriculum offered there is one that they believe embodies higher academic standards and more accountability for student learning. They also appreciate that the school encourages parental involvement and maintains a disciplined environment, where their children learn values such as respect for others and responsibility for their actions.

At the Lab School, parents are primarily interested in small classes, individualized teaching and learning, and more parental involvement. The Harris Bilingual Immersion School, on the other hand, attracts parents who value bilingual skills and cultural diversity in the educational environment.

In a notable number of interviews, parents expressed their awareness of educational issues on an even more refined level. Some parents, for example, switched their child's school enrollment because they preferred phonics to the whole language approach to learning to read or felt that alternative schools provided more integrated curriculums than neighborhood schools. Smaller school size was another fairly consistent concern of parents.

Next Question: Right for Whom?

Obviously, this is a commendable situation: in response to community demands, the school board provides a wider variety of educational options. Parents then select among schools in an effort to find the best school for their children and end up choosing schools for solidly educational reasons.

But there is a problem here: in the Poudre School District, as elsewhere, the parents who choose alternative schools tend to be parents who are attuned to educational issues and already actively involved in their children's education. With the exception of the Harris Bilingual Immersion School (which is designed to be a fairly balanced mix of minority and white families), choosing parents in Fort Collins tend to be less diverse in their ethnic make-up than the community as a whole. Perhaps not too surprisingly, they also appear to be more highly educated and/or have higher incomes than nonchoosing parents. For example, in the sample from the Lab School, 60 percent of families have an annual income of more than $50,000, and 75 percent of mothers in those families are college graduates or have postgraduate degrees. In the sample from the Core Knowledge School, the corresponding figures are 62 percent and 57 percent; at the Harris Bilingual Immersion School, they are 22 percent and 48 percent.

Is this entirely healthy for public education? Just as obviously, the answer is no. Although the parents who choose alternative schools for their children are making their decisions for the right reasons, the fact remains that the reasons are often right for a limited segment of the school population only. Teachers in the neighborhood schools voiced their concern that the alternative schools skim off the most involved parents and the most motivated students, leaving the problem children behind. The tendency of two of the local alternative schools to become more "exclusive" schools also breeds suspicion about darker parental motives: "It's a socioeconomic thing," a neighborhood teacher said. "The alternative school parents don't want their kids to go to school with kids from the trailer park."

Unfortunately, whatever the reason, much of the recent research on school choice does lead to the conclusion that increasing educational choice is likely to increase separation of students by race, social class, and cultural background. Such findings underscore the argument, long made by knowledgeable architects of well-crafted public school alternatives, that the structural details of choice programs really matter. Districts committed to making school choice work in an equitable and fair manner need to consider such factors as school location, dissemination of information to parents, and provision of transportation.

In the Poudre School District, for example, parents with children enrolled in alternative schools must provide transportation themselves. This fact, in itself, is likely to discourage participation by some low-income families. The vast majority of parents (85 percent in the Core Knowledge School, for example) also said they found out about alternative schools through friends and neighbors, another trend that probably favors those already attuned to the workings of the education system.

Our evaluation study raised yet another concern: can the cultures of public alternative schools, by their very nature, be exclusive? If schools are created to serve specialized segments of the population, could the resultant school cultures feel comfortable to some, but uncomfortable to others? Could such dynamics, in and of themselves, constitute a barrier to equal access? The answer appears to be a qualified yes. Although the local alternative schools are open-option, some parents perceive that the Core Knowledge School is noninclusive.

During interviews with the small number of parents who took their children out of the alternative school, we heard comments praising the school for striving for academic excellence but also criticisms for a too-rigid uniformity. In effect, these parents said that the district had created a private school run with public funds. As one parent said,

The curriculum is great, but some of the parents there have gotten out of control-they aren't willing to help the kids who don't fit their mold. If the kids are not perfect little quiet students, they are not welcome. They are deciding, 'What kind of kids do we want here?' They are not an accepting group.

Another parent agreed: "They promise you that the curriculum is good for everybody, but the slow kids get left behind. And they don't want to deal with special needs kids."

Designed to Last?

In addition to these findings, the Poudre School District's alternative school study also suggests the need for a system of professional development and monitoring to ensure that alternative schools really do offer something different in their teaching and learning environments-not just old practices renamed and placed in a different building. Careful attention needs to be paid to how roles are defined in nontraditional learning environments, as well as the kind of school organization needed to carry out stated intentions.

This issue came up in the Lab School, which experienced a high rate of student attrition (about 25 percent) during one academic year. Parents who pulled their children out of the school (as well as some parents whose children remained) complained that the school's original vision had disintegrated under a variety of pressures, causing it to revert back to a much more traditional model. These parents contended that teachers began discouraging parental involvement, thereby violating one of the school's most basic tenets-and one of the school board's primary reasons for creating alternative schools. "The school changed, and what I was promised wasn't there any more," said one parent.

Real, lasting, and equitable school change is obviously not simple or cheap to come by. But school choice is here to stay-at least in the Poudre School District, where, despite growing pains, the majority of parents with children enrolled in alternative schools reported that they were satisfied, or very satisfied, with the experience. Even parents who had a negative experience in an alternative school often went out of their way to tell interviewers that they continued to be strong supporters of choice. It is equally clear that the school district will continue to grapple with such issues as equity, access, school governance, and reliable measures of school effectiveness.

Endnote

B. Fuller and R. F. Elmore, eds., (1996), Who Chooses? Who Loses? Culture, Institutions, and the Unequal Effects of School Choice, (New York: Teachers College Press).

Sally Bomotti is Research Associate, Research and Development Center for the Advancement of Student Learning, 1400 Remington, Fort Collins, CO 80525.

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Why Do Parents Choose Alternative Schools?

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October 1996 | Volume 54 | Number 2 New Options for Public Education Pages 30-32 Sally Bomotti Amid the fact and fiction surrounding public school choice is the suspicion that many parents who send their children to another school do so for nonacademic reasons, or, shall we say, the wrong reasons.

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"There is something that happens in a brain of a child that's learning in two languages. They develop a greater awareness of how language works. They develop flexibility," said Katarina Brito, the bilingual program developer at D.C. Public Schools. "Rather than think of remediation - how do we get kids to catch up - we recognize that acceleration and creativity are better ways."

Brito referenced a 2010 George Mason University study that found that math and reading test scores improved among students who participate in dual-language programs. Other studies indicate that the success of such programs hinges on how effective the bilingual teachers are in the classroom, and bilingual teachers can carry high salaries.

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Another girl, but like do these have to be from like credible sources ? I am confusion

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It's class registration time, and as many USC students know (perhaps begrudgingly), that means it's time to make sure their foreign language requirement has been fulfilled. Some students are lucky to be proficient enough in another language to test out. Many others, however, will have to take between one and four extra semesters of language. But learning a second language is far from just another course to check off the list.

A study done by an MIT economist found that an American who learns a foreign language gets an average earnings bonus of 2 percent. When applied to the average college graduate's starting salary of around $45,000, this 2 percent adds an additional $67,000 to the graduate's lifetime earnings, according to the Economist. Another study, done by the Cardiff Business School, estimated that it costs Britain $80 billion every year due to lack of proficiency in foreign languages.

American students can understand what these numbers imply for our own pockets and our government's pocket. But still, only 18 percent of Americans are well versed in a language other than English, while 53 percent of our European counterparts can speak at least two languages.

If statistics can't convince you, let's talk jobs. "We need diplomats, intelligence and foreign policy experts, politicians, military leaders, business leaders, scientists, physicians, entrepreneurs, managers, technicians, historians, artists, and writers who are proficient in languages other than English," a writer for Forbes so clearly put.

The United States isn't the only country in the world, believe it or not (and English isn't even our official language). To anyone who has ever taken a class in politics, sociology or business, it is inherently obvious that the United States must be able to function with the countries around us in order to survive. And to ensure that survival, we must be able to speak the languages of the countries with which we interact.

"To prosper economically and to improve relations with other countries," Secretary of Education Arne Duncan said in 2010, "Americans need to read speak and understand other languages." And since understanding the basics of subjects starts in elementary school, it follows logically that second language acquisition should begin there too.

It would also seem linguistically much easier for younger children to acquire languages. In fact, if a child is learning two languages at a time, he or she will learn both at the same rate without one language inhibiting the other.

Unfortunately, the number of public elementary schools that offer foreign language education has declined from 24 percent in 1997 to 15 percent in 2008. In all middle schools, the number decreased from 75 to 58 percent. Only high schools still reinforce foreign language learning at the same rate, with 91 percent of high schools offering options to learn a foreign language.

Many attribute these cuts in language programs to the "No Child Left Behind" program, which enforces more traditional learning, like math and English-language reading, which are both undeniably fundamental to a child's education.

But what happens to children who learn a language other than English, enter the public school system and are henceforth taught only English? The answer is that they get left behind.

"Hard facts may be a good reason to, say, shut down an old steel mill that cannot withstand competition," an article for the Economist stated. "But language is not a steel mill. There is far more at stake: not just people's livelihoods, but their identities and cultural diversity itself."

Michael Alison Chandler, a mother in Washington D.C., recently wrote a piece for the Washington Post detailing her struggles with finding an education for her son that incorporates proper language instruction. Her greatest fear is that her son will lose all the bilingualism he's learned at his advanced day care once he enters elementary and middle school. For well-off parents, private school is the best option, as private elementary schools are over three times more likely than public elementary schools to offer instruction in foreign language. For the rest of the general population, however, it becomes a battle with school boards and budget cuts in the public school system.

Dual-language immersion programs seem to offer the most hope for public schools. Instead of being taught normal classes in English and then offering a separate foreign language course, these programs provide instruction in two languages in multiple classes throughout the school day.

While these programs can be limiting in which languages they can teach in, they are certainly the most theoretically feasible programs; instead of hiring one math teacher and one foreign language teacher, schools can simply hire one math teacher who is bilingual. Perhaps they could be implemented slowly - the elementary schools with bilingual teachers available can begin immediately and those without bilingual teachers can wait until some are made available.

But the alternative, teaching only English while some estimates project that only half of the world's population will be speaking English by 2050, is unacceptable. As a country, we cannot economically or practically afford to be left behind.

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Foreign language should be taught early on | Daily Trojan

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It's class registration time, and as many USC students know (perhaps begrudgingly), that means it's time to make sure their foreign language requirement has been fulfilled. Some students are lucky to be proficient enough in another language to test out. Many others, however, will have to take between one and four extra semesters of language.

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At Collinswood Language
Academy, a K-8 dual-language
school in a working-class
neighborhood in Charlotte, NC,
students produced some of
the highest math achievement
scores in the Charlotte-Mecklenburg
school district.
And that’s the case even
though they learn all their math
in Spanish, and take North Carolina’s
annual end-of-grade math
exams in English.
“Taking the tests in English
was tricky at first,” said Mayra
Martinez, an 8th-grader who
spoke only Spanish when she
entered kindergarten at the
school. “I remember the word
‘subtract’ stumping me.”
The school’s high marks in
math—mirrored in reading and
science—are coming from every
category of student at Collinswood:
low-income, Englishlanguage
learners, Hispanic,
African-American, white, and
those in special education.
They are inspiring a push to
create more such programs
statewide.

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this is a cartoon

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http://affinitymagazine.us/wp-content/uploads/2016/04/chinese-language-pic.jpg

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parents wanting their kids to have a dual language education ~pro

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heres izzys padlet about our topic lol. maybe we can steal some of her articles

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a cute little cartoon

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According to an article in The Sunday Times, "High taxes and state intervention will make Britain like its Gallic neighbour - hobbled by debt, red tape and unemployment."

The British economy looks increasingly French. The state is taking an increasingly dominant role in economic life. We will have one of the highest top rates of tax in Europe (only Denmark, Sweden and the Netherlands are above us).

However, there is one ray of hope. The English language is identified as one of five areas where British companies could do well.

English is already the dominant global tongue - education, news, entertainment and story-telling over the web can be a huge export as the technology improves and as ways of charging for websites start to emerge. Likewise, our traditional strengths in media may prove an unexpected bonus in a world of a billion blogs: look at the huge popularity of British newspaper websites around the world. Full story >>

COMMENTThere's been a lot of talk about charging for websites recently, but don't worry-The English Blog will remain free for the foreseeable future! While we're on the subject, The Economist had an
excellent article about the decline of newspaper industry a couple of weeks ago, which looks at possible business models for the online press.

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Welcome to Frengland: Why Britain is turning into France

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According to an article in The Sunday Times, "High taxes and state intervention will make Britain like its Gallic neighbour - hobbled by debt, red tape and unemployment." The British economy looks increasingly French. The state is taking an increasingly...

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con ! More likely to choose rich kids without special needs since there are not enough lots for all the kids who want to join these programs

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Virginia educators participate in Israel cultural immersion program, pro

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why immersion programs are important, but stress caution in developing and monitoring them; pro or qualify ? depends on the part we use

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qualifying article that agrees children should learn foreign language, but not at an age too young

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~ why children should start early, cognitive advantages, pro

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