1. Education of Migrants in the USA Nancy Hoffman, Vice President Jobs for the Future October 13-14, 2008 OECD

2. Slide 2 US Distinctions In Federal and state policy, students categorized by English proficiency, not place of birth. Called ELLS Policy driven by civil rights law (Lau v Nicholas 1974) How English should be taught is major political controversy–English only on ballot in some states Funding is state responsibility: Feds spend 7$ of $100 that goes to education. General climate is polarized– much anti immigrant sentiment.

3. Slide 3 US Demographic Data 49,324,849 k-12 students (05-06 ) = 3.6% growth since 95-96 5,074,572 ELLs ( 05-06) 57% growth since 95-96 In 2005, 24% of U.S. babies born were Hispanic. 79% of ELLs live in nine states, After Spanish, next largest language groups are Vietnamese, Hmong, Cantonese and Korean (6% of ELLS)

4. Slide 4 Federal Policy Addressing ELL Students Title III of No Child Left Behind (NCLB) $1 billion allocated by formula and discretionary program Purpose: To provide English instruction to limited English proficient students to help them meet the academic standards set by each respective state.

5. Slide 5 Arizona Legal Case 1992 Court Order Flores vs Arizona Required state to provide incremental funds to conform to federal and state law State law: voter initiative requiring the use of sheltered English immersion to teach ELLs (2003) –State requires 4 hrs English a day, 1 year in a separate classroom –State supports ELL instruction http://www.ade.az.gov/oelas/

6. Slide 6 What Works: Beyond Language Instruction Best practices: California Tomorrow works with high schools to develop: Core Competencies: Strong sense of cultural identity Leadership skills to act for change Critical thinking skills Cross-cultural skills Bilingual skills Knowledge of history and social justice movements Understanding the community in which they live http://www.californiatomorrow.org

7. Slide 7 What Works: Beyond Language Instruction Best Practices: International High Schools Students have been in the country four years or less and speak little English (90 languages), many separated from family Approach includes: Experiential learning Language and content integration Localized autonomy and responsibility One learning model for all Close-knit, supportive communities for students displaced after moving from another country Differences among students are cherished and nurtured

8. Slide 8 Contact Nancy Hoffman (nhoffman@jff.org)nhoffman@jff.org Jobs for the Future 88 Broad Street Boston, MA 02110 617.728.4446 www.jff.org Useful Websites: