Teachers, please consider checking out the law regarding serving ELs in US schools. And share with your communities that they should not consider reporting students and families to ICE. Read more in DeVos: Schools should decide whether to report undocumented kids at https://www.politico.com/story/2018/05/22/undocumented-children-schools-devos-immigration-603277
Teachers, be prepared for discussions on this topic at your schools and in your community. Learn more at http://www.tesol.org/news-landing-page/2018/05/09/tesol-statement-on-the-possible-addition-of-a-citizenship-question-to-the-2020-u.s.-census
Researchers from Dartmouth University, Southern Methodist University, and Rensselaer Polytechnic Institute found that DACA had a signiﬁcant impact on adolescents’ schooling, work, and fertility decisions. Their preferred estimates analyzing Hispanics show that DACA led to a 3.3 percentage point (p.p.) increase in the school attendance of 14 to 18-year olds and an 11.4p.p. increase in the high school completion of 19-year olds, relative to a mean of 75%. The results imply that more than 49,000 additional Hispanic youth obtained a high school diploma because of DACA. This large response coupled with the fact that the eﬀects are signiﬁcantly larger for males, who have an elevated risk of deportation, suggests that teenagers value the beneﬁts of DACA and remain in school to attain eligibility.
More at https://www.languagemagazine.com/2018/04/24/society-wide-benefits-of-daca/
A much-needed update for educators at http://www.colorincolorado.org/school-support/special-education-and-english-language-learners/special-education-and-ells-policy-and
Find at https://www.languagemagazine.com/2018/01/31/updated-federal-data-english-learners/ about (excerpt):
The Data Story Includes:
- A state by state chart of the most common non-English languages spoken by ELs, highlighting the more than 400 different languages spoken across the country.
- A district level map that shows current EL populations, as well as changes in the EL populations over time.
- Graphics highlighting how likely ELs are to attend schools and districts with high concentrations of other ELs
Please find it at https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html Excerpt:
The Toolkit has 10 chapters (one for each section of the DCL), and contains an overview, sample tools, and resources.
New Download the entire English Learner Tool Kit (PDF, 9MB)
- Cover Page (PDF, 335KB)
- English Introduction (PDF, 294KB)
- Introduction Translations:
- Identifying All English Learner Students (PDF, 1.5MB)
- Providing English Learners with a Language Assistance Program (PDF, 800KB)
- Staffing and Supporting an EL Program (PDF, 921KB)
- Meaningful Access to Core Curricular, Extra Curricular Programs (PDF, 1.75MB)
- Creating an Inclusive Environment and Avoiding Unnecessary Segregation (PDF, 910KB)
- Addressing English Learners with Disabilities (PDF, 1.27MB)
- Serving English Learners who Opt-Out of EL Programs (PDF, 386KB)
- Monitoring and Exiting English Learners from EL Programs and Services (PDF, 1.23MB)
- Evaluating the Effectiveness of a Districts EL Program (PDF, 907KB)
- Ensuring Meaningful Communication with Limited English Proficient Parents (PDF, 1.26MB)
To request the tool kit in an alternate format as a reasonable accommodation, i.e. Braille, large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-401-1407 or via email at: Melissa.Escalante@ed.gov.