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Post by Libyan Sibyl on Dec 4, 2006 1:31:36 GMT -5
what I am about to say may not be popular with this forum. After being provided the link, I posted the stats on the boro 3rd, 4th and 8th grade standardized test scores .
The statistics show that approximately 50% of the school population is hispanic. That 50% is scoring poorly. White kids seem to be doing well (over state average). And the black population is doing okay, but gets a "needs improvement" as they are just under state averages.
Obviously the hispanic kids are bringing down the school system. The boro must educate all the children regardless of citizen status. The question is whether the town gives the resources to teach all kids (grins and bears the situation) or whether they ignore the problem...
If you want the town to prosper, you have to have a good school system. No question about it. You can't kick kids out of school, so guess what people? you have to give a good education to all. You have to give a better education to the hispanic kids. You have to do something to raise their test scores because they are killing us.
Are the methods for teaching these hispanic kids working? It would seem not. There needs to be a reassessment of how we teach those kids. Are these ESL classes hurting or helping these kids. (I would venture to guess they are not).
So, should there be segregation based on the child's primary language? (Is there currently, I don't know.) Should we drop ESL and force the kids to learn english at the expense of staying back a year? Can we develop a volunteer system by residents for educating hispanic kids (I wish some leaders from the hispanic community would step up to the plate on this issue)?
I don't know any of the answers, but if you are going to take a realistic assessment, I think the only conclusion that can be made is that if you want good schools, with good test scores (which thoeretically means that the students are actually learning), you have is to spend serious time and money getting those hispanic kids up to speed.
Of course, at the same time we can't drop the ball on how we teach the other 50% of white and black kids.
Otherwise, you will have a downward spiral - the schools will continue to suffer, a middle-class exodus replaced by low income families that don't emphasize education in the home, thereby leading to schools continuiing to suffer.
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Post by wyane on Dec 4, 2006 2:45:42 GMT -5
How Altruistic...
OK so we have unenforced fraudulent enrollment, and its finally waking people up!
Your getting ripped off, scammed, shammed and flimflammed, and you going to say OOPS?
Wow, you must have LOTS of time on your hands!
"Are the methods for teaching these Hispanic kids working?" Attend the school board meeting tonight, you can ask that to one of our principles who should be presenting his schools scores and what the plan is (be Nice if the BOE the agenda on their website)
"The boro must educate all the children regardless of citizen status." Sorry, but its not the BORO, this is not a Socialist society, HOW ABOUT THE PARENTS!!!! These failing children come from a culture that doesn't value our education system the way you and I do!
Chinese, Polish, Russian, African, yhata, Yhata..immigrat here and the FAMILY leans English FAST, you do NOT see this behavior in other immigrant community,,,,FACT!
These people want YOU to learn Spanish!!
SO I ask, will the Puerto Rican Defense and EDUCATION fund issue a $278, 000.00 ESL Grant! HELL NO!
Wake up and smell the coffee. Remember 1998, you kindly gave them a Muster Zone, and look what it turned into!
This is wrong, and we are attract MORE!
The only conclusion I can make is that I want good schools we have to fight for them!
There is no resolution other than to EXPECT proper LEGAL residency documentation and STRONG enforcement.
MY KIDS should not lose their art and music teacher, or get minimal, 3rd world Science and History classes!
Sorry Kids, WITHOUT proper residency papers, the baby sitting service is closed, NO MASE...you have my pink, my arm, NO MORE.
The Boro's kindness is now a serious weakness.
More to follow!
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Post by Marc LeVine on Dec 4, 2006 9:16:19 GMT -5
I'm not going to get into a "he said, she said" on this one. I just will say that we (on Council) are NOT morons and there is no way we... AND ESPECIALLY... I would EVER vote on something of which we did not know the COMPLETE terms, as the parties agreed to.
I don't know why the settlement was not available to you when you asked for it...AND, I will inquire about this. But, I will restate very clearly that it was reviewed by the full council prior to vote and we all knew the full deal.
I DO know that the federal judge is still reviewing the settlement and has not, yet, approved it from the court's perspective.
Marc
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Post by wyane on Dec 4, 2006 9:30:41 GMT -5
www.perc.state.nj.us/publicsectorcontracts.nsf/0/9899a16b97aa966d852570a1004db3ab?OpenDocumentTalk about Rasing....I how the NEW Super will do more with the $30,000 raise (See below), that was done with the Boro's technology![/b]
The salary schedule for the administrators is as follows, and only involves those administrators that are listed below, and does not apply to newly employed individuals.
POSITION 2004-2005
Principal, Freehold Learning Center $113,743.00
Principal, Park Avenue Elementary $103,291.00
Principal, Freehold Intermediate $102,090.00
Director, Special Programs $103,938.00
Supervisor, Technology $91,162.00 (What technology???)
Longevity shall be paid at the rate of $500.00 after serving fifteen (15) years in the district, and another $500.00 after service twenty (20) years in the district.
16
ARTICLE XV – WITNESS OF SIGNATURES
_________________________________
Dennis Levinson, Principal Marion Mazer, Principal
Freehold Learning Center Park Avenue Elementary
Darrell A. Jackson, Principal James Cosulich, Director
Freehold Intermediate Special Programs
Elizabeth O'Connell, Supervisor Technology
Anthony N. Tonzini, Jr., Lynne Coulson, President
Business Administrator/Board Secretary Freehold Borough Board of Education
Freehold Borough Board of Education
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Post by Libyan Sibyl on Dec 4, 2006 9:43:23 GMT -5
Ladies and gentlemen, Wyane is a perfect example of why the schools will suffer. Forget the poor command of the english and spanish languages for a moment, ignore the horrible spelling (they are not typos) and put aside the poor reading comprehension, Wyane does not understand the difference between being a resident of the town and being legally in the country. MARC, you need to stop posting answers into the wrong threads. So, another attempt to discuss a topic has been ruined. STAY ON TOPIC.
But let me try to bring it back so I don't have to start a new thread.
(1) the boro has no choice but to educate children that live in the town - whether they are here legally or not - it's the law.
(2) I think we can safely assume that there are very few students who are not residents of Freehold coming here from another town - if you care to debate this point go to the thread on out of districts students.
(3) If we have poor schools (regardless of who is in them), we will not attract good homeowners, and will lose good people from the town.
(4) Since the hispanic kids are bringing down the school system, we need to educate them properly to elevate the entire school system.
I am only seeking discussion on number four above (4). Please assume that (1)-(3) are facts (even if you disagree).
My argument is that we are stuck having to educate these students. So to better the school system, we need to ensure that all students test well.
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Post by Libyan Sibyl on Dec 4, 2006 9:44:13 GMT -5
Wyane - learn how to start a new thread.
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Post by Marc LeVine on Dec 4, 2006 11:14:54 GMT -5
Sorry...A Cyber "senior moment!" Hit the wrong reply button.
Sibyl:
I'm speaking only as town resident....
My kids got a great education in the Borough schools. My younger son is only out of Park Avenue School for 6 1/2 years. Not exactly eternity.
As for this topic, EVERY ONE of your points is correct, because the future of the Borough housing market is directly tied to the success of our schools. This is also confirmed in the 1992 NYTimes retro-article I posted just the other day. ...and, we already knew this to be true, based on our own family decisions - past and present.
I think we need to better understand how other towns have dealt with the situation we now face. There must be several success stories out there. We may not to reinvent the wheel in the Borough, just get hold of some best practices and a few experts, knowledgeable in these areas.
Perhaps, our current administrators and board members are facing these issues for the first time and need to gain the knowledge and experience of others more deeply involved in this sort of thing over the years. Do we currently have the right horses? I'm not sure we do, because the situation has only changed over the past five to seven years. Our educators weren't really prepared to tackle this emerging problem after being cited as "the best kept secret in Monmouth County" for so long.
To me, finding and employing such experts is more critical than finding an hiring consultants to persuade us to spend more money on expansion. Let's have an education plan that considers raising the test scores and educating the Latino children, first.
Do we really need more space to offer the same levels of education we are currently providing? Wouldn't having a better educational plan to move up test scores (especially for our Latino students) be a better precursor for expansion? How much of the test score issue really relates to lack of space over quality of instruction? Do we know the answer? Or, is it speculative?
Let's get some major teaching universities involved in adapting to our needs; let's assess and replace current administration and staff with people, who have successfully dealt with similar issues in other districts; let's beat the bushes for MORE grants suited to the needs of our students (HOW ABOUT THE ADVOCATES HELPING!!!); let's get the parents in to th school and train them how to support their kid's education (especially the Latino students); let's insist the Latino parents learn English to help their kids in school (AGAIN, WHERE ARE THE ADVOCATES???).
Marc
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Post by wyane on Dec 4, 2006 12:04:02 GMT -5
Your words… “what I am about to say may not be popular”, guess what? Your Right!.. :-( You put the cart before the horse. "My argument is that we are stuck having to educate these students. So to better the school system, we need to ensure that all students test well." This is a sad and UNFORTUNATE frame of mind. You have convinced yourself that you have no other option so lets all capitulate and compromise, and further foster Felonious behavior of people who have zero interest in American civics. This sounds like a Kidnap Victim who’s been conditioned to feel sympathy and empathy for the Kidnaper. "If we have poor schools (regardless of who is in them)…." REGARDLESS my eye! I have a serious REGARD for who and how our Schools are accessed and who is in them! I am working hard and PAYING for these schools, and I HAVE THE RIGHT TO SAY THIS IS ALL WRONG! And what your suggesting WILL not fixing a D A M N thing. These people care nothing about your property value, and have an equal disregard about schools score! It’s not like the Hispanic Academic scoring has suddenly hit rock bottom, its been this way for a number of years…FACT! These people want YOU to learn Spanish, Hello!! Nice of you to want to “pull them up by the boot straps” (I truly mean that!!!! And I am with you to a point, but I have to draw a line). Why was this not addressed at the “LATINO FESTIVAL”? Where are the Organizers of this event, when will THEY recognition that THEY are FAILING! What does this suggest about their priorities? These are DESPERATE 3rd world people, side walks a new to them, schools that do not have dirt floor are new to them, in door plumbing is new to them....maybe we need a separate PEACE CORE style school. You have a very kind heart, very intelligent and very well intentioned however....I am sorry, I work too hard so my children can get a good education, and I can not support criminal accuse to resources. Using unverified non-legal document for access to services is wrong, and IT IS STEALING. I teach my children that stealing is unethical, and wrong. What lesson are you preparing to teach, that by propitiating fraud on an massive scale, the ill gains are ethical? Again...Chinese, Polish, Italians, SPANIARDS, Portuguese Russian, African, yhata, Yhata..who immigrate HERE, MAKE SURE THEIR Family’s LEARN English FAST (in most cases start learning english BEFORE the get here...that’s because that truly VALUE the OUR CULTURE, you do NOT see this behavior in other immigrant communities…..FACT! 30 years ago, we did not decriminalize Pot or Cocaine (A victimless crime [or less victimless] once decriminalized and properly controlled, some can make the case), even thought 20, 30 maybe even 5o Million people used it. So because lawlessness becomes overly pervasive, it’s is now acceptable, or does not get enforced or becomes unenforceable, as well, you throw your hands up and embrace illegal behavior. Pervasive lawlessness mean youhave to become MORE vigilant, and think out of the box, and look to set legal precedents. What example are we setting for our children, this is not tolerance, this is abandonment of sense of worth, being a defeatist, but that is my opinion, and we know what they say about opinions! You need to get into the minds of these people! These ARE mostly all very nice, quiet, clean, neat, religious, etc...BUT! You need to know their true intentions, and raising the HISPANIC Academic Scoring “Bar” for our district is on the agenda, sorry. They want to work hard, 7x24 (if need be) to send the money BACK to Mexico. They look at our schools as free DAY CARE to facilitate this extension of the Mexican economy. Simply, this raising the BAR starts with the Momisitas y' Pappasito's. How can they help check homework for example. Did you know there are FREE Adult ESL-English Class at FLC (I think, maybe Park Ave). The attendance is pitiful! Guess why? BECASUE THEY DON'T CARE! Your ARE getting ripped off, scammed, shammed and flimflammed. Your Easy, that’s why they come here! These failing children come from a culture that DOES NOT value our education system! Sorry Kids, WITHOUT PROPER residency papers, the baby sitting service is closed, no más...you have my pink, my arm, NO MORE. Try Manalapan, the Township, Howell, Old Bridge, Jamesburg, E. Windsor, Jackson..etc How do you plan to manage 500-600 ESL kids if their PARENTS don’t CARE?  WE (and YOU TOO should) EXPECT proper LEGAL residency documentation and STRONG enforcement. Call ANY OTHER DISTRICT!!!! You have time to Volunteer, find time to get YOUR facts FIRST! This is why Born to Run is Running to get a FOR SALE SIGN!!! |
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Post by Marc LeVine on Dec 4, 2006 12:04:17 GMT -5
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Post by Marc LeVine on Dec 4, 2006 12:15:03 GMT -5
Jorge Chapa, Ph.D. Professor, Director of Latino Studies at Indiana University, Bloomington -------------------------------------------------------------------------------- Jorge Chapa is Professor and founding Director of Latino Studies at Indiana University, Bloomington. Chapa’s recent research has focused on alternatives to increase the successful participation of Latinos in higher education. From 1988 through 1999, Chapa was a faculty member of the LBJ School of Public Affairs at the University of Texas Austin. While there he worked with other professors and legislators to formulate the Top Ten Percent Plan. He moved to Indiana University in the summer of 1999 to start the Latino Studies Program. His education includes a B.A. with Honors from the University of Chicago and graduate degrees in Sociology and Demography from U.C. Berkeley. He has scores of publications reflecting his research focus on the low rates of Hispanic educational, occupational, and economic mobility, and on the development of policies to improve these trends. Most of his publications are based on the analysis of Census data. Since 1994, Chapa has serves as a member of the U.S. Bureau of the Census Advisory Committee on the Hispanic Population. This committee has made several substantive recommendations that have been adopted by the Census Bureau as important improvements in their proposed plans and procedures. Jorge Chapa Director Center on Democracy in a Multiracial Society 1108 W. Stoughton Ave. Urbana, IL 61801 (217)244-0188 jchapa@uiuc.eduA Minute with Jorge Chapa Latinos are the fastest-growing segment of the population in Illinois, as well as in the U.S. as a whole. They make up 14 percent of the state’s population, and about a quarter of the population in the Chicago metropolitan area. Yet despite notable progress, Latino students continue to lag behind the general population in educational attainment. Jorge Chapa, director of the UI’s Center on Democracy in a Multiracial Society, has done extensive research on Latino educational patterns, and is co-author of the book "Apple Pie & Enchiladas: Latino Newcomers in the Rural Midwest." Chapa will speak to the Illinois Board of Higher Education on Oct. 10 about the educational barriers and opportunities faced by Latinos in Illinois and beyond. What are some key misconceptions about the Latino population, especially as they relate to education? The key misconception is that Latinos are all the same. Typically, they are assumed to all be impoverished and illegal recent immigrants from rural Mexico who speak little or no English, and who also do not value education. This perception is a major factor in determining where Latinos live, what work they can do, their privileges as citizens or residents, and the educational opportunities available to their children. The reality is far more complex. Some Latinos have ancestors who lived in what is now the U.S. for many generations. Others are immigrants from more than 20 Latin American countries. Among all Latinos, educational attainment levels range from doctoral degree recipients to those who are barely literate. At each step on the educational ladder, from K-12 through higher education, Latinos drop out in greater numbers than the general population. What are the factors that contribute to this? While noting there is much variation, many Latinos do come from backgrounds that make educational success more difficult. These backgrounds may include low income levels, single-parent families, lack of full English fluency, parents with low levels of education, and perhaps an expectation to contribute to the household well-being by earning money or providing childcare. Moreover, Latinos are highly concentrated in low-performing schools with low levels of funding, dilapidated infrastructures, fewer educational resources and less-experienced teachers.
One more factor is the level of racial harassment or discrimination often experienced by Latinos. As a result, many Latino students look at school as a painful and unpleasant experience that they would avoid if they could. In higher education, lack of financial resources, unfamiliarity with the way higher education institutions work, and an unwarranted reliance on standardized tests all contribute to lower levels of Latino success. What measures do you suggest should be taken to address these gaps? What practices have other states found to be effective? At all educational levels, Latinos could be better served by teachers and professors who were better informed about Latinos in general and able to address some of their specific educational issues. They need guidance and mentoring from people who have a genuine interest in their success. At the undergraduate level, the universities of Texas and California have shown that admissions procedures that de-emphasize test scores increase the admission of Latinos and other under-represented students who can succeed. Both institutions also have shown that vigorous recruitment efforts that communicate specific information about required coursework, grade levels and other admission requirements can have a positive impact on enrollment. Other than a concern for equity, what are some key reasons we should address these gaps? Latinos are a large and growing part of our population and our workforce. They are an even larger concentration of our younger age groups, meaning those in school and in the entry ages of our workforce. My research and the research of many others has shown that if Latinos’ educational and income levels do not improve, our entire society will be worse off. |
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Post by Marc LeVine on Dec 4, 2006 12:21:17 GMT -5
The Hispanic Dilemma: What Are We Doing About It? by Alejandra G. Rodriguez There is a movement towards excellence in all public schools. This movement is intended to increase student achievement and decrease the number of dropout students. Goal 2 of the National Goals for Education addresses school completion (OERI, 1993). It states that by the year 2000, the high school graduation rate will increase to at least 90 percent. This goal spotlights a problem which has persisted for over two decades-- the dropout student. Americans are attending colleges in numerous record but discrepancies still exist especially with low-income students from all ethnic and social backgrounds. This is more so with the Hispanic/Latino population. Dropping out is a complex, social problem that has no simple answers. This problem affects everyone-the student, the school, the school district, the families, the community, and our future generations. The literature also indicates that 70.0 percent of all dropouts are either Hispanic or African Americans (TEA, 1999). Dropout rates for both of these two cultures remain higher than the state average of 1.6 percent. The number of Hispanics who drop out of high school or never attended high school has risen past the 50 percent mark in the 90s. In 2000, approximately 1.56 million U.S. residents ages 16 to 19 had not graduated nor were enrolled in school. Of the total, nearly 34 percent were Hispanic. According to the United States Census Bureau, the Hispanic/Latino population in 1990 rivaled the African American group in becoming the nations largest minority group by 35.3 million. By 2020, about one in three Americans will come from a minority background (Ingram, 2002). We need to target this population with affective strategies that will keep the Hispanic student in school, to be able to graduate, to attend post-secondary universities, and to attain an educational career. What can we do? Where are the answers? Who can assist? How are we to achieve this? The literature research indicates that many measures for continuous improvement in handling this dropout dilemma exists. There are many Hispanics who have been successful and who continue to go into higher education programs. However, colleges, educational institutions, and educators can only do so much. Efforts need to focus on the Hispanic population, the students, and their families. Perceptions, values, and aspirations are all vital factors that are attached to the human element. The student must possess a desire for education. Family structure, family stability is associated with many things that do directly measure a child's well being (Sandefur, 2000). Antonio Perez, Ed.D., President of the Borough of Manhattan Community College states, "there must be a sweeping cultural shift in expectations, a clear recognition that earning a college degree is much more valuable in the long run than today's salary-and can exponentially increase lifetime income" (Perez, 2002). The possession of a high school diploma does not ensure easy access to higher education or well-paying jobs but it is the key to the door of opportunities for higher learning, better jobs, higher wages and future success. Research dates those students who do not graduate make up a large proportion of students who are usually unemployed, earn lower wages, receive public assistance, and/or are in prison. As educators, the task is before us but we cannot do it alone. It has to begin with the stakeholders, our own Hispanic/Latino community. Again, where are the advocates? If Hispanic youths have a low self-esteem, then we need to encourage, motivate, mentor, and implement programs that will attend to their personal as well as educational needs. We need to ensure that programs for college preparation courses are accessible since their early primary school years. We need to reinforce these strategies for academic skills throughout their formative years. We need initiatives that will raise the value of 'education' in the eyes of the parents. We need more parental involvement not only in the primary grades, the secondary grades, but also in higher education. Research shows that colleges need to provide academic and support services, peer and professional mentoring at a very early stage in their lives. They need to share responsibility for educating all minority students. In addition, financial support to education has to be advertised to families since their early education. We need gradual phasing out of government involvement. Some sort of subsidy system needs to be implemented that will enable low-income families to participate effectively in their children's education. Better equitable scholarship programs need to be offered that will target the student's academic success before entering high school. Not all students are academically inclined but vocational services are offered at many schools to prepare them for some form of training. Thus, many students will perceive that they can and will be valuable to society. Equal opportunities for academic enhancement and advancement must be given to all students in all levels of their education. It is our responsibility to prepare students to live and work in a global, technological, and communicative society. -------------------------------------------------------------------------------- References: Ingram, Earl G. (2002). "A New Silence." The Hispanic Outlook in Higher Education. New Jersey. April 22, 2002. Office of Education Research Improvement. (1993). 1987 Reaching the Goals: Goal 2, High School Completion. Washington, DC: U.S. Department of Education. Perez, Antonio, Ed.D. (2002). "Hispanic Community Must Raise the Bar on Academic Achievement." The Hispanic Outlook in Higher Education. New Jersey. June 17, 2002. Sandefur, Gary D. (2000). "Family Structure, Stability, and the Well-Being of Children." University of Wisconsin-Madison. The RAND Corporation. Also online www.ssc.wisc.edu/irp/pubs/focusold/16.3.a/Indicators.txt Texas Education Agency. (1999). Student Dropouts. Also online www.tea.state.tx.us/reports/1996/dropouts.html -------------------------------------------------------------------------------- About the author: Alejandra Rodriguez has been an educator for the past 32 years and currently teaches at Dr. Leo G. Cigarroa High School in the Laredo Independent School District. Presently, she is also a graduate student enrolled in the Educational Leadership Joint Doctoral Program with Texas A & M University at Kingsville, Texas and Corpus Christi, Texas as a member of Cohort IX. She is working on a dissertation that will address successful factors that influence upper-level Hispanic students at predominantly Hispanic universities in South Texas. She is of Mexican descent and a single parent of two beautiful children and three wonderful grandchildren. You may contact Alejandra G. Rodriguez at alebrodz@netscorp.net. |
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Post by Marc LeVine on Dec 4, 2006 12:33:35 GMT -5
An excellent report on educating minority populations. It seems like Texas is the leader in educating Latino's, but they revamped the way they measure achievement. They seem to do better than other states, but the results aren't overwhelming. Still may be a place to start. Nonetheless, a good report to read: www.aypf.org/publications/rmaa/pdfs/Book.pdfMarc |
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Post by Marc LeVine on Dec 4, 2006 12:53:39 GMT -5
This is interesting too - 20 Successfu Programs. A few of these programs may apply to us, such as Success for All/Exito Para Todos. www.aypf.org/publications/RAA/index.htmMaybe some Borough educators/board members are following this thread and examining the resources, posted. Marc |
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Post by wyane on Dec 4, 2006 12:58:45 GMT -5
www.nsba.org/site/doc_cosa.asp?TRACKID=&DID=11273&CID=164CONCLUSION Clearly, public schools are legally mandated to provide an equal opportunity education for language-minority students. School districts must provide not only English language education, but also general curriculum instruction (i.e., science, mathematics, social studies, etc.) in the students’ native languages. Although federal law does not proscribe the methods of instruction, states, such as California, have passed laws requiring particular educational methods. Given the increasing population of LEP students in public school districts, and the legal requirements surrounding their education, all districts must be cognizant of the law and develop appropriate policies to ensure compliance. Practitioners should continue to follow developments in this area, enabling them to provide the best advice. Language-minority students will continue to present major educational and legal issues for educators.
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Post by Marc LeVine on Dec 4, 2006 13:50:12 GMT -5
The reality is that BOTH you and Sibyl can be correct. Do most of us want to eliminate the illegal immigration issue from our town's agenda - ABSOLUTELY. But, in the meantime, we need to educate kids, get our schools up to speed and improve on real estate values.
We must do BOTH at the same time - fight the root causes of our problems and treat its symptoms. As you allude to, we must continue to probe the system and test its weaknesses- EVERY DAY. As soon as our government upholds something that can help us, in the courts, we must make a B-line to adopt it.
But, we can't sit back and let this "cancer" called illegal immigration continue to ravage our schools and hurt our kids.
You only get 8-9 years of elementary education to help or ruin a kid's future educational and career prospects. Remember, there are finished products graduating from Park Avenue each and every June. It's hard to sit back waiting for the calvary (Government) to ride in while our kids are suffering most from the fallout.
So, we are faced with BOTH the BIG IMMIGRATION FIGHT and the DAILY CHALLENGES we still must all deal with EVERY DAY. Both, must be faced down, and addressed at the same time.
Marc
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Post by sonofsilencedogood on Dec 12, 2006 16:25:02 GMT -5
let me admit right off the bat that I did not read all of the articles that Marc has posted on this thread...I just wanted to get an idea out there before it escaped me...
I think we can agree (and by "we" I mean just about everyone aside from Wyane) that the best way to raise the scores of the Hispanic population is to revamp the current system an set it up so that there is special attention paid to those students who are bringing down the school's test scores. Here's the rub though...
Revamping the system, paying special attention to the Hispanic and ESL population in the school, hiring "specialists" to deal with the ESL population...all of these ideas cost money. Where is this funding coming from? The BOE just had the budget soundly defeated last April, one of the major reasons (I am assuming) is because the people in this town are sick and tired of their taxes going up to pay for a population of students who's' parents do not contribute financially to the schools...in short, they're sick and tired of floating the bill to educate the illegals.
How do you suppose the BOE can propose a budget that will be even more expensive because it will be spending even MORE money on those students that the town has already targeted as, shall we say, unwanted???
It's a tremendous catch-22. The BOE has to educate these kids while the laws remain as they are (we've spoken in other threads about challenging the laws, but that isn't going to happen over night), but they can't propose spending extra money on them because the town will never...NEVER vote for a budget that includes extra money to fund special projects to help the ESL students.
It's enough to make you're head spin!!
I too wish the Hispanic community would get more involved with the schools. Lord knows they would be there in droves if the BOE ever pursues challenging the laws, let them show up now to help the schools raise these kids scores!!
Also, surprise surprise, I have to disagree with something Wyane said earlier. He said "These failing children come from a culture that doesn't value our education system the way you and I do!"
Uh...wrong again Wyane. The reason why they are packing all of their kids into our schools is that they know they will receive an education that's at least 10 times better than what they would have received south of the border. While I have always argued that these immigrants today are not like my ancestors who came here to assimilate and become Americans (these immigrants just want the benefits without the price), there is no doubt that they are here because they value our system above what they are being offered back home.
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Post by sonofsilencedogood on Dec 12, 2006 16:31:41 GMT -5
...one other thing, even though I know Libyan Sybil will not like me responding in this thread...
Marc, to respond to your comments regarding the agreement reached with the advocacy groups...if you say that the council had full knowledge of the complete terms of the agreement, I will believe you...however, I hope you can appreciate my frustration when I am told, by the Town Clerk, that the agreement had not been fully drawn up yet, and it had already been voted on. Hearing that, it is not unreasonable for one to assume that the council voted on something that they did not yet have all of the information on.
Sorry Sybil...I'll go back to the topic of this thread now...
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Post by Marc LeVine on Dec 12, 2006 17:27:47 GMT -5
I stand by my earlier comments. We voted on the written agreement that was presented to us and the terms, included, were firm and final.
The Federal Judge has not yet agreed to the settlement, but we are all confident that this will be the case. If not, the issue would have to return to the council table for future discussion.
I don't know why you couldn't review the agreement when you asked for it. Perhaps it had to be memorialized and signed off on after the vote passed. Any additional changes to the document would have to have been cosmetic, not substantive.
The terms we agreed to are as they were reported, publicly. In dealing with the Federal Courts, there is no room for flim flam. What you agree on is what they expect you to deliver on - and that all becomes public information.
Have you requested a copy of the agreement since? I'm interested in knowing this.
Marc
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Post by Marc LeVine on Dec 12, 2006 18:12:30 GMT -5
Wyane is not totally incorrect about the social forces standing in the way of these children's education. There are some very good articles posted under my name that share many expert views on the challenges we face in the struggle to educate these kids. It is not easy and it is not cheap. If you get a moment, go back and take a look.
Marc
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fiber is good for you
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Post by fiber is good for you on Dec 12, 2006 20:42:11 GMT -5
......"backgrounds may include low income levels, single-parent families, lack of full English fluency, parents with low levels of education"
these characteristics are the same as Asian's immigrants (Chinese and So.Asian), yet their children excel in English and math, science, and end up being an academic credit to community.
One condition is that academic achievement starts at home, the results is evident.
Look ant the numbers and you draw your own conclusion.
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Post by Libyan Sibyl on Dec 14, 2006 7:38:41 GMT -5
For what it is worth, and in all seriousness, why doesn't the Board of Education ask the government of Mexico for a grant?
It would only cost us the amount of a stamp, and the BOE could lay out whatever argument they want why Mexico needs to cough up some dough.
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