Latino Students in Our Public Schools: A Closer Look

Autor/inn/en	Geller, Jack M.; Werner, Marnie
Titel	Latino Students in Our Public Schools: A Closer Look
Quelle	(2006), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hispanic American Students; Public Schools; Enrollment Trends; Academic Achievement; Student Mobility; School Holding Power; Financial Support; Standardized Tests; Student Promotion; Dropouts; Graduation Rate; Minnesota + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Schulleistung; Mobility; Mobilität; Finanzielle Förderung; Standadised tests; Standardisierter Test; Support of studies; Studienförderung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	This report was designed to examine the influence of a growing Latino enrollment in Minnesota's public schools. Using data from the Minnesota Department of Education, the authors observed that while overall enrollment numbers in Minnesota have declined approximately 3% since 2001, Latino enrollment actually grew by more than 38% during this same time period. Accordingly, Latino students, who comprised 3.7% of Minnesota students 5 years ago, now comprise 5.3% of all public students. Unfortunately, the data also suggests that this cohort of Latino students that is growing so rapidly is the same cohort finding the least amount of academic success. The achievement gap in standardized test scores is easily discernable in grade 3 and does not appear to narrow as one examines test scores in grades 5, 8, 10, or graduation rates. In fact, the Minnesota Minority Education Partnership reports that Hispanic students are least likely to enroll in a post-secondary institution in Minnesota following high school graduation (MMEP, 2006). The study also examined grade progression and mobility among Latino students in grades 9-12. The data documents significant mobility both within and outside of Minnesota during the academic year among these students. Interestingly, Latino students in the metro area are more likely to move across school districts during the academic year, while Latino students in rural districts are more likely to move out of Minnesota (and in some cases out of the United States). In fact in some rural districts more than 20% of the Latino students are reported as moving out of Minnesota during the academic year, or between high school grades. Consequently, such student mobility is quite challenging for those who suggest that stability and academic success go hand in hand. Overall, the study documents an ethnic group of students where an achievement gap in standardized test scores is discernable quite early, and as one examines test scores in grades 5, 8, and 10, such gaps fail to significantly narrow over time, despite the best efforts of our public schools. Given such a pattern, it appears that strategies such as targeted early childhood education designed to prevent such gaps from occurring might be most effective in the long run. (Contains 18 tables.) [This document was published by the Center for Rural Policy and Development. The study was funded in part by the Chicano Latino Affairs Council (CLAC).] (ERIC).
Anmerkungen	Center for Rural Policy and Development. 600 South Fifth Street Suite 211, Saint Peter, MN 56082. Tel: 507-934-7700; Fax: 507-934-7704; e-mail: crpd@ruralmn.org; Web site: http://www.ruralmn.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10