Jump starting Latino achievement: the nation's largest minority group has fallen behind academically, but dedicated scholars and programs are working to close the gap.

Jump starting Latino achievement: the nation's largest minority group has fallen behind academically, but dedicated scholars and programs are working to close the gap. Lorretta Chavez knows that for poor Mexican American children inColorado, getting a quality education means overcoming monumental mon��u��men��tal?adj.1. Of, resembling, or serving as a monument.2. Impressively large, sturdy, and enduring.3. odds.She is all too aware that poorly funded public schools and a lack ofparental and community support often make it difficult for MexicanAmerican children to aspire to aspire toverb aim for, desire, pursue, hope for, long for, crave, seek out, wish for, dream about, yearn for, hunger for, hanker after, be eager for, set your heart on, set your sights on, be ambitious for and attain higher education. Chavez, apublic school teacher and a doctoral student at the University ofColorado University of Colorado may refer to: University of Colorado at Boulder (flagship campus) University of Colorado at Colorado Springs University of Colorado at Denver and Health Sciences Center University of Colorado system , is writing her dissertation dis��ser��ta��tion?n.A lengthy, formal treatise, especially one written by a candidate for the doctoral degree at a university; a thesis.dissertationNoun1. about the families, communitiesand academic struggles of six public school teachers and fourteachers-in-training, all of Mexican-American origin. "These are ten people who struggled against tremendousbarriers, and it's important to know why and how theypersisted," Chavez says. Lawmakers have made the closing of racial and ethnic academicachievement gaps an acknowledged priority of the federal No Child LeftBehind Act The No Child Left Behind Act of 2001 (Public Law 107-110), commonly known as NCLB (IPA: /ˈnɪkəlbiː/), is a United States federal law that was passed in the House of Representatives on May 23, 2001 . But so far the research has largely explored common factorsexplaining why Black and Latino students generally lag behind Whites andAsian Americans This page is a list of Asian Americans. Politics1956 - Dalip Singh Saund became the first Asian immigrant elected to the U.S. Congress upon his election to the House of Representatives. 1959 - Hiram Fong became the first Asian American elected to the U.S. Senate. . Chavez and others argue that scholars must do researchthat delves Delves is a village in County Durham, in England. It is situated a short distance to the south of Consett. deeper into the experiences of Latino children. Numerous national education and Latino civil rights organizationshave joined the cause of "Latino education." And in states andcities where Latino communities have grown rapidly, local colleges anduniversities have launched research centers, faculty positions andcommunity outreach Outreach is an effort by an organization or group to connect its ideas or practices to the efforts of other organizations, groups, specific audiences or the general public. programs designed to boost Latino studentachievement. "About 80 percent of the fastest-growing jobs requirepostsecondary education, yet only about 10 percent of Hispanic HispanicMulticulture A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race Social medicine Any of 17 major Latino subcultures, concentrated in California, Texas, Chicago, Miam, NY, and elsewhere Americanshave a college degree. In other words Adv. 1. in other words - otherwise stated; "in other words, we are broke"put differently , a college education is moreimportant than ever, and far too few Hispanic Americans have one,"U.S. Education Secretary Margaret Margaret,1930–2002, British princess, second daughter of King George VI and sister of Queen Elizabeth II, b. Glamis, Scotland. In 1960 she married a commoner, the photographer Antony Armstrong-Jones, who was created earl of Snowdon in 1961. Spellings told attendees at the 30thanniversary of the Hispanic Scholarship Fund. Getting Latino students up to speed as quickly as possible couldhave an impact far beyond that particular community. Demographerspredict that the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. could become a non-White majority nationby the year 2050. The country's long-term economic and socialprospects depend in part on boosting the achievement rates for Latinosand other students, many experts say. Language Complexity Achievement gap research has typically shown that Black and Latinostudents are disproportionately dis��pro��por��tion��ate?adj.Out of proportion, as in size, shape, or amount.dispro��por faced with the worst the public K-12system has to offer. They are far more likely than other students toattend poorly equipped, poorly staffed and poorly funded schools. As aresult, Blacks and Latinos in predominantly pre��dom��i��nant?adj.1. Having greatest ascendancy, importance, influence, authority, or force. See Synonyms at dominant.2. minority schools have theleast access to rigorous, college-prep level courses. When Black and Latino students attend affluent, racially integratedschools, they often find themselves shoved into a symbolic corner.Compared to their White and Asian American A��sian A��mer��i��canalso A��sian-A��mer��i��can ?n.A U.S. citizen or resident of Asian descent. See Usage Note at Amerasian.A peers, Blacks and Latinos aremore likely to be tracked into less challenging classes or assigned as��sign?tr.v. as��signed, as��sign��ing, as��signs1. To set apart for a particular purpose; designate: assigned a day for the inspection.2. tospecial education programs. Socioeconomic data reveals that the parentsof Black and Latino students have, on the average, lower incomes andless formal education than do Whites and Asians, often rendering themless effective at overseeing and guiding their children'seducation. What sets Latino students apart, particularly those from Mexicanimmigrant families in the South and Southwest, is that many Latinosenter school as Limited English Proficient pro��fi��cient?adj.Having or marked by an advanced degree of competence, as in an art, vocation, profession, or branch of learning.n.An expert; an adept. students. In 2002, 80 percentof the 4.5 million LEP (Light Emitting Polymer) An organic polymer that glows (emits photons) when excited by electricity. LEP screens are used to make organic LED (OLED) displays and are expected to compete with LCD screens in the future. See OLED. students were Spanish-language speakers,according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the National Clearinghouse for English Language English language,member of the West Germanic group of the Germanic subfamily of the Indo-European family of languages (see Germanic languages). Spoken by about 470 million people throughout the world, English is the official language of about 45 nations. Acquisition& Language Instruction Educational Programs. Many researcherscontend that the language gap for Latino students puts the Englishlearners at a distinct educational disadvantage. California's public school system has approximately 1.6million LEP students, nearly a quarter of the state's total publicschool K-12 population. Eighty-five percent of those students areSpanish Spanish,river, c.150 mi (240 km) long, issuing from Spanish Lake, S Ont., Canada, NW of Sudbury, and flowing generally S through Biskotasi and Agnew lakes to Lake Huron opposite Manitoulin island. There are several hydroelectric stations on the river. speakers, according to the Public Policy Institute ofCalifornia Public Policy Institute of California is an independent, nonpartisan, non-profit research institution. Based in San Francisco, California, United States, the institute was established in 1994 with a $70 million endowment from William Reddington Hewlett. . "Fluency flu��ent?adj.1. a. Able to express oneself readily and effortlessly: a fluent speaker; fluent in three languages.b. in English is one of the most basic building blocksfor creating a good quality of life in the United States. It candetermine whether or not students go to college and how much earningpotential they have. To have such a large segment of our youngpopulation facing this kind of disadvantage has serious implications forthe state," says Dr. Christopher Dr. John R. Christopher, known popularly as "Dr. Christopher" was one of very few nationally prominent doctors of herbal medicine of the middle third of the 20th century, a "dark ages" of herbalism and was responsible for the herbal renaissance of the 1960s. Jepsen, a research fellow at theinstitute and co-author of a report entitled en��ti��tle?tr.v. en��ti��tled, en��ti��tling, en��ti��tles1. To give a name or title to.2. To furnish with a right or claim to something: , "English Learners inCalifornia California(kăl'ĭfôr`nyə), most populous state in the United States, located in the Far West; bordered by Oregon (N), Nevada and, across the Colorado River, Arizona (E), Mexico (S), and the Pacific Ocean (W). Schools." Typically, programs for English language learners fall under twocategories--bilingual education and immersion immersion/im��mer��sion/ (i-mer��zhun)1. the plunging of a body into a liquid.2. the use of the microscope with the object and object glass both covered with a liquid. . In bilingual education bilingual education,the sanctioned use of more than one language in U.S. education. The Bilingual Education Act (1968), combined with a Supreme Court decision (1974) mandating help for students with limited English proficiency, requires instruction in the native ,instruction is delivered in both the students' native language andin English. Proponents of bilingual education have contended that thepractice enables LEP students to keep up with their English-speakingpeers in math, science and social studies while they learn English. Withthe immersion approach, also known as English as a Second Languageinstruction, all teaching is done in English. Bilingual education, opposed largely by conservatives who insist onan English-only approach, has proven controversial and has beencurtailed in some states. In 1998, California voters approvedProposition 227, which requires that public schools teach entirely inEnglish. A 2006 study by the American Institutes for Research and WestEd hasfound that since the passage of Proposition 227, "students acrossall language classifications in all grades have experienced performancegains on state achievement tests." However, the achievement gapbetween English learners and native English speakers has stayed constantin most subject areas for most grades. Andrew Brodsky, the director of research and evaluation at theColorado Children's Campaign, says the debate over bilingualeducation versus English immersion remains unsettled because it'snot fully understood which approach works better. Unlike California,Colorado allows bilingual education in its public schools. "The evidence doesn't appear to be conclusive Determinative; beyond dispute or question. That which is conclusive is manifest, clear, or obvious. It is a legal inference made so peremptorily that it cannot be overthrown or contradicted. . I thinkthe answer as to which approach is taken is still in the realm ofpolitics and philosophy," he says. Culture Matters For some researchers, investigating the cultural and sociologicalissues underpinning un��der��pin��ning?n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural. the educational achievement of Latinos is anessential step. Dr. Gilberto Q. Conchas Conchas is a municipality in the state of S?o Paulo in Brazil. The population in 2004 was 16,450 and the area is 469.46 km2. The elevation is 503 m. , an associate professor ofeducation at the University of California The University of California has a combined student body of more than 191,000 students, over 1,340,000 living alumni, and a combined systemwide and campus endowment of just over $7.3 billion (8th largest in the United States). , Irvine, has done considerablecomparative analysis on low-income immigrant and U.S.-born Latino, AsianAmerican and Black youth. The son of Mexican immigrant farm workers,Conchas focuses on learning how students "make meaning of theirlives in urban communities and schools." Conchas has not shied shied?1?v.Past tense and past participle of shy1.shiedVerbthe past of shy1 or shy2 away from examining some touchy subjects,including how machismo machismoExaggerated pride in masculinity, perceived as power, often coupled with a minimal sense of responsibility and disregard of consequences. In machismo there is supreme valuation of characteristics culturally associated with the masculine and a denigration of among Latino males shapes their socialaspirations aspirationsnpl → aspiraciones fpl(= ambition); ambici��n faspirationsnpl (= hopes, ambition) → aspirations fpland academic performance. He says many Mexican-American boysregard education as a feminine feminine/fem��i��nine/ (fem��i-nin)1. pertaining to the female sex.2. having qualities normally asociated with females. pursuit. "Persisting per��sist?intr.v. per��sist��ed, per��sist��ing, per��sists1. To be obstinately repetitious, insistent, or tenacious.2. and doing well in school is often seen being atodds with masculinity masculinity/mas��cu��lin��i��ty/ (mas?ku-lin��i-te) virility; the possession of masculine qualities. mas��cu��lin��i��tyn.1. The quality or condition of being masculine.2. " Conchas says. He is now turning his attention to intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. programs, whichhave had some recent success with minority males. In his 2006 book, TheColor of Success: Race and High-Achieving Urban Youth, Conchas examinedwhy and how some minority students achieve academic success despiteattending poorly resourced schools. The co-author of the forthcomingSmall Schools: Digging Beneath the Layers of Educational Reform, Conchaswrites about the emerging small school experiments, which are providingeducational opportunity for minority students in large cities across theUnited States. Currently, Conchas is in the midst Adv. 1. in the midst - the middle or central part or point; "in the midst of the forest"; "could he walk out in the midst of his piece?"midmost of two long-term researchprojects. The first has been a qualitative study of Latino students whohave participated in academically enriching after-school programs. Thequalitative study should provide a look at the views of Latino parentson their children's after-school programs. It is also the firstlarge-scale investigation of after-school experiences of Latino youth.The second study will be a quantitative examination of theMexican-origin youth in California who participated in the first study. "We know that after-school programs have benefited White,middle-class children," Conchas says. "My study willinvestigate whether Latino immigrant-origin kids are benefiting aswell." * E-MAIL THE AUTHOR: ronald@cmapublishing.com1990 to 2004 Trend Analysis for NAEPMath Student Group Age: 13, Selected CharacteristicsScores are from a 0 to 500 point scale Student group 1990 1992 1994 Total 270.40 273.07 274.33Gender Male 271.16 274.13 276.03 Female 269.65 272.03 272.71Race/ethnicity White 276.34 278.93 280.77 Black 249.10 250.18 251.50 Hispanic 254.58 259.34 256.00 Other 273.53 281.98 283.61Modal grade Below modal grade 252.73 258.06 259.35 At modal grade 280.42 281.85 283.04 Above modal grade -- -- --Region Northeast 274.71 273.57 284.18 Southeast 265.70 271.04 268.61 Central 272.23 275.38 274.99 West 269.06 272.27 271.46Type Central city -- -- --of location Urban fringe -- -- -- Rural -- -- --Parents' Less than high school 253.38 255.50 254.51highest level Graduated high school 262.60 263.17 265.74of education Some education after high school 277.15 277.56 277.33 Graduated college 280.41 282.80 284.86 Unknown 247.83 252.88 252.40Type of school Public 269.30 271.68 272.99Between White-Black gap 27.24 28.74 29.26-group White-Hispanic gap 21.76 19.58 24.76difference Male-Female gap 1.51 2.10 3.32 Student group 1996 1999 Total 274.30 275.85Gender Male 276.33 277.20 Female 272.40 274.49Race/ethnicity White 281.18 283.14 Black 252.05 250.98 Hispanic 255.68 259.16 Other 280.45 282.62Modal grade Below modal grade 262.55 264.90 At modal grade 280.46 282.72 Above modal grade -- --Region Northeast 275.09 278.66 Southeast 269.98 270.18 Central 280.36 277.79 West 272.63 276.07Type Central city -- --of location Urban fringe -- -- Rural -- --Parents' Less than high school 253.73 256.25highest level Graduated high school 266.84 263.99of education Some education after high school 277.49 279.36 Graduated college 282.92 285.79 Unknown 258.77 258.15Type of school Public 272.89 274.16Between White-Black gap 29.12 32.16-group White-Hispanic gap 25.49 23.98difference Male-Female gap 3.93 2.71 Student group 2004 2004 Modified Bridge Total 278.77 281.00Gender Male 279.18 282.62 Female 278.38 279.48Race/ethnicity White -- 288.35 Black -- 261.75 Hispanic -- 265.11 Other -- 292.42Modal grade Below modal grade 268.11 271.18 At modal grade 285.21 286.61 Above modal grade -- --Region Northeast 281.61 284.12 Southeast 275.76 278.42 Central 281.32 283.42 West 277.68 279.61Type Central city 274.03 276.24of location Urban fringe 281.97 285.05 Rural 279.04 280.14Parents' Less than high school 262.69 261.74highest level Graduated high school 270.10 271.42of education Some education after high school 281.84 283.08 Graduated college 288.76 291.96 Unknown 261.51 262.78Type of school Public 277.57 280.05Between White-Black gap 30.24 26.61-group White-Hispanic gap 23.41 23.24difference Male-Female gap 0.80 3.141990 to 2004 Trend Analysis for NAEPReading Student Group Age: 13, Selected CharactersticsScores are from a 0 to 500 point scale Student group 1990 1992 1994 Total 256.77 259.79 257.88Gender Male 250.55 254.13 250.57 Female 263.06 265.29 265.67Race/ethnicity White 262.26 266.35 265.08 Black 241.47 237.57 234.31 Hispanic 237.77 239.16 235.14 Other 252.69 268.48 257.38Modal grade Below modal grade 242.65 242.78 243.60 At modal grade 265.76 271.79 268.98 Above modal grade -- -- --Region Northeast 258.94 264.61 268.97 Southeast 255.46 253.84 252.68 Central 257.43 263.46 259.45 West 255.59 257.55 252.87Type Central city -- -- --of location Urban fringe -- -- -- Rural -- -- --Parents' Less than high school 240.75 239.23 236.74highest level Graduated high school 251.41 252.09 251.41of education Some education after high school 267.43 265.11 266.32 Graduated college 266.77 271.08 269.03 Unknown 237.69 236.21 230.29Type of school Public 254.95 257.20 255.64Between White-Black gap 20.79 28.78 30.78-group White-Hispanic gap 24.49 27.20 29.95difference Male-Female gap -12.51 -11.15 -15.10 Student group 1996 1999 Total 257.92 259.42Gender Male 251.14 253.51 Female 264.34 265.15Race/ethnicity White 265.90 266.72 Black 234.02 238.17 Hispanic 238.32 243.83 Other 252.84 257.89Modal grade Below modal grade 245.49 246.89 At modal grade 265.65 267.01 Above modal grade -- --Region Northeast 259.34 263.23 Southeast 250.75 253.89 Central 266.54 261.39 West 256.64 258.66Type Central city -- --of location Urban fringe -- -- Rural -- --Parents' Less than high school 239.28 237.93highest level Graduated high school 250.90 251.35of education Some education after high school 268.00 268.93 Graduated college 268.90 269.71 Unknown 230.31 236.66Type of school Public 255.96 256.94Between White-Black gap 31.88 28.55-group White-Hispanic gap 27.58 22.89difference Male-Female gap -13.2 -11.64 Student group 2004 2004 Modified Bridge Total 256.73 258.69Gender Male 251.87 253.63 Female 261.76 264.11Race/ethnicity White -- 265.97 Black -- 244.38 Hispanic -- 242.45 Other -- 264.73Modal grade Below modal grade 246.47 249.12 At modal grade 263.00 264.55 Above modal grade -- --Region Northeast 264.07 264.75 Southeast 253.32 257.35 Central 259.49 260.31 West 252.98 255.10Type Central city 252.50 253.72of location Urban fringe 259.25 260.77 Rural 257.39 260.27Parents' Less than high school -- 240.04highest level Graduated high school -- 251.01of education Some education after high school -- 263.69 Graduated college -- 269.51 Unknown -- 239.73Type of school Public 254.83 257.17Between White-Black gap 25.24 21.58-group White-Hispanic gap 23.54 23.51difference Male-Female gap -9.89 -10.48--Not available. Sample size is insufficient to permit a reliableestimate, or data are not available for this assessment year.SOURCE: U.S. DEPARTMENT OF EDUCATION, INSTITUTE OF EDUCATIONSCIENCES, NATIONAL CENTER FOR EDUCATION STATISTICS, NATIONALASSESSMENT OF EDUCATIONAL PROGRESS1990 to 2004 Trend Analysis for NAEPMath Student Group Age: 9, Selected CharacteristicScores are from a 0 to 500 point scale Student group 1990 1992 1994 Total 229.64 229.60 231.08Gender Male 229.10 230.84 232.20 Female 230.16 228.43 230.05Race/ethnicity White 235.18 235.11 236.80 Black 208.37 207.98 212.13 Hispanic 213.75 211.94 209.88 Other 235.18 239.31 231.08Modal grade Below modal grade 207.16 208.09 210.72 At modal grade 241.67 242.50 241.22 Above modal grade -- -- --Region Northeast 235.85 234.78 237.56 Southeast 223.95 220.97 229.01 Central 230.69 233.68 233.08 West 228.49 229.03 225.98Type Central city -- -- --of location Urban fringe -- -- -- Rural -- -- --Type of school Public 228.58 227.75 229.28Between White-Black gap 26.81 27.13 24.66-group White-Hispanic gap 21.43 23.16 26.91difference Male-Female gap -1.06 2.41 2.16 Student group 1996 1999 Total 230.97 232.01Gender Male 232.95 232.88 Female 229.04 231.17Race/ethnicity White 236.95 238.77 Black 211.65 210.92 Hispanic 214.66 212.92 Other 231.94 243.46Modal grade Below modal grade 211.48 213.75 At modal grade 240.69 241.97 Above modal grade -- --Region Northeast 236.40 241.52 Southeast 226.88 226.50 Central 232.96 232.98 West 228.57 228.07Type Central city -- --of location Urban fringe -- -- Rural -- --Type of school Public 229.73 230.65Between White-Black gap 25.30 27.85-group White-Hispanic gap 22.29 25.84difference Male-Female gap 3.91 1.71 Student group 2004 2004 Modified Bridge Total 239.35 241.23Gender Male 238.78 242.61 Female 239.91 239.91Race/ethnicity White -- 247.27 Black -- 224.38 Hispanic -- 229.70 Other -- 256.32Modal grade Below modal grade 220.65 222.81 At modal grade 249.79 251.10 Above modal grade -- --Region Northeast 243.50 244.85 Southeast 235.92 239.74 Central 239.58 240.45 West 239.20 240.67Type Central city 234.93 236.37of location Urban fringe 243.48 245.28 Rural 238.44 240.36Type of school Public 238.50 240.82Between White-Black gap 24.07 22.89-group White-Hispanic gap 16.00 17.57difference Male-Female gap -1.13 2.7--Not available. Sample size is insufficient to permit a reliableestimate, or data are not available for this assessment year.SOURCE: U.S. Department of Education, Institute of EducationSciences, National Center for Education Statistics, NationalAssessment of Educational Progress1990 to 2004 Trend Analysis for NAEP ReadingReading Student Group Age: 9, Selected CharacteristicsScores are from a 0 to 500 point scale Student group 1990 1992 1994 Total 209.16 210.52 211.02Gender Male 203.99 205.85 207.34 Female 214.51 215.35 214.71Race /ethnicity White 216.96 217.90 218.01 Black 181.77 184.54 185.45 Hispanic 189.43 191.68 185.94 Other 205.51 207.54 210.83Modal grade Below modal grade 188.82 192.30 194.34 At modal grade 223.84 224.14 221.75 Above modal grade -- -- --Region Northeast 217.35 217.64 217.38 Southeast 197.45 199.25 208.44 Central 212.70 215.76 214.33 West 209.59 209.26 205.11Type Central city -- -- --of location Urban fringe -- -- -- Rural -- -- --Type of school Public 207.52 208.63 209.37Between White-Black gap 35.19 33.36 32.56-group White-Hispanic gap 27.53 26.22 32.07difference Male-Female gap -10.51 -9.50 -7.38 Student group 1996 1999 Total 212.45 211.75Gender Male 207.03 208.53 Female 217.77 214.82Race /ethnicity White 219.64 220.95 Black 190.86 185.54 Hispanic 194.80 193.04 Other 213.76 215.38Modal grade Below modal grade 195.73 194.87 At modal grade 220.73 219.14 Above modal grade -- --Region Northeast 219.64 222.36 Southeast 205.77 204.51 Central 214.83 215.12 West 210.03 206.03Type Central city -- --of location Urban fringe -- -- Rural -- --Type of school Public 210.19 209.92Between White-Black gap 28.78 35.41-group White-Hispanic gap 24.84 27.91difference Male-Female gap -10.74 -6.28 Student group 2004 2004 Modified Bridge Total 215.65 218.68Gender Male 211.94 216.06 Female 219.50 221.31Race /ethnicity White -- 226.44 Black -- 200.42 Hispanic -- 205.29 Other -- 230.18Modal grade Below modal grade 200.70 202.57 At modal grade 224.20 227.23 Above modal grade -- --Region Northeast 221.02 223.27 Southeast 213.70 217.91 Central 216.99 221.08 West 213.08 214.78Type Central city 211.34 213.92of location Urban fringe 218.97 221.90 Rural 215.84 219.49Type of school Public 214.18 217.33Between White-Black gap 27.29 26.01-group White-Hispanic gap 25.16 21.15difference Male-Female gap -7.55 -5.26--Not available. Sample size is insufficient to permit a reliableestimate, or data are not available for this assessment year.SOURCE: U.S. Department of Education, Institute of EducationSciences, National Center for Education Statistics, NationalAssessment of Educational Progress