Closing the Latino Achievement and Opportunity Gap – A Summary
Latinos are the fastest-growing minority groupin the U.S. Latinos make 20% of pre-K to high school students, but only about half graduate. Nationally, the Achievement Gap has remained consistent and significant throughout last 20 years. Data (found in PowerPoint) demonstrates this clearly.
Specific challenges to closing the gap for Hispanics - Language plays a large role here. 80% of English Language Learners are Hispanic, which presents its own set of challenges which are discussed in the PowerPoint and below. Also, Hispanic students are more likely to have teachers who are less qualified, have less experience, and who do not share their Hispanic culture. Hispanics more likely to come from poverty, lack educational resources, and be mobile.
Best practices for Latinos and ELL students - First, it is imoprtant to teach explicit academic English throughout school day and across the school. Conduct formative assessments including risk-free practice and feedback. Finally, it is critical to create an environment that clearly supports and values diversity
The “Opportunity Gap” represents the inequalities underlying the Achievement Gap. Spending gaps exist between rich and poor schools – in district spending, teacher salary, and per student spending. This creates (among other things) unequal access to quality teachers. Teacher ethnicity is not proportionally representative of Latino population. Fewer Latino students are enrolled in college-track courses in high school – only 22%, one study found. Latino children are less likely to attend pre-school than whites, which is discussed in the presentation.
How to Bridge the Gaps: Uphold high expectations throughout school, and equal access to rigorous, college-track courses. AVID program provides college-track coursework, critical thinking, and high post-secondary expectations for students normally without access, and has shown impressive success raising achievement levels of Latinos.
Pre-K and After-School Programs - show lasting benefits well into elementary school. After-school programs provide opportunities for supplemental learning, addresses different learning styles, and keeps kids out of trouble.
Relationships with School Staff – Hire more Hispanic teachers/counselors/administrators. These staff can serve as role models, connect learning to individual students, see student strengths and decrease feelings of alienation. Also hire culturally competent school counselors. These counselors can bypass counseling stigma & fear of agencies, be aware of barriers facing Latinos, and be sensitive to cultural diversity – family dynamics, immigration experiences, struggles with cultural identity, generational gaps, and more.
Latinos are the fastest-growing minority groupin the U.S. Latinos make 20% of pre-K to high school students, but only about half graduate. Nationally, the Achievement Gap has remained consistent and significant throughout last 20 years. Data (found in PowerPoint) demonstrates this clearly.
Specific challenges to closing the gap for Hispanics - Language plays a large role here. 80% of English Language Learners are Hispanic, which presents its own set of challenges which are discussed in the PowerPoint and below. Also, Hispanic students are more likely to have teachers who are less qualified, have less experience, and who do not share their Hispanic culture. Hispanics more likely to come from poverty, lack educational resources, and be mobile.
Best practices for Latinos and ELL students - First, it is imoprtant to teach explicit academic English throughout school day and across the school. Conduct formative assessments including risk-free practice and feedback. Finally, it is critical to create an environment that clearly supports and values diversity
The “Opportunity Gap” represents the inequalities underlying the Achievement Gap. Spending gaps exist between rich and poor schools – in district spending, teacher salary, and per student spending. This creates (among other things) unequal access to quality teachers. Teacher ethnicity is not proportionally representative of Latino population. Fewer Latino students are enrolled in college-track courses in high school – only 22%, one study found. Latino children are less likely to attend pre-school than whites, which is discussed in the presentation.
How to Bridge the Gaps: Uphold high expectations throughout school, and equal access to rigorous, college-track courses. AVID program provides college-track coursework, critical thinking, and high post-secondary expectations for students normally without access, and has shown impressive success raising achievement levels of Latinos.
Pre-K and After-School Programs - show lasting benefits well into elementary school. After-school programs provide opportunities for supplemental learning, addresses different learning styles, and keeps kids out of trouble.
Relationships with School Staff – Hire more Hispanic teachers/counselors/administrators. These staff can serve as role models, connect learning to individual students, see student strengths and decrease feelings of alienation. Also hire culturally competent school counselors. These counselors can bypass counseling stigma & fear of agencies, be aware of barriers facing Latinos, and be sensitive to cultural diversity – family dynamics, immigration experiences, struggles with cultural identity, generational gaps, and more.
