3/22/18 public hearing at Sheldon High School, Eugene:
In your “Roundtable discussion with regional education leaders” and other discussions, please find out how well they are serving their Hispanic students in central Lane County. Please ask them the following questions:
- What percentage of their Hispanic students are in Spanish dual language immersion programs?
- Do they plan to expand their Spanish dual language immersion programs? When?
- Are they familiar with the RAND-PPS study of dual language immersion programs?
- What percentage of their teachers are Hispanic?
- How many more Hispanic teachers would they need to have the percentage of Hispanic teachers equal to the percentage of Hispanic students?
- What efforts are they making to get more Hispanic teachers? To get Spanish bilingual teachers? How many Hispanics teachers will these efforts produce?
(A) Hispanics in central Lane County:
In the three largest school districts in central Lane County, Hispanics constituted 17.5% of student enrollment. Statewide in 2017-18 Hispanics students constituted 23.05% (133,822 of 580,684) of all Oregon K-12 students. I estimate the number of Hispanic kindergarteners in 2015-15 in those three central Lane County to have been 428. I roughly estimate the total kindergarten enrollment of the three currently existing Spanish dual language immersion programs in those three counties to be 160 (including substantial English native kindergarteners). This leave at least 268 Hispanic kindergarteners (62.6%) unserved by Spanish dual language immersion programs.
(B) More Spanish Dual Language Immersion programs will produce the most academic gains for Hispanics:
The 2015 RAND-PPS report of the “Study of Dual-Langauge Immersion in the Portland Public Schools” confirmed that Spanish DLI programs produce the most academic gains for Hispanics. The study includes 27,741 students who enrolled in kindergarten in Portland Public Schools in 2004-05 through 2010-11. These students’ academic performance on the Oregon Assessment of Knowledge and Skills (OAKS) was tracked in reading, mathematics, and science through 2013-14, meaning that the youngest cohort was tracked through grade 3, and the oldest two cohorts through grade 8. Within the sample, the main focus was on 1,625 students were randomized to immersion or a control group via Portland’s immersion pre-K and kindergarten immersion lotteries in 2004-05 through 2010-11. The study found:
(C) More Hispanic teachers needed in central Lane County:
According to the “2017 Oregon Educator Equity Report,” 38.9% of Oregon students are “culturally and linguistically diverse” and 10.1% of current Oregon teachers are “culturally and linguistically diverse.” For Oregon to have a teacher workforce equal in diversity to its students, an additional 28.8% of teachers need to be “culturally and linguistically diverse.” Given a teacher workforce of about 31,040, an additional 8,934 “culturally and linguistically diverse” teachers are needed (and, correspondently, 8.934 fewer monolingual, White teachers).
I do not have access to the specific data on the numbers, races, cultures, and linguistic characteristics of the teachers in central Lane County. I am sure many more Hispanic teachers are needed, especially bilingual Spanish teachers, in order to get the percentage of Hispanic teachers equal to the percentage of Hispanic students.
Please have broad discussions of how to improve the education of Hispanic students in central Lane County. Many changes are needed now.
Thank you – Dave Porter