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Schooling and hispanics group project final

Schooling and hispanics group project final



Group for Education and Hispanic Americans comments on Power Point for Exceptional Student Education (ESE)

Group for Education and Hispanic Americans comments on Power Point for Exceptional Student Education (ESE)



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    Schooling and hispanics group project final Schooling and hispanics group project final Presentation Transcript

    • Patricia Clervil Juan Orrego Amanda Starling
    • Dropout rates in the Hispanic community   37% of Hispanics do not have a high school diploma  4% of those Hispanics who drop out go on to earn their GED  23% had obtained their high school diplomas  36% of Hispanics complete some college Patricia Clervil
    • Patricia Clervil
    • Causes of high dropout rate in the Hispanic Community   High socioeconomic disparities  Poor language skills among non-native Hispanics  Parental education  Neighborhood/Lower quality school resources  Majority of Hispanic students attend inner-city schools  Economically disadvantages/high poverty rate  Racially segregated schools (unintended or not)  Per pupil expenditure  Students who were held back are more likely to drop out Patricia Clervil
    • Effects of high dropout rates   Since a GED is required for Federal grants, dropouts are ineligible to further their education, perpetuating a circle of poverty  8.1% unemployment rate vs. 5-6% unemployment rate for those with a HS diploma  $50-58k annual income versus $81,868 income for Hispanics with some/completed college education  Lower tax revenue for municipalities due to Hispanic un/underemployment  Dropouts are disproportionately embodied in the prison system, accounting for 75% of state prison inmates Patricia Clervil
    • W. Norton Grubbs‟ Seven Purposes  W. Norton Grubbs traditional approaches to vocational education include innovative solutions to integrating curriculum to suit all students who have been deemed „less academically incompetent‟. W. Norton Grubbs‟ notion is fashioned similarly to John Dewey‟s „education through vocation‟. Patricia Clervil
    • The Seven Purposes  1. Intellectually stimulating programs created for students written off as „academically challenged‟ and „manual-labor suitable‟. These students are often cast aside and segregated from the general student population. 2. Vocational education specific to this segment, which prepared these students for employment upon high school graduation, postsecondary education or a combination of both. 3. Educators stressing the correlation between their educational choices in high school and the effects they will have on their future work life. Patricia Clervil
    • The Seven Purposes ct‟d  4. Streamlining the haphazard „electives‟ system currently in place for a set of electives designed specific to occupations/industries. 5. The reduction of tracking/segregation of students by introducing educational choices to students that are of interest to them. 6. Giving students the opportunity to design their own curriculums and learning tracks based upon their interests. 7. Networking schools with postsecondary institutions, vocational training programs, and employers. Patricia Clervil
    • How will this model benefit the Hispanic Community?   Allowing students the responsibility and freedom of choice with regard to their educational goals/career path will maintain their interest.  The use of electives models specific to industry/occupation will lessen the confusion typically involved with selecting electives and will provide a solid foundation within their career path choice upon completion of electives.  The omission of the negative stigma attached to being classified „academically challenged‟ and building programs specifically catered to this segment will build up and motivate students. Patricia Clervil
    • How will this model benefit the Hispanic Community? ct‟d   Students will receive the opportunity for „hands on‟ training and preparation for postsecondary education  Students will take on greater responsibility when it comes to the choices they make in high school, because they will be more aware of repercussions in the „real world‟.  School administrations creating networks with colleges and employers allows easier access for students to interact with and understand the intricacies involved with college and adult life. Patricia Clervil
    • Ethnicity & Employment  • Hispanics living under the poverty line went form 25% to 28% in 2012 • Only about 33% of Hispanics say that they are content with their income. • Unemployment rate is at 9% among Hispanics • Drop in housing market affected 58% of Hispanic household. • Hispanic women make 54 cents on the dollar compared to white males. Juan Orrego
    • Sociology-cultural Values   Hispanic families place emphasis on family values.  The family follow the hierarchy, headed by the father.  The Hispanic family places values on respect.  Schooling is not always the most important factor, the need to help provide for the family overshadows education in some instances.  Religion plays a major role in the Hispanic household.  Only 16% of Hispanics do not associate with a particular religion. Juan Orrego
    • Discrimination Against Hispanics   The number of Hispanics experiencing discrimination has surpassed the number of African Americans who experience discrimination.  23% of Hispanics experience discrimination.  Less then 30% of Hispanics graduate high school, and less then 4% attend college.  Foreign born Hispanics have a drop out rate of about 14% from age 16 to 19. Juan Orrego
    • Socioeconomic Class & Graduation Rates   36% of parents read to their children in lower economic communities.  Compared to the 62% in high income communities.  Low economic communities have a higher level of unemployment.  Good teachers choose to work in better conditions, therefore impoverished communities are directly affected by these occurrences.  The need to have better teachers in these communities is imperative to the education of students. Juan Orrego
    • Societal Demographics   Hispanics make up 52 million people in the U.S.  This is 17% of the population.  The number is up 13% in 2000.  25% of all births in the United States were to Hispanic Americans. Juan Orrego
    • Success for Hispanic Americans in the United States  Statistics in the United States often place Hispanic children as disadvantaged and underachieving academically. Against the statistics, many Hispanic children perform at or above suitable scores of education. The community and educators have reached out to bring students to achieve. Amanda Starling
    • Excelencia in Education recognizes 2013 ‘What Works for Latino Students in Education’ top programs in U.S.  In Washington, D.C., a catalogue of top 22 performing post-secondary education institutions were recognized for their attention to Hispanic students. For 2013, three honorees received special attention for the eighth annual celebration.  Cañada College in Redwood City, California (for enhanced mathematics programs)  The University of Texas at Brownsville (increased Hispanic retention rates)  The University of Texas Pan American and the University of Texas at Austin Cooperative Doctoral Program in Pharmacy (targeted Hispanics for careers in pharmacy) Amands Starling
    • Quote from Sarita Brown, president of Excelencia in Education  “No longer should policymakers and institutional leaders ask how to improve college success for Latinos — we have the largest accumulation of proven examples and tested strategies that show them how. Today‟s question is do leaders have the will to put these practices into action?” Amands Starling
    • Educating Hispanic students  According to research performed by the Center for Research on Education, Diversity and Excellence at the University of California Berkeley, for Hispanic student success, “…when provided with appropriate instruction tailored to meet their specific needs.” Like any children, Hispanic students require attention catered to their individual needs with respect to cultural transition. In the following slides, we will analyze what researcher Eugene E. Garcia defined to be the qualities that determined academic success in California and Arizona classrooms for Hispanic students in his 1991 study. Amands Starling
    • High Levels of Communication  Teachers would interact with groups on a regular basis and exemplified learning environments that communication felt comfortable in. “This organization minimized individualized work tasks, such as worksheet exercises, and provided a very informal family-like social setting in which the teacher either worked with a small group of students--never larger than eight and as small as one or traveled about the room assisting individuals or small groups of students as they worked on their projects. Amands Starling
    • Integrated and Thematic Curriculum  Teachers allowed students to “vote” for what they wanted to learn about, but would customize the learning experience to meet the standards of the school district. “The major thrust in these classrooms was the appropriation of knowledge centered around chosen themes, with the understanding that students would necessarily develop basic skills as a means to appropriate this knowledge. Students became "experts" in thematic domains while also acquiring the requisite academic skills. Amands Starling
    • Collaborative Learning  Students preferred to work in team units, which would allow them to practice literacy and learn from each over. “Students asked each other hard questions and challenged each other‟s answers more readily than they did in interactions with the teacher. Moreover, students were likely to seek assistance from other students and were successful in obtaining it. Amands Starling
    • Language and Literacy  Students in lower-level grades were able to speak either English or Spanish to their instructors. As they progressed in school, English was preferred. Critical to note: “students‟ writing in English emerged at or above their grade level of writing in Spanish” and students made the transition from Spanish to English themselves, without any pressure from the teacher to do so. Amands Starling
    • Perceptions  Teachers were dedicated to their students and did not see them as “disadvantaged” and instead saw it as a challenge to test academic theories. Principal responses were supportive and aware of the teaching techniques their educators were implementing. Parents were pleased with the progress of their children and the support from teachers, including the frequent communication.
    • Resources for Hispanic students   Hispanic Scholarship Fund partners with Wells Fargo to provide over $400 million in 150 types of scholarships to Latino students, starting in 1975.  Congressional Hispanic Caucus Institute, Inc.: “The mission of CHCI Scholarship Program is to provide critical financial assistance that will increase graduation rates among Latino students in post-secondary education.” Students may receive up to $2,500 a year in scholarships for an undergraduate degree. Amands Starling
    • References  CDC. (2009). Building Our Understanding. Washington D.C: http://www.cdc.gov/healthycommunitiesprogram/tools/pdf/hispanic_latinos_insight.pdf. (Juan Orrego) Census, U. (2004). Latino Discrimination. New York: http://www.mybookezzz.com/ebook.php?u=aHR0cDovL2FjYWRlbWljY29tbW9ucy5jb2x1bWJpYS5lZHUvZG93bmxvYWQvZmVkb3JhX2NvbnRlbn QvZG93bmxvYWQvYWM6MTI0NDkwL0NPTlRFTlQvcG9sc193MzI0NV8yMDA5X2Fub25fMi5wZGYKSXNzdWUgQnJpZWY6IExhdGluby8gRGlzY 3JpbWluYXRpb24gLSBBY2FkZW1pYyBDb. (Juan Orrego) Fry, Richard. Hispanics, High School Dropouts and the GED. Pew Hispanic Center. May 13, 2010. Retrieved from pewhispanic.org/files/reports/122.pdf (Patricia Clervil) Garcia, Eugene E.(1991). The Education of Linguistically and Culturally Diverse Students: Effective Instructional Practices. UC Berkeley: Center for Research on Education, Diversity and Excellence. Retrieved from: http://escholarship.org/uc/item/2793n11s (Amanda Starling) Health Resources and Services Administration. Status School Dropout Rates for Ages 16-24 by Race/Ethnicity. http://mchb.hrsa.gov/chusa02/Images/graph_PG13.gif (Patricia Clervil) Kochhar, R. (2012). The Demographics of the Jobs Recovery. Washington D.C: http://www.pewhispanic.org/2012/03/21/the-demographics-of-thejobs-recovery/. (Juan Orrego) Kochhar, R. (2012). The Demographics of the Jobs Recovery. Washington D.C: http://www.pewhispanic.org/2012/03/21/the-demographics-of-thejobs-recovery/. (Patricia Clervil) Puga, Kristina. "Top Programs Advancing Latino Achievement in Higher education."NBC Latino. NBC, 2 Oct. 2013. Web. 10 Nov. 2013. <http://nbclatino.com/2013/10/02/higher-education-leaders-announce-americas-top-programs-for-latino-students/>. (Amanda Starling) Tozer, S & Senese, Guy. (2013). Schools and Society. New York: The Mc-Graw-Hill Companies (Patricia Clervil, Juan Orrego)