LEAPS-Policy-Brief-Student-Voices-11.14

Minnesota Minority Education Partnership | Policy Brief
Untapped Talent Series
MMEP English Learners Student Voices Project
The MN LEAPS Act and Community Responses
OCTOBER 2014
U.S English Learners (EL), now
account for about 4.5 million or 1 out
of every 10 public school students.
This increase of students from various
ethnic backgrounds with differing levels of
education and a multitude of native (home)
languages presents a clear challenge for
classrooms nationwide.
I. LEAPS Act and English Learners
in Minnesota
II. National Trends in EL Education
Policy and Practices
III. Minnesota Trends in EL
Education Policy and Practices
IV. English Learners Student Voices
Project: Methodology
V. Key Themes from the Minnesota
English Learners Student Voices
Project
VI. Recommendations
This Brief will Cover
Background
U.S English Learners (EL), now account for about 4.5 million or 1 out of every 10
public school students.1
This increase of students from various ethnic backgrounds
with differing levels of education and a multitude of native (home) languages presents
a clear challenge for classrooms nationwide. According to Education Week, a new
majority has become present within the education system for the first time in history.
“The 2014-2015 academic year is projected to be the first in which African-American,
Asian, Latino, and Native-American students together will outnumber non-Hispanic
whites in K-12 public schools.” 2
These demographic shifts thus present valuable
information that the education system must look into when providing English Learner
services. Nonetheless, this matter is nothing new to states and the challenges they
have had to face at the policy level in assuring that students attain the education and
resources they deserve.
In Redefining Educational Excellence for the 21st Century, it was noted that special
attention is needed to be given to this matter since “authentic educational excellence
cannot be achieved without addressing the inequality among students.”3
As one study
found, EL-specific services remain woefully underfunded which has a direct correla-
tion to the lack of interest policy makers have in the matter.4
Hitherto, continuing to
bring attention to this subject and highlighting the importance of funding EL services,
for example, will result in the necessary investment of the state. In fact, the U.S
Commission on Educational Excellence adds that in an increasingly global economy,
EL students could be a strategic advantage for the sake of the nations equity and excel-
lence agenda.5

October 2014
MMEP Brief | UNTAPPED TALENT SERIES | MMEP English Learners Student Voices Project
Minnesota Minority Education Partnership, Inc. | 2233 University Avenue, Suite 220, St. Paul, MN 55114 | 651.645.7400 www.mmep.org
Page 2
Non English Languages Spoken by Students in Minnesota Schools
Most Spoken Languages Other Most Spoken Languages
Source: Minnesota Department of Education
Non-Metro Minnesota Public School Districts
With the Largest English Learner Enrollment
Largest Minnesota Public School Districts
and their English Learner Enrollment
Where are English Learners in Minnesota?
English Learners in Minnesota
EL Students 64,362 (8%)
Non-EL Students
771,845 (92%)
Holding 15th nationally for language diversity, Minnesota plays a
vital role in the education of English Learners.6
There are approxi-
mately 65,000 English Learner (EL) students who represent the
more than 200 languages in Minnesota schools.7
(Graphs 1-3) While
the Metro area schools serve significant EL populations, outer ring
suburbs and the rural areas of Minnesota are serving increasing
number of EL students as well. (Graphs 4 & 5)
Research on Minnesota EL academic achievement shows academic
and drop-out disparities of great concern to educators and the
community. Graph 6 specifically shows the 2013 MCA Reading
proficiency level gaps within cultural groups. For example, Graph
6 reflects a more than 30 point gap between the reading proficiency
Graph 2
Graph 4 Graph 5
Graph 3
Graph 1
Number Indicates 2014 Level
2013-20142010-2011

October 2014
I. LEAPS Act and English Learners
in Minnesota
English Learner (EL) services, as defined by the Minnesota Department
of Education, is a research-based program that helps English Learners
become proficient in English and meet subject learning standards.9
However, it is important to understand that where the state recognizes
the importance of equal access to education, there are discrepancies
between what is said and what actually happens. Graph 8, for example,
demonstrates the academic achievement gap that exists between students
of varying ethnicities in the state of Minnesota. As noted in Graph 6,
not only are students of color and American Indian students achieving
at lower levels than their white student peers – the differences within
cultural groups are also significant.
As mentioned previously, students of varying ethnicities and languages
present unique challenges to our education system. Failure to face these
challenges in an effective manner can prove to be detrimental to a
students’ academic success.
As the first MMEP brief on English Learners mentions, “The extent to
which we accelerate the academic development of bilingual or multilin-
gual students has a profound impact on the competitive role Minnesota
plays in an increasingly global economy.”10
Having recognized this,
Page 3
Source: Minnesota Department of EducationSource: Minnesota Department of Education
Graph 6
Graph 8
and more equitable outcomes.8
Given the growth of this student
body and the poor academic outcomes they experience in MN
schools, MMEP finds it imperative to continue addressing this
topic in order to bring it to the greater attention of the public, policy
makers and educators. Additionally, recent historic reform efforts
were legislated into law this year. The Minnesota Learning for
English Academic Proficiency and Success (LEAPS) Act – in part
informed by MMEP’s first brief—seeks to transform Minnesota’s
approach to providing high quality educational experiences for
English Learners.
The convergence of a new law with the need for heightened aware-
ness led MMEP to develop the English Learners Student Voices
Project in order to understand the real impacts on the community
from the perspective of student so as to inform the state’s education
leaders and teachers on how to improve services.
state legislators Carlos Mariani Rosa and Patricia Torres-Ray, worked
with national and local researchers and practitioners to develop the
Minnesota Learning for English Academic Proficiency and Success
(LEAPS) Act which at its core intends to lay out a clear expectation
from the state that schools are to support EL students in achieving both
academic English proficiency and grade-level content knowledge of state
standards while also promoting the academic use of the home language.11
Graph 7
levels of Latino non-EL students and EL students and more than
40 point gap in reading proficiency levels between Asian Pacific
Islander non-EL students. Recent data shows a decrease of overall
drop-out rates of English Learners, however, there are still much
higher drop-out rates for English Learners than their white student
peers. In 2013, while the drop-out rate for English Learners was
10.2%, the drop-out rate for all learners was 5%. (Graph 7) Similar
to other states, Minnesota must also respond to this demographic
change and academic achievement disparities in a way that benefits
and promotes the academic excellence of all students, with particu-
lar attention to access and equity issues of EL students.
With its first EL brief, “English Learners in Minnesota Schools:
Key Policy Issues to Accelerate Academic Achievement for More
English Learners in Minnesota,” MMEP sought to provide data
and insights on how to better serve English Learners for excellent

October 2014
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LEAPS Act Summary
Authored by state legislators Carlos Mariani Rosa and Patricia
Torres-Ray, the LEAPS Act responds to the lack of positive
academic outcomes that EL students generate within their schools
and the widening of the opportunity gap that results. Although
schools and districts are attempting to address this pressing issue
in order to make sure that students are receiving the education they
deserve, they are not being held accountable for their poor aca-
demic outcomes. In fact, there are noticeable discrepancies within
EL education that exist between school districts and the state. In
addition, arbitrary funding cuts have hindered teachers’ ability to
improve academic outcomes, which could explain why teachers are
not being well prepared to teach EL students.12
As a result, MMEP
finds the LEAPS Act to be a stepping-stone in addressing this mat-
ter by keeping schools and districts accountable and assuring that
the education system produces racially equitable and academically
excellent outcomes for all students.
LEAPS Act Policy Goals and Purpose
The LEAPS Act’s purpose is to address the prevalent issues that
are found within EL services in a manner that caters to the needs of
Minnesota’s EL students and educators. With the following reform
goals, the LEAPS Act will attempt to spearhead these issues in order
to produce positive student outcomes. It is through this Act that the
state recognizes that schools are to support EL students in achieving
both academic English proficiency and grade-level content knowl-
edge of state standards. In addition, a student’s home native language
is to be viewed as an asset and nurtured as a skill for achieving the
two goals of academic English proficiency and grade level content
knowledge.13
The Minnesota Department of Education is to serve as
an accountability partner that monitors the progress and success of
the school districts as determined by the World’s Best Workforce14
accountability system. The LEAPS Act will attempt to accomplish
these goals by modifying laws that directly impact early learning to
adult learners and will set higher expectations on the licensing and
development of teachers and school administrators.
Key Features
l All districts must have plans based
on utilizing a students’ native language
that enables teachers to maximize a
students’ academic potential
l Oral language, linguistic strengths,
academic literacy are distinguished as
outcome goals
l All instructors and schools – not just
EL teachers – must develop the capacity
to effectively work with skills necessary
for EL students to achieve academic
English proficiency and grade-level con-
tent knowledge. This is to be certified in
their professional credentialing.
l EL students are identified via valid
assessments measuring EL proficiency.
l Native language development, with
English development, must be supported
in education continuum
l Teacher preparation programs are
mandated to instruct on culturally
relevant reaching practices
l State’s Regional Centers of
Excellence must assist schools with
supporting culturally responsive
teaching and learning aligned to
EL students.
l All schools must provide the
appropriate tools, resources and
professional development to enable
EL students to become career and
college-ready.
l Districts hiring bilingual and
second language teachers are
required to give preference to
native speakers who share native
language with the majority of their
students.
l Adds acquisition of English,
native language academic
literacy and academic progress
of ELs to the reporting of
performance measures required
of all schools.
l Experts in cultural responsive
teaching are added to MDE
commissioner’s assessment and
evaluation stakeholder groups.
l Current 5-year student
eligibility cap for participating
in EL programing is raised to
6 years.
As a comprehensive reform effort that spans early childhood
to adult education and post-secondary, the LEAPS ACT
encompasses multiple inter-locking provisions. For the
purpose of this study we focused discussion with EL students
on just those provisions listed below.
Source: Laws of Minnesota, Session 2014, HF 2397, Chapter 272, Article 1. (2014).
“Cultural responsiveness” is
defined statutorily for the
purpose of statewide account-
ability as the ability and will
to interact effectively with
people of different cultures,
native languages, and social
economic backgrounds.

October 2014
Page 5
II. National Trends in EL Education
Policy and Practices
Nationally, the increase of students from various ethnic back-
grounds with differing levels of education and a multitude of native
(home) languages presents a clear challenge and new promise for
American classrooms.15
With the proper support, EL students give
the United States education system a chance to create not only a
more productive/successful workforce, but one built up of global
citizens. National practices in funding, instructional tactics, and
student/family support vary state by state and school by school with
different success rates. However, an unofficial consensus exists
amongst national researchers and practitioners giving EL advocates
a solid comprehension of best practices in their field.
Expert opinions nationwide stress that school systems must “take
advantage of the assets of diverse students by understanding
students’ language skills and their culture, background knowledge,
and experiences.”16
The case for this approach is best explained by
a Minnesota EL instructor and community leader as – “a teacher
with language competency boosts student motivation.” The
ability for a teacher to be culturally responsive to the variety of
students they may come across in a classroom requires heightened
professional development and support from their school system.
As new standards raise critical thinking and content competency
expectations nationwide, English Learners and teachers must meet a
double demand of attaining complex grade level content knowledge
and expression/comprehension of a second language.17
Teachers,
school administrators, and curriculum developers should consider
the following key points in the pursuit of educational equity and
excellence for their EL students (in no specific order) according to a
report done by the What Works Clearing House:18
l EL students – like any other student – thrive in safe and welcom-
ing environments. A diverse classroom with a culturally responsive
and engaged teacher will result in better outcomes for all students.
l English development should focus on both written and oral prac-
tice of the language; this boosts critical thinking skills and quickens
the comprehension process.
l Cross cultural group work opens students up to being global
citizens while boosting the essential sense of comfort and belonging
of EL students in their school community.
l From pre-school to high school, instructors must ensure students
are not only developing their basic English skills but also their
ability to engage in content discourse (academic literacy) as a result
of their ELL education.
III. Minnesota Trends in English
Learner Education Policy and
Practices
A strong non-profit network as well as a culture of acceptance in
Minnesota has long attracted many new immigrant communities.
For these, amongst other reasons, Minnesota boasts a standing of
15th nationally for language diversity.19
According to a Minnesota
Public Radio (MPR) report, “65,000 English learner students are
enrolled in Minnesota schools, representing more than 200 lan-
guages.”20
Such diversity of peoples, and especially of E-12 students,
gives Minnesota a strategic advantage of investing in the promise of
a rising global workforce. Both English Learner (EL) students and
teachers from the Twin Cities agreed that schools should value and
nurture the native language of the state’s young people. Knowing
that success in an increasingly global economy hinges on multi-ling-
gual workers and citizens, many nations are producing secondary
school graduates knowledgeable in two, or even three, languages.
As illustrated in Graph 9, a significant achievement gap exists
between English Learner students and those students already
proficient in English for both math and reading requirement. While
Minnesota teachers and students assure us that both groups have
the will to close that gap, currently school systems struggle to meet
their goals. On a statewide and national scale, research clearly
points out the need for more meaningful and purposeful professional
development of EL teachers. From language competency to cultural
responsiveness, teachers and researchers would gain a lot from
sharing and teaching their methods of effectively engaging students
from a variety of backgrounds.
Graph 9

October 2014
Page 6
Participant Breakdown
The adults involved in the interviews are certified teachers in the
Minneapolis and Saint Paul Public School districts. The young
people came from a mixture of Saint Paul and Minneapolis public
and charter schools. In order to get these EL students organized into
focus groups, they were contacted through out-of-school time youth
organizations. This resulted in focus groups being held at commu-
nity settings such as recreation centers and libraries.
With an age range of 13 to 19, this project highlights the voices of
Twin Cities, Minnesota EL students in middle and high school.
Some of these students were still enrolled in EL classes at the
time of their interview while others had tested out of EL courses
and a few had recently graduated from high school. Reflecting
Minnesota’s vibrant diversity, students identified themselves as
belonging to Hispanic, Asian and Eastern African communities.
Eleven adult experts and twenty-eight students participated in this
project.
Adult Interviews
The adult participants that were interviewed provided perspectives
from a diversity of schools and programs on the preparation of
Minnesota teachers, resources available in the school system, and
reform ideas of their own. Consistently asked questions that gener-
ated the most data include:
l What are your thoughts on native/bi/second language speak-
ing teachers to be preferred when teaching students of that native
language?
l What is lacking in the preparation of teachers, preventing them
from better instructing EL students?
l In your opinion what are the proper skills for instructing EL
students that the bill refers to?
l What would/should it look like to be held statutorily accountable
statewide when referring to cultural responsiveness?
Youth Focus Groups
Students reflected upon the highlights and low points of their
English Learner (EL) classroom experiences in group focused con-
versations with five to fifteen other youth. In this setting the young
people felt comfortable and encouraged to share and analyze real
stories of EL students, teachers, and how they fit in the larger school
system. The questions that framed these focused conversations
centered on the themes of cultural responsiveness and achieving
academic proficiency in the classroom. These consistently asked
questions generated fervent discussion in the youth focus groups:
l The LEAPS Act states that a student’s home, native language is to
be viewed as an asset and nurtured. Do you feel like this is the case
or have you ever been made to feel like your native language was
not important?
l Do you feel like the EL program/school has prepared you to
become career and or college ready? If no, what would it look like
for them to do so?
l What do you think is missing from, or wrong with, the MN educa-
tion system that holds EL students from excelling?
l Do you feel like your parents/family are connected with your
school community? What creates this connection or disconnect?
Data Management
To ensure proper and accurate homage was paid to the
testimony of youth and adults alike, all interviews and
focused conversations were recorded in either video or
audio form. In addition to this, detailed notes were taken
then compiled and compared to the recordings in order to
identify consistent themes. These themes either con-
nected to a provision of the LEAPS Act or to a deficiency
of the EL system not identified in the act. Across adult
interviews, youth focus groups, and most importantly
across the generational divide a special insight to the EL
system was granted due to these consistent themes.
MMEP carried out a series of personal interviews from July 1st to August
25th 2014 to capture the direct voices of students, teachers, and English
Learner (EL) community leaders. Youth and adults alike received a handout
with the key points regarding the LEAPs Act and were asked to express their
opinions on the state of EL education in Minnesota and how state policies
should address EL community needs. Teachers and community leaders were
interviewed with a focus on their experiences of working with MN students
of various ethnic backgrounds.
IV. MMEP English Learners Student Voices Project: Methodology

October 2014
Page 7
“ESL content is not connected
to grade level knowledge,” one
student said, “[it is] only basic
English preparation and I don’t feel
fully prepared to go beyond HS”
—Focus Group Student Participant
Critics have said that schools serving diverse populations have had a
deficit view of EL communities whose perspective, as a result, leads
educators to viewing culturally and linguistically diverse students
and their families as “the problem” rather than considering remedies
to their own deficiencies in working with these diverse popula-
tions. In one example, a student stated that if their teacher had paid
more interest in what they could offer to the classroom through
their cultural lens, which other students in the classrooms could
benefit from as well, there would be a completely different outcome
(Appendix B, 3).
A consensus existed amongst the educators and community lead-
ers of feeling that EL teachers needed to attain further training
in cultural responsiveness and language proficiency in order to
effectively deal with the needs of their students, specifically within
content-specific courses.
V. Key Themes from the Minnesota English Learners Student Voices
Project
MMEP fellows gathered sufficient comments from the English Learner student, educators, and community
member focus groups to develop key themes and recommendations related to English Language services
and teacher approaches. Most notably, although EL educators and community leaders were interviewed
separate from one another, there were strong cross-generational themes and recommendations that
came out of the conversations.
A) Effectiveness of Teaching: Concerns about Content,
Pace of Instruction, and Isolation of EL Students
There was group consensus that content-specific teachers were lack-
ing skills in supporting English Learners (EL) at a pace appropriate
for the student because mainstream curriculum isn’t student-centric,
due to the fact that curriculum is delivered at a state or school district
mandated pace that teachers must follow (Appendix B, 3). When
teachers are not patient enough to teach at a pace appropriate for
the student, a disconnection between the student and teacher occurs
which then translates into a student’s lack of interest in the subject
(Appendix B, 7). One student added that commencing a process that
would lift up the issue of pace and EL students “would be more ben-
eficial for the teacher as well because they would have a better idea
of the needs and pace of the students in the class.” (Appendix B, 9).
Students also expressed feelings of alienation and experienced a loss
in value in their learning experiences. One student described the
following: “if you didn’t know English you not only had to overcome
a language barrier but also the physical one of having ESL classes
held in separate cabins [classrooms]” (Appendix B, 3). Research
B) Cultural Competence and Professional Development:
Concerns on potential “Deficit Thinking” Toward EL
Students by Teachers
Cross-generational Themes and Recommendations Gathered from the Focus Group Process
highlights this isolation
EL students feel continu-
ally. In Promoting ELL
Parental Involvement:
Challenges in Contested
Times, the authors state
that, “in the last decade,
EL students have become
increasingly isolated,
segregated by language, ethnicity, and socioeconomic status.”21
This
isolation causes EL students to be removed from the classroom by
EL teachers and into a non-content specific learning environment.
In addition, the removal of the student doesn’t typically involve a
student being caught up on the content specific class they’ve been
removed from, but rather taught English basics, which many stu-
dents expressed as being a repetition of material they have already
been taught.
“ESL content is not connected to grade level knowledge,” one
student said, “[it is] only basic English preparation and I don’t feel
fully prepared to go beyond HS” (Appendix B, 7).
Continued on next page.

October 2014
Page 8
C) Identity Development: Recognizing Language
Instruction is also about Acknowledging a Student’s
Cultural Background
designed to build the knowledge, strategies and skills of all teachers
of ELs to integrate language development scaffolds for students at
varying level of English proficiency within a classroom.”23
In conclusion, it is a pressing concern for educators and students
that teachers increase their level of cultural competency and cultural
responsiveness in order to be able to deal and handle their class-
rooms in a manner that is conducive to the growth of EL students.
A common experience that students shared was that their EL teach-
ers were limiting their ability to express themselves culturally in and
out of the classroom – creating barriers for an empowering, effective
learning experience.
Students shared that while direct comments opposing the usage of
their language were not overtly stated, subtle messages embedded
within the teachers’ remarks around students’ cultural identity came
off as negative and, thus, internalized as such. In one instance, a stu-
dent internalized a rejection of their own language, when they were
told that “English was important for them to learn and prioritize.”
In fact, students tried not to speak their home language in classes,
and in one instance a student was yelled at for speaking Hmong
(Appendix B, 7). As a direct consequence, the students began to
refuse cultivating a part of their identity that their parents had been
trying to instill within them at home – the importance of holding on
to their language and culture.
Contrary to the teacher’s beliefs, students felt that they “would be
able to open up more and learn more from teachers who understood
The adult participants in this
study insisted that in order for
this accountability to exist, the
training had to occur as a part
of professional development
(PD). Most participants even
admitted that, “it [PD] must
be required” (Appendix B, 8).
Even though the participants
did state that a similar PD,
exists and aims at bringing
attention to the subject of racial
equity within schools, it doesn’t
necessarily assign a level of
importance to teachers, which
in return becomes a neglected
topic by many. The participant
in the focus group suggests a
mandatory cultural competency
requirement for teacher creden-
tials and licensing. In a study
conducted by Maria Santos,
Linda Darling-Hammond and
Tina Cheuk, it was supported
that “professional develop-
ment opportunities need to be
The students interviewed in this study felt that their EL
teachers put little or no effort into teaching in a manner
that allowed for learning and attaining English profi-
ciency while also embracing a student’s home language
and cultural backgound.
them culturally” (Appendix B, 7). One student noted, “students
should be encouraged to cherish their home language rather than
forcing in English and out their home language” (Appendix B, 7).
The students interviewed in this study felt that their EL teachers, in
short, put little to no effort in affirming the students’ home language
and cultural background in a manner that allowed for proper learn-
ing and proper attainability of proficiency in English in a way that
embraced their cultural heritage.
If educators continue to assume that schools are the solution and
that the student, parents and their surrounding communities are the
problem and thus need to change to conform to a supposed effective
and equitable system, then this can be detrimental to a students’
growth.24
For several students, this caused them to feel like they had
to get rid of a part of themselves, their identity, that they had long
been encouraged to hold onto.
A consensus existed
amongst the educators
and community leaders
of feeling that EL teach-
ers needed to attain
further training in cultural
responsiveness and
language proficiency in
order to effectively deal
with the needs of their
students, specifically
within content-specific
courses.

October 2014
Page 9
Elements of LEAPS Act that
Address Recommendation 1
l All districts must have plans based
on utilizing a students’ native language
that enables teachers to maximize a
students’ academic potential
lOral language, linguistic strengths,
academic literacy are distinguished as
outcome goals
lAll instructors and schools – not just EL
teachers – must develop the capacity to
effectively work with skills necessary for
EL students to achieve academic English
proficiency and grade-level content
knowledge. This is to be certified in their
professional credentialing.
lEL students are identified via valid
assessments measuring EL proficiency.
l Adds acquisition of English, native
language academic literacy and aca-
demic progress of ELs to the reporting
of performance measures required of all
schools.
Recommendation #1
Accountability in Effective Teaching of English Learner Students
Across the student focus groups, there was a common consensus that powerful teachers are
great influences on students and that those teachers with the strongest language and cultural
competency boosts students’ motivation to learn.
If educators and EL teachers are to effectively teach their students to become proficient
in English and meet state standards, then administrators, teachers, and aides must be kept
accountable for implementing effective teaching practices. Cross-generationally all groups
agreed that districts should hold administrators as well as teachers accountable for serving
the needs of their students. The adult participants felt as though the districts they served/
attended tended to boast about the programs they offered at their schools that catered to the
EL community, but did little in return to carry out that mission themselves. According to the
participants, districts shouldn’t just boast about their programs and remove themselves from
the equation but become part of the training that will attempt to systematically change how
teachers work with EL students. Placing a systemic priority to have administrators trained
is also a form of promoting the betterment of EL youth and benefits the teachers that tend
to carry that weight alone. One source said that “teachers needed to develop a foundational
understanding of language development and strategies for teaching English learners.”25
Additionally, in order to understand why the educational gap exists for all students, attention
must be paid to how the old model of teaching impacts all of us today. Based on the informa-
tion gathered by the groups, we can infer that this doesn’t just mean focusing on teaching
English basics to English Learner students, but also addressing the ways in which educators
and districts make it a safe and affirming environment for all students to thrive in.
The following recommendations emerged from the student and educator
summarized themes from this study. (Note: These recommendations were
summarized by MMEP Policy Fellows and MMEP senior staff.) In addition
to the recommendations, provisions of the Minnesota LEAPS Act will be
identified to guide administrators, educators,
community members, students/families, and
policymakers as to how the LEAPs Act can
help improve key access and equity issues of
English Learners in Minnesota.
VI. Recommendations
Source: Appendix A LEAPS Act Bill

October 2014
Page 10
Interview participants recommended that professional
development (PD) classes on cultural responsiveness should
become mandatory for all educators and administrators.
Elements of LEAPS Act that
address Recommendation #2
l “Cultural responsiveness” is defined
statutorily for the purpose of statewide
accountability as the ability and will to
interact effectively with people of differ-
ent cultures, native languages, and social
economic backgrounds.
l All schools must provide the appropri-
ate tools, resources and professional
development to enable EL students to
become career and college-ready.
l State’s Regional Centers of Excellence
must assist schools with supporting
culturally responsive teaching and learn-
ing aligned to EL students.
l All instructors and schools – not just EL
teachers – must develop the capacity to
effectively work with skills necessary for
EL students to achieve academic English
proficiency and grade-level content
knowledge. This is to be certified in their
Recommendation #2
Mandatory Professional Development on Cultural Responsivieness/
Competency
In order to address the needs of the students who not only felt disenfranchised from the
schools learning environment, but who also felt the limitations in learning from culturally
incompetent EL teachers, both the adult and student participants suggested that something
more needed to be done to ensure that EL students achieved their expected academic out-
comes. Interview participants recommended that professional development (PD) classes on
cultural responsiveness should become mandatory for all educators and administrators. Even
though some educators did state that in some respect districts have attempted to address this
matter, a consensus existed amongst the participants that more needed to be done. Educators
agreed that some of the districts were attempting to approach this situation by offering PD
classes that addressed matters relevant to race equity and cultural competency, but that it was
not a mandatory course for teachers or administrators to attend. Instead, administrators and
districts “want to boast about having written [a] plan [of action], but do very little to put it in
effect and engage with it themselves as an institution” (Appendix B, A). For students, educa-
tors and community leaders, it was imperative that districts reassess their stance on cultural
competency and make it mandatory for teachers and administrators to take PD classes.
Furthermore, an example of the benefits that result when administrators play their vital role in
promoting professional development is increased parental involvement that, in turn, encour-
ages academic success of students. Principals have the ability to demonstrate support for
parent-school collaboration through policy, staff decisions, and behaviors whose efforts can
be a powerful vehicle for supporting EL family school engagement and success.26
Failure to
do so will impede a schools ability to generate meaningful communication and collaboration
with the parents of EL’s.27
Thus, a new model of approach must exist if schools plan to create
a learning environment suitable for EL’s and their surrounding community. In the eyes of our
participants, these kinds of family-centered engagement plans will increase the chances of
creating a stronger, effective school climate needed for EL students to succeed.
Both the adults and students agree that if teachers and districts are
to be effective in teaching EL students, then both parties must shift
their current pedagogy and consider incorporating a students’ cultural
wealth as assets that can further their academic success. In Tara J.
Yosso’s study, “Whose Culture has Capital? A Critical Race Theory
Discussion of Community Cultural Wealth,” it was revealed that one
of the most prevalent forms of contemporary racism in US schools
is deficit thinking. “Deficit thinking takes the position that minority
students and families are at fault for poor academic performance.” One
of the examples listed for why such actions were taken by schools was
because students entered school without the normative cultural knowl-
edge and skills.28
Furthermore, families and communities also have
untapped resources that can be utilized in the classroom and limiting
their ability to do so, can further the disparities that exist within the
academic achievement gap.29
Thus, affirming a students’ contribution
to a classroom has the potential for creating a more effective discourse
in the education system that will yield better outcomes.
Elements of LEAPS Act that Address
Recommendation #3
While the LEAPs Act does not address identity development
directly, there are provisions about the key background and skills
of educators and administrators necessary to address EL student
needs. If a key need is providing affirmation of students’ cultural
backgrounds and ways of knowing, these policy provisions can
support that cultural identity development approach:
l Native language development, with English development,
must be supported in education continuum
l Teacher preparation programs are mandated to instruct on
culturally relevant reaching practices
l Districts hiring bilingual and second language teachers are
required to give preference to native speakers who share native
language with the majority of their students.
l All instructors and schools – not just EL teachers – must
develop the capacity to effectively work with skills necessary
for EL students to achieve academic English proficiency and
grade-level content knowledge. This is to be certified in their
Recommendation #3
Affirming Students’ Background, Culture, and
Community through English Learner Instruction

October 2014
Page 11
Primary Recommendations to Administrators and Educators
Address the following:
1. The accountability in effective teaching of English Learner students
2. The importance of mandatory professional development on cultural
responsiveness and cultural competency of educators and administrators
3. The importance of affirming students’ background, their culture, and their
community through English Learner Instruction
This MMEP policy brief showcased how the LEAPS Act can address those key themes
and direct recommendations for quality equity and excellent outcomes for our EL students.
MMEP encourages all education stakeholders to collectively address these concerns
through school district plans, assessments, teacher and staff development, and community
engagement/parent information sessions. Informing your parents and students of the new
policies and your plans for full implementation, will ensure greater collective action and a
deep spirit of collaboration and democratic processes.
Conclusion
The LEAPS Act passed in the 2014 Minnesota Legislative Session sets high
expectations for the systemic approach in educating our English Learners
in Minnesota for equitable and excellent outcomes. The MMEP EL Student
Voices Project revealed important insights into the key concerns and themes
that Minnesota EL students and educators have with regards to the current
systemic approaches, and ways to improve those education practices.

1. Horsford, Sonya and Sampson, Carrie.
“High-Ell-Growth States: Expanding
Funding Equity and Opportunity for
English Language Learners”. Voices in
Urban Education. 2013.
2. “A New Majority in K-12.” Education
week: Whitepapers. Accessed Aug 2014.
http://www.edweek.org/ew/section/mul-
timedia/charts-a-new-majority-in-k-12.
html?intc=mvs
3. Arauz, JuanCarlos. Redefining
Educational Excellence for the 21st
Century. 2010.
6. Zittlow, Mike. “Ranks of English
Learners Swelling in Minnesota
Schools”. MPR, education. December
17, 2012. Accessed Aug 2014. <http://
www.mprnews.org/story/2012/12/13/
teaching-minnesota-elloverview>
7. Minnesota Department of Education;
Zittlow, Mike. “Ranks of English Learners
swelling in Minnesota Schools”. MPR,
education. December 17, 2012.
8. “English Learners in Minnesota Schools:
Key Policy Issues to Accelerate Academic
Achievement for More English Learners in
Minnesota”. Minnesota Minority Education
Partnership. Dec 2014.
9. “English Learners.” Minnesota
Department of Education. Accessed Aug
2014. http://education.state.mn.us/MDE/
JustParent/EngLearn/
10. “English Learners in Minnesota
Schools: Key Policy Issues to Accelerate
Academic Achievement for More English
Learners in Minnesota”. Minnesota
Minority Education Partnership. Dec 2013.
11. Appendix A
12. Appendix A
13. Appendix A
14. “World’s Best Workforce.” Minnesota
Department of Education. Accessed Aug
2014. https://education.state.mn.us/MDE/
SchSup/WorldsBestWorkforce/index.html
16. Santos, Maria. Hammond, Linda and
Cheuk, Tina. “Teacher Development to
Support English Language Learners in the
Context of Common Core State Standards.”
Understanding Language. Stanford
University. 2013.
17. National Center for Education
Evaluation, U.S. Department of Education.
“Teaching Academic Content and Literacy
to English Learners in Elementary and
Middle School”. What Works Clearing
House. 2014.
18. National Center for Education
Evaluation, U.S. Department of Education.
“Teaching Academic Content and Literacy
to English Learners in Elementary and
Middle School”. What Works Clearing
House. 2014.
21. Arias, Beatriz M., and Morillo-
Campbell, Milagros. “Promoting ELL
Parental Involvement: Challenges in
Contested Times.” Great Lakes Center for
Education Research and Practice. Jan 2008.
Understanding Language, Stanford
University. 2013.
24. Yosso, Tara J. “Whose Culture has
Capital? A Critical Race Theory Discussion
of Community Cultural Wealth.”
Department of Chicana and Chicano
Studies, UC Santa Barbara. Mar 2005.
Understanding Language, Stanford
University. 2013.
26. Waterman, Robin and Harry, Beth.
“Building Collaboration Between
Schools and Parents of English Language
Learners: Transcending Barriers Creating
Opportunities.” The National Center
for Culturally Responsive Educational
Systems. 2008.
27. Waterman, Robin and Harry, Beth.
“Building Collaboration Between
Schools and Parents of English Language
Learners: Transcending Barriers Creating
Opportunities.” The National Center
for Culturally Responsive Educational
Systems. 2008.
28. Yosso, Tara J. “Whose Culture has
Capital? A Critical Race Theory Discussion
of Community Cultural Wealth.”
Department of Chicana and Chicano
Studies, UC Santa Barbara. Mar 2005.
October 2014
Page 12
NOTES

A. LEAPS Act Bill
Laws of Minnesota, Session 2014, HF 2397, Chapter 272, Article 1. (2014).
B. Interviews
Participants Date Location
1. Adult A July 16, 2014 MMEP Office
2. Adult B July 31, 2014 MMEP Office
3. Youth Focus Group #1 (5) July 31, 2014 Roosevelt Library
4. Adult C August 6t, 2014 Phone Interview
5. Adult D August 6, 2014 Phone Interview
6. Adult E August 6, 2014 MMEP Office
7. Youth Focus Group #2 (10) August 14, 2014 McDonough Recreation Center
8. Adult Focus Group (6) August 16, 2014 N/A
9. Youth Focus Group #3 (13) August 20, 2014 Hancock Recreation Center
October 2014
Page 13
APPENDIX
Total Adult Participants 11
Total Youth Participants 28
Total Participants 39

Arauz, J. (2010). Redefining Educational Excellence for the 21st Century.
Arias, M. B., & Morillo-Campbell, M. (2008). Promoting ELL Parental Involvement:
Challenges in Contested Times. Online Submission.
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R.,
Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014).
Teaching Academic Content and Literacy to English Learners in Elementary and Middle
School (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation
and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of
Education. Retrieved from the NCEE website: http://ies.ed.gov/ncee/wwc/publications_
reviews.aspx.
English Learners. (n.d.). Retrieved August 2014, from Minnesota Department of Education:
http://education.state.mn.us/MDE/JustParent/EngLearn/
Horsford, S. D., & Sampson, C. (2013). High-ELL-Growth States: Expanding Funding
Equity and Opportunity for English Learners. Voices in Urban Education , 37, 47-54.
LEAPS Act. (2014). Retrieved August 2014, from Minnesota Minority Education
Partnership: www.mmep.org/LEAPSAct
Minnesota Minority Education Partnership. (2012). “English Learners in Minnesota Schools:
Key Policy Issues to Accelerate Academic Achievement for More English Learners in
Minnesota.” Policy In Brief. Retrieved August 2014, from www.mmep.org: http://mmep.org/
policy-in-brief/
N.P. (2014). “A new majority in K-12.” Education Week: Whitepapers. Retrieved August
2014, from http://www.edweek.org/ew/section/multimedia/charts-a-new-majority-in-k-12.
html?intc=mvs
Santos, M., Hammond, L., & Cheuk, T. (n.d.). “Teacher development to support english
language learners in the context of common core state standards.” Understanding Language:
Language, Literacy, and Learning in the Content Areas. Retrieved August 2014, from
Stanford University: Graduate School of Education: http://ell.stanford.edu/publication/
teacher-development-appropriate-support-ells
Waterman, R. & Harry, B. (May 2008). Building collaboration between schools and parents
of English language learners: Transcending barriers, creating opportunities. Tempe, AZ:
National Institute for Culturally Responsive Educational Systems.
World’s Best Workforce. (n.d.). Retrieved August 2014, from Minnesota Department of
Education: https://education.state.mn.us/MDE/SchSup/WorldsBestWorkforce/index.html
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of commu-
nity cultural wealth. Race Ethnicity and Education, 8 (1), 69-91.
Zittlow, Mike. (2012). “Ranks of English learners swelling in Minnesota schools”. MPR
News: Education. Retrieved August 2014, from http://www.mprnews.org/story/2012/12/13/
teaching-minnesota-elloverview
October 2014
Page 14
References

This MMEP policy brief was researched and written by MMEP 2014 Policy Fellows,
Edwin Gonzalez and Jeron Mariani. The “Voices Project” methodology, planning
and facilitation of interviews, and summary of interviews were conducted by Edwin
and Jeron the summer of 2014. The voice of these young Latino policy analysts was
a main thread in the writing of this piece and reflects MMEP’s committment to
nurturing the empowered new voices of young people of color. For information on
their background and experiences, please visit www.mmep.org /fellows/.
Supervision and editing on this policy brief was provided by Jennifer Godinez,
Acting Executive Director of MMEP with consultation of Carlos Mariani, Executive
Director on Sabbatical.
MMEP would like to acknowledge the following researchers and assistants in
providing the data and graphs for the policy brief: Lee Schleicher and Kara
Arzamandeia from the Minnesota Department of Education (MDE); and Michael
C. Rodriguez, PhD, Professor of Quantitative Methods in Education and Kyle
Nickodem, Graduate Research Assistant, QME at the University of Minnesota.
MMEP would also like to acknowledge the graphic design talents of Kirsten Wedes,
for her important work in the design and final presentation of the policy brief.
October 2014
Page 15
Policy Brief Team
Edwin Gonzalez Jeron Mariani
Policy Brief Fellows
The voice of these young
Latino policy analysts was a
main thread in the writing of
this piece and reflects MMEP’s
committment to nurturing
the empowered new voices of
young people of color.

LEAPS-Policy-Brief-Student-Voices-11.14

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