| An Educational Assessment of Latinos:A Constructive
View
by Manuel Hernández
Latinos believe that improving the American system of education
is a top priority for their families. Although educational
task forces have been confronted with ignorance, prejudice
and disilussionment, Latinos have learned from past experiences
and are walking forward to a present and future with educational
empowerment. The National Hispanic-Latino American Agenda
Summit (NHAAS) is a grassroots non-profit, non-partisan national
coalition of Latino organizations, working professionals,
community activists, government officials, religious and labor
leaders, academics, students and interested individuals. The
coalition strives to mobilize, empower and unite, through
new technologies and traditional organizing methods, the US
Hispanic-Latino/a community to achieve political, economic
and social justice through political participation. One of
its main concerns is the education of Latinos.
The educational outcomes of the contemporary American educational
system has been to create critical thinkers who become pro-active
participants in society. As a consequence, Latinos have become
aware that the educational development of their community
is intrinscally related to their struggles to achieve economic,
social and political justice in the United States of America.
However, Latino children struggle academically and do not
meet the academic demands of city, state and national testing
requirements.
For too many Latinos, the educational system has been a hurdle
to high to jump and a revolving door for many as well. According
to United States Census figures the Latino population is projected
to increase from 9% of the total population in 1990 to 16%
in 2020. There is no doubt that Latinos are the fastest growing
minority. In New York City, 37.8% of the total enrollment
in the public schools was Latino (Keeping Track of New York
Citys Children, 2002). In North Carolina, the Latino population
grew approximately 400% from 1990 to 2000. While 52% of the
total North Carolina population is under age 35, 77% of Latinos
are under that category. Limited English Proficiency (LEP)
students in N.C. are predominantly Latino, and the need for
these students to develop reading and writing skills is fundamental.
In Oregon, Latinos grew 144% making them the largest minority
in the state. Academically only 21.5% of Latino students met
the 10th grade reading standard in 2000, compared to 55.4%
of their Caucasian counterparts. These statistics are just
needles in a haystack. Academics, scholars and researchers
alike agree that the status of education for Latinos is in
a state of crisis.
A mirror of assessment is imperative to depict and understand
the issues and design a policy to enhance academic results.
Understanding the issues will delineate the curriculum frameworks
to set goals and objectives and apply the strategies and initiatives
needed to improve the education of Latino children in the
United States.
First, approximately 40 percent of the Latino children are
below the poverty level. Less financial resources mean fewer
opportunities for quality education. Second, teenage pregnancy
rate is extremely high making the next generation of Latino
teens more likely to have less parental support. Third, language
proficiency is a problem. Many Latino immigrants enter the
U.S. having limited proficiency in Spanish and as a consequence
the teaching of English becomes a major task. Fourth, parent
involvement in schools is minimum because of the language
barrier and because the high cost of living forces the Latino
parent to work a full-time job and at least one-part time
at the same time. Fifth, the highest high school dropout rate
amongst minorities is preventing Latinos to attain a higher
education degree. As a matter of fact, although Latinos are
a stunning 13% of the total US population, they are a mere
6% in graduate programs. According to the U.S. Department
of Labor, a college graduate will earn more over a lifetime
period than a high school graduate. If Latinos are less likely
to graduate from high school but continue to grow in population,
the United States has an economic situation that needs serious
attention and hands-on intervention. Sixth, Latino teens are
scoring poorly in city, state and national testing requirements.
How can students create interest in reading and interact with
their writing when their choices of literature are far away
from their every day reality? Last, the voucher issue is still
an enigma in educational circles. It is an attempt to facilitate
the education of Latino children and rescue them from failing
school systems; especially those in inner-city neighborhoods
are school voucher programs. The program proposed in states
across the United States of America would distribute vouchers
to parents, usually in inner-city school districts. Parents
could then use the vouchers to pay for the cost of tuition
at private schools of their choice. The program is innovative
but has fueled fierce debate and animosity within educational
circles in America.
This is the mirror, and it is just a reflection of sorts.
There are many many more educational issues, but it is wise
to limit aims and create an action plan with short and long
term goals. The education of Latinos in the United States
has been wholeheartedly related to the historical, cultural,
political and socio-economic connections that exist between
United States of America and its Latino inhabitants. The dislocation
of a historical reality has dissuaded identity and has further
promoted educational mishaps. Once the Bilingual Education
Act was approved in 1968, a window of opportunities opened
for the teaching of English as a Second Language, and it became
a bridge to mainstream English. But then came the English
Only movement in the 1980s and state by state ESL/Bilingual
Programs were dismantled.
A constructive view of the education of Latinos requires
a vision inclusive of four basic stages: an in-depth acknowledgement
of the historical, cultural, social and socio-economic reality,
a nation-wide public dialogue with teachers, students, administrators
and parents, a consolidation plan in reaction to the first
two and a clear, concise and constructive view of the education
of Latinos as the final stage in the ladder of success. The
vision is attainable, but it must be envisioned within the
historical, social, cultural and socio-economic elements that
paved the way for the education of Latinos in the United States.
A vision demands human attention and more so, divine intervention,
which translates into one word: love.
A constructive view is receptive to all ideas but reaches
a consensus, establishes priorities, creates programs, designs
pertinent proposals and demands accountability. Decisions
must be reached, delivered and implemented. It is not a monumental
task, but it will take a monumental effort. The education
of Latinos needs to be enhanced with vision and knowledge
on how to identify, tackle and improve our childrens interest
in English, Spanish and in all subject areas. It is time to
design a constructive view that will meet the expectations
of all those involved in the educational community.
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