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What are literacy skills? | Thoughtful Learning: Curriculum for 21st Century Skills, In... - 0 views

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Online Math Games - 0 views

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Student Math Scores Rise With Longer Day - Beyond School - Education Week - 0 views

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Educational Leadership:Meeting Students Where They Are:The Latino Education Crisis - 0 views

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hey're the fastest-growing ethnic group but the most poorly educated. Do we have what it takes to close the gap?
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hey now constitute the largest minority group in the United States and the fastest growing segment of its school-age population.
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he Latino public school population nearly doubled between 1987 and 2007,
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n key states in the U.S. Southwest, such as Texas and California, the Latino school-age population is already approaching one-half of all students
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Latinos are the least educated of all major ethnic groups
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growth in college degrees for Latinos is almost flat.
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ata from the 1998 Early Childhood Longitudinal Study show that only one-half as many Latino children as white children fall into the highest quartile of math and reading skills at the beginning of kindergarten, and more than twice as many fall into the lowest quartile
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Many also go to school hungry
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Young Latino children are more than twice as likely to be poor as white childre
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ore than 40 percent of Latina mothers lack even a high school diploma
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Many studies have shown that school benefits poor children more than middle-class children (Alexander, Entwisle, & Olsen, 1997; Coleman, 1966)
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Under the right conditions, schools could conceivably close the gaps for Latino children, but the schools that serve most Latino students today have not met those conditions
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Latinos are slightly more likely than black students
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to attend hypersegregated schools
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One key to successfully meeting Latino students' needs is to conceptualize our efforts as a continuum of interventions rather than discrete interventions;
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he evidence suggests that a continuing net of support for disadvantaged students is likely to significantly improve their academic outcomes and reduce the wide gaps in achievement that now exist
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n his study of Oklahoma's universal preschool program, Gormley (2008) documented that Latino students benefited more than any other category of student from attending preschool. In both reading and math readiness, the Latinos in the program performed approximately one year above those Latino students who did not attend preschool.
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To sustain the effects of early interventions, it is crucial to strengthen the capacity of K–12 schools to monitor and support students once they arrive at school
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rograms promoting bilingualism have been found to produce superior academic outcomes for both Latino students whose first language is Spanish and for non-Spanish speakers, while also developing a strong competence in a second language (see Genesee, Lindholm-Leary, Saunders, & Christian, 2006).
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High school programs that focus on immediate issues such as dropout prevention and college-going tend to be more successful for Latino youth than those with less focused goals
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Latino students' extraordinarily high dropout rate is related, in part, to their lack of attachment to school and a sense of not belonging
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Brian Udell on 17 Apr 13

Very important topic that anyone teaching Latino/a students should read.

<div class="cArrow"> </div><div class="cContentInner">Very important topic that anyone teaching Latino/a students should read.</div>

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