A RESOURCE GUIDE FOR APPLYING NCLB IN HIGH SCHOOL CLASSROOMS
COMPONENT: Assisting Hispanic Students
DEFINITION: The No Child Left Behind Act considers Hispanic students under the major racial/ethnic subgroups in the provisions for making adequate yearly progress and for ensuring that all students are challenged by the same academic content and student academic achievement standards.
SUMMARY OF NCLB REQUIREMENTS

The No Child Left Behind Act requires that all students, without regard to racial/ethnic identity, be brought to the proficient achievement level in reading or language arts and mathematics by 2013-2014. This includes setting adequate yearly progress measurable objectives for students in the aggregate and for each demographic subgroup. The law also mandates that States, school districts, and schools take appropriate steps to ensure that all students are provided adequate and appropriate opportunities to achieve challenging academic content standards, recognizing that some students, and some schools, will require various supportive services and efforts beyond just basic instruction. Hispanic students are not targeted for particular, or special services because they are Hispanic.

Although the No Child Left Behind Act does not call for "Hispanic specific " initiatives and programs, it does recognize the need for specific attention to limited English proficiency and immigrant students, many of whom are Hispanic. In fact, the largest numbers and percentages of limited English proficient and immigrant students in American high schools are Hispanic students. The No Child Left Behind Act provides for an annual English proficiency assessment and educational programs to address English language learners.
SUGGESTIONS FOR IMPLEMENTATION

Immigration, both legal and illegal, has a profound effect on public education. The largest influx of foreign-born has been from Central and South America and the Caribbean. According to a 1997 U.S. Census Bureau report, one in four of the total foreign-born population of the United States was born in Mexico. Statistics also show that the Hispanic population of the United States is increasing, and is generally younger than other racial/ethnic cohorts. This clearly indicates that a very significant population of Hispanic students is now, and will continue to be enrolled in our public schools. Many of these students will require close monitoring and assessment of their English facility, coupled with programs to address their unique language needs.

Step One: Organizing

High schools and school districts will need to collect reliable and valid data on the numbers of Hispanic students they serve who are limited English language proficiency students. This will require well-organized and systematic assessment procedures, not simply assuming that all Hispanic students need special attention. Moreover, data about the progress of Hispanic students to meet annual, measurable objectives for adequate yearly progress will be useful in structuring teaching methods that build on Hispanic students' native language and culture while also helping them develop good English language skills to achieve challenging academic standards in core subjects.

Step two: Analysis, Teaching, and Reflection

Hispanic students who need special attention in English language activities must not be provided this assistance without some sensitivity to and respect for their heritage and culture. Teachers must not only be prepared to offer English assistance, but must also be culturally sensitive to these students. School district and high school staff must look carefully at the balance between helping Hispanic students to reach the proficient student achievement level while understanding the ways that their distinct culture influences how they learn. This balance will aid in providing appropriate instruction to all students in a classroom.

High school teaching methods need to be meaningful and responsive to students' needs and interests, as well as linguistically and culturally appropriate. Teaching methods can also be targeted to the needs and goals of Hispanic students who come from different cultures and who are often trying to learn a new language. Moreover, connecting classrooms with the homes and community environments of Hispanic students can bolster classroom learning. Finally, scientifically based research studies should be conducted to identify teaching methods for diverse classrooms that correlate with success on measures of adequate yearly progress.

Step Three: Seeking Assistance/Outside Resources

The "wave" of Hispanic students is moving across the country. However, certain States and districts have experienced the increase of Hispanic students already and, therefore, can be resources to others. Schools and school districts that are experienced in dealing with significant numbers of Hispanic students can be found in California, Texas, New York, and Florida, and may be very helpful to districts where the Hispanic influx is relatively new.

There are a number of national and regional organizations that can be helpful to high schools and districts that have to address the issues related to Hispanic students. Such organizations include:
  1. Aspira, Inc.

  2. The League of United Latin American Citizens (LULAC)

  3. The National Council of LaRaza

  4. The Hispanic Association of Colleges and Universities (HACU)

Step Four: Taking Action

High school teachers, administrators, and stakeholders can address the needs, interests, and goals of Hispanic students by adapting, adopting, or extending the following action steps:

  1. Collaborate with school district and State authorities to ensure that appropriate attention is given to Hispanic students in any school improvement plan that is developed.

  2. Disaggregate data for Hispanic students to determine their progress in making adequate yearly progress and to close the achievement gap among all students.

  3. Employ independent advisors, e.g. university faculty, private consultants, as appropriate to ensure that high school and district staff are adequately trained and aware of how to incorporate scientifically based teaching methods for making adequate yearly progress.

  4. Implement appropriate teaching methods and classroom assessments to monitor the monthly progress of all students, including Hispanic students.

  5. Seek additional funding to provide professional services; software, hardware, and networking resources; and scientifically based research studies, as needed.
SOURCES FOR FURTHER INFORMATION

National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (formerly NCBE) http://www.ncela.gwu.edu/

Center for Applied Linguistics (CAL)
http://www.cal.org/topics/immigrnt.html

Intercultural development Research Association Information
http://www.idra.org

ASPIRA: An Investment in Latino Youth
http://www.aspira.org/