Corvallis Garfield Elementary Dual Language Program Questioned
Hmm. Andy Gillespie has a couple of children that go to a public elementary school in Corvallis, Oregon. I'm not sure if this is Andy's children's home school or school of choice. But they decided to switch out of the dual language program and put their children into the regular educational program.
My wife and I signed them up for Spanish immersion classes starting in kindergarten. We thought it would be great for them to learn the “three Rs” and all, and Spanish as well. What we didn’t know is that there would be a lot of times that they would be lost as to what was being taught to them or asked of them, when it was all in Spanish. We thought things would be explained in English also, but that’s not the case much of the time.
In addition to getting homework in Spanish, the instructions were in Spanish, too, so parents were not able to help. I know how that goes. I had to help with homework where all I had to go by was a hand drawn picture of the plant lifecycle. What all was I supposed to help with?
Anyhow, the Gillespies tried to pull the kids out but the request got lost:
At the end of last school year, my wife filled out the registration forms requesting English-only classes. There was no response and they were put in Spanish immersion classes again. The paperwork was apparently “lost.”
The wife talked with the principal to try to fix the problem. Disclaimer: I attend Garfield PTA meetings and really like the principal - she's really smart, funny, has tons of energy, and really cares. She is also very understanding of cultural and socio-economic issues at this Title I school. That said, I have no idea of what went on, what was said, or what was really decided. It's not my job.
But my job as a parent and member of this society is to ensure that ALL children learn the basics. Don't you want people servicing your vehicle, giving you meds as a senior, or helping you with something, be able to read fluently with good comprehension skills? We all need to read, write, and do basic math well, right?
So that brings me back to the parents. If the parents feel their children are not learning to read nor benefiting from the education they are receiving, I do believe parents should have some choice in the matter. Because, as we all know, children really do need to come first. I'm a bit of a stickler on that one.
OK. So now people weigh in on the matter in the Corvallis Gazette Times editorials . Here we have Sally, the PTA President, saying her child is most certainly benefiting:
My daughter is in the dual-immersion program at Garfield Elementary School, and I am thrilled with the education she receives. I enrolled her in the program not just so she could learn Spanish, but so she could learn in Spanish.
It's great that Sally's daughter is learning Spanish and learning IN Spanish. Many kids can probably do this rather seamlessly.
Sally goes on:
My daughter has no trouble learning concepts in math, science or social studies when they are presented in Spanish. The teachers in the dual-immersion program assure that children understand concepts that are not presented in their native tongue.
Again, I'll bet dollars to donuts that Sally's child is really smart and might just be able to learn to read in a closet by herself. However, research indicates that 30-40% of the children out there need more to learn to read. They actually need a pretty systematic method and it needs to be intensive.
So what happens with Andy's children? What if the parents are right and they are not learning to read during this important time - before they are expected to learn BY reading, and reading well? Stephanie, another PTA member weighs in:
With any educational program, traditional or not, there is a commitment on the part of the parent. In a program such as this, there is an understanding that language-learning occurs over time, and that a level of commitment is required until the child reaches fluency. I have demonstrated my commitment to my child and the program by taking Spanish classes so that I can help my son with his homework, by keeping in touch with his teachers to keep up on what work is being assigned and to understand their expectations, by requesting English translations if necessary, and by spending time in the classroom.
Obviously Stephanie is a very dedicated parent. She is also conscious of the needs of her child, the teacher, and school. If the world were full of parents like Stephanie this discussion would probably not be taking place. And I'm not saying I want Andy and his wife to be like Stephanie. I'm just pointing out that Stephanie's priority is education and language. Andy's family might be working many hours in a day to make ends meet, dealing with health problems or family issues like elderly parents or even a disability. I don't know because I don't know Andy nor his family.
But this is not about Stephanie or Sally. This is about Andy, his wife, and two children. Stephanie then wonders:
Finally, I have to question the motivation behind trying to solve a child’s individual educational issues in a letter to the editor rather than working with the school and the district.
Maybe he did, maybe he didn't. I guess I don't know. But that still doesn't answer the question: do parents have the right to question an educational process and make swift changes to help their children? I sort of wonder if Andy will get a quicker response by going to the public rather than going through whatever red-tape the school district is going to make him go through. Remember, Andy already tried to get resolution through the Principal and it didn't work.
Stephanie continues:
I take issue with Mr. Gillespie’s letter, which implies that because his children are not having a good experience, that the program is a failure.
I don't believe Andy ever said the word "failure." I realize this is sort of a emotionally charged issue but putting words in other people's mouths is not quite fair.
In another page of editorials Melanie puts in her 2 cents:
Research has shown that when lessons and directions are immediately translated, students tend to pay attention only to the language that they already know well. Research also demonstrates that students’ English reading and math achievement do not decline when they are taught in a second language using the dual immersion model.
I'm sure research has shown that if you have a situation where there is a hard way to learn and an easy way to learn, kids will take the easier way.
But that doesn't bring to focus the question of what should be learned. If you have a student that is struggling and "at risk" in not becoming a fluent reader by 3rd grade, what is the priority: stay the course, don't worry it will work, or pull back, regroup and ensure the student doesn't become a non-reader with academics becoming aversive?
Melanie then closes with:
There is a lot of research that supports Garfield’s chosen model of instruction, and from where I sit it seems that the school and its students are flourishing as a result.
I'm not sure I can agree. Two years ago, 50% of all students were expected to pass reading and math standards. Last year, 50% of students were expected to pass reading and math. Both years, Garfield struggled and just barely passed. There are other schools out there with like cultural makeup (over 50% Spanish speaking) and like socio-economic makeup (more than 75% of students on free or reduced lunches) that are passing basic skills tests for their grade level at far higher rates. The key is that the school should be progressing year to year. This one is barely holding the line. Next year, they will need to have 60% of all students pass. I would have to wager money against that because I know what curriculum they use and that most teachers are very developmentally based. That is not a recipe for change nor real improvement that will make gains year to year.
I certainly hope I am wrong but I fear I am correct. There are kids at that school, smart ones, that are just not learning the basics. Sometimes you have to pair the extras back [Spanish acquisition] for struggling learners if you have specialized programs like dual language.
Dual Language
Wow! I have to make a few comments about dual language here.
First of all, Andy's children were in Kindergarten. I'll repeat that. It is Kindergarten. While I must admit that if I had a second grade student who continually struggled with basic math and language concepts that was also in a dual language program who had supportive parents and the child had participated in the program in Kindergarten and first grade, I would begin to be concerned. But language is acquired, learned. It is a process that takes time. It takes patience and support and it is very rare to identify a "struggling" student in Kindergarten unless there is an extreme delay or deficit.
Furthermore, to assumer that Garfield will not pass their NCLB required AYP mark (60%) is mute to anyone who has anything to do with education. Very few schools in Oregon are able to perform at this level, regardless of curriculum. Even middle class and wealthy school districts are having difficulty with this. Several theories exist regarding this. The federal mandate of the No Child Left Behind Act (that is likely to become extinct when Bush leaves office) required that states set their own standards. So, every state has its own measuring stick so to speak. Oregon's standards are some of the highest in the nation resulting in greater difficulty in reaching them. This does not mean we do not need educational reform. It also does not mean however, that just because a school is only getting 50% of its students to pass a test that their are to be belittled, questioned. Show me a title 1 school in Oregon that has at least 75% minorities, 75% low income students, and 75% of its students passing state tests and I'll show you a miracle! It just isn't happening. I can't even number all the reasons why.
But to address the whole attack on teacher education I will say this...teachers can be well educated. But C's earn degree's folks. So just because some of our teachers were busy surfing the net while balancing instructional methods was stressed class after class doesn't mean that it wasn't covered. There are holes in any curriculum. "Drill and Kill" math models...that I know and love to use...sometimes keep students from applying their drilled knowledge in practical situations. Students encounter a real world problem but don't know that they already have the tools to solve it. Hence, the swing to the problem solving focus...where yes, students sometimes go home and cry because they are unreasonably expectedly to figure out a formula or algorithm to a geometric sequence or diminishing return...and surprise surprise...they can't. So, they hate math and they give up. What is needed is a balance where students are introduced to the tools (in reading, math, social studies, science...) and then have lots of practice...and then meet these real world situations and develop an eye to identify that hey! I know how to solve this!
By the way, teachers know that no curriculum is perfect. They all know that each program has a weakness. I have never met a teacher that felt that their school's adopted curriculum was perfect. The issue is whether or not they are motivated enough, experienced enough, creative enough, and or care enough to fill in the holes. Because the bottom line folks, is that creating materials to fill in gaps of curriculum is an extra curricular "volunteer" activity that some teachers are willing to do. And lets face it...how fair is it to expect them to work off the clock. Where else does this happen. If police officers work late, they get paid more. If nurses work late, they get paid more. When I stayed late working at Shari's and the Olive Garden, I got paid more...but when teachers are faced with fixing something in their classroom, they don't get paid for that. It just isn't in the budget.
So my last little soap box is this. People in the US (and yes, I am a US citizen, born and raised in small town Americans...in fact my mom's family actually came over on the Mayflower) have a thing against big government. Sometimes, I don't blame them. I don't always agree. But countries that are kick our buns in the education department all have a national (federal) education office that chooses, designs, and creates the materials. In other words, no matter where you are in Canada, Japan, UK, Germany, if you are in the 3 grade in December, you will be studying whatever the national folks decided on. Why is this important? Consistency, Consistency, Consistency. And...can you see that we might be a benefit to having some research folks, seasoned teachers, and education professional creating a curriculum and then taking their program and requirements to a textbook company instead of the other way around? This way...the folks that make the standards have to know enough about the subject to write a book or create a curriculum with it, create the assessments for it and then show that to the textbook companies and see what they come back with.
What we have now are standards made by one group. A text book company that makes their books according to their likes and dislikes, their whims (so you are putting future hopes in Glencoe, Prentice Hall, Heath, and those folks who have obvious financial priorities that far out way their educational concerns). Then we have teachers who either use the text books companies canned tests or who make their own on their own whim...none of which are tightly in line with the states standards. The results....lots and lots of schools like Garfield that are not doing as well as they could if we would stop making education about capitalism and start making it about learning and knowing and discovering information.
But the Dual Language Students that stayed in the program...while Andy pulled his kids out...and Kathy would bet that Garfield fails its AYP...I bet my entire pension that the children that stay in the program are better adjusted, score higher in math, English, Reading, and Social Studies, have a higher IQ, and eventually go on to a University and a good paying job. Why...because that is what all the research indicates. Students struggle in the first few years. 3rd grade test scores are low but 5th grade test scores are higher in every test area...higher even that TAG students. AND more bilingual students go to college...and they are better adjusted because they are used to problem solving...ie...they were willing to problem solve through the challenge of the language barrier until they came out speaking two languages fluently which teaches patience and problem solving and persistence! I will be moving into an area that has a dual language immersion program to ensure that my children get this!
Wow!
Wow, great thesis. You pretty much covered everything and I agree with it all. I only disagree with the shades of gray. For instance, the fact that the children were in Kindergarten. It would seem there isn't enough invested in the student then to deny moving out of the program. How was the parent to know the child wouldn't be successful? In addition, if the child is seriously unhappy, is that really helping the child want to stay in school in the long term. Sometimes a bad experience can really affect a small child. If a child is unsuccessful, why keep then in the program? This reminds me of a prison, except the child didn't break the law.
I also beg to differ that children don't learn much in kindergarten. If a student is already not being successful in kindergarten, then something needs to change. Continuing to do the same thing and expecting a change is called insanity. "Teach and pray" is a common method of teaching today. I don't subscribe to that. If my son is learning math or writing and he doesn't get it, I go back to figure out where I went wrong in teaching, not what is wrong with my son. So the parents only option for a kids that is not succeeding in a classroom is to ask to change programs. Usually, parents don't have the skills and time to observe the classroom, determine the problems, and advocate for change. Sometimes they can't even help the children do regular English homework as English speaking parents!
As far as passing AYP. That is an issue of curriculum. Spanish speaking kids need English immersion. Period. You get them that and they will eventually pass. For now, these kids will simply be socially promoted and become next school's failure. Totally avoidable but the program is popular with the white elite (not that they are bad but that they have more options than the kids in Spanish speaking families such as tutoring in Spanish). I know, I attend the PTA meetings and some of these parents don't have full time jobs. Not that I beleaguer them but I do question their priorities (probably not with the kids learning English).
AYP will eventually be failed. It will likely be for the 2007-2008 year if not for the past 2006-2007 year. It's like a snowball, bad curriculum and ineffective teaching will eventually catch up. The kids in the dual language program will likely pass. But they are not the issue, it is the Spanish speakers that are the issue. They need to get their academic language up to par with their peers or they will most certainly be left behind. BTW, the benchmarks are fairly easy from k-3, catching up 4-7, start to get difficult in 8-9, and more than likely above national average for 10-12. So when you say "Oregon's standards are some of the highest in the nation resulting in greater difficulty in reaching them" that is only partly true.
I don't dislike the teachers, in fact, I think they do an amazing job under the circumstances. They get horrible teaching methods taught in their teacher's college, they have administrators that come and go with their pet ideas, they have pain in the tush parents like me, they have inequities amongst themselves where one teacher gets far more students with disabilities than other teachers, and they have no incentive system to take on challenging schools such as, hey, lower classroom sizes! If I'm going to teach more challenging kids, the least the system can do is make it fair. Oh how about para professionals that are well trained, with a minimum of a bachelor's degree and far higher pay.
As far as the textbook companies, we can do better. If there is a national curriculum, it wouldn't be a far cry for teachers, parents, and professionals to develop an instructional system online, throw out a ton of those $100 laptops, and print off worksheets from the web. All this without copyright issues in making copies or changes. It's called Open Source Learning (OSL).
Multiculturalism
The main concern I have is the apparent obsession among progressives to facilitate Spanish speaking in our community.
Communication is an essential ingredient in the negotiation and resolution of conflict in a healthy community. In my view, the Spanish immersion program facilitates a community in which people have different primary languages. The faulty premise is that fluency in English is an option, rather than a civic necessity. This is a recipe for Balkanization.
The routine admonition is that we must "respect diversity" – as if diversity is best maintained by tearing down boundaries of political and cultural association. When those who hold that hyper-modern perspective also consider themselves ecologically wise (as is often the case), there is considerable irony – because nature maintains diversity through boundaries.
If Corvallis wants to hitch its wagon to the myth that the modern industrial world is sustainable, then it will continue to follow the social catechism that comes from places like OSU. If Corvallis wants to be a self-reliant community of strength, it will ditch multiculturalism.
Multiculturalism
Hi Knappster. Thanks for your thoughts. I try to stay away from the whole "should there be dual language programs" because I really think it is a hot button. But now I can't help it. I might as well stick both my feet in it (let's say it is doggie do-do.)The program at Garfield appears to me, at least, as an appeasement of the elite. They wanted it, they got it. A friend of mine mentioned that the parents might also be taking advantage of readily available Spanish speaking children. Although there is research that goes both ways, I would believe the research that says it is not a good idea to teach in a dual language format because it takes longer and costs more money. But if money weren't an issue and the elite got their way..... You get my point.Point #2. Multiculturalism can mean 2 or more types of things. Look up multicultural in wikipedia. Some say it means giving students a global perspective, using examples of literature, economy, social sciences, and arts from various cultures. Others say we need to get rid of our ethnocentric European way of thinking altogether. The second set seems a little radical to me. If you get rid of the European centric values, what values, as a nation do you have? What language, as an American culture, do you have? Will schools then be required to teach whatever language is in the classroom? One teacher recently told me she had 6 languages in her single classroom. Where do you draw the lines? I believe in giving kids a smattering of other cultures and religions because that is what education is all about. I also believe that the 3 RSS (Reading, Writing, 'Rithmatic, Science, and for goodness sakes, Spelling) need to come first. Spanish, Vietnamese, Russian, Korean, etc speakers will NEED to learn English for their own good, as quick as possible because all the textbooks are currently written in English - think social studies, science, even math textbooks starting in the 4th grade. Unless you advocate to write all texts in all the various languages will you get me to believe in anything other than English immersion - FAST!