ERIC Number: ED456949
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Latino Students and Secondary School Education.
Lara, Julia; Pande, Gitanjali
Gaining Ground Newsletter, p1-4 May-Jun 2001
While the demand for a highly skilled workforce has increased, several reports have highlighted the poor performance of high school students in reading, math, and science. Moreover, the achievement gap between white and minority students is widening. Latino students have one of the highest dropout rates and they perform less well than their peers on several indices of academic achievement. Moreover, the Latino population is growing rapidly. Factors that influence the achievement of Latino students at the high school level, and over which policymakers have some control, are type of school, quality of teaching, teacher expectations, and English language proficiency. Several interventions hold promise for increasing learning opportunities for Hispanic students. A program that focuses on literacy development across the curriculum is described. Special in-service awareness sessions that include all members of the school community and focus on the needs and characteristics of secondary Latino students have had success in increasing Latino high school completion and college attendance rates. A high school on the Mexico-California border uses teaching strategies that reinforce students' strengths, affirm cultural background, and emphasize native language development. A program developed by the Intercultural Development Research Association that uses cross-age tutoring, role modeling, and student recognition is based on valuing at-risk students and sustaining their efforts with effective coordinated strategies. (TD)
Descriptors: Academic Achievement, Culturally Relevant Education, Disadvantaged, Dropout Prevention, Educational Strategies, High Risk Students, Hispanic American Students, Intervention, Limited English Speaking, Secondary Education, Secondary School Students
For full text: http://www.ccsso.org/pdfs/ggjun01.pdf.
Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: Council of Chief State School Officers, Washington, DC.