National Origin Equity Focused Programs and Services

National Origin programs and services are focused in providing technical assistance and training to educators addressing the needs of English language learners (ELLs) and ethnically and/or culturally diverse learners. Data indicates that there are over five million ELLs enrolled in America’s schools (NCLA 2008). Today they represent 1 in 9 students and they are projected to represent 1 in 4 students by the year 2025 (ETS, 2009).

The National Origin focused training and technical assistance is available in the following areas:

Legal responsibilities of educational agencies serving language minority students
Effective instructional and assessment practices for English Language Learners
Preparation and development of teachers serving English Language Learners
Cultural responsive pedagogy to effectively work with ethnically and culturally diverse learners
Engagement of families and communities of diverse cultural and linguistic backgrounds.

For more information, contact:
Charo Basterra, Deputy Director
National Origin Equity/Multicultural Specialist
301.657.7741 x124

Nora Cartland, Vice President
National Origin Equity/Multicultural Specialist
201.657.7741 x121

NATIONAL ORIGIN-RELATED CRITICAL ISSUES AND PROMISING PRACTICES

(This is a growing list. Please check back often for additions).

Critical Issue 1: Cultural Validity in Assessing English Language Learners
Issue: ELL achievement data present a dramatic portrait of a population that has little adequate access to quality education. The cultural validity in assessments is a critical issue in determining the accuracy of the results and its implications on mastery, instructional practices, and program implementation.

NATIONAL ORIGIN-RELATED LAWS AND COMPLIANCE ISSUES

The 1970 Lau v. Nichols Supreme Court decision requires school districts to help ELL students overcome language barriers and ensure they are able to participate in the district’s educational programs. Federal law requires programs that educate children with limited English proficiency to be: based on a sound educational theory; adequately supported, with adequate and effective staff and resources, so that the program has a realistic chance of success; and periodically evaluated and, if necessary, revised. Furthermore, the 1982 Plyler v. Doe Supreme Court decision mandates that undocumented children and young adults have the same right to attend public schools as U.S. citizens and must attend until they reach mandated age. Under this ruling, public schools may not deny admission to a student based on undocumented status, or require students or parents to disclose their immigration status or expose their undocumented status. Finally, in 1981 the 5th Circuit Court established a test for evaluating programs serving English language learners as a result of the Castañeda v. Pickard decision. According to the Castañeda standard, schools must: base their program on educational theory recognized as sound or considered to be a legitimate experimental strategy; implement the program with resources and personnel necessary to put the theory into practice; and evaluate programs and make adjustments where necessary to ensure that adequate progress is being made.

MAEC helps school districts comply with these regulations. For more information, please visit: http://ed.gov/about/offices/list/ocr/qa-ell.html and http://alex.state.al.us/ell/node/58.