Policy & Reform

Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers January 10, 2016

Digital Doom? 3 Effects of Texting and Tweeting on Students’ Writing Skills

Internet and cell phone cultures have brought a whole new meaning to American slang. Not only are kids these days speaking informally, but now those relaxed rules of grammar are sneaking into written words too.

This is probably not surprising at all, but do you know just how much this culture has affected our students’ writing skills? Fortunately, I have three research-backed results to show you.

1. Students can no longer tell the difference between formal and informal writing: The Pew Research Center’s Internet and American Life project asked middle and high school educators about their thoughts on digital tools and the impact on student writing. The biggest problem with these digital avenues of composition, according to surveyed teachers, is the blurring of lines between formal and informal writing. Abbreviations are common, particularly on platforms like Twitter that have a 140-character limit. Most smartphones now have no limits on texting characters, but students that owned phones with the 160-character limits of just a few years ago have already formed short, abbreviated habits. In the digital realm, short and sweet is the key – even if a grammar, punctuation and writing formalities fall by the wayside. The same is not true of educational writing pursuits though, as K-12 writing instructors must prepare students for the demands of strong, professional writing in college and the workplace.

2. But at least they are more creative: Over two-thirds of the respondents said that writing platforms provided through Internet and cell phone use have improved student creativity. Students also have more outlets for collaboration which encourages improvement and “putting it out there” in terms of writing that may have been closeted to notebooks or diaries in pre-Internet generations.

3. Even after graduating college, young adults cannot write. A report released by the Partnership for 21st Century Skills found that over 26 percent of college graduates have deficient writing skills. These findings were not based on graduation assessment exams, but compiled by interviewing actual employers. These employers said that many college-educated employees could not even accomplish the basic writing tasks of the job proficiently. How are these students earning college degrees if their writing is not up to par though? With the average U.S. student accruing $35,200 in college debt, it would seem learning the basics of writing, at least above a “deficient” level, would be a given takeaway.

The deficiency is not the fault of the colleges and universities though, at least not totally. Students are showing up for college without the skills needed to write well and with schools assuming they already know the basics. The 2011 book Academically Adrift found that less than half college students felt their writing had improved at all in college. Less than half also said they were never required to write a paper longer than 20 pages. In a nutshell, the writing proficiency that half of these students exhibited as seniors in high school was the same four years later, despite the so-called rigors and high cost associated with a college education.

While colleges could certainly take a hint from these numbers, the work of remedial writing education is not the responsibility of colleges. It falls on the teachers that come long before the adult years. These teachers face an uphill battle though, especially in an age where formal writing is often confused with everyday communication. The tools for creativity in the writing process may be better than ever, but the constraints of digital communication are hurting students’ composition and their attention spans too.

How can students who have essentially made a lifestyle of short, segmented, slang-ridden writing conform to the formal communication still expected in the real world? It starts with teachers who set high standards and do not waver. In the long run, the fear of losing a student’s interest by insisting on high writing standards is a small one compared to the implications of college graduates viewed as writing-deficient by the people who sign their paychecks.

How can K-12 teachers win out against the negative impact of digital communication on formal writing? Please share your thoughts.

Matthew Lynch published in Matthew Lynch, Policy & Reform January 8, 2016

Math Learning – A Universal Language?

Fifth-grade students at Woodward Elementary School had an interesting math assignment this fall: watching college football games. Though seemingly fun on the surface, the assignment had an ulterior motive. Students were asked not simply to watch the college football games, but to score the plays and keep track of yards, points and time. The raw data they collected was then translated into fractions and percentages and used as mathematics learning tools. What is most remarkable about this assignment, first reported by Fox News, is that the point of the exercise was not simply to make math “fun” or practical. Teacher Scarlett Childers was also looking for a way to reach across the socio-economic and language barriers of her students.

At Woodward, 98 percent of the student body is on the subsidized lunch program and 95 percent learned English as a second language. Math, it seems, became a universal language in her classroom, better understood through a real-world assignment. The statistics at Woodward represent a larger cultural trend, too. Over 60 million people, or one-fifth of people, in the U.S. do not speak English at home which presents a problem in English-speaking K-12 classrooms. Dual-language programs have long been the trendy tactic for bringing down language-learning barriers but is math the real answer?

Urban improvement

President Obama’s Race to the Top initiative emphasizes STEM learning, particularly in mathematics, in order for more students to make it to high school graduation and the college degree beyond it. That push is founded on facts. Take Rhode Island, for example. In the state, poor math performance in high school is linked to lower enrollment in college and failure to complete college. Under 42 percent of 11th grade Rhode Island students who were considered “below proficient” on NECAP math ended up enrolling in college. Rhode Island is not exactly known as a diverse area, so that statistic presumably means that most of those students are native English speakers and from mid- to high-income households.

Imagine then the ramifications of that statistic on more diverse, urban K-12 classrooms? The good news is that urban school districts, though still often underperforming in math, are showing the greatest positive improvement in math achievement. Large cities are making progress more quickly than the nation as a whole. Fourth and eighth graders in U.S. cities with at least 250,000 people have improved more quickly in math learning than the national average, according to a report by National Assessment of Educational Progress. The students who speak English as a second language in these urban settings are improving at a faster rate in math than their native English-speaking peers around the country – and that speaks volumes to the power of math as a universal subject and equalizer.

There are certainly programs that target urban students when it comes to math, and other STEM, learning but I’d like to think that much of that progress is a direct result of the teachers in the classroom, like Scarlett Childers. There is no way that one math-learning or ESL initiative drawn up by a district or the state can adequately address the students that need the extra boost. Individualized plans, like the college football scoring assignment, are what really get through to students and bring them to a place of better long-term comprehension. Instead of being a learning complexity, I believe innovative math learning initiatives are the key to overall K-12 academic improvement. Math is a universal language and one that needs practical applications to really have an impact. That starts with the teachers but needs support from the decision-makers to truly make a difference. How do you reach your students when it comes to math learning? What innovative ways help you?

Matthew Lynch published in Matthew Lynch, Policy & Reform December 31, 2015

Year-Round Schooling: How it Affects the Economy

In this series I have been writing about different facets of the year-round schooling debate. First I looked at the effects on students and then moved to the impact on teachers. As I researched both groups, I found no distinct disadvantages to either (and some advantages) when placed on a year-round academic calendar.

Today I want to move away from the individual groups impacted and take a closer look at the overall economic effect of year-round schooling. Does this academic setup help or hurt taxpayers’ pockets?

On-campus costs and savings

Year-round school programs are based on one of two different concepts: single-track, which releases all students for breaks throughout the year together, and multi-track, which staggers student breaks and effectively keeps the school building occupied year round. Obviously on a multi-track schedule, school maintenance costs rise because the building is in full use year-round. The cost does not increase by as much as a quarter, though, because most traditional schedule school buildings do have some employees there in the summer months and most offer summer school classes for some of that time too. Still, in cold-weather climates, the cost of not having to pay for air conditioning alone can be a deal-breaker when the topic of year-round schooling is broached. There is also the added cost of transportation on more days of school, custodial staff and additional administrative staff.

There are some areas where year-round schools can be long-term money saving options, though. If a particular district has more students than traditional schedules can accommodate, the capital cost of new buildings can be avoided with a multi-track schedule that allows more students to use the same building. Beyond the capital cost of a building, money can be saved through a higher amount of students using the same resources, like library books or physical education equipment. Some schools have even listed a decrease in vandalism as a financial plus of year-round occupancy.

Community cost and savings

Each individual community will feel a different economic impact when it comes to year-round schooling. A tourist community with summer attractions, for example, may feel more of a squeeze if its low-cost employee pool of high school students is suddenly in class instead. The same could be said for ski communities though that could benefit from multi-track scheduling of high school students during its busiest seasons. The summer months tend to be when most high school students earn the most money, however, because there is a significant duration of time with no school responsibilities. Without those months of a steady paycheck, students (and parents) stand to lose potential college money. Trying to work and maintain a job alongside classes can have a negative impact on grades according to most research and most employers cannot accommodate students who are only available two or three week spans at a time.

So the potential economic cost of year-round schooling is two-fold: the individual student may suffer financially, and the local businesses may have to pay out more for jobs that are better-suited for high school students who do not have the time off to work them.

Savings to the community are a little less tangible, but can be reflected in some research that says year-round schooling reduces teen crime, thus saving money for the community. At-risk students tend to perform better in year-round setups, making them more successful in their academic career which could feasibly mean a stronger economy down the road if those students avoid dropping out of high school. While the savings associated with year-round school schedules may not show up on something as straightforward as a utility bill, they still exist.

Like the impact on students and teachers, the financial ramifications for year-round schooling do not seem significantly negative. But for cash-strapped districts, any upfront costs can be a deal-breaker.

What other potential costs or savings do you associate with year-round schooling?

Matthew Lynch published in Policy & Reform December 30, 2015

ESSA to boost music education nationwide

Music education will receive a boost due to the rewrite of a major federal education law.

Signed into law by President Obama earlier in December, the Every Student Succeeds Act lists music as a portion of a well-rounded education and gives it more support than previous policies when it comes to access and funding.

The law also means federal grant funding is opened for states and local school districts to support music education programs and further train music teachers.

The growing emphasis on music education is great news in places like Nashville where the Music Makes Us program recently hit a record high of students enrolled in music education programs. Music Makes Us is a public-private partnership that has received support from the Country Music Association, including $10 million for new instruments.

According to a report by Music Makes Us, more than 48,700 Metro Nashville public school students take part in music education classes. The report also says the program has increased access to music education for students across every subgroup, and shares that students enrolled in music education have shown better attitudes toward school and increased academic results over time.

It’s no secret that students who study music excel in other areas as well. Unfortunately the direct effect of music is not always noted. Hopefully the updated ESSA will mean more access for all students to music education, and a stronger learning base as a result.

Matthew Lynch published in Policy & Reform December 29, 2015

Maryland to improve education of immigrant students

There are more than 65,000 English language learners who attend public schools in Maryland and one in every 10 students in elementary school is a a first-or second-generation immigrant, according to the Baltimore Sun.

To better assist those students, the state has commissioned a panel to try to amend the educational environment for immigrant kids.

According to paper, many teachers in the state’s public school system aren’t properly prepared to deal with these students. Because of that, many of those students end up dropping out of school completely.

Maryland public school officials are attempting to change the culture surrounding how immigrate students are taught. One of the ways the panel is exploring is by allowing students “to learn at their own pace.”

But the potential problem with that approach is that it may segregate immigrant students from the rest of the student body. In addition, two international schools have opened in Prince George’s County to better assist students who have immigrated from foreign lands.

Many of those students are from “war-torn lands, speaking dozens of languages.”

The state is at least attempting to make strides in making the transition easier for students who just happen to be immigrants. Some may be away from their families and struggling with transitioning to a new environment.

Hopefully this panel strikes the right tone and develops programs that will help new immigrant students long-term but doesn’t keep them completely separate from mainstream American students who could also benefit from learning alongside their immigrant peers.

Matthew Lynch published in Equity, Matthew Lynch, OpEducation, Policy & Reform, Teachers December 23, 2015

Diversity: Why Classrooms Need It

School climate and school culture directly impact student success. As a result, it is particularly important for the school culture (and the classroom culture) to reflect, acknowledge, and celebrate diversity. Taking these feel-good ideals and making them a reality can be tough for educators, especially with so many other initiatives on their ever-tighter schedules.

Even diversity itself is not exactly straightforward. Not only must schools recognize diversity evident among broad racial and ethnic groups (e.g., Asian or Hispanic), but the diversity within these groups must be recognized as well. For example Chinese and Japanese students may share common cultural characteristics as a result of being Asian, but will also have distinctly Chinese and Japanese cultural characteristics that differ from each other. The same is true of Caucasian students who come from vastly different family backgrounds, even from the same neighborhoods. In the interest of treating students equally, giving them equal chances for success, and equal access to the curriculum, teachers and administrators must recognize the uniqueness and individuality of their students.

Diversity in Practice

Teachers have a particular responsibility to recognize and structure their lessons to reflect student differences. This encourages students to recognize themselves and others as individuals. It also encourages the appreciation of a diverse school population, and brings a sense of connection between disparate cultural heritages within a single school’s culture. It is certainly in the best interest of students and teachers to focus on the richness of our diversity. Recognizing and acknowledging our differences is part of treating students fairly and equally.

One reason for seeking out and acknowledging cultural differences among students is the idea that learning involves transfer of information from prior knowledge and experiences. To facilitate this transfer process, it is important to acknowledge the students’ background, and to validate and incorporate their previous knowledge into the process of acquiring new information. All students begin school with a framework of skills and information based on their home cultures. This may include a rudimentary understanding of the alphabet, numbers, computer functions, some basic knowledge of a second language, or the ability to spell and write their names. It also includes a set of habits, etiquette and social expectations derived from the home.

If a student cannot relate new information to his own experiences, or connect the new material to a familiar concept, he may perceive the new information as frustrating, difficult or dismiss it completely, believing it to be in conflict with his already tenuous understanding of the world. Teachers have the responsibility to seek out cultural building blocks students already possess, in order to help build a framework for understanding. Some educational pedagogy refers to this process as “scaffolding.” Recognition of a student’s cultural differences provides a positive basis for effective learning, and a “safe” classroom environment. Every group of students will respond differently to curriculum and teachers must constantly adjust to be sure their methods are diverse, both in theory and in practice.

What are some easy ways you’ve found to promote diversity in your classroom?

photo credit: woodleywonderworks via photopin cc

Matthew Lynch published in Education Leadership, Matthew Lynch, Policy & Reform December 23, 2015

Academic Plateau: The Worse-Off Generation?

The great dream of all parents is that their children will grow up to have even better life circumstances than they do. Parents want their little ones to have more materially and academically – to, in essence, face more opportunities in their lives and continue to progress. In America, this desire has translated to a reality in general terms. Robert J. Gordon of the New York Times reports that a typical American was four times as “well off” in 2007 as in 1937, and eight times better off compared to 1902. He points out that these numbers of improvement have traditionally had a direct correlation with the level of education achieved. As the American public has become better educated, its quality of life has risen.

But just how far up can improvement numbers rise? At what point do Americans become so comfortable with their ways of life that they simply stop trying to achieve more?

If you look at the education system, beginning with the K-12 years and extending into the college years, it looks as if current generations of Americans may end up worse off than their parents, and potentially their grandparents too. In 1970, 80 percent of Americans graduated with an official high school diploma. That number was only at 74 percent in 2000. The numbers are climbing back up, with the Department of Education reporting that the dropout rate was only 7 percent in 2011 but the way those numbers are calculated needs consideration. Those who group G.E.D. earners in with other high school diploma recipients when it comes to graduation rates present a skewed view because long term, G.E.D. students earn around the same amount as high school dropouts.

Initiatives to democratize education, like No Child Left Behind, have actually hurt schools by placing too much emphasis on teacher performance and ignoring the learning needs of the students. Increasingly K-12 teachers have to prove themselves to onlookers and at the demise of the young people who are there to learn. Certainly factors outside the school environment can affect the likelihood that a student will earn a high school diploma. In 2011, 14 percent of Hispanic students dropped out of high school, compared to 7 percent of Black students and 5 percent of White students, proving that minority groups are still at a disadvantage when it comes to the American education system. Poverty, hunger, family dysfunction and just a general lack of educated role models play into the way these numbers add up.

But if the high school dropout rate is higher than it has been in past generations, one of the first places to look for answers is in the classroom. What can educators do to ensure the students sitting at their desks are equipped to outperform their ancestors academically and in their careers? Is there really any way to battle environmental factors and stringent teacher accountability metrics and come out on the winning side of educating America’s youth?

For the graduates of 2020 and beyond to live up to their parents dreams of a better life, a better foundation is needed in K-12 years. The flame of desire when it comes to academic achievement must be fanned in the foundational learning years. A future that is “better” than the present is one that not only has material gains, but academic ones too. At some point, having things will simply not be enough anymore. American students will need a renewed love of learning to come out ahead of past generations and that passion will need to be born in K-12 classrooms.

In what ways do you think this generation of students will be worse or better off from its parents’ generation?

Matthew Lynch published in list, Matthew Lynch, Policy & Reform December 23, 2015

5 Quick Facts You Should Know About Poverty and School Funding

The current U.S. economy continues to improve, but there is one area that is still feeling the squeeze from the recession years: K-12 public school funding. Recently, the Center on Budget and Policy Priorities found that 34 states are contributing less funding on a per student basis than they did prior to the recession years. Since states are responsible for 44 percent of total education funding in the U.S., these dismal numbers mean a continued crack down on school budgets despite an improving economy. In extreme cases, like in Philadelphia and Chicago, individual districts have had to tap into other money and reserves to cover the basics of public education in their areas.

These budget cuts have hit low-income schools the hardest. Here are five facts you should know about how the decrease in funding has affected low-income schools.

1. Funding to low-income Title I schools has decreased since 2010. A number of states have cut pre-K educational per student funding in recent years and many have even had to reduce enrollment numbers.
Overall, the Center on Budget and Policy Priorities found that districts collected just over 2 percent lower on property taxes ending in March than in the year before.

As we know, property taxes pay much of public education costs. While states have been cut throat in reducing spending, they have not been as vigilant in raising revenue sources through taxes and fees. This makes a dire problem even worse.

In 23 states, state and local governments together spend less per student in the poorest districts than those that are more affluent, according to 2012 federal data and reported in The Washington Post.

The differences in funding are severe in some states. Pennsylvania spends 33 percent less on the poorest school districts per-pupil than on the wealthiest. In Missouri, the differential is 17 percent.

Across the United States, states and localities spend 15 percent less on average per pupil in the poorest districts than in the most affluent, according to the Washington Post.

Poverty makes it more difficult for children to succeed in school. These students tend to have more needs than their middle-class and well-off peers.

Consider that children from poor families also are behind their counterparts on nearly every measure of academic achievement. Then look even deeper and note that children living in poverty often come to school without having had enough sleep, and without having had breakfast. They often experience family violence, abuse, secondhand smoke, neglect, poor clothing and shoes. Even though they have limited experiences in the world, they may not be able to pay for field trips and cannot pay for extracurricular activities of any kind, which could actually expand their experience base. This is the frightening reality for millions of children, and teachers are very likely to have impoverished students in their class.

Less state spending on education certainly affects the learning experience but it also impacts other areas of the economy. Unemployed teachers and administrators have less to pump back into the economy and the viscous cycle of K-12 underfunding is furthered. While unemployment is a factor in poverty for some, there are many who are employed and still live below the poverty line. A higher level of education is needed for high paying jobs that can support a family. It is difficult to support a family with a minimum wage job, even when working full-time. The conundrum is furthered when school funding is diminishing—removing one more source of hope for ending the cycle.

If we cannot fully fund our public schools how can we expect things like the achievement gap to close or high school graduation rates to rise? It was understandable that budgets had to be slashed when the bottom dropped out of the economy but now that we are in a more stable place, it is time to get back to funding what matters most: the education of our K-12 students.

How do you think we can address the intersecting issues of poverty and school funding in our public school system?

Click here to read all our posts concerning the Achievement Gap.

Matthew Lynch published in Matthew Lynch, Policy & Reform December 23, 2015

3 Things That Barack Obama Did For P-20 Education in 2015

When Barack Obama assumed the presidency, he was confronted by a nasty set of problems in P-20 education. High student loan debt, lack of affordable early-childhood education options, and everything in between were put in the President’s lap and have been issues he’s addressed in both terms.

Given the nature and sheer number of challenges, his administration has done a great deal to foster positive change and progress. In a bid to build upon his already stellar record on education, Obama implemented a number of education reform initiatives in 2015.

Obama gave $1 billion to Native American Education. President Obama’s budget request included $1 billion for American Indian schools next year, with millions of those dollars dedicated to restoring crumbling buildings and connecting classrooms via broadband Internet.

Administrative officials said the President was inspired to increase funds to better serve this population partially after last year’s visit to the Standing Rock Sioux reservation. He and the First Lady traveled to North Dakota and met with young people who shared how drugs, violence, and poverty impact their lives.

The federal government reported that around one-third of Bureau of Indian Education schools were in poor condition last year. This has forced students to learn in classrooms that fail to meet health and safety standards.

The BIE oversees 23 states and serves over 40,000 children in nearly 200 schools.

In addition to renovations, Obama’s budget included funds to expand broadband access at BIE schools, expand scholarships for post-secondary education, and help tribes deliver their own education programs.

Young people in Indian Country are some of the most at-risk in the United States. Many grow up in communities suffering from poverty, unemployment, and substance abuse. More than one-fifth of Native Americans over 25 never earn a high school diploma. Of those who attend college, only 39 percent earn a bachelor’s degree within six years.

I can only imagine the impact $1 billion will make on the Native American community, which is in such dire need of resources. Students do not deserve to have roofs caving in on them—they deserve to attend school and get an education in dramatically better conditions. I think Obama’s proposed funds could support some big changes in Native American education, changes that will lead to improved high school graduation rates and hopefully end the Native youth crisis.

Obama announced $240 Million in STEM funding. President Barack Obama used the spotlight of the 5th annual White House Science Fair to announce $240 million in Science, Technology, Engineering and Math (STEM) funding, which will come from private businesses, foundations, and schools.

Calling the National Science Fair “the most fun event of the year,” the President praised the sophistication of the projects presented from scientists as young as kindergarteners. He emphasized the need for society to keep pushing STEM initiatives, through vocal and financial support, and said that this generation of students will “define the contours of the 21st century” through their advancements.

It’s no secret that President Obama is a big proponent of STEM learning and initiatives. Since the start of his first term, he has pushed for higher accountability in schools where these subjects are concerned and has looked for ways to funnel funding towards them—schools with strong STEM programs, for example, see more

Race to the Top funding. Keeping up with other countries when it comes to STEM initiatives is a priority for the President, and he sees long-term economic value in encouraging students today.

I’m interested to hear more about the specifics of this funding, though. What programs will it specifically fund? Will some of it go to scholarships? We know that young women tend to lose interest in STEM learning around middle-school age. Will some of the funding address this growing concern? Computer coding is also an area that is rapidly advancing in demand. How will these funds help bridge that gap?

Where would you like to see some of this $240 million in STEM funding applied?

Obama administration released a testing action plan for K-12. President Obama is determined not to allow the moniker of “lame duck” to stick to him. In 2015, Obama and the Department of Education released their Testing Action Plan, which aims to reduce the burden of tests that many students are tasked with taking.
While Obama has little recourse in scaling back how often states tests its students, his administration can at least provide an outline. Part of that outline includes having schools “send parents written notice” if students exceed a two-percent cap of classroom time that they may spend taking tests.

The whole point of this initiative is to utilize additional ways to measure student success as opposed to just testing. Included in the action plan are ways that schools may determine “how well students are learning and schools are functioning” by using “portfolios, projects, technology-supported assessments, students surveys,” etc. It’s still assessment, though, instead of just teaching and letting students learn—something that critics argue is sorely lacking in P-12 classrooms today.

In addition to the cap on testing and student measuring tools, the administration stated that it will be more flexible with federal standards when it comes to teacher evaluations. How that flexibility will look remains to be seen, but if they are willing to go easy on testing, then teacher evals may see similar variety.

On his way out of the White House, Obama is attempting to untangle the legacy of No Child Left Behind and create a new path and perhaps leave a presidential legacy on education.

Did I miss anything? What would you add to the list?

Matthew Lynch published in Equity, Matthew Lynch, Policy & Reform December 19, 2015

2 Ways That Language Instruction Shined in 2015

In today’s global world, it is important that students leave high school knowing more than just one language. Several innovative school districts in the U.S. are making this a reality by ensuring that their students learn a second language.

Maryland districts add Spanish immersion at three of its elementary schools. Prince George County in Maryland is working hard to immerse young students in foreign language. Three schools in the county started formally offering Spanish immersion as part of an expansion option for children this school year.

Mariluz Mendez, a kindergarten teacher at Cesar Chavez Elementary School, said that some of her students who have never spoken a foreign language before her class are now reading books in Spanish.

Executive Director of the American Council on Teaching of Foreign Languages Marty Abbott explained that the number of school districts that use a foreign-language immersion model rises each year. Spanish is the most commonly taught foreign language in U.S. schools, and Chinese is seeing a significant increase.

Gina Bowler and Delores Millhouse, two parents who did not have children in the public schools last year, lobbied for Schools Chief Kevin M. Maxwell to add Spanish immersion to the district’s list of offerings.

Bowler wants to give her daughters all of the advantages available to other children. She believes fluency in multiple languages will give students “many advantages in their academic lives, their professional lives, and their personal lives.”

Right now, kindergarten classes in each of the three participating elementary schools enjoy the new offering. Subsequent grades will be added each year. The district also offers Chinese immersion at a few schools.

I fully support Maryland in its decision to offer Spanish immersion in its kindergarten classes. Research points to benefits such as greater understanding, tolerance, and appreciation for other languages and cultures. I anticipate and hope that we will see an increase of language immersion programs throughout the U.S. in upcoming years.

NYC expanded dual-language programs. The New York City Education Department plans to expand dual-language programs offered in the city’s public schools.

Schools Chancellor Carmen Farina stated that 40 dual-language programs in elementary, middle and high school levels would be created or expanded for the 2015-2016 school year. As of June, there were 150 dual-language programs in the city. The new dual-language program will receive a $25,000 grant to prepare for the implementation and $1 million in federal funds.

The programs will primarily be in Spanish, but there will also be some in French, Haitian-Creole, Japanese, Chinese, and Hebrew. The programs will aspire to teach students to read, write, and speak in two languages. Half of the students will be English speakers and the other half will already speak the second language in the classroom.

Dual-language programs have been spreading around the United States as school districts strive to prepare students to compete for jobs in a globalized, multilingual world. The methods used in each school vary. For example, some teachers may teach half of the school day in English and half in another language.

Beyond the job prospects and global advantages, education experts say that dual-language programs can also attract middle-class families to attend poorer schools they may otherwise evade.

I think this shows that New York City is using its multicultural community to its advantage. Dual-language programs promote a positive school culture and can help close the achievement gap. I anticipate we will see students from a range of backgrounds attend schools that offer dual-language programs as more and more parents recognize the importance of bilingual education.

Can you think of any other stories that we missed?