Schools, Society, and the Pursuit of Equity in Education in the U.S.: las vegas

Thursday, September 18, 2008

Report: Nev. should add funds for English learners (from Associated Press)

Notice how Las Vegas has been transformed over the last decade. -Dr. Louie F. Rodriguez
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Report: Nev. should add funds for English learners
The Associated Press

LAS VEGAS

A new report says Nevada isn't investing enough in instruction for English-language learners to meet the changing needs of a growing number of students.

The report, called "Gambling on the Future: Managing the Education Challenges of Rapid Growth in Nevada," says a lack of funding and resources for English learners jeopardizes Nevada's economic future.

The Washington, D.C.-based Migration Policy Institute's National Center on Immigrant Integration Policy compiled the report. MPI is a nonpartisan, nonprofit think tank that studies the movement of people worldwide.

The report says Nevada's immigrant population increased 50 percent between 2000 and 2006, and English-language learners compose about 15 percent of the state's students.

A Clark County School District official says the numbers are higher in the Las Vegas-based district, where more than 62,000 of the district's 300,000 students are English-language learners.

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Information from: Las Vegas Review-Journal, http://www.lvrj.com

Published: Wednesday, September 17, 2008 09:39 PDT

© 2008 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Purpose

This blog aims to serve as a forum to dialogue about the relationship between schools and society. I believe it is vital to understand the school-society connection so that practitioners, policy makers, communities, and other stakeholders can better serve schools and communities. Accordingly, this blog includes content related to social, cultural, and policy-related issued affecting education at the local, state, and federal levels. Specifically, posts will include topics such as standardized testing and accountability, teacher quality, education finance, dropouts, immigration, and the culture of schooling, particularly in urban areas. Issues of race, class, gender and equity will be given special attention, particularly among Latinas/os and other marginalized groups in the U.S. The posts reflect the interests and perspectives of Dr. Louie F. Rodriguez, associate professor of education and Co-Director of the Doctorate in Educational Leadership at California State University, San Bernardino.

My Book--Small Schools and Urban Youth: Using the Power of School Culture to Engage Students

My first book, Small School and Urban Youth: Using the Power of School Culture to Engage Students was published by Corwin Press in 2008. Along with my co-author Gilberto Q. Conchas, this book is an in-depth examination of school culture within the small schools movement. Taking a case-study analysis of Boston and Oakland, we analyze how school culture facilitates student engagement, expectations, and teaching and learning in two racially diverse cities. While we acknowledge that school structure (i.e., school size) is a critical factor that mediates educational processes and outcomes, we maintain that school culture is a vital issue that deserves practical and policy attention, particularly in schools serving low-income students of color. In this book, we use the voices and experiences of Black and Latina/o youth to illuminate the power behind school culture. You can purchase the book through the Corwin Press website or through several other online sellers.

Publications by Dr. Louie F. Rodriguez

Rodríguez, L. F. (2008). “I’ve Never Heard of the Word Pedagogy Before”: Using
Liberatory Pedagogy to Forge Hope for New Teachers in Our Nation’s Public Schools.
Interactions: UCLA Journal of Education and Information Studies, 4 (2), http://repositories.cdlib.org/gseis/interactions/vol4/iss2/art2

Rodríguez, L. F. (2008). Struggling to Recognize Their Existence: Student-Adult Relationships in the
Urban High School Context. The Urban Review.

Rodríguez, L. F. (2008). Teaching Pre-Service Educators to Integrate in a Culture
that Wants Them to Adjust: Reflections on Educating for Critical Consciousness in Miami. The New Educator, 4 (4).

Rodríguez, L. F. (2008). Latino School Dropout and Popular Culture: Envisioning
Solutions to a Pervasive Problem. Journal of Latinos and Education, 7 (3).

Brown, T. M. & Rodríguez, L. F. (accepted, in press). School and the Co-Construction of Dropout.
International Journal for Qualitative Studies in Education.

Rodríguez, L. F. (2007). “Teachers Know You Can Do More”: Manufacturing Deliberate Cultures of
Success for Urban High School Students. Educational Policy.

Normore, A. H., Rodríguez, L. F., & Wynne, J. (2007). Making All Children Winners:
Confronting Social Justice Issues to Redeem America’s Soul. Journal of Educational Administration

Schools, Society, and the Pursuit of Equity in Education in the U.S.

Thursday, September 18, 2008

Report: Nev. should add funds for English learners (from Associated Press)

Purpose

About Me

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My Book--Small Schools and Urban Youth: Using the Power of School Culture to Engage Students

Publications by Dr. Louie F. Rodriguez

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