Estado tiene una de las brechas más grandes del país en competencia en lectura en blancos hispanos
Esta nota fue producida como parte de un trabajo en colaboración entre California Watch, parte del Centro para Información de Investigaciones, un centro independiente y sin fines de lucro, y The Hechinger Report, una agencia de noticias sobre educación no partidaria y sin fines de lucro que está afiliada a Teachers Collage, Columbia University.
Esta nota fue editada por Denise Zapata. Fue corregida por Nikki Frick.
Presidio of Monterey: DLIFLC & USAG/ Flickr
SOLEDAD - En una fría mañana de invierno Nicole Miller recorrió el salón de clases de cuarto grado en esta pequeña ciudad en el Valle de Salinas, haciendo preguntas a sus estudiantes sobre temas que probablemente
React & Act: How do we close the Latino learning gap?
Latino students in California – nearly 1.3 million of them English learners – are struggling to achieve academic success at the same level as their white peers. In “State has one of nation’s highest gaps in Hispanic-white reading proficiency,” Sarah Garland reports that only 12 percent of Hispanic fourth-graders in California tested proficient in reading in 2009. Nonprofits, government agencies and parents have all launched campaigns over the years to close the learning gap, but little progress has been made.
To better understand the roots of the Latino learning gap and explore potential solutions, we spoke with Patricia Gándara, co-director of The Civil Rights Project at UCLA and an expert on the Latino achievement gap.
California Watch: Does the Latino learning gap extend beyond the classroom? Just how pervasive of a problem is this?
Patricia Gándara: We have research that shows children as young as 18 months old have significant gaps in
State has one of nation’s highest gaps in Hispanic-white reading proficiency
This story was produced as part of a collaboration between California Watch, part of the independent, nonprofit Center for Investigative Reporting, and The Hechinger Report, a nonprofit, nonpartisan education-news outlet affiliated with Teachers College, Columbia University.
This story was edited by Denise Zapata. It was copy edited by Nikki Frick.
Sarah Garland/California WatchStudents practice
reading skills with an intervention teacher at an elementary school in Soledad, a small Salinas Valley town.
SOLEDAD – On a cool winter morning Nicole Miller circulated through her fourth-grade classroom in this small town in the Salinas Valley, quizzing students on material they’d likely see on state tests in the spring.
“How do you know ‘hit the lights’ is an idiom?” she asked a student.
“ ‘Hit the lights’ is an idiom because if you hit the lights, they break,” the stude