History of American and Puerto Rico Education; Becoming a More Migrant Global Society

1. History of American and Puerto Rico Education; Becoming a More Migrant Global Society

2. Colonial EducationAmerican Revolution Age Geared around religious beliefs. Objective was to read the Bible. Purpose of learning to read was solely for the purpose of reading the bible. Schools were only taught by single women. Education is not mentioned in the Constitution. Benjamin Franklin and Thomas Jefferson; key roles with the Constitution and Declaration of Independence; however, it is not mentioned.

3. Early 1800s Free (appropriate) public education (FAPE) was adopted after the American Revolution. “Common” schools, elementary level, were popularized by Horace Mann, and were for “everyone” (which at that time meant white males). American identity – goal was to “Americanize” immigrants (a change from former religious orientation).

4. Late 1800s Preparation for vocations or college (tracking). Education for some minorities.

5. 1900s “Equal” education for all minoritieshas become law. Children of either gender, all ethnicities, any socio-economic level, and with all levels of abilities and disabilities are to be educated. But in practice that doesn’t always happen. We’re still not equal enough.

6. 1900’s • By 1910, 72 percent of children attended school. Private schools spread during this time, as well as colleges . • Between 1910 and 1940 the high school enrollment rapidly increased. • By 1930, 100 percent of children attended school. • 1946 National School Lunch Act, which is still in operation, provided low-cost or free school lunch meals to qualified low-income students through subsidies to schools, providing the idea of a "full stomach" during the day supported class attention and studying.

7. 1900’s Coninued • The 1954 Supreme Court case Brown v. Board of Education of Topeka, Kansas made racial desegregation of public elementary and high schools mandatory, although private schools expanded in response to accommodate white families attempting to avoid desegregation by sending their children to private secular or religious schools. • ~Ruby Bridges story • In 1965, the Elementary and Secondary Education Act ('ESEA'), passed byPresidentLyndon B. Johnson which provided funds for primary and secondary education which included; Title 1 funding. • In 1975, the Education for All Handicapped Children Act established funding for special education in schools.

8. The Year 2000- 2015 • The 2002 No Child Left Behind, passed by a bipartisan coalition in Congress provided federal aid to the states in exchange for measures to penalize schools that were not meeting the goals as measured by standardized state exams in mathematics and language skills

9. American Education Historical Perspective Goals A Technology driven Future Diversity 2000s Americanization 1800s-1900s Religion1600s-1700s

10. Under No Child Left Behind, states are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run. NCLB and Accountability

11. More Freedom for States and Communities • Under No Child Left Behind, states and school districts have unprecedented flexibility in how they use federal education funds. • It is possible for most school districts to transfer up to 50 % of the federal formula grant funds they receive under the Improving Teacher Quality State Grants, Educational Technology, Innovative Programs, and Safe and Drug-Free Schools programs to any one of these programs, or to their Title I program, without separate approval. • This allows districts to use funds for their particular needs, such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development.

12. NCLB Emphasis • No Child Left Behind puts emphasis on determining which educational programs and practices have been proven effective through rigorous scientific research. This is also know as RTI (Response to Intervention) • Federal funding is targeted to support these programs and teaching methods that work to improve student learning and achievement. • No Child Left Behind supports scientifically based instruction programs in the early grades under the Reading First program and in preschool under the Early Reading First program. http://www.ed.gov/nclb/overview/intro/4pillars.html

13. More Choices for Parents • Parents of children in low-performing schools have new options under No Child Left Behind; known as “choice schools . • In schools not meeting state standards for two consecutive years, parents may transfer their children to a better- performing public school, including a public charter school, within their district. The district must provide transportation. • Students from low-income families in schools failing to meet state standards for three years are eligible to receive supplemental educational services, including tutoring, after-school services, and summer school. • Students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a safe school within their district.http://www.ed.gov/nclb/overview/intro/4pillars.html

14. In 2000, 76.6 million students had enrolled in schools from kindergarten through graduate schools. Of these, 72 percent aged 12 to 17 were considered academically "on track" for their age, i.e. enrolled in at or above grade level. Of those enrolled elementary and secondary schools, 5.2 million (10.4 percent) attended private schools

15. Data Highlights Cont’d: • Among public high school students in the class of 2005, about 3/4 graduated on time. • Rate of students entering college immediately after high school graduation increased from 49 % in 1972 to 67 % by 1997 • Since 1970, women’s undergraduate enrollment increased over 3Xs as fast as men’s. Women make up 57 % of undergraduate enrollment. • Minority students have accounted for about half of the growth in associate’s and bachelor’s degrees awarded between 1989–90 and 2003–04. • In 2006, adults with a bachelor’s degree earned about $11,000 more than those with an associate’s degree, about $16,000 more than those who had completed high school, and more than 2Xs as much than those without a high school diploma. • Source: http://nces.ed.gov/programs/coe/press/index.asp

16. Data Highlights cont’d: • Between 1989–90 and 2004–05, total spending per student in public elementary and secondary schools rose 29 percent to $10,892. • Average reading scores of 4th and 8th graders were higher in 2007 than in 1992. • Average mathematics scores increased 27 points for 4th-graders and 19 points for 8th-graders between 1990 and 2007. • The dropout rates for Whites, Blacks, and Hispanics have declined between 1972 and 2006. However, the dropout rates for Hispanics and Blacks remained higher than the White rates.

17. Enrollment, Student Diversity on the Rise Enrollment rising to an all-time high, Improvements in math and reading scores for 4th- and 8th-graders and increases in college enrollment. Persistent challenges - Hispanic students now make up 1 in 5 public school students These students & other minority students are disproportionately clustered in high-poverty schools. More individuals of all races enrolling in college, and more bachelor’s degrees awarded than in the past. However, gaps in achievement and high school and college graduation rates between White and minority students remain high .  Source: http://nces.ed.gov/programs/coe/press/index.aspThe Condition of Education 2008 report released today by the National Center for Education Statistics (NCES). Statistics Today

18. Data Highlights cont’d: • In 2008 public school enrollment about 50 million students. • Projected enrollment to set new records each year from 2008 to 2017, at which time it is expected to reach 54.1 million. • Minority students make up 43 percent of the public school enrollment overall --48 percent in the South and 55 percent in the West. • Twenty percent of school-age children speak a language other than English at home; about 5 percent speak English with difficulty. • In 2005–06, about a third of Black and Hispanic students attended high-poverty schools compared with 4 percent of White students.

19. Students Today—Who RU??? • http://www.youtube.com/watch?v=dGCJ46vyR9o A Vision of Students Today

20. Drop-Out Rates Source: http://nces.ed.gov//pubs2007/2007059.pdf • National event dropout rates: Approximately four of every 100 students who were enrolled in high school in October 2004 left school before October 2005 without completing a high school program. This represents a decrease in the event dropout rate from 4.7 percent to 3.8 percent between 2004 and 2005. • Since 1972, the rates have trended down. • From 1990 through 1995, rates increased, but then trended downward again from 1995 through 2005.

21. United States Enrollment Data • Most parents send their children to either a public or private institution. According to government data, one-tenth of students are enrolled in private schools. Approximately 85% of students enter the public schools. "Education. United States Census (2000)". Factfinder.ce nsus.gov. Retrieved 2013-09-21

22. History of Education in Puerto Rico

23. Early Education in Puerto RicoUnder Spanish Rule until Approx 1900 • Just like the United States; their early educational beliefs revolved around religion. • Education was structured around the Catholic Church. • 1513 – The king of Spain ordered the colonists to provide Christian education to the native people. He also ordered that native children be taught to read and write.   • 1523- The library of the Santo Domingo Convent was established. • Puerto Rico’s, education during this century was limited to the teaching of Christian doctrine, art and grammar. It was offered only in San Juan, Arecibo, San Germán and Coamo. “Brief History of Education in Puerto Rico.” enciclopediapr.org.

24. The 17th and 18th Century In Puerto Rico • During the 17th and 18th centuries, several schools were established around Puerto Rico; however, very few people could read though • In 1770, the first free public primary school was established; however, attendance wasn’t mandatory and attendance was low. • In the 1800’s, the curriculum and the teaching styles in Puerto Rico were religious based education practices; which consumed the majority of the school day. The remainder of the day lessons on reading, writing and basic mathematics. The teaching approach was memorization, and critical thinking was not encouraged. “Brief History of Education in Puerto Rico.” enciclopediapr.org.

25. Puerto Rico Grew to Value Education • By the second half of this century, education was so valued that the need for a college was in high demand; however, funding was not available. • In 1887, they met with an agreement; : Puerto Rican students could enroll at the University of Havana, Cuba, but take classes in San Juan with teachers from Cuba; however the expense was far too significant. • In 1891, two colleges for training primary school teachers were established in San Juan; one for men and one for women. • The 19th century ended sadly in Puerto Rico in terms of the Education Dream. “Brief History of Education in Puerto Rico.” enciclopediapr.org.

26. The End of the Spanish Rule • By 1900 with the end of Spanish rule there were; • There were a total of 545 schools, with a total school population of 44,861. • 380 elementary schools for boys in Puerto Rico • 138 elementary Schools for Girls • There were26 high schools and one school for adults • Despite the education movement; between 79% and 85 %of Puerto Rico’s population was still illiterate. “Brief History of Education in Puerto Rico.” enciclopediapr.org.

27. Education in Puerto Rico Today • Today the education system is managed by the Department of Education of Puerto Rico and the Puerto Rico Education Council. • Elementary and High School Education begins at age 5 and ends at age 18. • Students have the option to attend a public or private school; however, most go to private. • Conoce el Departamento de Educación | Departamento de Educación de Puerto Rico". de.gobierno.pr.

28. Puerto Rico School Population as of 2013 • 1,460 Public Schools; ages 5-18 • 764 Private Schools; ages 5-18 (Most are Catholic) • 606,515 students enrolled in K-12 • 64,335 enrolled in Vocational/Trade Schools • 250,011 students enrolled in a 4 year university • Puerto Rico Education Council. Puerto Rico Education Council.

29. Education Levels in Puerto Rico and Age Online Guide to Educational Systems Around the World - Puerto Rico. NAFSA.Page 4

30. Pre-School in Puerto Rico • Pre-School Education and Head Start are only free to low income families.

31. Public Education in Puerto Rico • Puerto Rico provides free education at the elementary and secondary education. • Operated by the Puerto Rico Department of Education. • Employs of 45,000 teachers • Free for ages 5-18 throughout 1,400 schools • Waived from NCLB by Obama in 2013. http://www.ed.gov/news/press-releases/obama-administration-approves-nclb-flexibility-request-puerto-rico)

32. Drop Out Rate • According to the Department of Education of Puerto Rico; about 40% of all students that enter 10th grade never finish high school. Census 2000 Educational Attainment Data

33. Private Education in Puerto Rico • Operated by non-governmental institutions. • Favored by middle and upper class residents. • Must meet educational requirements

34. Data in Puerto Rico Education • 95% of students graduate with only basic skills. • Overall, Puerto Rico falls below basic when it compares to the United States. • According to the BAEP, 4th and 8th graders in Puerto Rico score significantly lower and score in the below basic level compared to the US. • 12% of 4th grade students scored at or above grade level compared to 79% of U.S 4th graders. • In 8th grade only 6% of students scored at or above grade level while 68% of U.S students did. G.P., Baxter, M.M., Bleeker, T.L. Waits and S. Salvucci (14 March 2007). Puerto Rico Department of Education, Library and Information Services Program (21 September 2012). "Puerto Rico Five Year Plan 2013-201

35. College in Puerto Rico • Over half of students that enter never graduate. • 41% of 4-4year students in a public university receive a diploma. • 33% in a private college receive a diploma. Jason Rodríguez Grafal. La Perla del Sur. Ponce, Puerto Rico. Year 30.

37. Part 2: Migration to the U.S Currently as evident from the above slides; the education system in Puerto Rico is very weak compared to the education system in the United States . The Department of Education in Puerto Rico is in charge of how the school system is operated. The native language of Spanish is the language spoken during class and English is available later in high school as an exploratory secondary option. In contrast, the private schools in Puerto Rico are taught only in English for every subject and only allow the use of Spanish during Spanish class. This is a step being used to close the achievement gap and educate a more global citizen. Overall, private schools are schools that are now generated the better data, better graduation rates with average to above average skill and the place where families look to. Unfortunately; these schools are additional funds and generally aim to the middle and upper class citizens. Such citizens that later move to the United States.

38. Puerto Rican Students in Our Classroom Data • Based upon the data in the United States and Puerto Rico when it comes to education; it is understandable that they seek our support for a better education and a better life. • With our neighbors from Puerto Rico coming to the United States for education; we as a society need to explicitly target this population.

39. Climbing the Ladder • Research shows that consistency in schooling, educational level of parents, parental support, previous school experience and individual differences are some of the major factors influencing school achievement. • A great majority of Puerto Rican immigrant children who come to school in the United States have an educational background characterized by limited exposure to educational resources and books, inconsistent and fragmented schooling, and often insufficient parental support. • This represents a disadvantage for these children, who are supposed to meet the academic expectations of native English speakers once in the United States in a rather short period of time. Immigrant students often face additional stressors related to the experience of leaving their homeland, including family’s economic struggles, instability, undocumented status, culture shock, and being caught between two cultures and language barriers.

40. How Educators Can Help • Teachers play a critical role when helping immigrant children adjust to a new school life. A rule of thumb is to avoid making assumptions and generalizations.

41. Get to Know the Child Inside and Out! -My Philosophy • Get to know their….. • Country and region of origin and language spoken at home. • Specific immigration history of the child. For example: how long has the child lived in the United States? Who does s/he live with? Which significant people or experiences where left behind? • What was the child’s previous school experience like? Was it an urban or rural school? Did the child present difficulties in school? • Get to know the parents’ skills, strengths and resources. What did the parents do for a living in their native country? How can their previous experiences be utilized in the school? • Potential stressors the child may be facing such as family conflicts, work hardships, financial limitations. • Availability of medical services. What kind of medical support does the child have in the United States? Do parents know about services available for them? • Help the child stay connected with his cultural roots through literature. • Encourage immigrant students to express their feelings in ways they are able to communicate such as asking them to draw pictures of their previous school, familiar objects, stories, etc.

42. Stepping up the Ladder and Keeping in Mind… • Once one feels they know the child; get to know how he or she best learns. -The Achievement Gap- • Children who speak a non-English language at home and children of Hispanic/Latino backgrounds are at significantly greater risk of reading difficulties and subsequent academic underachievement. • A child who cannot read by the end of the first grade has only a 1-in-8 chance of ever becoming a proficient reader. Meanwhile, the odds of him dropping out of school, enduring unemployment or underemployment, or serving jail time all jump significantly.

43. Making the Climb • High quality language and literacy environments help children develop skills that most strongly predict later literacy achievement: • –Vocabulary/Listening Comprehension • –Extended discourse • –Phonological Awareness • –Print concepts (forms & functions) • –Letter identification

44. A solid foundation in English oral fluency is highly desirable prior to formal English literacy instruction for children who are not learning to read in their first language (Snow et al., 1998). • •A strong basis in the child’s first language promotes literacy achievement in the second language.

45. Language as a Foundational Step for Learning to Read • “Excellent literacy instruction in multilingual settings may be possible only if children’s home languages are taken into account in designing instruction. ”National Reading Council, 1998 • “Oral and written language experiences should be regarded as an additive process, ensuring that children maintain their home language while also learning to speak and read in English.” • International Reading Association, 1998

46. Native Tongue Importance • All children are cognitively, linguistically and emotionally connected to the language of their home. • Children are more likely to become readers and writers of English when they are already familiar with the vocabulary and concepts in their primary language. • Experiences with their own language allow children to develop phonemic awareness and other oral language skills which predict later reading success. • Many early literacy and other cognitive skills transfer from one language to another. Students literate in their first language will apply these skills to the second language.

47. Climbing; Getting to Know the Bilingual Child Bilingual children: • –Exhibit the same language milestones as monolingual children • –May acquire vocabulary at a slower rate and have more limited total vocabularies in each language • –Have a combined vocabulary in both languages likely to equal or exceed that of the English-only child

48. Climbing and Involving Home… • Provide a portion of instruction & interact with children in home language. • Incorporate children’s home languages into the daily classroom activities through song, poetry, dances, rhymes, counting, & books. • Create materials in the children’s home language to represent familiar stories, songs or poems. • Make efforts to learn the students’ home languages. Even a few words or phrases will communicate respect and value. • Use bilingual paraprofessionals, family & older student volunteers. • Provide books and other printed materials in home languages. • Use Environmental Print in both languages. • Encourage children and families to share & record stories in L1. • Provide computer programs that support home languages. • Encourage parents to converse and read with their children using their own strongest language.

49. Things to Remember… • Teacher expectations significantly influence the quality of student learning opportunities. • Teachers who have low expectations for students do not feel confident they can teach those students, and as a result attribute students’ failure to lack of intellect and deficient home lives. • Teachers with strong self-confidence and feelings of efficacy in their teaching abilities have high expectations for all students. • Direct Explicit Instruction Daily • Small Group Instruction • Use of RTI Framework

50. Conclusion • Currently, the rapid growth of the hispanic populaion in the United States is the most extreme our society as seen. • Between 1990-200, the population grew by 58% to a total of 35 million. • In 2000, Hispanics accounted for half of the foreign-born population and 12.5% of the total U.S population. • By 2025, Hispanics will account for one-quarter of the U.S. population (Guzman & McConnell, 2002; Martin & Midgley, 1999, 2003; Ramirez, 2004; U.S. Census Bureau, 2000).