How do school districts determine what minorities to list? Can we petition for change?
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I'm in Philadelphia. Our community is an ethnic enclave area; we have a significant number of 1st and 2nd generation immigrants from the Middle East and North Africa. The members of these populations are under represented in our demographics, because the School District of Philadelphia does not include an appropriate option when polling parents. Most parents from these areas either select "Caucasian" or "Other" when providing information regarding their ethnicity. I will note that "other" does not constitute a minority because the ethnicity has to be specific. To have a subgroup recognized for the purpose of standardized tests (and I believe Title I), a school needs to have a minimum of 40 students in grades 3, 4, and 5. Our Arabic speaking population of students is probably around 15-20% of our enrolled students; well above the 40 required to have the subgroup considered. Most of these students are bi-langual, speaking Arabic at home yet not receiving ESOL support at school. Our school has a very high number of students from low-SES backgrounds, and again many of the students I am referring to are 1st or 2nd generation immigrants. First, what steps would be the best to take to have this subgroup of students included in the District's demographic data? Second, I understand that the success of these students can be tracked and monitored for the purpose of standardized tests, and could help to create additional opportunities for our school to receive Title I funding; can you provide the advantages to having a subgroup identified? Thanks so much for your help! I believe that in the case of PSSA, schools that have high minority populations can get extra bonus points (not money) toward making AYP if they can demonstrate that students in minority populations have performed better than the previous year (10% increase I think is the target there). It helps schools that face the special challenges of high immigrant and low-SES populations obtain their goals as they work to minimize and close the achievement gap. In reality, our school is performing much better than what they appear to be on paper, because such a large immigrant population isn't being recognized by the district yet we still make AYP. This year will be rough though, and I think it's time that our school make a move toward having our demographics more accurate. One response addressed census data, however, I don't believe that's entirely correct. While the demographics of a school may to some extent reflect the community around them, that isn't always true. We have a number of students from all over that come in to our school because it is successful. Our enclave area also envelopes more than one elementary school, but the vast majority of the Arabic speaking students come to our school, even if the other school is closer. Part of it is the desire to go to the same school as the other members of their family and immigrant community.
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Answer:
The federal government determines the categories, not the local government or the school districts. The whole purpose is to compare schools under NCLB, and to distribute funding. Schools with large proportions of economically disadvantaged students get extra money to make up for the lack of support they get at home. It's called Title 1 money. To illustrate the point, in the largely middle class school my granddaughter went to, the math teacher told us last year that he had just gotten a Smart Board, paid for by money the PTA had raised. His previous school was a Title I school, and he had a Smart Board there years ago. That sounds unfair, but most of the kids at the middle class school had computers and other resources at home. Now, to your question- the ethnic categories on the 2010 census were the weirdest collection of nationalities, ethnic groups and made up terms I have ever seen. It's a problem of trying to put a label on who is disadvantaged. If your Arabic speakers are not receiving ESOL support, that's another issue. Have they tested as English proficient? If not, it is illegal for the school not to give them services, unless the parents have opted them out (which it sounds like they might have done). The government investigates schools that are not offering adequate support- you can contact the Bilingual Coordinator in the DOE in Pennsylvania if you think students are being denied services. That has NOTHING to do with anyone asking them their ethnic status. All children entering public schools answer a set of questions about languages spoken at home. Certain answers trigger the proficiency testing in English, which determines whether they get services.
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Other answers
The federal government determines the categories, not the local government or the school districts. The whole purpose is to compare schools under NCLB, and to distribute funding. Schools with large proportions of economically disadvantaged students get extra money to make up for the lack of support they get at home. It's called Title 1 money. To illustrate the point, in the largely middle class school my granddaughter went to, the math teacher told us last year that he had just gotten a Smart Board, paid for by money the PTA had raised. His previous school was a Title I school, and he had a Smart Board there years ago. That sounds unfair, but most of the kids at the middle class school had computers and other resources at home. Now, to your question- the ethnic categories on the 2010 census were the weirdest collection of nationalities, ethnic groups and made up terms I have ever seen. It's a problem of trying to put a label on who is disadvantaged. If your Arabic speakers are not receiving ESOL support, that's another issue. Have they tested as English proficient? If not, it is illegal for the school not to give them services, unless the parents have opted them out (which it sounds like they might have done). The government investigates schools that are not offering adequate support- you can contact the Bilingual Coordinator in the DOE in Pennsylvania if you think students are being denied services. That has NOTHING to do with anyone asking them their ethnic status. All children entering public schools answer a set of questions about languages spoken at home. Certain answers trigger the proficiency testing in English, which determines whether they get services.
harwarda
People need to answer the census when it comes out. You can't do much of anything until 2020 now. Those second generation kids have parents who came from places where the government would kill you. They don't trust the u.s. govt. This is a good idea as the govt.is run by morons. The problem is that demographic information is obtained from the census. Since immigrant neighborhoods have an absolutely awful reply rate the census winds up with bad data. I am afraid your district just has to make do for the next 9 years. I worked for the census in Trenton nj and the response rate for the immigrant neighborhoods was awful. Even when we knocked on doors the occupants would pretend not to b. e home. Until the residents of your district cough up the data (in 2020) there will be inaccurate and faulty data. You district has itself to blame. There is a middle eastern box to check. One thing you can do locally is to get a candidate into office as a local rep. If you get someone in at the city level you can get someone who is representative of the district. The next step is county and then state. Then you get a rep at the federal level. It is a long campaign. There will probably be a new census before your neighborhood could even have someone lose at the federal level bit it is past time that the congress represents the nation. Good luck.
Scotter
I disapprove of them even asking, and have always checked the "decline to state" option. If it is illegal to use race as a basis of educational benefits (scholarships or even acceptance to colleges) then they need to completely stop asking for students to identify by race. In my city they have a new middle school program for only one group of students, based on race. If they maintain good grades they are guaranteed acceptance to the University. My children can get better grades and not be guaranteed that!
SOORLSN
People need to answer the census when it comes out. You can't do much of anything until 2020 now. Those second generation kids have parents who came from places where the government would kill you. They don't trust the u.s. govt. This is a good idea as the govt.is run by morons. The problem is that demographic information is obtained from the census. Since immigrant neighborhoods have an absolutely awful reply rate the census winds up with bad data. I am afraid your district just has to make do for the next 9 years. I worked for the census in Trenton nj and the response rate for the immigrant neighborhoods was awful. Even when we knocked on doors the occupants would pretend not to b. e home. Until the residents of your district cough up the data (in 2020) there will be inaccurate and faulty data. You district has itself to blame. There is a middle eastern box to check. One thing you can do locally is to get a candidate into office as a local rep. If you get someone in at the city level you can get someone who is representative of the district. The next step is county and then state. Then you get a rep at the federal level. It is a long campaign. There will probably be a new census before your neighborhood could even have someone lose at the federal level bit it is past time that the congress represents the nation. Good luck.
Scotter
I disapprove of them even asking, and have always checked the "decline to state" option. If it is illegal to use race as a basis of educational benefits (scholarships or even acceptance to colleges) then they need to completely stop asking for students to identify by race. In my city they have a new middle school program for only one group of students, based on race. If they maintain good grades they are guaranteed acceptance to the University. My children can get better grades and not be guaranteed that!
SOORLSN
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