Before COVID-10, schools in Texas struggled to prepare emergent bilingual students for college. Less than one in three (29%) graduates in the class of 2019 were deemed college-ready. And emergent bilingual students were more likely to experience chronic absenteeism with 24% missing three or more days of school. Already faced with a short teacher supply, emergent bilingual students must now navigate the complexities and hardships posed by campus closures.
In this webinar, Dr. Chloe Latham Sikes outlines six recommendations in our just-released report, Creating a More Bilingual Texas – A Closer Look at Bilingual Education in the Lone Star State, that she co-authored with Chandra Kring Villanueva of Every Texan. The report provides an overview of policies, history and current issues for emergent bilingual students and bilingual/ESL education in Texas. It also shares recommendations to address the ongoing challenges to achieving educational equity for emergent bilingual students.
IDRA and Partners Release Policy Roadmap to Ensure Emergent Bilinguals Are Strong Readers by Third Grade, IDRA Newsletter, January 2021
Semillitas de Aprendizaje – Early Childhood BIlingual Curriculum and Training