Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation

2016 ◽  
Vol 49 (4) ◽  
pp. 789-800 ◽  
Author(s):  
Polly O'Rourke ◽  
Qian Zhou ◽  
Isaac Rottman
Keyword(s):  
United States ◽  
High School ◽  
Language Education ◽  
High School Graduation ◽  
The United States ◽  
World Language ◽  
World Language Education ◽  
School Graduation ◽  
K 12

Betrayal

2019 ◽  
pp. 74-84
Author(s):  
Andrew Marble
Keyword(s):  
United States ◽  
High School ◽  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
High School Graduation ◽  
The United States ◽  
Post Traumatic Stress ◽  
Post Traumatic ◽  
School Graduation

Returning to Peoria, Illinois, on the morning after the June 1952 high school graduation, the chapter tells, through Donna Bechtold’s eyes, how John Shalikashvili fought to assimilate to life in the United States, how manipulative and strategic he could be and how this helped him to be well-liked at school, and how he struggled with demons from his wartime past (post-traumatic stress disorder, PTSD). It also reveals that Bechtold, despite all he has done for her, is set to betray him.

Racial Disparities in the Education System

2020 ◽  
Author(s):  
Martell Teasley ◽  
Bonita Homer
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
School Readiness ◽  
Ethnic Groups ◽  
Education System ◽  
Family Income ◽  
High School Graduation ◽  
The United States ◽  
School Graduation ◽  
K 12

Despite years of education reform, the United States continues to have disparities in academic outcomes among racial and ethnic groups in primary, secondary, and post-secondary education. High school graduation rates have increased for racial and ethnic minorities, but gross disparities in high school graduation and college attendance still exist. In this article, the authors first examine the literature on racial and ethnic group disparities in education within public K–12 education, followed by a brief review of recent research literature on racial and ethnic disparities within higher education. In each section, there is some examination of race, ethnicity, and critical factors that lead to disparities within the education system. Information on socioeconomic status, school readiness, special education, school discipline, culture, and teacher bias are discussed. The authors conclude that while family income and socioeconomic status help to explain disparities in education outcomes among racial and ethnic groups, cultural factors are a salient part of the conversation.

The Degree of Disadvantage

2013 ◽  
Vol 651 (1) ◽  
pp. 24-43 ◽  
Author(s):  
Stephanie Ewert ◽  
Bryan L. Sykes ◽  
Becky Pettit
Keyword(s):  
United States ◽  
High School ◽  
Black Men ◽  
Racial Inequality ◽  
African American Men ◽  
High School Graduation ◽  
Dropout Rate ◽  
The United States ◽  
High School Graduation Rates ◽  
School Graduation

This article examines how the rise in incarceration and its disproportionate concentration among low-skill, young African American men influences estimates of educational attainment in the United States. We focus on high school graduation rates and the persistent gap in attainment that exists between young black and white Americans. Although official statistics show a declining racial gap in high school dropout in recent years, conventional data sources exclude the incarcerated population from sample data. We show how those exclusions underestimate the extent of racial inequality in high school graduation and underestimate the dropout rate among young black men by as much as 40 percent. America’s prisons and jails have become repositories for high school dropouts, thereby obscuring the degree of disadvantage faced by black men in the contemporary United States and the relative competitiveness of the U.S. workforce.

scholarly journals The Seal of Biliteracy: Considering equity and access for English learners

2018 ◽  
Vol 26 ◽  
pp. 99 ◽  
Author(s):  
Amy J. Heineke ◽  
Kristin J. Davin ◽  
Amy Bedford
Keyword(s):  
United States ◽  
English Learners ◽  
High School Graduates ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
Grass Roots ◽  
Equity And Access ◽  
English Dominant ◽  
K 12

The Seal of Biliteracy is a grass-roots language policy initiative that is sweeping across the United States. An award affixed to high school graduates’ transcripts and diplomas, the overarching purpose of the policy is to promote and foster students’ bilingualism and biliteracy in K-12 schools. Initiated in California in 2011, the policy has been modified significantly as stakeholders in 32 different states have drafted, passed, and enacted similar legislation in recent years. On its surface, the policy appears to hold promise in disrupting the monolingual norm prevalent in U.S. schools; however, with many states focusing efforts on world language education for English-dominant students, a critical analysis of the policy from the lens of the large and growing population of English learners is warranted. This paper considers the 32 state policies from this lens, first exploring the policy purpose and logistics and then making policy recommendations to enhance equity and access for English learners. The recommendations target stakeholders across the United States who seek to either initiate or revise Seal of Biliteracy policies within their unique state contexts.

Will It Play in Peoria?

2019 ◽  
pp. 27-34
Author(s):  
Andrew Marble
Keyword(s):  
United States ◽  
High School ◽  
New World ◽  
High School Graduation ◽  
The United States ◽  
Home Life ◽  
School Graduation ◽  
Nature Vs Nurture

The chapter is set in June 1952 in Peoria, Illinois, on the eve of high school graduation. Told from the perspective of Donna Bechtold, John Shalikashvili’s girlfriend, the chapter raises the theme of nature vs. nurture by introducing Shalikashvili as a newly arrived refugee in the United States, showing his capacity for empathy and tenderness, and giving a sense of the aristocratic ideals he brought with him to the New World. By contrasting Bechtold’s terrible home life, particularly her abusive mother, with her guesses at how wonderful Shalikashvili’s family must be, it introduces the theme of the influence that parents and upbringing have on our development. It also prepares the reader for the following three chapters, each of which is told mainly from the perspective of a different Shalikashvili relative.

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