During the 2003-2004 school year, the National Center for Education Statistics reports, US public schools provided education services to 3.8 million students classified as “English Language Learners” (ELL). This number represents 11% of the population of all public school students nationwide. California led the country with 26% of students classified as ELL. Texas followed with 16%. In 2001, 8% of Oregon's students were ELL.

The US department of education defines ELL as “A national-origin-minority student who is limited-English-proficient,” and further notes that ELL “is often preferred [as a term] over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits” (http://nces.ed.gov/fastfacts/display.asp?id=96).

To view 2001 state statistics on ELL and other students go to:

http://nces.ed.gov/pubs2003/Overview03/tables/table_10.asp

In 2001 the Bush administration instituted the “No Child Left Behind” act. Title III of this act pertains to the educational services that are mandated for English language learners. Title III states that the Office of English Language Acquisition (OELA) is responsible for:

• Administering grant programs that help children develop proficiency in English and achieve high content standards.
• Recommending policies and promoting best practices for meeting the needs of English language learners.
• Strengthening collaboration and coordination among federal, state and local programs serving English language learners.
• Monitoring funded programs and providing technical assistance that focus on outcomes and accountability.

(This is a direct excerpt from the OELA mission statement. Read it in full at: http://www.ed.gov/about/offices/list/oela/index.html)

The “No Child Left Behind” act maintains a primary focus on student achievement in the public education system. Because accurate assessment of the skills and capabilities of ELL students is limited by a number of factors (see “assessment” on this website), the US Department of Education has proposed continued research of assessment for ELL. The following is a direct excerpt from a statement by the Department of Education and can be read in full at: http://www.ed.gov/about/inits/ed/lep-partnership/index.html

The Department will provide:

• Support for State efforts to improve accommodations for LEP students based on current research—accommodations that address the language factors of assessment and do not alter the validity or reliability of the test.
• Support for State efforts in the development of high-quality native language assessments aligned to content standards.
• Assist State efforts to develop valid, simplified forms of content assessments for LEP students, such as parallel forms of assessments that are translated for LEP students or alternate assessments such as portfolios or work samples.
• Explore options for States working to develop assessments that serve the dual purpose of measuring reading content and English language proficiency.

A framework for developing education standards and assessments for ELL students is available at: http://www.ed.gov/about/inits/ed/lep-partnership/index.html

A large number of state and national level reports are available through the US Department of Education website http://www.ed.gov/index.jhtml.

A recent 2007 “highlight” report on performance and accountability can be accessed at http://www.ed.gov/about/reports/annual/2007report/report-highlights.pdf. This report does not provide detail on educational performance by language or culture, but does suggest that the achievement gap between White students and Black and Hispanic American students may be narrowing in certain grades. Focus is being given to instructional strategies that will benefit students from different cultural backgrounds.

An article addressing Latino education in mathematics provides an example of some of the information available to educators (and the public) through public education websites. This article is available through Portland Public School's website at http://www.pps.k12.or.us/depts-c/mc-me/be-hi-ma.pdf-.

This chart was included in the performance and accountability report and represents discrimination complaints received. Although a disproportionately large amount were disability related, a significant percentage were related to race or national origin. These data suggest that although efforts are being made to improve strategies for educating culturally and linguistically diverse populations, discrimination is still an issue within our public school systems.

Since 1994 Oregon has experienced exponential growth in ELL. The following chart demonstrates this rapid increase in the population of ELL in Oregon. In 1994 25,701 ELL students were enrolled in the public schools. By 2005 this number had more than doubled to 59,908 and in the 2003-2004 year enrollment was at a high at 61,695. (Source http://www.ncela.gwu.edu/files/uploads/4/Oregon-G-06.pdf).

These charts are available with additional detail at http://www.ed.gov/nclb/accountability/results/progress/oregon.pdf where a 2008 educational progress report for Oregon is available. As demonstrated by this pie chart, the vast majority of students statewide are white, although Hispanic students also make up a large portion of minority students relative to other ethnic minorities.

Below is a table that represents Oregon's students compared to the greater population of students in the US. This table makes it evident that Oregon has a somewhat larger percentage of ELL students than the national average. Because of the unique challenge that assessing and providing linguistically and culturally relevant educational experiences for ELL students poses, this fact is important to note. For the full report on Oregon public schools' performance in reading and mathematics as well as demographic data comparing Oregon to the rest of the nation please visit http://www.schooldatadirect.org/app/location/q/stid=38/llid=111/stllid=375/locid=38/catid=-1/secid=-1/compid=854/site=pes

At the state level there are a number of legislative acts that relate to ELL. A brief summary of these follows. To view these legislature in detail go to http://www.ncela.gwu.edu/t3sis/state/oregon/.

• ORS 336.074- Instruction in all subjects in public, private and parochial schools shall be conducted primarily in English, except: Instruction may be conducted in more than one language in order that pupils whose native language is other than English can develop bilingual skills to make an early and effective transition to English and benefit from increased educational opportunities.
• ORS 336.079 -Special English courses for certain children. Specific courses to teach speaking, reading and writing of the English language shall be provided at kindergarten and each grade level to those children who are unable to profit from classes taught in English. Such courses shall be taught to such a level in school as may be required until children are able to profit from classes conducted in English.
• ORS 336.081- Opportunity to qualify to assist non-English speaking students (1) All school districts providing courses pursuant to ORS 336.079 shall afford the licensed personnel of that district that are assigned to perform teaching duties for such courses an opportunity to qualify to assist non-English speaking students to learn English at no cost to the personnel.
• OAR 581.021.0030-Limitation on Administration and Utilization of Tests in Public Schools (1) Tests shall be considered as instruments that are means to assist decision-making on the part of parents, the public, school boards and the professional staff, rather than ends unto themselves. Tests may be used as follows in addition to other uses specified in local policies.

1. To assist in making decisions about the effectiveness of school programs;
2. To assist in determining the attainment of specified educational outcomes;
3. To provide information to the students about themselves, to parents, and to the school staff which may assist them in making programmatic decisions of benefit to the student

(2) Tests of intelligence, ability, achievement or aptitude shall not be used as sole criterion for placement of students in educational groups or tracks:

1. Before administering individual intelligence tests (as opposed to group intelligence tests) and all tests of personality to children in public schools, districts shall inform parents as to the purpose of testing; and the parents’ written permission shall be obtained. In homes where the predominant language spoken is not English, the communications on the purpose of testing should be in the language spoken in the home;
2. When a school district believes it is not feasible to comply with subsection (2)(a) of this rule, it may petition the Department of Education for a waiver in accordance with the procedure contained in the State Standards for Oregon Public Schools.

• OAR 581-21-046-(8) Bilingual or Linguistically Different Students. Districts shall develop and implement a plan for identifying students whose primary language is other than English and shall provide such students with appropriate programs until they are able to use the English language in a manner that allows effective and relevant participation in regular classroom instruction and other educational activities. (9) Equal Educational Opportunity Plans. Districts shall develop which assures that all students have equal opportunity to participate in the educational programs and activities and equal access to facilities in the district. Said plan shall include courses and/or components which provide students with an understanding of the pluralistic realities of their society, including multicultural/racial/ethnic education and equity in portraying all classes protected under ORS 659.850. Upon the request of the Superintendent of Public Instruction, districts shall submit copies of such plans and other assurances as are deemed necessary and proper.
• OAR 581-23-100- Eligibility Criteria for Student Weighting for Purposes of State School Fund Distribution (4) Pursuant to ORS 327.013(a)(B), the resident school districts shall receive an additional.5 times the ADM of all eligible students enrolled in an English as a Second Language program. To be eligible, a student must be in the ADM of the school district in grades K through 12 and be a language minority student attending English as a Second Language (ESL) classes in a program which meets basic U.S. Department of Education, Office of Civil Rights guidelines.

The above information is a direct excerpt from http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/statemandates.pdf

Portland Public Schools (PPS) includes 85 schools and additionally offers a number of alternative and charter programs. PPS serves 47,000 children enrolled in programs from pre-kindergarten through 12th grade. PPS offers a number of language programs and focuses much attention on second language acquisition. A web page dedicated to PPS's English as a Second Language (ESL) and bilingual programs is available at http://www.pps.k12.or.us/departments/esl/index.htm. This site links to articles that discuss the goals of PPS's language programs as well as information related to best practices for teaching world languages. The latter resource is available at http://www.pps.k12.or.us/departments/curriculum/1723.htm. However it is important to note that despite the ESL title, this website primarily includes information on educating students acquiring a second language, where the first language is English.

As mentioned earlier, PPS offers a variety of alternative programs. These include language immersion programs. Following is a link to these programs, including dual language immersion programs http://www.pps.k12.or.us/departments/curriculum/1725.htm.

Demographic data on PPS is available through the PPS website, although this information is organized by individual school, not by district. Additional data on performance of English language learners is available through the PPS website by searching “LEP” (limited Englilsh proficient), although again this information is organized by school rather than by district.

District wide Portland Public Schools has 4482, 10.7% of the total, ELL enrolled in elementary, middle and high schools. Additionally 5912 special education students are enrolled in PPS constituting 14.2% of students.

Information on PPS student's performance in reading and math by ethnic group for grades 3,4 and 5 is represented in the graphs below. These data suggest that the performance gap is decreasing between white students and students from other ethnic groups. These findings are most notable in the lower grades.

Following is ASHA's position statement of cultural competence and speech language pathology practice. This information was directly excerpted from ASHA's website at http://www.asha.org/docs/html/KS2004-00215.html#sec1.2

Cultural Competence

• 1.0 Role: Sensitivity to cultural and linguistic differences that affect the identification, assessment, treatment and management of communication disorders/differences in persons. This includes knowledge and skills related to:
• 1.1 Influence of one's own beliefs and biases in providing effective services.
• 1.2 Respect for an individual's race, ethnic background, lifestyle, physical/mental ability, religious beliefs/practices, and heritage.
• 1.3 Influence of the client's/patient's traditions, customs, values, and beliefs related to providing effective services.
• 1.4 Impact of assimilation and/or acculturation processes on the identification, assessment, treatment, and management of communication disorders/differences.
• 1.5 Recognition of the clinician's own limitations in education/training in providing services to a client/patient from a particular cultural and/or linguistic community.
• 1.6 Appropriate intervention and assessment strategies and materials, such as food, objects, and/or activities that do not violate the patient's/client's values and/or that may form a constructive bridge between the client's/patient's home culture and community or communication environment.
• 1.7 Appropriate communications with clients/patients, caregivers, and significant others, so that the values imparted in the counseling are consistent with those of the client/patient.
• 1.8 The need to refer to/consult with other service providers with appropriate cultural and linguistic proficiency, including a cultural informant/broker, as it pertains to a specific client/patient.
• 1.9 Ethical responsibilities of the clinician concerning the provision of culturally and linguistically appropriate services.
• 2.0 Role: Advocate for and empower consumers, families, and communities at risk for or with communication/swallowing/balance disorders. This includes knowledge and skills related to:
• 2.1 Community resources available for the dissemination of educational, health, and medical information pertinent to particular communities.
• 2.2 High risk factors for communication/swallowing/balance disorders in particular communities.
• 2.3 Prevention strategies for communication/cognition/swallowing/balance disorders in particular communities.
• 2.4 The impact of regulatory processes on service delivery to communities.
• 2.5 Incidence and prevalence of culturally-based risk factors (e.g., hypertension, heart disease, diabetes, fetal alcohol syndrome) resulting in greater likelihood for communication/cognition/swallowing/balance disorders.
• 2.6 Appropriate consumer information and marketing materials/tools for outreach, service provision, and education

This information points to the importance of being culturally informed in order to provide culturally relevant treatment for clients.

• American Speech Language Hearing Association http://www.asha.org Provides information on speech language pathology and audiology. Is the governing association for both.
• Portland Public Schools. http://www.pps.k12.or.us The website for Portland Public Schools with demographic data and performance information on each school in the district.
• Office of English Language Acquisition http://www.ed.gov/about/offices/list/oela/index.html A good resource for information on federal and state education law.
• Oregon Department of Education* http://www.ode.state.or.us/ Provides information on state policy as well as offering numerous reports on the schools.
• National Center for Educational Statistics http://nces.ed.gov/ A website that provides education related statistics.
• National Clearinghouse for English Language Acquisition and Language Instruction Education Programs http://www.ncela.gwu.edu/ This is an excellent site, with a great deal of information specific to state law, demographics and recommendations!
• US Department of Education http://www.ed.gov/index.jhtml Links to many other websites, addresses policy, current issues in education, the “no child left behind” act and much more. An important resource for anyone in education.