1. Predicting Languages Taught in Washington High Schools WAFLT/COFLT Conference Vancouver, WA October 10, 2008 Debbie Warnock, Ph.C., Sociology, University of Washington Michele Anciaux Aoki, Ph.D., World Languages Program Supervisor, Office of Superintendent of Public Instruction, WA 1

2. About the Mapping & Enhancing Language Learning (MELL) Project Initiated in 2006 by four National Resource Centers at the University of Washington’s Jackson School of International Studies with US Department of Education Title VI grant funding Initiated in 2006 by four National Resource Centers at the University of Washington’s Jackson School of International Studies with US Department of Education Title VI grant funding Some funding from State Innovations Grant to the Washington State Coalition for International Education Some funding from State Innovations Grant to the Washington State Coalition for International Education Goal: Capture longitudinal data following 2004 World Languages Survey Goal: Capture longitudinal data following 2004 World Languages Survey 2

3. 3 UW partners: Center for Global StudiesCenter for Global Studies Center for West European Studies (CWES)Center for West European Studies (CWES) East Asia Center (EAC)East Asia Center (EAC) Ellison Center for Russian, East European and Central Asian Studies (REECAS)Ellison Center for Russian, East European and Central Asian Studies (REECAS) Language Learning CenterLanguage Learning Center Other Partners: Washington State Office of Superintendent of Public Instruction (OSPI)Washington State Office of Superintendent of Public Instruction (OSPI) Washington State Coalition for International EducationWashington State Coalition for International Education Washington Association for Language Teaching (WAFLT)Washington Association for Language Teaching (WAFLT) MELL Partners

4. What MELL Delivers Annual survey: What languages are taught where in Washington schools? Annual survey: What languages are taught where in Washington schools? Data | Maps | Reports and Policy briefs Data | Maps | Reports and Policy briefs Events and workshops to enhance the teaching and learning of languages Events and workshops to enhance the teaching and learning of languages Website: http://depts.washington.edu/mellwa/ Website: http://depts.washington.edu/mellwa/ http://depts.washington.edu/mellwa/ 4

5. Why Do Languages Matter? Globalizing economy Need to be competitiveNeed to be competitive Need to communicateNeed to communicate Access to college Two years of world language necessary for admission to four-year collegesTwo years of world language necessary for admission to four-year colleges Past research shows that language offerings are stratified by race and classPast research shows that language offerings are stratified by race and class 5

6. MELL Policy Brief #1 Establishing an Understanding of Foreign Language Teaching Trends in Washington 6

7. MELL High School Comparison MELL High School Comparison 7 2007: 367 (79%) of 463 Washington public high schools; 2004: 160 reported

8. MELL Policy Brief #2 Taking a Closer Look at High Schools that Don't Offer World Languages 8

9. Schools that Don’t Offer Languages 19% (71 out of 367) of high schools in 2007 MELL Survey indicated that they don’t offer languages 19% (71 out of 367) of high schools in 2007 MELL Survey indicated that they don’t offer languages 62 of these 71 are included in our follow- up phone survey 62 of these 71 are included in our follow- up phone survey Of these, 5 reported that they do offer languagesOf these, 5 reported that they do offer languages The remaining 57 all reported that they were alternative schoolsThe remaining 57 all reported that they were alternative schools 9

10. Questions on Phone Survey 1. How do students earn two credits for college admission? 2. Is there a demand among students for world language classes? 3. Do you have plans to offer world languages in the near future? 4. What are the barriers to offering world language courses? 10

11. How do students earn 2 credits for college admission? 11

12. Is there a demand among students for world language classes? 12

13. Do you have plans to offer world languages in the near future? 13

14. What are the barriers to offering world language courses? School is too small School is too small Lack of funds Lack of funds Students are not “college-bound” Students are not “college-bound” Focus on basic skills and dropout prevention Focus on basic skills and dropout prevention Proximity to traditional school makes it unnecessary Proximity to traditional school makes it unnecessary Students are ELL so focus is on English fluency Students are ELL so focus is on English fluency 14

15. MELL Policy Brief #3 Explaining a High School's Likelihood of Offering World Languages 15

16. What factors predict… Whether or not a school will offer world languages? Whether or not a school will offer world languages? The number of world languages a school offers? The number of world languages a school offers? The number of world languages a school offers for at least two years? The number of world languages a school offers for at least two years? The number of world languages a school offers for at least four years? The number of world languages a school offers for at least four years? 16

17. Variables Considered School size School size Urbanicity Urbanicity School demographic composition School demographic composition Race/ethnicityRace/ethnicity Socioeconomic statusSocioeconomic status 17

18. What factors predict that a high school will offer ANY world language courses? School size School size The larger the school, the more likely to offerThe larger the school, the more likely to offer Urbanicity Urbanicity Urban fringe schools (i.e. Auburn) less likelyUrban fringe schools (i.e. Auburn) less likely Rural schools (i.e. Chewelah) more likelyRural schools (i.e. Chewelah) more likely Race/ethnicity Race/ethnicity The more non-white, non-Asian students, the less likely to offerThe more non-white, non-Asian students, the less likely to offer 18

19. What factors predict the total number of languages a school offers? School size School size The larger the school, the more languages it will offerThe larger the school, the more languages it will offer Race/ethnicity Race/ethnicity The more Latino students in a school, the fewer languages it will offerThe more Latino students in a school, the fewer languages it will offer 19

20. What factors predict how many languages a school offers for at least two years? School size School size The larger the school, the more languages it will offer for at least two yearsThe larger the school, the more languages it will offer for at least two years 20

21. What factors predict how many languages a school offers for at least four years? School size School size The larger the school, the more languages it will offer for at least four yearsThe larger the school, the more languages it will offer for at least four years Race/ethnicity Race/ethnicity The more Asian/Pacific Islander students in a school, the more languages it will offer for at least four yearsThe more Asian/Pacific Islander students in a school, the more languages it will offer for at least four years Socioeconomic status Socioeconomic status The more students eligible for free or reduced lunch in a school, the fewer the number of languages it will offer for at least four yearsThe more students eligible for free or reduced lunch in a school, the fewer the number of languages it will offer for at least four years 21

22. All factors appear to affect world language course offerings School Size School Size Urbanicity Urbanicity School demographic composition School demographic composition Race/ethnicityRace/ethnicity Socioeconomic statusSocioeconomic status 22

23. MELL Policy Brief #4 Mapping Languages Taught in Washington High Schools View County Maps View County Maps 23

24. Contact us Debbie Warnock deborw@u.washington.edu Michele Anciaux Aoki michele.aoki@k12.wa.us Save the Date: November 6, 2008 World Languages Summit at the University of Washington 24