1. By: Andres Herrejon UNST 399 Fall 2014

2.  In 2011-2012 there were 4.4million ESL students enrolled in ESL programs.  California alone had 1.4million, approximately 23.2 % of these ESL students.  In 2012 it was estimated that the resident Hispanic population from ages 5-17 was about 20.5 %.  Making it the second largest behind White at 56.1%

3.  Yes, the National center for statistics only reports 4.1million ESL students for 07-08, while the Migration Policy Institute reports 5.3million  1.2 million students missing?  For this presentation I will be focusing on the Migration Policy Institute numbers

4.  In 2007-2008 out of 50 million students in K-12 5.3 million were receiving ESL help, that’s about 10%  Top states California: 1.5 million Texas: 0.7 million Florida: 0.2 million Arizona: 0.16 million  Oregon ranked 8 th in 2008

5.  3.4 million ESL students enrolled in US k- 12 schools  Approximately a 53% change in enrollment from 1998 to 2008

6. Source : (Migration Policy Institute, 2010)

7.  Oregon Department of Education (ODE) staff demographics are as follows Women: 66.08% Men: 33.92% Asian: 2.26% African American: 1.76% Hispanic: 4.52%  Oregon is ranked # 42 for K-12 Education  In 2008 Oregon had 566,000 enrollments in K-12  For 2008, there were 65,314 ESL students, compared to 30,768 in 1998, a 112% increase over a decade  Estimate approximately 118,000 students by 2018 receiving ESL help in Oregon

8.  ACT Scores rank English #27 th Math # 25 th Reading # 28 th Science # 27 th  I picked the ACT because most ESL families cannot afford to send their kids to SAT prep’s or pay for SAT testing costs. ACT is administered at the high school which they attend.

9. If we look at the rate that ESL programs are growing its safe to say that within another decade these programs will grow another 50% or so. Odds are by 2018 we will be reaching the 10 million student mark that require ESL education. Therefore with population percentages that big there needs to be some policy changes to better help these students. Starting with the standardize testing and core requirements. These students have a very hard time adapting to our cultural norms, but also our education systems vary from their home countries educational system. This not only causes a huge language barrier issue but also creates a problematic future for many of them because there is a large population of them that perform poorly based on our standards. The problem is that they are held accountable for the same standards as a student who has lived in the states his whole life when these students may have only been in the US for a few months to maybe a few years. Even if these students manage to make it out of the high school level when they get to college they will have tougher challenges which require a new set of skills, and supports. Many of which come as “acquired” knowledge. To streamline the transition for these students there has to be some policy changes that have to happen at the state level to better address the problem of helping these students, because the current standards aren’t properly preparing these students for college.

10.  Bilingual Teachers  Bilingual Teaching Assistants  Bilingual Tutors  Testing in native language  Course material in native language  Migrant programs such as. Adelante Chicas Tech Wizards

11.  GANAS Program for Hispanic first generation freshman.  Diversity Scholarship Program Scholarship program for students which provides help for first generation students with low estimated family contribution.  Trio Helps overcome class, social, and cultural barriers in higher education.  Louise Stokes Alliance For Minority Participation Helps undergrads, graduates in STEM by helping with course support, tutoring, mentoring, internships, and lab placement.

12.  http://www.oregon.gov/gov/docs/OEIB/Co nditionsReport.pdf http://www.oregon.gov/gov/docs/OEIB/Co nditionsReport.pdf  http://nces.ed.gov/programs/digest/d13/ta bles/dt13_204.20.asp http://nces.ed.gov/programs/digest/d13/ta bles/dt13_204.20.asp  http://www.migrationpolicy.org/research/st ates-and-districts-highest-number-and- share-english-language-learners http://www.migrationpolicy.org/research/st ates-and-districts-highest-number-and- share-english-language-learners  http://www.oregon.gov/OCAPIA/PDFs/Ove rview%20of%20ODE%20stats%20to%20OC AA%206%2010.pdf http://www.oregon.gov/OCAPIA/PDFs/Ove rview%20of%20ODE%20stats%20to%20OC AA%206%2010.pdf  http://migrationpolicy.org/sites/default/file s/language_portal/ELLdensity.pdf http://migrationpolicy.org/sites/default/file s/language_portal/ELLdensity.pdf