Note: please note that this issue brief should (a) link back to the issue overview on this topic, (b) be focused either the local, state, national, or global level, and (c) be neutrally presented, based on facts, and include footnotes for each of the items. See the Research Guide and Information Sources to assist you.
Goal Statement
Scope of the Problem
- Latinos are the largest minority in Washington State, yet the most educationally disadvantaged population:
- Latinos make up a growing population in the state of Washington from a size of 4,000 to about 10, 000 Hispanics. An 84% population increase from 1990 to 2000 and another 19% increase since then to 2007. The Latino population in Walla Walla compromises a little over 1/5 of the total population.
- There are SIX public elementary schools, TWO public middle schools, but ONE public High School in Walla Walla. Walla Walla schools are rapidly becoming more diverse in their student populations.
- In the state of Washington there is a 26% achievement gap between Whites and Hispanics.
- In the state of Washington the Latino drop out rate is at 16.7%, significantly higher than any other minority group.
***Identifying the environment’s role and impact on student academic success.
Past Policy
Current Policy
· General Environment
o Basic Safety Policies: (District Wide)
§ All schools implement evacuation plans for larger scale emergencies or violence. The rigorous protocols have created numerous committees for student safety. Physical safety is first followed by emotional safety.
o Student Safety Assessment Team (Walla Walla High School)
§ This committee monitors any potential threats to the school, teachers, or students. It serves to facilitate the intensive investigation process to determine if the threat is potentially real, who sent the threat, who or what to protect, and who are the individuals involved. It also implements dialogue concerning how to best address the situation.
o Safe and Civil School Committee (District Wide)
§ “The Respectful School” Model by Wessler, Stephen implements three aspects: (1) Teacher Intervention, zero tolerance for inappropriate language (2) Role of administrators, appropriate policy development (3) Peer Leadership, students facilitating and improving the progress.
§ Superintendent, principals from all schools, community members (sheriff police, juvenile justice center, etc.), and selected interventionists (nurse, drop-out interventionist etc) meet bimonthly to discuss developments and next steps.
o Five-minute Intervention under Teacher Intervention (Walla Walla High School (Wa-Hi))
§ Teachers discourage and stop the use of derogatory or foul language (including jokes). Teachers practice a form of role modeling civility for students. Teachers also intervene in front of bystanders. Teachers receive training to effectively role model civility.
- Peer Interactions
- Dual Immersion Program (Sharpstein Elementary currently expanding to Edison Elementary)
- Starting in kindergarten students are paired (an English speaking student with a Spanish speaking student) to help one another during the half-day English and half day Spanish teaching curriculum.
- After School Activities, Sports, Clubs etc.
- A wide variety of activities are provided to enhance school involvement and network expansion. However, sports tend to dominate and some students are marginalized because of external factors or their lack of interest in those offered. Club Latino is an integral club for Latino students and often their own school engagement.
- Teacher Relationships and Classroom Experiences
- Big Blue Weekend Trip (Wa-Hi)
- The Associated Student Body (government) group established a weekend long experience to further unite the student body and school personnel’s through activities and dialogue.
- Student Support Team (Walla Walla High School
- Academically struggling students are identified and paired with committee members (counselors, teachers, administrators) for further assistance and encouragement. Support and increasing student perception of school to complete are important goals. This person becomes an important resource to the student and family.
Policy Options
Recommendations based on data collected from students, teachers, and administrators in Walla Walla High School concerning their experiences:
- Actively address the negative language used among student such as derogatory jokes, profanity, or gossip. All of the students reported high levels of negative language occurring daily; however, racial jokes seem to be most common and frequently addressed towards those classified as Latino/a . Even though both students and teachers normalized the situation, journals written by the students for my research strongly demonstrated the negative effects of such language use on student’s emotional well being (anger, depression, anxiety etc). Comprehensive education surrounding more civil language use is necessary to reduce the frequency in the classroom, cafeterias, hallways, and in assemblies.
- Actively expand student social networks with peers and teachers. Latino students reported a less extensive and poorer quality relationships. Even the higher performing Latino students seem to struggle with forming strong relationships. While the non-Latinos reported open relationships, larger support networks, and perceived their teachers as sharing responsibility. Promoting stronger relationships between teacher and students as well as between peers is crucial in order to enhance students’ social capital, because the lack of social networks limits support as well as inhibit communication and information exchange important for higher educational achievement such as college process information, increase students’ support network, and school involvement.
- Comprehensively define civility for systematic and collaborative work among students, teachers, and administrators. All of the administrators and teachers interviewed did not share a common definition besides the golden rule – treat others how you would like to be treated – which undervalue very real racial inequities. A clear definition ensures everyone is working towards a common goal as opposed to a vague and different goal for each person.
- Implement Civility initiatives/programs that actively recognize and eliminate racial inequalities. Embracing differences and celebrating all cultures is part of the solution. Wa-Hi’s Latino students expressed experiencing more incivility because of their skin color, which impacts their academic performance, mental health, and emotional stability. Providing each child with quality education means enabling them to succeed by eliminating inequalities.
Key Organizations/Individuals contacts for public and private organizations and key individuals
Glossary of Terms
Bibliography web sites, reports, articles, and other reference material
- “Latino Students and US High Schools.” Alliance for Higher Education. January 2009. 17 April 2009 www.all4ed.org
- “Graduation and Drop out Rates for Washington’s Counties, Districts, and Schools for School year 2005-2006.” State of Washington Superintendent for Public Instruction 2006. Data and Reports. 18 April 2009 http://www.k12.wa.us/DataAdmin/
- “Conflict Resolution.” Pew Hispanic Center. Creating Safe and Drug-Free Schools: An Action Guide. September 1996. 20 April 2009 <http://www.ed.gov/offices/OSDFS/actguid/conflct.html#res>
- Vasquez, Estella (2009). Creating Safe and Civil Schools: Reaching Higher Academic Success. The State of the State for Washington Latinos 2009. Walla Walla, Washington: Whitman College.
- Wessler, Stephen L. The Respectful School. Alexandria, VA: ASCD, 2003.
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