An outside review of Seattle Public Schools' program for immigrant students says it is one of the weakest the evaluators have ever seen, and needs nothing short of a complete overhaul.
An outside review of Seattle Public Schools’ program for immigrant students says it is one of the weakest the evaluators have ever seen, and needs nothing short of a complete overhaul.
The program, the evaluators said, “is ad hoc, incoherent and directionless.” They said it was “far off the mark in its ability to educate the community’s newcomers very well.”
“In some ways,” they added, “the school district does not have a program at all.”
The review, released Wednesday, was the last of a series of audits the district has initiated over the past year or so.
- Man shot dead in South Seattle while on phone with mom
- Seattle company copes with backlash on $70,000 minimum wage
- Higher wages a surprising success for Seattle restaurant Ivar's
- Costco purchases land in southeast Redmond for long-delayed project
- Impressions from Day 2 of Seahawks' training camp
Most Read Stories
It also was the most brutal.
But Superintendent Maria Goodloe-Johnson welcomed the tough assessment, calling its conclusions the “hard, brutal facts” that the district needs to move forward.
“I sensed we had a lot of work to do,” she said.
The Council of the Great City Schools, a coalition of 66 of the nation’s largest urban school systems, conducted the review with a team that included educators from several large districts that are making progress with English-language learners. A grant from the Broad Foundation covered the cost. The reviewers traveled to Seattle twice, interviewing more than 60 people and visiting about 100 classrooms.
They concluded that Seattle essentially throws its English-language learners — nearly one-quarter of its students — into regular classrooms before they are ready, and without much support.
The report criticized the district for failing to track the progress of the newcomers, which means no one knows how they’re doing as a group, or how effective the bilingual programs are.
The report also said the district provides little professional development for teachers who specialize in teaching English, or the teaching assistants who help them.
It found that 43 percent of students eligible for bilingual education services do not receive them, although it’s unclear how many families waive them.
It also noted that the academic achievement of students in English-language programs has gone down in some subjects and grades in the past few years, although the reviewers also said those trends must be viewed with caution because of changes in the number of English-language learners tested each year.
The 84-page review made a series of recommendations. Some of the specific suggestions included:
• Stop pulling students out of class for 45 minutes a day of English instruction, and help them learn English in regular classes. That sometimes would mean a second teacher would work with a small group of English-language learners, talking to them in their native language. It also would sometimes mean that a classroom teacher would be trained in how to help students learn English as they’re learning math, science and social studies.
• Create a series of 10 or so “dual-language” magnet programs throughout the city, similar to the one at Concord Elementary.
• Strengthen the academics in the district’s Secondary Bilingual Orientation Center — the first school that many older immigrants attend — so that students can learn English and earn the credits they need to graduate from high school. (Students now don’t receive credit for the classes they take at the center.)
• Establish a Bilingual Orientation Center specifically for students in grades 6-8.
• Track the progress of students learning English even after they’ve left the bilingual programs.
The council doesn’t expect the recommendations to be carried out overnight — or even that they will be followed exactly. Goodloe-Johnson said she agreed with all the report’s conclusions and recommendations, but Michael Casserly, the council’s executive director, stressed they are meant to be guidelines.
Despite the report’s criticisms, Casserly said district leaders deserve praise for having the courage to ask for the review. He stressed that he has confidence in the ability and commitment of the district to make improvements.
“Nobody is running away from the problem,” he said.
The district is forming a team that will decide how to carry the review forward. It will be led by Veronica Gallardo, the former principal of Wedgwood Elementary who was recently appointed interim manager of bilingual education.
Gallardo said she was excited about “the possibilities of implementing the change that we so desperately need.”
Linda Shaw: 206-464-2359 or email@example.com