Rich Language Lessons Early On Are Vital for Kids Learning English
Avoiding the Dead End of Never Learning English
In California Schools, Thousands of English Language Learners Getting Stuck
Changes to GED Test Raising Anxiety Among Older Students
San Jose State Rethinking Online Classes After Dismal Start
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"content": "\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How’d it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children’s education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“¿Qué pasó hoy en tu paseo de la escuela?” she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>“Matemáticas y como … I can’t say it,” says Angel. “Um, it’s, um, how… how do you say multiplication? It’s hard to say it.”\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren’t fluent in English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>“It was difficult because I would always try to get other people to understand what I was saying,” says Lidia. “But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.”\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he’s academically proficient in it.\u003c/p>\n\u003cp>“Sometimes I get bad on the tests,” says Angel. “And sometimes I forgot to turn in my homework.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/209857857″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>One in four california students are still learning English. Almost all of them go to classes where it’s the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel’s scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>“It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,” she says. “Because they’re learning in all these different modes.”\u003c/p>\n\u003cp>The essentials of strong teaching — project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand — is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>“So we’re going to have a writing assignment today about Sophie,” Plant says to the class. “So what could we write about, a Sophie adventure story?”\u003c/p>\n\u003cp>Angel answers, “Her and her dog friends on a quest.”\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>“And yet when it comes to the academic language … that’s where they’re totally lost. Test taking, also, words like “evaluate” and “solve” being the same thing. If they have to answer the question, ‘Could you please tell us why this happened in the story and give us some clues?’ Instead of telling us why, they’ll tell us what happened.”\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank — it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>“Which usually works out to 25 minutes once they get seated and get their workbooks,” says Plant. “So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.”\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>“Teachers mostly don’t know how to teach language,” says English-learner researcher Laurie Olsen. “They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.”\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies — colorful posters, words and diagrams — in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk — a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>“Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?”\u003c/p>\n\u003cp>“Well, the kelp is eaten by the crab,” says Alfred. “Then the octopus eats the crab. Then the octopus is eaten by the whale.”\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he’s using big words like “octopus” and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>“I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,” says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important — and challenging — piece of the new model is retraining teachers.\u003c/p>\n\u003cp>“It’s over a two-and-a-half-year period,”says Paula Cornia, the English learner administrator for the Oak Grove district. “And it’s very intense, but it’s very successful. I’ve never seen a program this successful.”\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>“To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,” says Elena Fajardo, administrator for the state Department of Education’s Language Policy and Leadership Office. “The extent to which it is necessary has become very clear.”\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family’s future.\u003c/p>\n\u003cp>“The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,” says Mrs. Luque in Spanish. “I want them to have an office job or the option to work from home if they want to and earn money without struggling.”\u003c/p>\n\u003cp>This year, the Luques’ youngest son, Valentin, started kindergarten. He’s one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How’d it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children’s education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“¿Qué pasó hoy en tu paseo de la escuela?” she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>“Matemáticas y como … I can’t say it,” says Angel. “Um, it’s, um, how… how do you say multiplication? It’s hard to say it.”\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren’t fluent in English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>“It was difficult because I would always try to get other people to understand what I was saying,” says Lidia. “But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.”\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he’s academically proficient in it.\u003c/p>\n\u003cp>“Sometimes I get bad on the tests,” says Angel. “And sometimes I forgot to turn in my homework.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/209857857″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/209857857″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One in four california students are still learning English. Almost all of them go to classes where it’s the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel’s scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>“It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,” she says. “Because they’re learning in all these different modes.”\u003c/p>\n\u003cp>The essentials of strong teaching — project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand — is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>“So we’re going to have a writing assignment today about Sophie,” Plant says to the class. “So what could we write about, a Sophie adventure story?”\u003c/p>\n\u003cp>Angel answers, “Her and her dog friends on a quest.”\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>“And yet when it comes to the academic language … that’s where they’re totally lost. Test taking, also, words like “evaluate” and “solve” being the same thing. If they have to answer the question, ‘Could you please tell us why this happened in the story and give us some clues?’ Instead of telling us why, they’ll tell us what happened.”\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank — it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>“Which usually works out to 25 minutes once they get seated and get their workbooks,” says Plant. “So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.”\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>“Teachers mostly don’t know how to teach language,” says English-learner researcher Laurie Olsen. “They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.”\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies — colorful posters, words and diagrams — in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk — a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>“Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?”\u003c/p>\n\u003cp>“Well, the kelp is eaten by the crab,” says Alfred. “Then the octopus eats the crab. Then the octopus is eaten by the whale.”\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he’s using big words like “octopus” and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>“I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,” says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important — and challenging — piece of the new model is retraining teachers.\u003c/p>\n\u003cp>“It’s over a two-and-a-half-year period,”says Paula Cornia, the English learner administrator for the Oak Grove district. “And it’s very intense, but it’s very successful. I’ve never seen a program this successful.”\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>“To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,” says Elena Fajardo, administrator for the state Department of Education’s Language Policy and Leadership Office. “The extent to which it is necessary has become very clear.”\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family’s future.\u003c/p>\n\u003cp>“The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,” says Mrs. Luque in Spanish. “I want them to have an office job or the option to work from home if they want to and earn money without struggling.”\u003c/p>\n\u003cp>This year, the Luques’ youngest son, Valentin, started kindergarten. He’s one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Avoiding the Dead End of Never Learning English",
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"content": "\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I’m the cool one in this house,” says the eighth-grader. “I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Because English is where my homeland is!” he says. “If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?”\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Like any kid learns how to speak English — TV! … I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.”\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\" rel=\"noopener\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\" rel=\"noopener\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">[soundcloud url=”https://api.soundcloud.com/tracks/209710996″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven’t acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I want to go to college, Santa Clara University. Marine biology. That’s my favorite thing in the whole world,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\" rel=\"noopener\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose’s eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills “in a very undermining and insulting way.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">“And these eighth-graders, they realize this,” he says. “I can tell in their faces. When I ask them, ‘What is this?’ and I point to a picture of a carrot, they look at me as if I’m an idiot. ‘Are you serious?’ And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?”\u003c/p>\n\u003cp>Though the test’s listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,” says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\" rel=\"noopener\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She’s pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that’s started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>“Why a student does or does not progress is very individual to the local education agency,” says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>“How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose’s K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard — kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It’s supposed to take five to seven years.\u003c/p>\n\u003cp>“We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,” says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school — better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it’s because the schools aren’t doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>“It’s not about when you get reclassified,” says researcher Laurie Olsen. “It’s about when we get kids to the level they need.”\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Sitting down with them and saying, ‘Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.”\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material — the math, science, and language arts — that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can’t wait to follow his older sister to high school. He thinks he’ll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques’ dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There’s a terribly irony here: Jose’s parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I even feel mad, because I can’t understand them,” says Mr. Luque, in Spanish. “Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose’s older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we’ll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Over 339,000 California kids in middle and high school have been learning English for more than six years.",
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"title": "Avoiding the Dead End of Never Learning English | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I’m the cool one in this house,” says the eighth-grader. “I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Because English is where my homeland is!” he says. “If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?”\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Like any kid learns how to speak English — TV! … I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.”\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\" rel=\"noopener\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\" rel=\"noopener\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/209710996″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/209710996″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven’t acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I want to go to college, Santa Clara University. Marine biology. That’s my favorite thing in the whole world,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\" rel=\"noopener\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose’s eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills “in a very undermining and insulting way.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">“And these eighth-graders, they realize this,” he says. “I can tell in their faces. When I ask them, ‘What is this?’ and I point to a picture of a carrot, they look at me as if I’m an idiot. ‘Are you serious?’ And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?”\u003c/p>\n\u003cp>Though the test’s listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,” says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\" rel=\"noopener\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She’s pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that’s started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>“Why a student does or does not progress is very individual to the local education agency,” says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>“How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose’s K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard — kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It’s supposed to take five to seven years.\u003c/p>\n\u003cp>“We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,” says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school — better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it’s because the schools aren’t doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>“It’s not about when you get reclassified,” says researcher Laurie Olsen. “It’s about when we get kids to the level they need.”\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Sitting down with them and saying, ‘Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.”\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material — the math, science, and language arts — that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can’t wait to follow his older sister to high school. He thinks he’ll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques’ dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There’s a terribly irony here: Jose’s parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I even feel mad, because I can’t understand them,” says Mr. Luque, in Spanish. “Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose’s older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we’ll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>“He seemed like he had big dreams and a lot of goals for himself. I really liked that,” says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn’t take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>“I think my kids will have a better future here, because education here is at the forefront,” says Mrs. Luque. “The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/209697969″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lidia is the only girl. She’s now 16 and a junior in high school. She’s a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,” she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn’t always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>“I always had my doubts,” says Lidia. “Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.”\u003c/p>\n\u003cp>Lidia’s also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>“There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,” she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she’s had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state’s English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she’s mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she’s fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it’s partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>“And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,” remembers Lidia. “She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.”\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia’s really motivated to try and help her little brothers do their English homework. They were all born here — Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>“It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. “There’s no plan in the state and there needs to be.”\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she’s\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She’s on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>“Teachers would start telling me about this group of kids they didn’t know what to do with, that weren’t the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn’t have the language they really needed to participate meaningfully in school,” says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>“I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like ‘I don’t know what you’re saying. And this is hard,'” she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?” asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That’s unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>“This is not on the teachers,” says Sbarbaro. “This is on the system. This is something intangible that we don’t know yet.”\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text — visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>“We’re certainly not satisfied with where we’re at,” says Maldonado. “We recognize that we have a long way to go. A long, long way to go.”\u003c/p>\n\u003cp>It’s not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>“What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.”\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia’s little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we’ll meet Lidia’s younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we’ll meet their fifth-grade brother Angel, who’s at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Zaidee Stavely contributed to this piece.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>“He seemed like he had big dreams and a lot of goals for himself. I really liked that,” says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn’t take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>“I think my kids will have a better future here, because education here is at the forefront,” says Mrs. Luque. “The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/209697969″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/209697969″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lidia is the only girl. She’s now 16 and a junior in high school. She’s a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,” she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn’t always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>“I always had my doubts,” says Lidia. “Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.”\u003c/p>\n\u003cp>Lidia’s also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>“There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,” she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she’s had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state’s English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she’s mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she’s fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it’s partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>“And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,” remembers Lidia. “She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.”\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia’s really motivated to try and help her little brothers do their English homework. They were all born here — Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>“It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. “There’s no plan in the state and there needs to be.”\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she’s\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She’s on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>“Teachers would start telling me about this group of kids they didn’t know what to do with, that weren’t the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn’t have the language they really needed to participate meaningfully in school,” says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>“I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like ‘I don’t know what you’re saying. And this is hard,'” she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?” asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That’s unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>“This is not on the teachers,” says Sbarbaro. “This is on the system. This is something intangible that we don’t know yet.”\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text — visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>“We’re certainly not satisfied with where we’re at,” says Maldonado. “We recognize that we have a long way to go. A long, long way to go.”\u003c/p>\n\u003cp>It’s not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>“What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.”\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia’s little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we’ll meet Lidia’s younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we’ll meet their fifth-grade brother Angel, who’s at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Changes to GED Test Raising Anxiety Among Older Students ",
"title": "Changes to GED Test Raising Anxiety Among Older Students ",
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"content": "\u003cfigure id=\"attachment_111385\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/2013/09/13/111254/rs6682_photo-4-hpf/\" rel=\"attachment wp-att-111385\">\u003cimg class=\"size-full wp-image-111385\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/RS6682_photo-4-hpf.jpg\" alt=\"Wauneta Vasco, 77, is pursuing her longtime goal of getting her high school diploma. (Charla Bear/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wauneta Vasco, 77, is pursuing her longtime goal of getting a high school diploma. (Charla Bear/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Thousands of adults in California and across the nation are racing to get their GEDs before the high school equivalency exam goes through a major transformation. Next Jan. 1, the multipart test will get more rigorous in an effort to better prepare adults for college and careers.\u003c/p>\n\u003cp>According to the GED Testing Service, the new exam is so different that anyone who hasn't passed the current version by the end of the year will have to start all over.\u003c/p>\n\u003cp>Felipe Maya, 31, and his brother, Jesus, 28, started taking GED classes for one simple reason—to get more out of life than working all the time. They say they're stuck stringing together low-wage jobs at a grocery store and a restaurant because, like nearly \u003ca href=\"http://www.otan.us/strategicplanning/pdf/AE-SP-112811.pdf\">one in five adults in California\u003c/a>, they don’t have diplomas or an equivalent.\u003c/p>\n\u003cp>Last year, the Maya brothers decided to change that. Every week, they've made a one-hour round-trip trek from their home in Half Moon Bay to the San Mateo Adult School. They've done prep classes and taken the test in phases, passing three parts so far. \u003c/p>\n\u003caside class=\"pullquote alignleft\">'Making them better prepared out there in the workforce is better for everybody. Step it up. Let’s go.'\u003c/aside>\n\u003cp>Now, the pressure is on. If they don't pass the last two sections before the end of the year, everything they have completed will be invalid.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I feel really stressed sometimes,\" Felipe Maya says. \"Because if I don’t pass those tests, the idea of taking all those tests again, it terrifies me.\"\u003cbr>\n\u003c!--more-->\u003cbr>\n\u003cstrong>A More Challenging Test\u003c/strong>\u003c/p>\n\u003cp>It’s not just starting over that scares Maya. He knows the new test is supposed to be even harder. After looking at the \u003ca href=\"http://www.gedtestingservice.com/educators/itemsampler\">sample questions\u003c/a> online, one in particular really stumped him:\u003c/p>\n\u003cp>The question shows the general chemical equation for cellular respiration: C\u003csub>6\u003c/sub>H\u003csub>12\u003c/sub>O\u003csub>6\u003c/sub> + 6O\u003csub>2\u003c/sub> ---> 6H\u003csub>2\u003c/sub>O + 6CO\u003csub>2\u003c/sub> + energy\u003c/p>\n\u003cp>Then it asks which statement describes the process in the equation:\u003c/p>\n\u003cul>\n\u003cli>a. Glucose and oxygen combine to produce energy.\u003c/li>\n\u003cli>b. Glucose and oxygen combine to produce water and carbon dioxide.\u003c/li>\n\u003cli>c. Glucose is broken down in the presence of oxygen to release energy.\u003c/li>\n\u003cli>d. Glucose is broken down into water and carbon dioxide to store energy.\u003c/li>\n\u003cli>\u003cstrong>(The correct answer? See the end of this post.)\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The questions are more challenging because the test is aligned to the \u003ca href=\"http://www.cde.ca.gov/re/cc/tl/whatareccss.asp\">Common Core Standards\u003c/a>. They require students to show how they got an answer, not just find the correct one. So instead of multiple-choice bubbles in a paper booklet, the new test is on computer. It has blank spaces to type in, essay passages to drag and drop, and graphs to click on. Maya says all those options mean each question takes more time to figure out.\u003c/p>\n\u003cp>\"With those kinds of questions, I feel really pressured now,\" he says. \"I feel like I have to do it. I have to do it on paper. It’s now or never.\"\u003c/p>\n\u003cp>\u003cstrong>Improvements for Test-Takers\u003c/strong>\u003c/p>\n\u003cp>Ellen Haworth, who teaches the GED prep classes the Mayas attend, says she was stressed out, too, when she first heard about the change last year (the GED Testing Service \u003ca href=\"http://www.gedtestingservice.com/uploads/files/19f50c2b6f4502e960f9704e1f6dc267.pdf\">announced the revisions\u003c/a> in 2011). Now, she thinks it could really benefit her students.\u003c/p>\n\u003cp>\"If everybody’s standards go up, the GED should too,\" Haworth says. \"I don’t think it’s fair to say you’re equivalent to the typical high school diploma if we’re left behind. Making them better prepared out there in the workforce is better for everybody. Step it up. Let’s go.\"\u003c/p>\n\u003cp>The new test has other benefits. Scores will be available the same day instead of waiting up to a week and a half for manual grading.\u003c/p>\n\u003cp>Susan Williams, who oversees the GED program at the San Mateo Adult School, says she agrees the new tests will ultimately be a good thing. She just thinks it’ll be a difficult transition.\u003c/p>\n\u003cp>\"If you look at a student who comes to GED instruction, they’re coming in at grade eight readability,\" she says. \"They need to be closer to 10th to 11th grade readability.\"\u003c/p>\n\u003cp>About 56,000 adults take the GED every year, according to Diane Hernandez, the state's GED administrator.\u003c/p>\n\u003cp>Some have complained that it's not fair that they'll lose any parts of the test they've completed if they don't pass every section by the end of the year.\u003c/p>\n\u003cp>Randy Trask, president of the GED Testing Service, says that's why the company has been working with testing centers to get the word out, especially to those who've completed four out of the five sections.\u003c/p>\n\u003cp>\"The reality is when we’re running a national testing program, we have to ensure fairness to all testers,\" Trask says. \"It would be unfair for people starting in 2014 to be competing for the credential with people that didn’t have to meet the same requirements. Each time we’ve gone to a major revision of our test, we’ve had a policy of essentially a hard cut-over to the new test.\"\u003c/p>\n\u003cp>\u003cstrong>Race to the Finish\u003c/strong>\u003c/p>\n\u003cp>Testing centers across the state are filling up. Williams says the San Mateo Adult School anticipates a 25 percent increase in enrollment because of the testing change.\u003c/p>\n\u003cp>She says it’s great to reach more people, except many of them don't realize how far behind they are and she has to break it to them that they'll have to take the harder test.\u003c/p>\n\u003cp>\"I do have extra Kleenex in my office just to plan for, because we know it’s emotional,\" she says. \"We know that the hopes and the dreams and the aspirations are tied to passing this high-stakes exam for them.\"\u003c/p>\n\u003cp>The GED might not be referred to often as high stakes, but Williams says it involves a lot more than landing a better job or getting into college. For those attempting the test, it can also be about proving something to themselves, getting a second chance, or completing a long-overdue goal.\u003c/p>\n\u003cp>At 77 years old, Wauneta Vasco says she has trouble recalling most things, but she never forgets that she’s not a graduate.\u003c/p>\n\u003cp>\"I always wanted a diploma,\" says Vasco. \"All my grandkids, my daughters, everybody in my family graduated. I haven’t. I’ll never get the diploma, but a GED is just as good. So, I’m going to do this. Or, I’m going to really try.\"\u003c/p>\n\u003cp>Regardless of why test takers are rushing in before the December deadline, or how many of them pass this GED, the whole process is shedding light on some of the challenges facing California’s 5 million adults without a high school credential.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Correct answer to test question, according to the GED Testing Service:\u003c/strong>\u003cem> \"Option C is correct. This option correctly describes the process occurring in the equation. Though it does not specifically identify the products of the reaction (CO2 and H2O), it does describe the chemical reaction correctly by stating that energy is released as glucose is 'broken down' in the presence of oxygen.\"\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_111385\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/2013/09/13/111254/rs6682_photo-4-hpf/\" rel=\"attachment wp-att-111385\">\u003cimg class=\"size-full wp-image-111385\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/RS6682_photo-4-hpf.jpg\" alt=\"Wauneta Vasco, 77, is pursuing her longtime goal of getting her high school diploma. (Charla Bear/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wauneta Vasco, 77, is pursuing her longtime goal of getting a high school diploma. (Charla Bear/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Thousands of adults in California and across the nation are racing to get their GEDs before the high school equivalency exam goes through a major transformation. Next Jan. 1, the multipart test will get more rigorous in an effort to better prepare adults for college and careers.\u003c/p>\n\u003cp>According to the GED Testing Service, the new exam is so different that anyone who hasn't passed the current version by the end of the year will have to start all over.\u003c/p>\n\u003cp>Felipe Maya, 31, and his brother, Jesus, 28, started taking GED classes for one simple reason—to get more out of life than working all the time. They say they're stuck stringing together low-wage jobs at a grocery store and a restaurant because, like nearly \u003ca href=\"http://www.otan.us/strategicplanning/pdf/AE-SP-112811.pdf\">one in five adults in California\u003c/a>, they don’t have diplomas or an equivalent.\u003c/p>\n\u003cp>Last year, the Maya brothers decided to change that. Every week, they've made a one-hour round-trip trek from their home in Half Moon Bay to the San Mateo Adult School. They've done prep classes and taken the test in phases, passing three parts so far. \u003c/p>\n\u003caside class=\"pullquote alignleft\">'Making them better prepared out there in the workforce is better for everybody. Step it up. Let’s go.'\u003c/aside>\n\u003cp>Now, the pressure is on. If they don't pass the last two sections before the end of the year, everything they have completed will be invalid.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I feel really stressed sometimes,\" Felipe Maya says. \"Because if I don’t pass those tests, the idea of taking all those tests again, it terrifies me.\"\u003cbr>\n\u003c!--more-->\u003cbr>\n\u003cstrong>A More Challenging Test\u003c/strong>\u003c/p>\n\u003cp>It’s not just starting over that scares Maya. He knows the new test is supposed to be even harder. After looking at the \u003ca href=\"http://www.gedtestingservice.com/educators/itemsampler\">sample questions\u003c/a> online, one in particular really stumped him:\u003c/p>\n\u003cp>The question shows the general chemical equation for cellular respiration: C\u003csub>6\u003c/sub>H\u003csub>12\u003c/sub>O\u003csub>6\u003c/sub> + 6O\u003csub>2\u003c/sub> ---> 6H\u003csub>2\u003c/sub>O + 6CO\u003csub>2\u003c/sub> + energy\u003c/p>\n\u003cp>Then it asks which statement describes the process in the equation:\u003c/p>\n\u003cul>\n\u003cli>a. Glucose and oxygen combine to produce energy.\u003c/li>\n\u003cli>b. Glucose and oxygen combine to produce water and carbon dioxide.\u003c/li>\n\u003cli>c. Glucose is broken down in the presence of oxygen to release energy.\u003c/li>\n\u003cli>d. Glucose is broken down into water and carbon dioxide to store energy.\u003c/li>\n\u003cli>\u003cstrong>(The correct answer? See the end of this post.)\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The questions are more challenging because the test is aligned to the \u003ca href=\"http://www.cde.ca.gov/re/cc/tl/whatareccss.asp\">Common Core Standards\u003c/a>. They require students to show how they got an answer, not just find the correct one. So instead of multiple-choice bubbles in a paper booklet, the new test is on computer. It has blank spaces to type in, essay passages to drag and drop, and graphs to click on. Maya says all those options mean each question takes more time to figure out.\u003c/p>\n\u003cp>\"With those kinds of questions, I feel really pressured now,\" he says. \"I feel like I have to do it. I have to do it on paper. It’s now or never.\"\u003c/p>\n\u003cp>\u003cstrong>Improvements for Test-Takers\u003c/strong>\u003c/p>\n\u003cp>Ellen Haworth, who teaches the GED prep classes the Mayas attend, says she was stressed out, too, when she first heard about the change last year (the GED Testing Service \u003ca href=\"http://www.gedtestingservice.com/uploads/files/19f50c2b6f4502e960f9704e1f6dc267.pdf\">announced the revisions\u003c/a> in 2011). Now, she thinks it could really benefit her students.\u003c/p>\n\u003cp>\"If everybody’s standards go up, the GED should too,\" Haworth says. \"I don’t think it’s fair to say you’re equivalent to the typical high school diploma if we’re left behind. Making them better prepared out there in the workforce is better for everybody. Step it up. Let’s go.\"\u003c/p>\n\u003cp>The new test has other benefits. Scores will be available the same day instead of waiting up to a week and a half for manual grading.\u003c/p>\n\u003cp>Susan Williams, who oversees the GED program at the San Mateo Adult School, says she agrees the new tests will ultimately be a good thing. She just thinks it’ll be a difficult transition.\u003c/p>\n\u003cp>\"If you look at a student who comes to GED instruction, they’re coming in at grade eight readability,\" she says. \"They need to be closer to 10th to 11th grade readability.\"\u003c/p>\n\u003cp>About 56,000 adults take the GED every year, according to Diane Hernandez, the state's GED administrator.\u003c/p>\n\u003cp>Some have complained that it's not fair that they'll lose any parts of the test they've completed if they don't pass every section by the end of the year.\u003c/p>\n\u003cp>Randy Trask, president of the GED Testing Service, says that's why the company has been working with testing centers to get the word out, especially to those who've completed four out of the five sections.\u003c/p>\n\u003cp>\"The reality is when we’re running a national testing program, we have to ensure fairness to all testers,\" Trask says. \"It would be unfair for people starting in 2014 to be competing for the credential with people that didn’t have to meet the same requirements. Each time we’ve gone to a major revision of our test, we’ve had a policy of essentially a hard cut-over to the new test.\"\u003c/p>\n\u003cp>\u003cstrong>Race to the Finish\u003c/strong>\u003c/p>\n\u003cp>Testing centers across the state are filling up. Williams says the San Mateo Adult School anticipates a 25 percent increase in enrollment because of the testing change.\u003c/p>\n\u003cp>She says it’s great to reach more people, except many of them don't realize how far behind they are and she has to break it to them that they'll have to take the harder test.\u003c/p>\n\u003cp>\"I do have extra Kleenex in my office just to plan for, because we know it’s emotional,\" she says. \"We know that the hopes and the dreams and the aspirations are tied to passing this high-stakes exam for them.\"\u003c/p>\n\u003cp>The GED might not be referred to often as high stakes, but Williams says it involves a lot more than landing a better job or getting into college. For those attempting the test, it can also be about proving something to themselves, getting a second chance, or completing a long-overdue goal.\u003c/p>\n\u003cp>At 77 years old, Wauneta Vasco says she has trouble recalling most things, but she never forgets that she’s not a graduate.\u003c/p>\n\u003cp>\"I always wanted a diploma,\" says Vasco. \"All my grandkids, my daughters, everybody in my family graduated. I haven’t. I’ll never get the diploma, but a GED is just as good. So, I’m going to do this. Or, I’m going to really try.\"\u003c/p>\n\u003cp>Regardless of why test takers are rushing in before the December deadline, or how many of them pass this GED, the whole process is shedding light on some of the challenges facing California’s 5 million adults without a high school credential.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Correct answer to test question, according to the GED Testing Service:\u003c/strong>\u003cem> \"Option C is correct. This option correctly describes the process occurring in the equation. Though it does not specifically identify the products of the reaction (CO2 and H2O), it does describe the chemical reaction correctly by stating that energy is released as glucose is 'broken down' in the presence of oxygen.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_107487\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/08/moocs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-107487\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/08/moocs-300x210.jpg\" alt=\"Susan Snycerski, a psychology lecturer at San Jose State, says she's proud of the MOOC she co-created, but it was a "tremendous amount of work." (Charla Bear/KQED)\" width=\"300\" height=\"210\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Susan Snycerski, a psychology lecturer at San Jose State, says she’s proud of the MOOC she co-created, but it was a “tremendous amount of work.” (Charla Bear/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Public universities across the country have begun looking at MOOCs, or massive open online courses, as a way to make it cheaper and easier for students to get the classes they need to graduate.\u003c/p>\n\u003cp>California is at the forefront of the effort, and perhaps nowhere is that more evident than at San Jose State University. It launched a \u003ca href=\"http://blogs.sjsu.edu/today/2013/sjsu-and-udacity-partnership/\">bold experiment\u003c/a> in January, when it began creating MOOCs that a small group of students could take for credit.\u003c/p>\n\u003cp>Top state brass, including Gov. Jerry Brown and Gavin Newsom, attended the launch. The governor has funneled millions of tax dollars toward beefing up online classes.\u003c/p>\n\u003cp>The first semester’s results came as a bit of a blow. Most students failed the courses, forcing a more critical look at the MOOC hype.\u003c/p>\n\u003cp>\u003cstrong>The Trial Run\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Marcum Martz and his two teenage sons signed up to take the \u003ca href=\"https://www.udacity.com/course/cs046\">intro to computer programming course\u003c/a> through San Jose State and Udacity over the summer. He says that, right off the bat, he noticed big problems.\u003c/p>\n\u003cp>“It became fairly obvious that the course content, the quizzes, the assignments and the way in which the class proceeded had not been beta tested thoroughly, if at all,” Martz says.\u003c/p>\n\u003cp>He might let that slide if the class were a normal, free MOOC. Instead, Martz paid $150 each for him and his sons to take the class and earn college credit.\u003c/p>\n\u003cp>Taking the courses for credit meant doing extra assignments, getting access to instructors and receiving actual grades.\u003c/p>\n\u003cp>Universities hope this model will get more kids through bottleneck classes — like entry-level math and science — and on to graduation.\u003c/p>\n\u003cp>The problem is that students didn’t do well in the first semester’s classes. In remedial math, nearly 80 percent of students failed. In elementary statistics, roughly half failed.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>New Models, New Challenges \u003c/strong>\u003c/p>\n\u003cp>“We clearly should not be trying to take this Orville and Wilbur machine across the Atlantic Ocean,” says Peter Hadreas, professor and philosophy department chair at San Jose State. “It’s treated like the Concorde and it’s ready to go, but in fact it’s a way of teaching that’s in a very formative stage.”\u003c/p>\n\u003cp>Hadreas is not just concerned about his school’s Udacity pilot. Variations on MOOC experiments are showing up in lots of different places.\u003c/p>\n\u003cp>Last spring, San Jose State administrators asked Hadreas’ department to use \u003ca href=\"https://www.edx.org/course/harvard-university/er22x/justice/571\">an EdX MOOC\u003c/a> to “flip” an ethics class, or have students watch the online class at home and use class time to work on assignments with local professors. The university had \u003ca href=\"http://blogs.sjsu.edu/today/2013/sjsuedx-expansion/\">successfully used the method\u003c/a> the prior semester to boost completion rates in a circuitry course.\u003c/p>\n\u003cp>After watching the ethics MOOC, taught by Harvard professor Michael Sandel, the San Jose philosophy faculty \u003ca href=\"http://chronicle.com/article/The-Document-an-Open-Letter/138937/\">wrote an open letter in protest\u003c/a>. Hadreas says it would be insulting to force diverse state university students to watch the Ivy League professor lecture to his affluent class.\u003c/p>\n\u003cp>“He would incorporate into his talks how privileged they were,” Hadreas says. “They were for the most part more white than our student body. So we got on the one hand this strange upstairs-downstairs situation, where the lower-class people could look at how the upper-class people were educated.”\u003c/p>\n\u003cp>He says the political science department also took issue with the format and refused to teach the class.\u003c/p>\n\u003cp>Another problem that’s causing concern is something called the “digital divide.” Some high school students in the first-semester Udacity pilot \u003ca href=\"http://www.mercurynews.com/education/ci_23366281/online-college-course-experiment-reveals-hidden-costs?source=pkg\">didn’t have computers\u003c/a>, as the Oakland Tribune reported.\u003c/p>\n\u003cp>\u003cstrong>Public-Private Partnership\u003c/strong>\u003c/p>\n\u003cp>The greatest worry that instructors have, though, is privatization, Hadreas says.\u003c/p>\n\u003cp>Some MOOC providers are for-profit companies. Right now, they live off venture capital and give their content to universities for cheap or free.\u003c/p>\n\u003cp>Professors say that can’t last. So they question who will pay for the months of work it takes to turn instructors’ lectures into scripts, shoot dozens of videos, and edit together the polished package.\u003c/p>\n\u003cp>Susan Snycerski, a full-time lecturer at San Jose State who co-developed an \u003ca href=\"https://www.udacity.com/course/ps001\">Intro to Psychology class\u003c/a> for the Udacity pilot, says it took more effort to create than a traditional in-person class.\u003c/p>\n\u003cp>“It’s been an enormous amount of time,” she says. “I had no idea when I signed up how much time.”\u003c/p>\n\u003cp>Here’s her outline of the process:\u003c/p>\n\u003cul>\n\u003cli>Divide up the course into sections\u003c/li>\n\u003cli>Choose which instructor would write the lesson plans for each section\u003c/li>\n\u003cli>Type out complete lectures for each lesson plan (Snycerski says some lectures were 17-20 single-spaced, typed pages)\u003c/li>\n\u003cli>Vet/edit lectures\u003c/li>\n\u003cli>Submit lectures to Udacity producer to turn into video scripts\u003c/li>\n\u003cli>Decide what types of shots to use for each lecture (headshot, reenactment, writing on tablet, etc)\u003c/li>\n\u003cli>Make multiple trips to Udacity studio in Mountain View to record lesson segments (Snycerski says at times she was at Udacity for eight hours a day, four days a week)\u003c/li>\n\u003cli>Review videos\u003c/li>\n\u003cli>Fix errors\u003c/li>\n\u003c/ul>\n\u003cp>Snycerski says she’s proud of her work, but the hours, criticism and politics have been tough.\u003c/p>\n\u003cp>“I would continue teaching my course,” Snycerski says. “I wouldn’t make a new course. I think right now, I’m just done.”\u003c/p>\n\u003cp>\u003cstrong>Evaluation Time\u003c/strong>\u003c/p>\n\u003cp>Everyone at San Jose State is done for the time being. After seeing the project’s initial results, university President Mo Qayoumi agreed to put it on pause.\u003c/p>\n\u003cp>Qayoumi is adamant that the university is \u003ca href=\"http://blogs.sjsu.edu/today/2013/update-sjsuudacity/\">not giving up on the experiment\u003c/a>. He says the hiatus will allow for a deeper analysis of the data.\u003c/p>\n\u003cp>“As we look at new approaches, sometimes we need to go back and adjust that and learn from it,” Qayoumi says. “Universities should be a place for exploration.”\u003c/p>\n\u003cp>Parent Marcum Martz wants universities to be more innovative, but says his experience as a guinea pig in the MOOC pilot seemed caught up in high-tech hype.\u003c/p>\n\u003cp>“This reminds me a lot of Windows Vista and Apple Maps,” Martz says. “Throw the spaghetti against the wall and see if it sticks. That’s fine if you’re putting out a free application. But when it’s college course curricula, they need to get it right.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The National Science Foundation, which \u003ca href=\"http://www.nsf.gov/awardsearch/showAward?AWD_ID=1321336&HistoricalAwards=false\">gave money to the project\u003c/a>, expects to have a more detailed report on what went wrong later this month.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_107487\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/08/moocs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-107487\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/08/moocs-300x210.jpg\" alt=\"Susan Snycerski, a psychology lecturer at San Jose State, says she's proud of the MOOC she co-created, but it was a "tremendous amount of work." (Charla Bear/KQED)\" width=\"300\" height=\"210\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Susan Snycerski, a psychology lecturer at San Jose State, says she’s proud of the MOOC she co-created, but it was a “tremendous amount of work.” (Charla Bear/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Public universities across the country have begun looking at MOOCs, or massive open online courses, as a way to make it cheaper and easier for students to get the classes they need to graduate.\u003c/p>\n\u003cp>California is at the forefront of the effort, and perhaps nowhere is that more evident than at San Jose State University. It launched a \u003ca href=\"http://blogs.sjsu.edu/today/2013/sjsu-and-udacity-partnership/\">bold experiment\u003c/a> in January, when it began creating MOOCs that a small group of students could take for credit.\u003c/p>\n\u003cp>Top state brass, including Gov. Jerry Brown and Gavin Newsom, attended the launch. The governor has funneled millions of tax dollars toward beefing up online classes.\u003c/p>\n\u003cp>The first semester’s results came as a bit of a blow. Most students failed the courses, forcing a more critical look at the MOOC hype.\u003c/p>\n\u003cp>\u003cstrong>The Trial Run\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Marcum Martz and his two teenage sons signed up to take the \u003ca href=\"https://www.udacity.com/course/cs046\">intro to computer programming course\u003c/a> through San Jose State and Udacity over the summer. He says that, right off the bat, he noticed big problems.\u003c/p>\n\u003cp>“It became fairly obvious that the course content, the quizzes, the assignments and the way in which the class proceeded had not been beta tested thoroughly, if at all,” Martz says.\u003c/p>\n\u003cp>He might let that slide if the class were a normal, free MOOC. Instead, Martz paid $150 each for him and his sons to take the class and earn college credit.\u003c/p>\n\u003cp>Taking the courses for credit meant doing extra assignments, getting access to instructors and receiving actual grades.\u003c/p>\n\u003cp>Universities hope this model will get more kids through bottleneck classes — like entry-level math and science — and on to graduation.\u003c/p>\n\u003cp>The problem is that students didn’t do well in the first semester’s classes. In remedial math, nearly 80 percent of students failed. In elementary statistics, roughly half failed.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>New Models, New Challenges \u003c/strong>\u003c/p>\n\u003cp>“We clearly should not be trying to take this Orville and Wilbur machine across the Atlantic Ocean,” says Peter Hadreas, professor and philosophy department chair at San Jose State. “It’s treated like the Concorde and it’s ready to go, but in fact it’s a way of teaching that’s in a very formative stage.”\u003c/p>\n\u003cp>Hadreas is not just concerned about his school’s Udacity pilot. Variations on MOOC experiments are showing up in lots of different places.\u003c/p>\n\u003cp>Last spring, San Jose State administrators asked Hadreas’ department to use \u003ca href=\"https://www.edx.org/course/harvard-university/er22x/justice/571\">an EdX MOOC\u003c/a> to “flip” an ethics class, or have students watch the online class at home and use class time to work on assignments with local professors. The university had \u003ca href=\"http://blogs.sjsu.edu/today/2013/sjsuedx-expansion/\">successfully used the method\u003c/a> the prior semester to boost completion rates in a circuitry course.\u003c/p>\n\u003cp>After watching the ethics MOOC, taught by Harvard professor Michael Sandel, the San Jose philosophy faculty \u003ca href=\"http://chronicle.com/article/The-Document-an-Open-Letter/138937/\">wrote an open letter in protest\u003c/a>. Hadreas says it would be insulting to force diverse state university students to watch the Ivy League professor lecture to his affluent class.\u003c/p>\n\u003cp>“He would incorporate into his talks how privileged they were,” Hadreas says. “They were for the most part more white than our student body. So we got on the one hand this strange upstairs-downstairs situation, where the lower-class people could look at how the upper-class people were educated.”\u003c/p>\n\u003cp>He says the political science department also took issue with the format and refused to teach the class.\u003c/p>\n\u003cp>Another problem that’s causing concern is something called the “digital divide.” Some high school students in the first-semester Udacity pilot \u003ca href=\"http://www.mercurynews.com/education/ci_23366281/online-college-course-experiment-reveals-hidden-costs?source=pkg\">didn’t have computers\u003c/a>, as the Oakland Tribune reported.\u003c/p>\n\u003cp>\u003cstrong>Public-Private Partnership\u003c/strong>\u003c/p>\n\u003cp>The greatest worry that instructors have, though, is privatization, Hadreas says.\u003c/p>\n\u003cp>Some MOOC providers are for-profit companies. Right now, they live off venture capital and give their content to universities for cheap or free.\u003c/p>\n\u003cp>Professors say that can’t last. So they question who will pay for the months of work it takes to turn instructors’ lectures into scripts, shoot dozens of videos, and edit together the polished package.\u003c/p>\n\u003cp>Susan Snycerski, a full-time lecturer at San Jose State who co-developed an \u003ca href=\"https://www.udacity.com/course/ps001\">Intro to Psychology class\u003c/a> for the Udacity pilot, says it took more effort to create than a traditional in-person class.\u003c/p>\n\u003cp>“It’s been an enormous amount of time,” she says. “I had no idea when I signed up how much time.”\u003c/p>\n\u003cp>Here’s her outline of the process:\u003c/p>\n\u003cul>\n\u003cli>Divide up the course into sections\u003c/li>\n\u003cli>Choose which instructor would write the lesson plans for each section\u003c/li>\n\u003cli>Type out complete lectures for each lesson plan (Snycerski says some lectures were 17-20 single-spaced, typed pages)\u003c/li>\n\u003cli>Vet/edit lectures\u003c/li>\n\u003cli>Submit lectures to Udacity producer to turn into video scripts\u003c/li>\n\u003cli>Decide what types of shots to use for each lecture (headshot, reenactment, writing on tablet, etc)\u003c/li>\n\u003cli>Make multiple trips to Udacity studio in Mountain View to record lesson segments (Snycerski says at times she was at Udacity for eight hours a day, four days a week)\u003c/li>\n\u003cli>Review videos\u003c/li>\n\u003cli>Fix errors\u003c/li>\n\u003c/ul>\n\u003cp>Snycerski says she’s proud of her work, but the hours, criticism and politics have been tough.\u003c/p>\n\u003cp>“I would continue teaching my course,” Snycerski says. “I wouldn’t make a new course. I think right now, I’m just done.”\u003c/p>\n\u003cp>\u003cstrong>Evaluation Time\u003c/strong>\u003c/p>\n\u003cp>Everyone at San Jose State is done for the time being. After seeing the project’s initial results, university President Mo Qayoumi agreed to put it on pause.\u003c/p>\n\u003cp>Qayoumi is adamant that the university is \u003ca href=\"http://blogs.sjsu.edu/today/2013/update-sjsuudacity/\">not giving up on the experiment\u003c/a>. He says the hiatus will allow for a deeper analysis of the data.\u003c/p>\n\u003cp>“As we look at new approaches, sometimes we need to go back and adjust that and learn from it,” Qayoumi says. “Universities should be a place for exploration.”\u003c/p>\n\u003cp>Parent Marcum Martz wants universities to be more innovative, but says his experience as a guinea pig in the MOOC pilot seemed caught up in high-tech hype.\u003c/p>\n\u003cp>“This reminds me a lot of Windows Vista and Apple Maps,” Martz says. “Throw the spaghetti against the wall and see if it sticks. That’s fine if you’re putting out a free application. But when it’s college course curricula, they need to get it right.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
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"tagline": "Art is where you find it",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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