Effective Programs for Latino Students

Bilingual Research Journal, Spring 2002 by Kelly, Tricia A

Slavin, R E., & Calderon, M. (2001). Effective programs for latino students. Mahwah, NJ: Lawrence Erlbaum Associates

As the debate over bilingual education continues, the focus on the unidimensional issue of language remains an essential dynamic to the argument. In reaction to Proposition 227 in California, Proposition 203 in Arizona, and Ron Unz's crusade to ban native language instruction in other states, most media attention remains focused on the languages in which English language learners should be taught. Lost are questions of whether these students are actually learning, and of the educational equity and equality of their school programs.

It is in this context that Effective Programs for Latino Children enters into this debate. Described by the authors as a book "for educators, policymakers, and researchers interested in helping Latino children to succeed," the book highlights a variety of research projects that have sought to answer some of the more difficult questions concerning the schooling of Latino children. The 10 chapters go far beyond issues of language of instruction to address more difficult questions-including dropout, transition, emergent literacy, and program quality-that affect Latino student outcomes in U.S. schools.

Chapter 1 evaluates elementary and middle school programs and describes their effectiveness as determined by their applicability to Latino students, their evaluations as compared to control groups, and their replicability. The authors describe in detail 24 programs, divided into six categories: schoolwide reform; cooperative learning methods; reading, writing, language arts; math; pre-school; and, tutoring programs. Succinct descriptions of the programs are given along with evidence of effectiveness. The authors identify the following three conditions that were present in effective programs:

1. Clear goals with methods, materials, and assessment related to these goals.

2. Well-specified components, materials, and professional development procedures.

3. Extensive professional development.

The authors challenge schools working with Latino children to step out of the status quo in selecting an appropriate program for their own adaptation. They provide a helpful table and an especially helpful appendix of contact information for this purpose.

In Chapter 2, six programs are explored that meet the criteria of effectiveness, replicability, and applicability for Latino students. An additional seven programs (in California) did not meet the effectiveness criteria based on evaluations but are described due to their widespread use with Latino students. The authors identify four common themes in effective programs: personalization, connecting students to an attainable future, targeted academic assistance, and student status and recognition. Again, a useful table of programs is presented and a helpful list of contact information is provided.

Chapter 3 takes a closer look at three effective programs for Latinos. The elementary, middle, and high school programs were each described briefly in Chapters 1 or 2. The elementary program described is Success for All (SFA), one of the programs with which the authors are associated. The SFA process is described primarily through the lens of the principal. While this is insightful, an exploration of multiple viewpoints would have been helpful. Especially lacking are voices of students and parents served by the program. The middle school program described is the Coca-Cola Valued Youth Program. A helpful part of this section is an explicit description outlining how the program overcame obstacles and barriers to implementation. It would have been helpful to detail how the other programs dealt with barriers as well. The high school program described is Project AVID (Advancement Via Individual Determination). Direct quotes from a past program participant highlight the effects of this program and leave the reader wanting more such input concerning all three programs. Overall, this chapter provides a solid, qualitative complement to the first two chapters, which present more quantitative evidence of program successes. The chapter is a solid opportunity for those considering adaptation of one of the programs to have more personal insight into the process of implementation.

Chapter 4 is an ethnographic study of a two-way bilingual program in El Paso, Texas. The action-research project looked at:

1. Program design and implementation adjustments.

2. Teacher performance and professional development.

3. Pedagogy.

4. Role of the principal in program and structure.

The study gives a good look at the complexities involved in all stages of the implementation of a two-way program. It provides an in-depth glimpse at the two-way adaptation of SFA as well as issues concerning curriculum development, team teaching, separation of languages, instructional methods, and professional development. The study highlights the importance of involving teachers as researchers, as well as the importance of their attitudes and collegial relationships. Additionally, the study focuses on the unique role of the principal in a two-way program and the relevance of such issues as cultural and racial tension, historical inequities, and negative attitudes of staff.