ERIC ED387279: Chicano School Failure and Success: Research and Policy Agendas for the 1990s. The Stanford Series on Education and Public Policy.

361 Pages·1993·8.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 387 279
RC 020 224
AUTHOR
Valencia, Richard R., Ed.
TITLE
Chicano School Failure and Success: Research and
Policy Agendas for the 1990s. The Stanford Series on
Education and Public Policy.
REPORT NO
ISBN-1-85000-863-9
PUB DATE
93
NOTE
361p.; Eight of the 11 chapters are based on papers
presented at a conference of the same name (Stanford,
CA, May 12, 1989). For selected individual papers,
see RC 020 225-234.
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DESCRIPTORS
*Academic Achievement; *Academic Failure; Bilingual
Education; Culture Conflict; Dropouts; *Educational
Environment; Educational Policy; Educational
Research; Educational Testing; Elementary Secondary
Education; *Mexican American Education; *Research
Needs; Second Language Learning; Special Education;
Student Development; Success
IDENTIFIERS
*Chicanos; Hispanic American Students; Language
Minorities
ABSTRACT
This book examines the school failure and success of
Chicano students from a wide variety of perspectives. It attempts to
promote further understanding of what constitutes, maintains, and
helps shape school failure among Chicano students, and to present
research and policy agendas that may help to realize Chicano school
success. Five sections address current realities of the Chicano
schooling experience, language and classroom perspectives on Chicano
achievement, cultural and familial perspectives on achievement,
educational testing and special education issues, and the big picture
and Chicano school failure. Chapters are:
(1) "The Plight of Chicano
Students: An Overview of Schooling Conditions and Outcomes" (Richard
R. Valencia);
(2) "Segregation, Desegregation, and Integration of
Chicano Students: Problems and Prospects" (Ruben Donato, Martha
Menchaca, Richard R. Valencia);
(3) "Chicano Dropouts: A Review of
Research and Policy Issues" (Russell W. Rumberger); (4)
"Bilingualism, Second Language Acquisition, and the Education of
Chicano Language Minority Students" (Eugene E. Garcia);
(5)
"Promoting School Success for Chicanos: The View from Inside the
Bilingual Classroom" (Barbara J. Merino);
(6) "From Failure to
Success: The Roles of Culture and Cultural Confllct in the Academic
Achievement of Chicano Students" (Henry T. Trueba) ;
(7) "Cognitive
Socialization and Competence: The Academic Development of Chicanos"
(Luis M. Laosa, Ronald W. Henderson);
(8) "The Uses and Abuses of
Educational Testing: Chicanos as a Case in Point" (Richard R.
Valencia, Sofia Aburto);
(9) "An Analysis of Special Education as a
Response to the Diminished Academic Achievement of Chicano Students"
(Robert Rueda); (10) "Systemic and Institutional Factors in Chicano
School Failure" (Arthur Pearl); and (11) "Conclusions: Towards
Chicano School Success" (Richard R. Valencia). This book contains
references in each chapter, 30 data tables and figures, notes on
contributors, and author and subject indexes.
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OF EDUCATION
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Chicano School Failure
and Success
The Stanford Series on Education and Public Policy
I. 0.111, School of Education, Stanford University
Gencf,f/ Edam" Professor I lenry NI.
rhe purpose of this series is to address major issues of educational policy as they affect
focuses on both the
and are aft-ected by political, social and economic is,ggs.
It
consequences of education for economic, political and social Laatcomes as well as the
influences of the econonnes, political and social climate on education
It is particularly
concerned with addressing
niajor educational issues and Lliallenges within this
frainew. ork, and a special eftOrt is made to evaloate the various educational alterna-
tives on the policy agenda or to develop new ones that might address the educational
challenges before us. All (if the volumes are to be based upon original researLh and;or
competent syntheses of the available research on a topic.
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AVAILABLE
BEST COPY
Chicano School Failure
and Success:
Research and Policy Agendas
for the 1990s
I:dited by
Richard R. Valencia
Fa hher Press
Otis) Thc
I aylor & Francis ( rmip)
(A member of the
New York
Philadelphia
ondoll
UK
The Palmer I'ress, 4 John St, London WC IN 2ET
USA
The Falmer Press, Taylor & Francis Inc.,
©1991 R.R. Valencia
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without permission in
writing from the Publisher.
First published 1991. Reprinted 1993
Library of Congress Cataloguing-in-Publication Data
Chicano school failure and success: research and policy agendas for
the 1990s / edited by Richard R. Valencia.
cm.
p.
Papers of a conference held at Stanford University, May 12, 1989.
Includes bibliographical references and index.
ISBN 1-85000-862-0:
ISBN 1-85000-863-9 (pbk.):
1. Mexican American students.
I. Valencia. Richard R.
LC2683.C47
1991
373. 1'2913089'68 d c20
91)-46288
CIP
British Library Cataloguing in Publication Data
Chicano school failure and success : research and policy agendas for
the 1990s.
United States. Chicanos. Education
I.
Valencia, Richard R.
I.
371. 976872073
ISBN 1-850(10-862-0
1-85( )0( -863-9 pbk
Cover design by Caroline Archer
Set m 9.5/11 pt Beinbo
by Graphicraft Typesetters Ltd, I long Kong
Primed in
Great Britain by Bun:es.% Seim e
Haiin,otoke
on paper whuh hay a Ape( ihed pll value on final paper
manufw lure of nor le.s.s than 7.5 and
therefore 'acid free'.
is
Contents
Tables and Fiure
Acknowledgments
Preface
Current Realities of the Chicano Schooling Experience
Part I:
1
The Plight of Chicano Students: An Overview of Schooling
1
Conditions and Outcomes
3
Richard R. I'alencia
Segregation, Desegregation, and Integration of CAlicano Students:
Problems and Prospects
27
I 'alencia
Ruben Donato, Martha Menthaca, and Richard R.
Chicano Dropouts: A Review of Research and Policy Issues
3
64
Russell HI RunibeNer
Language and Classroom Perspectives on Chicano
Part II:
9 I
Achievement
Bilingualism, Second Language Acquisition, and the Education of
4
Chicano Language Minority Students
93
Eugene E. Garcia
Promoting School Success for Chicanos: The View from Inside the
5
Bilingual Classroom
119
Barbara I. Merino
Cultural and Familial Perspectives on Chicano
Part III:
149
Achievement
From Failure to Success: FIR. Roles of Culture and Cultural Conflict
in the Acadenuc Achievement of Chicano Students
151
Henry T
ruelia
aileinR
Hic
And ( .onipctcm
os!,nitivc
)evelopment of Chicanos
164
M Lito,a and Ronald Ii
I fender,on
Part IV:
Educational Testing and Special Education
Issues vis-a-vis Chicano Students
rl
kes and Alluses ot. Educational Testing: (
a
",
('.ase in Point
hard R. 1.ahmia and Notia
2n3
\
,A .na.ysis of Sp:LW Educatum as a Response to the I )uninished
I
Academie Achievement of Chic,mo Students
Rohm Rucda
252
Part V:
The Big Picture and Chicano School Failure
271
lu
Systemic and Institutional Factors in Chicano School Failure
.11thto Peail
273
C onclusion,:
(:Inc.ino ,,chool Success
I ov .
11
Rlihard R.
321
l
t es on Cohn jhu
32(
.huthot Ihch
Indc\
3.19
,
Tables and Figures
Tables
Projections of (.:aliforma's st hool-age popularton by racial ethnic
1.1
background
National public ,:thool enrollmern changes by racc'ethnicitY.
1.2
17
.iutinnn 1%8-autumn 1986
18
Projections of racial ethnic youth populations 1982-21).2H
3
I
Latino sq. -cgation by region. 1968-1984
2.1
»
student
t.ants. orto.r comparison between pert entage of inmora%
31
body enrollment and academic at hievemcnt
Number and ploportion of dropouts in [)opulation b% age.
gender. face. ethilik ay: 198(t
(,71
I )ropout rates by age group. st.A. race, and ethnicity:
3 2
6.1
1974. 1980. 1986
t.lected demographic haracteristus of childn II under 18 \ ears
71
and lngh Nehool dropout rates be rat. e and ctlum itt
Unemployment and income of high school graduates and
3 4
78
dropouts by rat e ethimitv and ses, 1985 and 1986
wryices provided in all dropout programs and programs
81
Nervicmg 1 lispanics
laNfoolll intel at lion in
Llassitication ot instruments to stud%
122
'Incanos
121
1 angu ie of instruction: process' pi ()grain studies
2
leacher as focus tunctions of teat her talk
t o teacher talk
F eat her AN rot us: amounf
1227'
1
133
loeu1. proces,, product
1 earner a
ITO -198i): Unficd State,.
ondary qudent
III
I
raceethint
19711- Pls.')
ears school t ompleted b
Median
1(12
',tutlies by race and etlinica \ (per «lit dropout)
1,
.;
educattonal adnevemcnt b \ race Intl
Im011ic of 1101INehOlds
o 4
277
ethnicity. 1'184
Admp-oon. undenepit-wiltanon md
\
178
PN,
wntatwil hs tat t' And 01111k Its
thopopt,-
hool madu.itts
inplw ment Loc. i)t 11101
ill I,
I.
1(180.
1,17-t.
Aiwk, vrt \us I hnsp.inmmt s. pct,ons ap,cd II, and over.
,mtl P/811
tj
7.able., and
10.7
Unemployment rates. professional einploymem: Hispanics, 1984
In.
I hspanies in California's twenty-five larir,eAt school districts.
I 987 - 88
181)
Hispanic poverty in the United States. 1985
1(1.9
281
California median family income, 1983
10.11i
284
Head Start results, auttmm 1984: A comparison between Head
1I) 11
Start and control cohort at age 19
286
A comparison of (....113S results
eighth grade. Claremont
1(1.12
middle school. 1983-86
Figures
Early intervention strategy
III. I
186
HO
1 otal compensatory strategy for equal
cum-anon
287
1
Chicano school performance: Existing v
1(1.3
Effective school
294
i u