Researcher: Texas schools fail English-limited Hispanics

McALLEN – Texas State University researcher Omar López has uncovered what he calls a systemic injustice that English-limited students face in Texas public high schools every day.

Educators across the state deprive thousands of Hispanic English Language Learners (ELLs) of any chance to beat the odds and graduate on time, López revealed during a Thursday presentation at the Texas Association of Bilingual Education’s conference at the McAllen Convention Center.

And he released data chronicling a long-known overrepresentation of Hispanic ELLs in special education classes and a vast underrepresentation in gifted and talented, or GT, programs.

“This is what I call, by the way, a ‘DLS’…in the world of the (Texas Education Agency), it’s a dirty little secret,” said López, a former TEA official. “What they don’t want to you know is that this is one of the systemic practices done across the state.”

Analyzing TEA enrollment data from 2003-2007, López found that one in four, or 6,177, Hispanic ELL students had absolutely no way to actually graduate on time with their peers.

That’s because educators, likely fearing ELLs would fail too large a course credit load, sign them up for too few classes each year.

“If they don’t think you can handle it, they won’t even give you enough credits that even if you pass them, you still won’t get promoted” to the next grade, López said. “This is an atrocity.

“I propose that we change the law (to) say, ‘No, you have to give them at least six credits per semester,” he said. “Right now there is no code. There is no law like that.”

His data showed Hispanic ELLs were not the only students hurt by educators’ practice of assigning fewer than the required number of courses per school year needed for promotion from grade to grade.

More than 14,000 white students, or 10 percent, fell through the same cracks, as did 13,587 Hispanic non-ELLs, or 13 percent.

Facing these staggering numbers, López said, educators would have no conscionable choice other than to implement changes at home or rally their lawmakers to change the Texas Education Code.

“If it’s not in the code, it doesn’t get implemented at the level where the action takes place,” he said.

But Cheryl Walters, an attendee at the bilingual conference, placed little hope in the Texas Legislature.

“I’m not positive that they would listen,” said Walters, who teaches in the Goose Creek school district near Houston. “I’m very uncomfortable thinking they’d even listen, because it’s a money issue.

“Because of the budget cuts, they may say it’s not cost effective,” she added. “But is it cost effective to not let someone continue and complete school?”

SPECIAL ED OR GIFTED?

López also used the same data to demonstrate Texas schools are twice as likely to label Hispanic ELLs as “learning disabled,” placing them in special education classes, than their Hispanic non-ELL counterparts.

Compared to the latter group’s 10 percent presence in special ed programs, educators place a full 19 percent of Hispanic ELLs in those classes.

“They’re not special ed.” López argued. “They just don’t speak English when they come to us.

“They don’t have a disability. They may have a disadvantage, but they’re not disabled. They’re just as capable of learning.”

Similarly distressing to López – and just as well known in education circles – 8 percent of Hispanic non-ELL students in Texas enter GT classes, which get greater enrichment and usually more challenge course work.

Only 0.2 percent of Hispanic ELL students – a meager 53 – ever enjoy the same opportunity.

“We need to have these students designated ‘multisociolinguistically’ gifted!” López said. “Isn’t being biliterate gifted and talented in and of itself?

“We need a revolution. We no longer have time to evolve,” he said. “But I’m just a little guy with some data and research...what I’m in need of (is) places where people are willing to make the changes.”

He referenced the Pharr-San Juan-Alamo school district as one of those places.

On Friday, Superintendent Daniel King said ELLs’ representation in GT and special ed have troubled educators for decades. But, he said, a dual-language program can help correct that long-time problem, citing research that it takes an average of five to seven years to learn a new language.

“If (a student’s) starting school six years behind, then even if things go well, it may take another six years to get to par,” King said. “Dual language would be considered an enrichment program because you’re seeing students who are biliterate and on level in both languages.”

So far, his district has graduated three cohorts of about 40 dual-language students, preparing them for advanced science and mathematics college programs.

The key, he said, was tapping into a student’s innate talents, not automatically labeling them as disabled.

“They will become super employable,” King said. “If Spanish is your language, how can we take that to make you the best person you can be?

“To me, that would clearly be teaching you English but keeping on with your Spanish. We’re not going to take away from you. We’re going to build on you.”