We will end this week of public policy discussion on education by bringing our US immigrant citizens back into this discussion moving away from all this global labor pool RE-EDUCATION structure to remind new citizens what our long-term naturalized Latino and Asian citizens know----all public schools in each community were fully staffed with support staff from teachers in ESL to special needs. When a immigrant family moved to a community the central administration made sure that school had that ESL teacher and family support. This occurred until Clinton stopped enforcing Equal Protection and opportunity for public education and instead allowed Federal education funding be directed to building corporate charters and expanding corporate education overseas to Foreign Economic Zones. Without those ESL teachers it was in the Clinton era that our immigrant students were main streamed with no help with language. Clinton did that deliberately, willfully, and with malice to stage our public K-12 to FAIL. Bush came next to set that stage with NO CHILD LEFT BEHIND. All of this was done just to claim our public schools were failing.....
THIS IS WHY IN THE 1990s A BALTIMORE CITY SCHOOL DISTRICT WAS HANDED TO STATE OF MARYLAND FOR NOT ENFORCING DISABILITY OPPORTUNITY AND OF COURSE NO ESL. THEN MAYOR SCHMOKE KNEW THIS STANCE WAS ILLEGAL AND UNCONSTITUTIONAL BUT ALLOWED OUR BALTIMORE SCHOOLS TO DECAY.
Our new immigrant citizens may not know this history--they are taught by global Wall Street organizations about what being in America is like and if corporate K-career with vocational tracking is it---then our new immigrants will follow. Our long-term naturalized Latino and Asian citizens are out protesting with 99% of white and black citizens the corporatization of our public schools.
Below we see the same global Wall Street deregulation of public K-12 by pretending Latino and Asian citizens will become small business charter school owner/operators now that resource for ESL. As we shout global Wall Street will have those corporate education structures in US cities deemed Foreign Economic Zone to kill any small business education charters---it is not worth killing our K-12 public schools.
The parents will be without a business and the children will be pushed into that global human capital distribution RE-EDUCATION system right here in US.
English Language Learner Charter Schools
A rise in the Hispanic population in the United States has brought more charter schools focusing just on ELLs—some with great success
Alan Dessoff
District Administration, Feb 2010
2/1/2010
Students play in the Camino Nuevo Charter Academy's Burlington Avenue campus courtyardIn districts with Hispanic populations, English language learning is a priority, particularly in the elementary grades, which many students enter still speaking Spanish as their primary language. In affiliation with the National Council of La Raza (NCLR), a private, non-profit organization focused on reducing poverty and discrimination and improving opportunity for Hispanic Americans, about 100 community-based charter schools serve districts like these across the United States.
None of the schools serves only English language learners (ELLs); each has "a different proportion" of them, says Delia Pompa, NCLR's vice president for education, since many students who enter the schools already have learned English, often through their families that have been living in the country for several generations.
But ELLs represent "a significant portion of the Latino student population," according to a statistical brief—"Missing Out: Latino Students in America's Schools"—that NCLR issued last year. It reported that 39 percent of all Latino children were ELLs in the nation's public schools in 2005 and nearly 80 percent of ELL students were Hispanic.
Some of the schools operate under NCLR's Charter School Development Initiative, which the organization launched in 2001 as a response to the "increasingly alarming educational outcomes" of Latino students at that time. Others function as part of NCLR's Early College Project, created in 2002 to increase high school and college graduation rates for Latinos.
With President Barack Obama's initiative to get states to remove any limits on the number of new charter schools while shutting down ineffective ones, the Hispanic schools are drawing increased interest. Here are three case studies of schools that serve mainly ELL students and that have seen some noteworthy success, despite some drawbacks.
Camino Nuevo Charter Academy, Los Angeles, Calif.
The MacArthur Park neighborhood west of downtown Los Angeles is one of the poorest and most densely populated neighborhoods in the city. Most of its residents are immigrants from Mexico and Central America. In 2000, Pueblo Nuevo Development, a nonprofit community development corporation in MacArthur Park, founded Camino Nuevo Charter Academy as part of NCLR's Charter School Development Initiative. It opened with two K5 campuses, followed by two middle school campuses the next year and Camino Nuevo High School in 2004.
Now it is a network of schools serving more than 1,500 students from preschool through grade 12. Ninety-eight percent of its students qualify for free and reduced-price meals, based on their household size and income under state eligibility guidelines, and ELLs are "the core of our student population," representing more than 90 percent of entering students every year, says Ana Ponce, the academy's executive director and CEO. "We build our instructional program on that foundation," she says.
But Camino Nuevo's mission is broader than teaching ELLs. As stated in its literature, it is "to educate students in a college preparatory program to be literate, critical thinkers and independent problem solvers who are agents of social change."
Camino Nuevo does it by carefully tracking data on each student's progress. "We are data-driven. We identify what's working and the gaps where things are not working and then try to fix them," Ponce says. She cites a difference in third-grade test scores that administrators noticed between the 2007-2008 and 2008-2009 school years.
As they tried to identify the reason for the gap, they looked at differences between the third-grade teachers in the two years. "It came down to teacher quality," Ponce says, and so administrators focused on coaching the teacher who had produced the lower scores.
She explains that when a teacher needs support, the principal or a designee meets with the teacher to review the teacher's techniques and lesson plans as well as students' work, and also observes the teacher's classroom at least once a week. In addition, quarterly benchmark assessments are closely reviewed for each of the teacher's students.
Camino Nuevo helps parents play an important role in their children's learning. A Latino family literacy program provides parents of younger students skills for reading with their children at home and talking with them about what they are reading in their classrooms. A parent coordinator on every campus works with parents to keep them engaged. "We don't want parents to just show up. We want them to be advocates for their children's education, not just in terms of what teacher they get but in terms of preparing them for the option to go to college," Ponce declares.
The academy is operating with a budget this academic year of $14.5 million, down from $15.6 million last year. "We are funded like any other public school, and clearly we are being impacted by the downturn in the economy," Ponce explains. That also is impacting grants Camino Nuevo receives from private foundations.
Do Charters Work for ELLs?
Whether charter schools are effective in helping students learn English is under debate in Massachusetts, where the state Senate passed a bill last November, backed by Gov. Deval Patrick and Boston Mayor Thomas Menino, to change some low-performing public schools into charter schools as a way to improve students' learning and performance.
Last year, it received more than $1 million in grants but is anticipating probably no more than $400,000 this year, Ponce says. But the school "does not rely on private fund-raising to operate our programs and therefore has not been significantly impacted by the drop in private funding," she says.
Camino Nuevo's rigorous academic approach produced a 97 percent graduation rate for its first high school graduating class in 2008. In addition, all the graduates went to college, with 62 percent admitted to four-year institutions and the rest to community colleges.
With an academic performance index (API) of 759 out of a possible 900, the high school outperformed the statewide API average of 702 and the Los Angeles Unified School District API average of 683. The API, the cornerstone of California's Public Schools Accountability Act of 1999, measures the academic performance and growth of the state's schools. "We are demonstrating that these kids have what it takes to perform at high levels, and we are pushing the system to compete with us," Ponce says.
Raul Yzaguirre Charter School for Success, Houston, Texas
To address what it saw as inequities and failures in the public school system for Hispanic children, the Tejano Center for Community Concerns in Houston, Texas, led by Richard R. Farias, its founder, established the Raul Yzaguirre School for Success in 1996 as an open-enrollment institution, one of the first 20 charter schools approved by the state board of education. The Tejano Center was created four years earlier to improve opportunities for Hispanic children and their families through housing and community development initiatives, as well as education, social and health services.
The Panther Batallion Drumline at Raul Yzaguirre School for Success in Houston performs at a Houston Texans football game half-time show in 2008.
Starting with 100 seventh- and eighth-graders, the school has grown to 856 pre-K through 12th-grade students at campuses in Houston and Brownsville. Whatever the grade level, Raul Yzaguirre's mission as part of NCLR's Charter School Development Initiative is clear: "We are a college-prep charter school," says Farias, who serves as superintendent of the school. He points out that its mission begins with elementary school students, who are taken on visits to local colleges and universities. "We are getting them to think about college already," Farias says.
Among the school's demographics, 96 percent of students are economically disadvantaged and 56 percent have limited English proficiency. Some are already one or more grade levels behind when they enter Raul Yzaguirre. The school seeks to bring them all up to speed and on a track for college with individualized education plans, a 20-to-1 student-teacher ratio, and required student uniforms, which families buy on their own but with financial support from the school if they need it.
The uniform requirement is "an economic factor, more than anything," says Maria Barrientos, director of curriculum and instruction and principal of the primary academy. "It's cheaper for parents to buy uniforms for their kids than to feel that they have to go out and buy clothing so the students can wear whatever they want and be in style," she maintains.
The uniforms also enhance students' safety and security, because they help school staff keep an eye on students when they are on field trips, she adds.
Raul Yzaguirre is the first charter school in Texas to have a JROTC program. Farias, who has a background in juvenile justice, considers this important because "it instills respect and obedience and keeps our kids out of trouble. If I can keep them out of trouble, I can educate them."
Most Raul Yzaguirre pre-K students speak no English when they enter the school. At first, through a transitional bilingual program, they start out speaking mostly their primary language and increase their English as they moved from grade to grade. This year, the school started a different dual language program in pre-K through grade 2, teaching half in English and half in Spanish. "We believe that is particularly important in Texas," Farias says, because bilingualism is common in Texas.
In the new program, subjects like social studies, science and math are taught in English on certain days, while reading, language arts and writing are taught in Spanish. On other days, the subjects and languages are reversed. Also on certain days, there is a "language of the day," sometimes Spanish, sometimes English. "When students line up or go to the cafeteria, the entire school family, including teachers and staff, will speak to them in one language or the other, to help them become more familiar with English" by understanding the English equivalent of words familiar to them in Spanish, Barrientos explains.
But Raul Yzaguirre still uses the transitional model in grades 3-5 for students who enter the school at those levels not speaking any English. "That might be their first year of schooling in the United States," Barrientos says. By the time they get to fifth grade, most students move into all-English classrooms, but some stay in a bilingual program.
After fifth grade, the school uses test data to monitor students' progress in either English or Spanish and continues bilingual instruction for those who need it, Barrientos says.
In measurements of Raul Yzaguirre's success, Farias points out that 85 percent of its graduates go to college and that the school's dropout rate in 2008-2009 was 1 percent. "We're extremely proud of that, because these are essentially high-risk kids who come from the regular public schools," he says.
He credits the low dropout rate partly to the involvement of parents, with more than 90 percent of them providing at least 36 hours of service in school-related activities during the academic year. Many also participate in an adult evening education program that includes basic computer training and citizenship classes.
With an annual budget of about $10 million, Raul Yzaguirre raises an average of $1.5 million annually from private sources such as corporations and foundations, Farias reports. "We have grown tremendously over the years. We have a good thing going on here, and we are going to continue to grow and prosper," he declares.
Dolores Huerta Preparatory High School, Pueblo, Colo.
By the time most students enter Dolores Huerta Preparatory High School (DHPH) in Pueblo, Colo., they no longer are ELLs, if they ever were in the first place. Even though 80 percent of the students are of Hispanic heritage, most students are probably fourth-generation or earlier, says Jason Guerrero, chief financial officer of the Cesar Chavez School Network, which includes the high school. The few students who were ELLs before coming to DHPH learned English in the K8 Cesar Chavez Academy, a feeder school for DHPH, says Rich Mestas, DHPH's principal.
Sophomore students at Dolores Huerta Preparatory High School sit in a general science class.
A husband-and-wife team, Lawrence and Annette Hernandez, along with community activists, founded the Cesar Chavez Academy in 2000 for underserved Latino students in Pueblo, a community characterized by poverty. They established the high school two years later as part of the school network, which now includes other schools in Colorado. About two-thirds of DHPH students are economically disadvantaged, but there is a degree of socio-economic diversity. Some parents hold PhDs, Mestas says.
Although it is part of NCLR's Early College Project, DHPH considers college as only a stepping-stone for its students on a path to what it considers a more significant goal: a career. "We are committed to career preparation. That is the carrot we dangle out there for our students," asserts Mestas. "The mistake that has always been made is emphasizing ‘college, college, college,' but that's not tangible for our students. What's tangible is a career," he explains.
"We tell them that a career is different from a job," Mestas says. "A job is something where you have to go to work and you're looking at the clock. A career is something you get up for every morning and you're passionate about and you love what you do and you can't believe you get paid to do it. It's really important to establish that for the students so they can understand the relevance of their education."
That's what sets DHPH, with 443 students this year, apart from a traditional high school, Mestas declares. "They go to classes geared toward their careers, and they understand from day one what it's all about here," he says.
In ninth grade students begin preparations not just for college—"how to study, take notes, manage your time, advocate for yourself with your professors"—but also for the workplace, by developing attitudes such as a strong work ethic and by learning skills such as how to dress for a job interview, Mestas says. Another commitment DHPH has made is to give its students a head start into college by providing college-level courses in their junior and senior years through partnerships with Pueblo Community College and Colorado State University-Pueblo.
Students graduate with both a high school diploma and an associate degree, which gives them credits they can transfer to a four-year institution. Also, eighth-grade honors students at Cesar Chavez Academy can take courses at DHPH and begin earning their high school credits early.
Mestas stresses that while educating the students, "we also have to educate the parents about why college is so important."
Through its Parent Academy, DHPH instructs parents how to submit the Free Application for Federal Student Aid (FAFSA) and to determine if they qualify for other scholarship opportunities. "Parents don't understand why they have to release financial information. You'd be surprised how many parents are reluctant to do that," Mestas says. "We try to eliminate all barriers for them so that they understand our program and embrace it. They are the key piece to continuing their kids' success."
Meanwhile, last October, the board of the Cesar Chavez School Network fired the Hernandez couple, who were the chief executive officer and chief operating officer. According to local news reports, they were dismissed in part over allegations of financial mismanagement and questions about students' test scores on the Colorado Student Assessment Program.
The Colorado Department of Education subsequently audited the testing procedures used at Cesar Chavez Academy and reported in December that it found "extremely high rates of extra time accommodation" for students on tests from 2007 through 2009.
In another development, a projected $1.5 million budget deficit for the two charter schools and the network that was "absolutely" related to the Hernandezes' management caused the boards of the schools and the network to cut $974,000 from their budgets in November, according to Dennis Feuerstein, board president of the academy and DHPH. The cuts at the high school included an athletics instructor and six noninstructional personnel, funding for athletic uniforms, reduction of service contracts, limits on the hours the building would be open, and elimination of nonessential spending on cell phone use and travel.
The NCLR also dropped a $20,000 grant to DHPH but restored it in December, says Feuerstein, because "we told them we were fixing the problems," which are having no impact on school operations. "We're getting things in order, and it's business as usual. We're still in pretty darned good shape," Feuerstein insists.
In the end, the way to look at these charter schools for ELLs is to "see what is happening to some of those kids," says Pompa of NCLR. "You see low dropout rates and good academic growth and performance," which, NCLR hopes, will lead the schools' graduates to successful college experiences and careers.
Alan Dessoff is a contributing writer for District Administration.
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Here we have that deregulation of high school were instead of educating broadly across all subjects these corporate charters are bringing that 4 year college into high school. The goal is to have what was a strong 4 year university degree be replaced by what is called a degree taking all 4 years of high school. Much of this time is on-the-job apprenticeship----lowering the age for youth on work sites. We also see where students in these programs are the ones staying long hours creating after-school programs that are merely job training.
Sadly this national charter chain aimed at immigrant students is named after a revolutionary hero---Chavez. The people owning these national charters are generally the global 1% and their 2%----
ALL OF THIS HAS NO GOOD INTENTION FOR THE CHILDREN ---IT ONLY SEEKS TO DEREGULATE ALL OUR PUBLIC SCHOOL PROTECTIONS FOR PARENTS, TEACHERS, CHILDREN----AND ESPECIALLY EQUAL OPPORTUNITY.
No matter how much global Wall Street pretends these ASSOCIATES DEGREES earned in high school are the same as that from our public community colleges ---they are not. No one will get into a strong 4 year university with these tiered certificate degrees.
'Students graduate with both a high school diploma and an associate degree, which gives them credits they can transfer to a four-year institution. Also, eighth-grade honors students at Cesar Chavez Academy can take courses at DHPH and begin earning their high school credits early'.
It appears this national charter chain is headquartered in Washington DC and is likely a global education corporation. If left to continue MOVING FORWARD---these will look just like the New Comer to job training in Foreign Economic Zones globally. This of course is also happening in all charters whether black or white communities as well. They will expand this to 4 year apprenticeship in high school soon saying that is the 4 year college degree.
As with Warnock's Green Street Academy -----this Chavez is simply being used to deregulate how our K-12 is structured, funded, how students are treated ending equal opportunity and access. Notice they both have left social progressive names for far-right wing global Wall Street corporate schools.
I have a FB friend that wants to do away with the people's Democratic Party and he keeps shouting about a Cesar Chavez and a Barbara Jordon and of course here is Jordan's international 'public' school. Jordon is ONE WORLD ONE GOVERNANCE AND GLOBAL HUMAN CAPITAL DISTRIBUTION SYSTEM so there is nothing revolutionary or left social progressive coming from Barbara Jordan. This is headquartered in Washington DC as well and it is designed to be that K-career RE-EDUCATING global labor pool workers.
So this is what our CLINTON/BUSH/OBAMA global Wall Street pols did with all that Federal education funding restructuring and ending Federal Student Loans sending them to vocational tracking and degree certificate programs all while making sure all Congressional pols had those global K-career corporate charter chains.
Make no mistake----these global K-career corporate charter structures are simply a global education structure from Foreign Economic Zones overseas putting a US face while pushing to end all public school education.
Barbara Jordan Public Charter School Profile
Student Teacher ratios, School District Information, County Information, Demographics, links to nearby schools, & much more.School Profile: Barbara Jordan Public Charter School
Welcome to the school profile for Barbara Jordan Public Charter School! Looking for local school information?
Barbara Jordan Public Charter School is located at 100 Peabody Street, Nw, Washington, DC 20011. The contact phone number is (202) 545-0922. It has a student/teacher ratio of 13.25.
Below you can find more school demographics, statistics & resources, explore a map, links to nearby schools, nationwide discussions about schools, and a link to all schools in Washington.
So Obama and Clinton neo-liberals in Congress passed Race to the Top and restructured all Federal funding for K-12 and higher ed just to transfer those hundreds of billions of dollars to these global corporate education structures. These ar the same local pols in city council and state assemblies that are always pretending they are doing something to protect our public schools---FAR-RIGHT WING GLOBAL WALL STREET WILL END PUBLIC EDUCATION IN US.
So Obama and Clinton neo-liberals in Congress passed Race to the Top and restructured all Federal funding for K-12 and higher ed just to transfer those hundreds of billions of dollars to these global corporate education structures. These ar the same local pols in city council and state assemblies that are always pretending they are doing something to protect our public schools---FAR-RIGHT WING GLOBAL WALL STREET WILL END PUBLIC EDUCATION IN US.
6 city schools recommended for closure amid $980 million renovation plan
Heritage High School, located in the Lake Clifton building, is one of the schools recommended for closure in June. (Amy Davis, Baltimore Sun)
Colin Campbell and Liz BowieContact Reporters
The Baltimore Sun
Which six Baltimore schools are recommended for closure next year?Six Baltimore schools, including two high schools, would close in June as part of the city district's proposal to downsize to fit current enrollment and prepare for a $980 million modernization, officials said Tuesday.
School administrators showed the school board a consolidation plan that would relocate several small schools and adjust the grade spans at others.
If all of it is approved, 27 schools would be affected. The school board will also be asked to approve contract extensions for eight charter schools.
The six schools recommended for closure are Abbottston Elementary, Langston Hughes Elementary, Dr. Rayner Browne Elementary/Middle, Northeast Middle, W.E.B DuBois High and Heritage High.
"We want to make sure we are still delivering transformational educational opportunities to students … while looking at every cost-saving measure," said Nicole Price, director of family and community engagement for the school system.
School enrollment has declined from 110,000 in the 1990s to about 84,700 last year. The school system has been trying to get rid of its underused buildings.
Enrollment dipped to a low of 81,000 students in 2007. Since then, the school system has seen an increase of several hundred students a year as families with children have stayed in the city. Officials did not release Sept. 30 enrollment figures but indicated that the number has increased slightly.
Mayor Stephanie Rawlings-Blake wants to attract 10,000 more families to the city over the next decade.
"Baltimore schools are growing, which is a great sign for our city," she said in a statement. "My priority is to work in partnership to secure the resources necessary that can build the schools parents want to send their children to, which is why I fought so hard for school construction funds."
Administrators developed the recommendations in part as a response to a revised estimate of the number of buildings that can be built or renovated with the $980 million in bond proceeds.
The plan originally called for the revitalization of 40 school buildings, but the figure has dropped to between 23 and 28.
Dozens of schools have been closed over the past decade, even as new, small charter schools have sprouted. In 2011, more than a quarter of the city's 200 school buildings had 250 or fewer students.
The recommendations that are expected to elicit the most concern from the community include Abbottston, a small school in Waverly with a dwindling population, and Heritage High, now located in the old Lake Clifton High School building.
City Councilwoman Mary Pat Clarke opposes the closure of Abbottston, a school with 186 students, because it was renovated less than a decade ago and is small.
"Small schools have a great value for little children," she said. "Small schools are quiet and family-like and they can be intense in their teaching because students are at ease. They feel safe. Small schools are worth saving."
Abbottston was considered one of the highest-achieving schools in the city until the Maryland State Department of Education found evidence of widespread cheating at the school in 2009.
Clarke said the school's new principal and a strong sense of community should help enrollment increase in the future.
If the recommendations are approved, Abbottston students would move from the school's current location next to City College in the Coldstream-Homestead-Montebello neighborhood to the Waverly Elementary/Middle building.
Angelica McKnight, a sophomore at Heritage, asked the board not to close the school before her class graduates.
"Today I found out my school is closing," she said. She said the high school provides a "great, fun, productive learning experience."
"Heritage is awesome," McKnight said. "I wouldn't want to go to any other school. I'd like to graduate."
Heritage High would close at the end of the school year, and the REACH! Partnership School, which shares the Lake Clifton campus with Heritage, would relocate to the Fairmount-Harford building by the 2020-2021 school year. The Lake Clifton building was originally scheduled to be renovated under the plan to modernize the school infrastructure.
Lake Clifton was believed to be the largest school in the nation when it was built to hold 4,000 students in 1972. The school has one mile of corridors and 120 classrooms, but only a portion of the building is currently being used.
Mark Washington, head of the Coldstream-Homestead-Montebello Corp. and an alumnus of Lake Clifton, said the neighborhood submitted a proposal to the school board about how to best renovate and use the school and the park.
Neighbors were disappointed by the recommendation to defer any work at Lake Clifton.
Washington said he understands the system's desire to make the most of its money, but he worries about "the damage that recommendation could have on the community."
Richard McCoy, president of the Lake Clifton Alumni Association, said low enrollment was not a legitimate reason to close schools. He said smaller schools were a focus of the previous city schools administration. In 2002, the city school system began breaking up its largest high schools to reduce violence and increase achievement.
"It was the school system's idea to go to smaller learning environments," he said. "They could have [Lake Clifton] up to capacity if they wanted to. They're the ones that are limiting enrollment."
For alumni in particular, McCoy said, it would be "devastating" to see the school empty. He said they hope elements of Lake Clifton's legacy, such as the school's artwork, would be retained at Fairmount-Harford if REACH! Relocates.
Neighbors are holding out hope that the building can be used as a community center and "won't become an eyesore," McCoy said.
Reginald F. Lewis High School would remain in the old Northern High School building near East Northern Parkway and Perring Parkway after W.E.B. Dubois High School there closes. The building would be modified to house Achievement Academy as well.
Vanguard Collegiate Middle School would move into the building on Moravia Road after Northeast Middle School closed.
Dr. Rayner Browne Elementary/Middle, a school of 195 students in the Milton Montford neighborhood of East Baltimore, was initially slated for renovation, but school officials decided students would be better served at Lakewood Elementary in nearby Berea.
Students attending Langston Hughes Elementary in Northwest Baltimore would have the option of enrolling at nearby Arlington Elementary or Pimlico Elementary/Middle, which would both be renovated or replaced.
George Mitchell, president of the Langston Hughes Community Association, spoke against the recommendation. He said Langston Hughes gives a more well-rounded education and is in better shape than Arlington or Pimlico. He said forcing students to walk to the other schools could put them in danger.
"I know Langston Hughes is the forgotten stepchild up there in Park Heights," he said. But he added that students are not only preparing for college there at a young age; they are also learning manners and life lessons.
"They're not stupid," he said, "they're just poor."
In addition to the summer 2015 closures, Guilford Elementary/Middle is recommended to close in 2019, sending its students to Walter P. Carter Elementary across York Road in Wilson Park or other local middle schools.
The board is scheduled to vote Dec. 17 on whether to adopt the plan.
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Here is high school being replaced by those 4 year free college programs. We will see all Federal funding that comes to our public high schools, public community colleges, and that Federal Student loan for low-income all pooled to create for an UNDERARMOUR/GLOBAL JOHNS HOPKINS HEALTH SYSTEM/SIEMENS-----K-career vocational tracking. All of the above already have these K-career schools in Foreign Economic Zones overseas and they will simply MOVE FORWARD with this current corporate education reform.
Remember, each child is tracked according to pre-K testing and evaluation and that CORPORATE SCHOOL WILL CHOOSE that student. For parents tied to these global corporate campuses these K-CAREER structures will follow wherever in the world that family is sent while rotating through the global human capital distribution system. This is how we know Clinton/Obama is building in the US the same as was built overseas.
For those thinking this is the same strong quality college degree MADE IN AMERICA forget about that!
The global poor who don't test as 'exceptional'---we discussed this label earlier as being about 3% of global population---will not reach this point of 'high school' so this is a small subset of today's student population
The key phrase in all these global Wall Street posing left social progressive education as free college is this----------they say this is for those students who make it to high school. Think about who will be pushed into apprenticeship after 6th grade----over 90% of US citizens.
College in the High School
College in the High School (CHS) programs provide college-level academic courses to 10th, 11th, and 12th grade students. Courses are taught at the high school, by high school teachers, with college curriculum, college textbooks, and oversight by college faculty and staff. Students pay tuition. Some state subsidies are available for rural and small schools and for low-income students.
Early College High School
Take the fast track to an associate degree
You can earn a high school diploma and an associate degree at the same time by enrolling in one of Austin Community College's partner schools.
Purpose
The purpose of Early College High School is to enable qualified, motivated students to earn up to 60 hours of college credit and/or an associate degree before earning their high school diplomas.
Who is eligible?Students entering grade 9 or 10.
What's required?
Classes are free for students enrolled in one of the partner schools.
Partner TEA-Designated Early College High SchoolsSCHOOL DISTRICTHIGH SCHOOLAustin ISD
LBJ Early College High School
Reagan Early College High School
Travis Early College High School Bastrop ISD Colorado River Collegiate Academy Del Valle ISD Del Valle Early College High School Elgin ISD Elgin Early College High School Manor ISD Manor Early College High School
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Well, if over 90% of average and below average students are leaving school aft4er 6th grade then the percentage of students completing college as high school will be higher.
Every US family is going to be affected by this and this is what makes Asian global neo-liberal corporate education so hyper-competitive. Those college as high school are simply the same vocational apprenticeships----but our labor union trades apprenticeships are far more rigorous. All those hundreds of billions in Federal education funding K-university being sent to build this mess.
Reinventing High Schools for Post-secondary Success
Combining high school and college in a rigorous, supportive environment that enables struggling students to graduate with college credit and the tools for postsecondary success.
Joel Vargas
Vice President, School and Learning Designs
Early College Designs enable more students, particularly low-income and minority students, to experience rigorous high school and college coursework that leads to improved outcomes. Early college students are outperforming their peers nationwide:
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How do you sell the killing of the best public education system in world history to replace it with a K-career job training? You leave our young citizens desperate for anything in job or education. That was the goal of Clinton global Wall Street neo-liberals in US cities deemed Foreign Economic Zones these few decades and it soared these several years of Obama.
What the 5% to the 1% global Wall Street players are selling to our youth and parents is that this global Asian neo-liberal corporate education structure will look like a European left social Democratic Germany FOR GOODNESS SAKE---THESE WALL STREET POLS HATE EUROPE'S SOCIAL DEMOCRACIES.
We know for sure there will be no pay---this is free child labor. It may start that way but end very quickly with the likes of BASIC INCOME. Folks, we had the best vocational high schools when our public schools were funded and resourced and the economy was REAL free market and not stagnant global Wall Street. LET'S REVERSE THIS AND RETURN TO WHAT WILL REBUILD A FIRST WORLD DEVELOPED NATION QUALITY OF LIFE and not MOVE FORWARD to a third world developing nation extreme poverty extreme wealth.
'About two-thirds of his time is spent on the job at Lufthansa — split between workshops and classrooms, and actually working on real aircraft and engines supervised by an experienced full-time mechanic, a "training buddy."'
Please don't fall for this----this is MARKET PLACE MONEY NPR AS GLOBAL CHAMBER OF COMMERCE giving FAKE NEWS by pretending these education reforms will look like Germany's century-old vocational schools. Watch those 5% to the 1% labor union leaders===they will sell this as well.
The Secret To Germany's Low Youth Unemployment
April 4, 20123:06 AM ET
Heard on Morning Edition
Eric Westervelt
Metal-working apprentices train in Leipzig, Germany, in 2010. Germany has Europe's lowest youth unemployment rate, thanks in part to its ancient apprentice system, which trains about 1.5 million people each year.
Waltraud Grubitzsch/DPA/Landov For as long as he can remember, German teenager Robin Dittmar has been obsessed with airplanes. As a little boy, the sound of a plane overhead would send him into the backyard to peer into the sky. Toys had to have wings. Even today, Dittmar sees his car as a kind of ersatz Boeing.
"I've got the number 747 as the number plate of my car. I'm really in love with this airplane," the 18-year-old says.
It's a quite expensive way we go. The benefit we get from the system later, that's a great benefit and makes everything economical.
Hans-Peter Meinhold, Lufthansa's head of vocational training
Less-than-perfect school grades dashed Dittmar's dream of becoming a commercial pilot. But they were good enough to earn him a coveted apprenticeship slot with Lufthansa Technik, the technical arm of Europe's largest airline, responsible for aircraft maintenance and repair across the globe.
One-third of the way through his three-and-a-half years of training at Lufthansa technical headquarters in Hamburg, Dittmar is honing the skills required to become an aircraft mechanic — and all-but-guaranteeing himself a job.
The protracted European debt crisis and austerity measures have made career prospects for many of the continent's youth bleaker than ever. In Spain and Greece, nearly half of all those under age 25 are unemployed.
But as Dittmar's experience illustrates, that's not the case in Germany. In stark contrast, Germany's youth employment is the highest in Europe, with only a 7.8 percent jobless rate. At the heart of that success is a learn-on-the-job apprenticeship system that has its roots in the Middle Ages but is thriving today in Germany's modern, export-oriented economy.
On-The-Job Training
A brightly lit Lufthansa workshop in Hamburg is part of that apprenticeship system. Teenagers like Dittmar, many dressed in the company's navy blue shirts and overalls, are busy learning the basics: drilling, filing, soldering and manipulating sheet metal.
Dittmar's apprenticeship is part of Germany's well-established and successful "dual system," so-called because training is done both in-house at a company and partly at local vocational colleges.
About two-thirds of his time is spent on the job at Lufthansa — split between workshops and classrooms, and actually working on real aircraft and engines supervised by an experienced full-time mechanic, a "training buddy."
"[The training buddies] are taking the apprentice with them in their work. They are integrating them in their work and they are making real training on the job," says Hans-Peter Meinhold, Lufthansa's head of vocational training. "So it's a one-to-one situation."
For an aviation buff like Dittmar, getting to work on real machines so soon is not only a sign that his employers see potential in him, but also fuels his passion for planes.
"I could work anyplace in the world. I like the system here," the teenager says. "I know that I will be a good aircraft mechanic when I'm out of the apprenticeship, so that's very cool to know."
Robin Dittmar, 18, works at the Lufthansa Technik training center in Hamburg. He is about a third of the way through his apprenticeship as an aircraft mechanic and is confident his training will translate into a full-time job.
Eric Westervelt/NPR Long-Term Benefits
About 60 percent of German high school graduates travel the same path as Dittmar, choosing vocational over academic education. Throughout his training, Lufthansa pays Dittmar the equivalent of $1,000 a month, one-third of the starting wage a qualified mechanic would get. That's part of the system that some foreign visitors can't comprehend, director Meinhold says.
"I tell them [the apprentices] don't pay anything for it, they get paid by the companies. They get money for their training," Meinhold says. "'You are training them and you are paying them for that?' They can't understand this."
Once qualified, these skilled aeronautical and engine mechanics feed into a fairly robust European aviation industry, either directly at Lufthansa or at one of its subsidiaries or competitors.
For many, the potential of being hired permanently is the key attraction. Germany's industry still offers a majority of skilled workers the elusive "job for life," a long-gone legend in many other Western countries.
Meinhold believes that despite the costs, the apprentice system is an investment vital to the ongoing success of Germany's export-dependent economy by creating loyal, well-trained employees.
"It's a quite expensive way we go," he says. "The benefit we get from the system later, that's a great benefit and makes everything economical."
A Model For The Rest Of Europe?
Germany's dual system trains 1.5 million people annually. Across the board, from bakers and car mechanics to carpenters and violin-makers, about 90 percent of apprentices successfully complete their training, German government figures show. The apprenticeships vary in length, between two and three-and-a-half years. The average training "allowance" is 680 euros a month (approximately $900), and about half of the apprentices stay on in the company that trained them.
British Prime Minister David Cameron recently called for his country to emulate parts of the German system by reinvigorating British apprenticeships with higher-level training.
"I think what we are going to see with the expansion of the higher level apprenticeships is many people going into them as they leave school, spending time doing that and then going on and doing a university degree linked to their apprenticeship skill," Cameron said. "That is what has happened for years in Germany and it is going to be happening much more in Britain."
But Rolf von Luede, an economic sociologist at the University of Hamburg, isn't so sure the German system would translate well to other parts of Europe. He notes that German industry and its powerful trade unions have a unique relationship marked by what he calls "antagonistic cooperation," a far cry, he says, from the more confrontational policies pursued by unions in Spain and Britain.
"One of the crucial aspects of the German dual system is that it is created by a cooperation of the employers and the trade unions," von Luede says. "[It is] really a model that ensures that the qualifications that are needed within the industry are supported by this apprenticeship."
Apprentices are trained at the Lufthansa Technik training center in Hamburg last month. About 60 percent of German high school students opt for vocational training over further academic education.
Today Germany has a problem that Britain, Spain and other European countries can only dream of: It doesn't have enough skilled workers to meet the demands of its economy. Almost one-third of German companies could not fill open jobs in 2011. And some 30,000 apprenticeship placements went unfilled — or about 2 percent.
According to von Luede, this deficit is the result of a dramatic demographic shift. Birth rates are falling across Europe, but the effect is pronounced in what was once East Germany: There are half as many high school graduates in the East as there were only five years ago. Von Luede believes the solution is for Germany to relax its immigration policies because Germany's population is shrinking.
"Migration has to be orientated at people who are qualified or who may be qualified in the future by the educational system of Germany," he says.
But while 30,000 apprenticeships went unfilled, 85,000 high school graduates failed to find a placement. The reason for this mismatch, a recent study by the German Federal Institute for Vocational Education and Training found, is that the education system is failing to adequately prepare the children of recent immigrants for the job market.
Analyst von Leude agrees, adding that many school districts still divide children into blue- or white-collar career tracks while in elementary school.
To address the mismatch between jobs and the labor market, the German government just made it a little easier for skilled foreign workers outside the EU to come to Germany by lowering the income requirement — to about $60,000 from $88,000.
Under the rules change, non-EU workers who meet the new requirement will be able to stay in Germany permanently after a three-year period, if they are still employed. People with particularly good German language skills will be allowed to stay after a two-year period.
THIS IS WHY IN THE 1990s A BALTIMORE CITY SCHOOL DISTRICT WAS HANDED TO STATE OF MARYLAND FOR NOT ENFORCING DISABILITY OPPORTUNITY AND OF COURSE NO ESL. THEN MAYOR SCHMOKE KNEW THIS STANCE WAS ILLEGAL AND UNCONSTITUTIONAL BUT ALLOWED OUR BALTIMORE SCHOOLS TO DECAY.
Our new immigrant citizens may not know this history--they are taught by global Wall Street organizations about what being in America is like and if corporate K-career with vocational tracking is it---then our new immigrants will follow. Our long-term naturalized Latino and Asian citizens are out protesting with 99% of white and black citizens the corporatization of our public schools.
Below we see the same global Wall Street deregulation of public K-12 by pretending Latino and Asian citizens will become small business charter school owner/operators now that resource for ESL. As we shout global Wall Street will have those corporate education structures in US cities deemed Foreign Economic Zone to kill any small business education charters---it is not worth killing our K-12 public schools.
The parents will be without a business and the children will be pushed into that global human capital distribution RE-EDUCATION system right here in US.
English Language Learner Charter Schools
A rise in the Hispanic population in the United States has brought more charter schools focusing just on ELLs—some with great success
Alan Dessoff
District Administration, Feb 2010
2/1/2010
Students play in the Camino Nuevo Charter Academy's Burlington Avenue campus courtyardIn districts with Hispanic populations, English language learning is a priority, particularly in the elementary grades, which many students enter still speaking Spanish as their primary language. In affiliation with the National Council of La Raza (NCLR), a private, non-profit organization focused on reducing poverty and discrimination and improving opportunity for Hispanic Americans, about 100 community-based charter schools serve districts like these across the United States.
None of the schools serves only English language learners (ELLs); each has "a different proportion" of them, says Delia Pompa, NCLR's vice president for education, since many students who enter the schools already have learned English, often through their families that have been living in the country for several generations.
But ELLs represent "a significant portion of the Latino student population," according to a statistical brief—"Missing Out: Latino Students in America's Schools"—that NCLR issued last year. It reported that 39 percent of all Latino children were ELLs in the nation's public schools in 2005 and nearly 80 percent of ELL students were Hispanic.
Some of the schools operate under NCLR's Charter School Development Initiative, which the organization launched in 2001 as a response to the "increasingly alarming educational outcomes" of Latino students at that time. Others function as part of NCLR's Early College Project, created in 2002 to increase high school and college graduation rates for Latinos.
With President Barack Obama's initiative to get states to remove any limits on the number of new charter schools while shutting down ineffective ones, the Hispanic schools are drawing increased interest. Here are three case studies of schools that serve mainly ELL students and that have seen some noteworthy success, despite some drawbacks.
Camino Nuevo Charter Academy, Los Angeles, Calif.
The MacArthur Park neighborhood west of downtown Los Angeles is one of the poorest and most densely populated neighborhoods in the city. Most of its residents are immigrants from Mexico and Central America. In 2000, Pueblo Nuevo Development, a nonprofit community development corporation in MacArthur Park, founded Camino Nuevo Charter Academy as part of NCLR's Charter School Development Initiative. It opened with two K5 campuses, followed by two middle school campuses the next year and Camino Nuevo High School in 2004.
Now it is a network of schools serving more than 1,500 students from preschool through grade 12. Ninety-eight percent of its students qualify for free and reduced-price meals, based on their household size and income under state eligibility guidelines, and ELLs are "the core of our student population," representing more than 90 percent of entering students every year, says Ana Ponce, the academy's executive director and CEO. "We build our instructional program on that foundation," she says.
But Camino Nuevo's mission is broader than teaching ELLs. As stated in its literature, it is "to educate students in a college preparatory program to be literate, critical thinkers and independent problem solvers who are agents of social change."
Camino Nuevo does it by carefully tracking data on each student's progress. "We are data-driven. We identify what's working and the gaps where things are not working and then try to fix them," Ponce says. She cites a difference in third-grade test scores that administrators noticed between the 2007-2008 and 2008-2009 school years.
As they tried to identify the reason for the gap, they looked at differences between the third-grade teachers in the two years. "It came down to teacher quality," Ponce says, and so administrators focused on coaching the teacher who had produced the lower scores.
She explains that when a teacher needs support, the principal or a designee meets with the teacher to review the teacher's techniques and lesson plans as well as students' work, and also observes the teacher's classroom at least once a week. In addition, quarterly benchmark assessments are closely reviewed for each of the teacher's students.
Camino Nuevo helps parents play an important role in their children's learning. A Latino family literacy program provides parents of younger students skills for reading with their children at home and talking with them about what they are reading in their classrooms. A parent coordinator on every campus works with parents to keep them engaged. "We don't want parents to just show up. We want them to be advocates for their children's education, not just in terms of what teacher they get but in terms of preparing them for the option to go to college," Ponce declares.
The academy is operating with a budget this academic year of $14.5 million, down from $15.6 million last year. "We are funded like any other public school, and clearly we are being impacted by the downturn in the economy," Ponce explains. That also is impacting grants Camino Nuevo receives from private foundations.
Do Charters Work for ELLs?
Whether charter schools are effective in helping students learn English is under debate in Massachusetts, where the state Senate passed a bill last November, backed by Gov. Deval Patrick and Boston Mayor Thomas Menino, to change some low-performing public schools into charter schools as a way to improve students' learning and performance.
Last year, it received more than $1 million in grants but is anticipating probably no more than $400,000 this year, Ponce says. But the school "does not rely on private fund-raising to operate our programs and therefore has not been significantly impacted by the drop in private funding," she says.
Camino Nuevo's rigorous academic approach produced a 97 percent graduation rate for its first high school graduating class in 2008. In addition, all the graduates went to college, with 62 percent admitted to four-year institutions and the rest to community colleges.
With an academic performance index (API) of 759 out of a possible 900, the high school outperformed the statewide API average of 702 and the Los Angeles Unified School District API average of 683. The API, the cornerstone of California's Public Schools Accountability Act of 1999, measures the academic performance and growth of the state's schools. "We are demonstrating that these kids have what it takes to perform at high levels, and we are pushing the system to compete with us," Ponce says.
Raul Yzaguirre Charter School for Success, Houston, Texas
To address what it saw as inequities and failures in the public school system for Hispanic children, the Tejano Center for Community Concerns in Houston, Texas, led by Richard R. Farias, its founder, established the Raul Yzaguirre School for Success in 1996 as an open-enrollment institution, one of the first 20 charter schools approved by the state board of education. The Tejano Center was created four years earlier to improve opportunities for Hispanic children and their families through housing and community development initiatives, as well as education, social and health services.
The Panther Batallion Drumline at Raul Yzaguirre School for Success in Houston performs at a Houston Texans football game half-time show in 2008.
Starting with 100 seventh- and eighth-graders, the school has grown to 856 pre-K through 12th-grade students at campuses in Houston and Brownsville. Whatever the grade level, Raul Yzaguirre's mission as part of NCLR's Charter School Development Initiative is clear: "We are a college-prep charter school," says Farias, who serves as superintendent of the school. He points out that its mission begins with elementary school students, who are taken on visits to local colleges and universities. "We are getting them to think about college already," Farias says.
Among the school's demographics, 96 percent of students are economically disadvantaged and 56 percent have limited English proficiency. Some are already one or more grade levels behind when they enter Raul Yzaguirre. The school seeks to bring them all up to speed and on a track for college with individualized education plans, a 20-to-1 student-teacher ratio, and required student uniforms, which families buy on their own but with financial support from the school if they need it.
The uniform requirement is "an economic factor, more than anything," says Maria Barrientos, director of curriculum and instruction and principal of the primary academy. "It's cheaper for parents to buy uniforms for their kids than to feel that they have to go out and buy clothing so the students can wear whatever they want and be in style," she maintains.
The uniforms also enhance students' safety and security, because they help school staff keep an eye on students when they are on field trips, she adds.
Raul Yzaguirre is the first charter school in Texas to have a JROTC program. Farias, who has a background in juvenile justice, considers this important because "it instills respect and obedience and keeps our kids out of trouble. If I can keep them out of trouble, I can educate them."
Most Raul Yzaguirre pre-K students speak no English when they enter the school. At first, through a transitional bilingual program, they start out speaking mostly their primary language and increase their English as they moved from grade to grade. This year, the school started a different dual language program in pre-K through grade 2, teaching half in English and half in Spanish. "We believe that is particularly important in Texas," Farias says, because bilingualism is common in Texas.
In the new program, subjects like social studies, science and math are taught in English on certain days, while reading, language arts and writing are taught in Spanish. On other days, the subjects and languages are reversed. Also on certain days, there is a "language of the day," sometimes Spanish, sometimes English. "When students line up or go to the cafeteria, the entire school family, including teachers and staff, will speak to them in one language or the other, to help them become more familiar with English" by understanding the English equivalent of words familiar to them in Spanish, Barrientos explains.
But Raul Yzaguirre still uses the transitional model in grades 3-5 for students who enter the school at those levels not speaking any English. "That might be their first year of schooling in the United States," Barrientos says. By the time they get to fifth grade, most students move into all-English classrooms, but some stay in a bilingual program.
After fifth grade, the school uses test data to monitor students' progress in either English or Spanish and continues bilingual instruction for those who need it, Barrientos says.
In measurements of Raul Yzaguirre's success, Farias points out that 85 percent of its graduates go to college and that the school's dropout rate in 2008-2009 was 1 percent. "We're extremely proud of that, because these are essentially high-risk kids who come from the regular public schools," he says.
He credits the low dropout rate partly to the involvement of parents, with more than 90 percent of them providing at least 36 hours of service in school-related activities during the academic year. Many also participate in an adult evening education program that includes basic computer training and citizenship classes.
With an annual budget of about $10 million, Raul Yzaguirre raises an average of $1.5 million annually from private sources such as corporations and foundations, Farias reports. "We have grown tremendously over the years. We have a good thing going on here, and we are going to continue to grow and prosper," he declares.
Dolores Huerta Preparatory High School, Pueblo, Colo.
By the time most students enter Dolores Huerta Preparatory High School (DHPH) in Pueblo, Colo., they no longer are ELLs, if they ever were in the first place. Even though 80 percent of the students are of Hispanic heritage, most students are probably fourth-generation or earlier, says Jason Guerrero, chief financial officer of the Cesar Chavez School Network, which includes the high school. The few students who were ELLs before coming to DHPH learned English in the K8 Cesar Chavez Academy, a feeder school for DHPH, says Rich Mestas, DHPH's principal.
Sophomore students at Dolores Huerta Preparatory High School sit in a general science class.
A husband-and-wife team, Lawrence and Annette Hernandez, along with community activists, founded the Cesar Chavez Academy in 2000 for underserved Latino students in Pueblo, a community characterized by poverty. They established the high school two years later as part of the school network, which now includes other schools in Colorado. About two-thirds of DHPH students are economically disadvantaged, but there is a degree of socio-economic diversity. Some parents hold PhDs, Mestas says.
Although it is part of NCLR's Early College Project, DHPH considers college as only a stepping-stone for its students on a path to what it considers a more significant goal: a career. "We are committed to career preparation. That is the carrot we dangle out there for our students," asserts Mestas. "The mistake that has always been made is emphasizing ‘college, college, college,' but that's not tangible for our students. What's tangible is a career," he explains.
"We tell them that a career is different from a job," Mestas says. "A job is something where you have to go to work and you're looking at the clock. A career is something you get up for every morning and you're passionate about and you love what you do and you can't believe you get paid to do it. It's really important to establish that for the students so they can understand the relevance of their education."
That's what sets DHPH, with 443 students this year, apart from a traditional high school, Mestas declares. "They go to classes geared toward their careers, and they understand from day one what it's all about here," he says.
In ninth grade students begin preparations not just for college—"how to study, take notes, manage your time, advocate for yourself with your professors"—but also for the workplace, by developing attitudes such as a strong work ethic and by learning skills such as how to dress for a job interview, Mestas says. Another commitment DHPH has made is to give its students a head start into college by providing college-level courses in their junior and senior years through partnerships with Pueblo Community College and Colorado State University-Pueblo.
Students graduate with both a high school diploma and an associate degree, which gives them credits they can transfer to a four-year institution. Also, eighth-grade honors students at Cesar Chavez Academy can take courses at DHPH and begin earning their high school credits early.
Mestas stresses that while educating the students, "we also have to educate the parents about why college is so important."
Through its Parent Academy, DHPH instructs parents how to submit the Free Application for Federal Student Aid (FAFSA) and to determine if they qualify for other scholarship opportunities. "Parents don't understand why they have to release financial information. You'd be surprised how many parents are reluctant to do that," Mestas says. "We try to eliminate all barriers for them so that they understand our program and embrace it. They are the key piece to continuing their kids' success."
Meanwhile, last October, the board of the Cesar Chavez School Network fired the Hernandez couple, who were the chief executive officer and chief operating officer. According to local news reports, they were dismissed in part over allegations of financial mismanagement and questions about students' test scores on the Colorado Student Assessment Program.
The Colorado Department of Education subsequently audited the testing procedures used at Cesar Chavez Academy and reported in December that it found "extremely high rates of extra time accommodation" for students on tests from 2007 through 2009.
In another development, a projected $1.5 million budget deficit for the two charter schools and the network that was "absolutely" related to the Hernandezes' management caused the boards of the schools and the network to cut $974,000 from their budgets in November, according to Dennis Feuerstein, board president of the academy and DHPH. The cuts at the high school included an athletics instructor and six noninstructional personnel, funding for athletic uniforms, reduction of service contracts, limits on the hours the building would be open, and elimination of nonessential spending on cell phone use and travel.
The NCLR also dropped a $20,000 grant to DHPH but restored it in December, says Feuerstein, because "we told them we were fixing the problems," which are having no impact on school operations. "We're getting things in order, and it's business as usual. We're still in pretty darned good shape," Feuerstein insists.
In the end, the way to look at these charter schools for ELLs is to "see what is happening to some of those kids," says Pompa of NCLR. "You see low dropout rates and good academic growth and performance," which, NCLR hopes, will lead the schools' graduates to successful college experiences and careers.
Alan Dessoff is a contributing writer for District Administration.
____________________________________________
Here we have that deregulation of high school were instead of educating broadly across all subjects these corporate charters are bringing that 4 year college into high school. The goal is to have what was a strong 4 year university degree be replaced by what is called a degree taking all 4 years of high school. Much of this time is on-the-job apprenticeship----lowering the age for youth on work sites. We also see where students in these programs are the ones staying long hours creating after-school programs that are merely job training.
Sadly this national charter chain aimed at immigrant students is named after a revolutionary hero---Chavez. The people owning these national charters are generally the global 1% and their 2%----
ALL OF THIS HAS NO GOOD INTENTION FOR THE CHILDREN ---IT ONLY SEEKS TO DEREGULATE ALL OUR PUBLIC SCHOOL PROTECTIONS FOR PARENTS, TEACHERS, CHILDREN----AND ESPECIALLY EQUAL OPPORTUNITY.
No matter how much global Wall Street pretends these ASSOCIATES DEGREES earned in high school are the same as that from our public community colleges ---they are not. No one will get into a strong 4 year university with these tiered certificate degrees.
'Students graduate with both a high school diploma and an associate degree, which gives them credits they can transfer to a four-year institution. Also, eighth-grade honors students at Cesar Chavez Academy can take courses at DHPH and begin earning their high school credits early'.
It appears this national charter chain is headquartered in Washington DC and is likely a global education corporation. If left to continue MOVING FORWARD---these will look just like the New Comer to job training in Foreign Economic Zones globally. This of course is also happening in all charters whether black or white communities as well. They will expand this to 4 year apprenticeship in high school soon saying that is the 4 year college degree.
As with Warnock's Green Street Academy -----this Chavez is simply being used to deregulate how our K-12 is structured, funded, how students are treated ending equal opportunity and access. Notice they both have left social progressive names for far-right wing global Wall Street corporate schools.
- Chavez Schoolswww.chavezschools.org Varsity Volleyball wins Public Charter School Athletic Association Championship. ... ©2016 Cesar Chavez Public Charter Schools for Public Policy Home; About;
- Cesar Chavez (Albuquerque)www.cesarchavezcharter.netCesar Chavez (Albuquerque)
- Academia Cesar Chavez | Home | Tuition Free Charter Schoolwww.cesarchavezschool.com Academia Cesar Chavez School 1801 Lacrosse AVE St. Paul, MN 55119 Main 651-778-2940 Fax 651-778-2942. Directions. School Calendar. 16-17 School Calendar
- Deming Cesar Chavez Charter High Schooldccchs.org© 2017 Deming Cesar Chavez Charter High School. All Rights Reserved. Principal Stan Lyons (575) 544-8404 315 E. First St. Deming, NM 88030. Class Times: 8:04 am - 4 ...
- Cesar E. Chavez Academy: About The Schoolwww.cesarechavezacademy.org/?PageName=
- 'AboutTheSchool'
- Welcome to Cesar E. Chavez Academy Charter High School, an open enrollment public charter school. Our school was established in 2007, with the intention of providing ...
- Job Opportunities | Chavez Schoolswww.chavezschools.org/work-with-us/job-opportunities Job Opportunities Job Opportunities ... Contact Us. Address: Chavez Schools 525 School Street SW 5th Floor Washington DC, ... ©2016 Cesar Chavez Public Charter ...
- Cesar Chavez Community School in Albuquerque, NM - Nichewww.niche.com/k12/cesar-chavez-community-school... Cesar Chavez Community School Rankings Niche ranks over 14,000 public high schools based on statistics and millions of opinions from students and parents.
- Jobs at Cesar Chavez Public Charter Schools for Public Policywww.schoolspring.com/jobs/?employer=15262 Date: Job Title: School/Site: Location: Mar 13: Maintenance Worker (LEAVE REPLACEMENT) Originally posted Oct 28, 2015: Cesar Chavez Public Charter Schools for Public ...
- Cesar Chavez for Public Policy Capitol Hill Public Charter ...www.usnews.com/education/best-high-schools/... At Cesar Chavez for Public Policy Capitol Hill Public Charter School, students have the opportunity to take Advanced Placement® course work and exams.
- Cesar Chavez Public Charter School - Parkside Campus in ...www.niche.com/k12/cesar-chavez-public-charter... Explore test scores, parent ratings and reviews, state rankings, and statistics for Cesar Chavez Public Charter School - Parkside Campus in DC.
I have a FB friend that wants to do away with the people's Democratic Party and he keeps shouting about a Cesar Chavez and a Barbara Jordon and of course here is Jordan's international 'public' school. Jordon is ONE WORLD ONE GOVERNANCE AND GLOBAL HUMAN CAPITAL DISTRIBUTION SYSTEM so there is nothing revolutionary or left social progressive coming from Barbara Jordan. This is headquartered in Washington DC as well and it is designed to be that K-career RE-EDUCATING global labor pool workers.
So this is what our CLINTON/BUSH/OBAMA global Wall Street pols did with all that Federal education funding restructuring and ending Federal Student Loans sending them to vocational tracking and degree certificate programs all while making sure all Congressional pols had those global K-career corporate charter chains.
- BARBARA JORDAN ELEMENTARY SCHOOL - CENTURY 21www.century21.com/schools/houston-tx-schools/barbara... Learn more about BARBARA JORDAN ELEMENTARY SCHOOL, a school located in Houston, TX. Read school ratings and reviews for BARBARA JORDAN ELEMENTARY SCHOOL.
Barbara Jordan International Preschool – Preparing Children ...bjipreschool.org
Barbara Jordan International Preschool.
Make no mistake----these global K-career corporate charter structures are simply a global education structure from Foreign Economic Zones overseas putting a US face while pushing to end all public school education.
Barbara Jordan Public Charter School Profile
Student Teacher ratios, School District Information, County Information, Demographics, links to nearby schools, & much more.School Profile: Barbara Jordan Public Charter School
Welcome to the school profile for Barbara Jordan Public Charter School! Looking for local school information?
Barbara Jordan Public Charter School is located at 100 Peabody Street, Nw, Washington, DC 20011. The contact phone number is (202) 545-0922. It has a student/teacher ratio of 13.25.
Below you can find more school demographics, statistics & resources, explore a map, links to nearby schools, nationwide discussions about schools, and a link to all schools in Washington.
- Students per Grade
- Students and Teachers
- School District: Barbara Jordan Public Charter School Agy
- Grade Range: 5 - 8
- Students: 159
- Teachers (FTE): 12
- Student/Teacher Ratio: 13.25
- Title I eligible: Yes
So Obama and Clinton neo-liberals in Congress passed Race to the Top and restructured all Federal funding for K-12 and higher ed just to transfer those hundreds of billions of dollars to these global corporate education structures. These ar the same local pols in city council and state assemblies that are always pretending they are doing something to protect our public schools---FAR-RIGHT WING GLOBAL WALL STREET WILL END PUBLIC EDUCATION IN US.
So Obama and Clinton neo-liberals in Congress passed Race to the Top and restructured all Federal funding for K-12 and higher ed just to transfer those hundreds of billions of dollars to these global corporate education structures. These ar the same local pols in city council and state assemblies that are always pretending they are doing something to protect our public schools---FAR-RIGHT WING GLOBAL WALL STREET WILL END PUBLIC EDUCATION IN US.
6 city schools recommended for closure amid $980 million renovation plan
Heritage High School, located in the Lake Clifton building, is one of the schools recommended for closure in June. (Amy Davis, Baltimore Sun)
Colin Campbell and Liz BowieContact Reporters
The Baltimore Sun
Which six Baltimore schools are recommended for closure next year?Six Baltimore schools, including two high schools, would close in June as part of the city district's proposal to downsize to fit current enrollment and prepare for a $980 million modernization, officials said Tuesday.
School administrators showed the school board a consolidation plan that would relocate several small schools and adjust the grade spans at others.
If all of it is approved, 27 schools would be affected. The school board will also be asked to approve contract extensions for eight charter schools.
The six schools recommended for closure are Abbottston Elementary, Langston Hughes Elementary, Dr. Rayner Browne Elementary/Middle, Northeast Middle, W.E.B DuBois High and Heritage High.
"We want to make sure we are still delivering transformational educational opportunities to students … while looking at every cost-saving measure," said Nicole Price, director of family and community engagement for the school system.
School enrollment has declined from 110,000 in the 1990s to about 84,700 last year. The school system has been trying to get rid of its underused buildings.
Enrollment dipped to a low of 81,000 students in 2007. Since then, the school system has seen an increase of several hundred students a year as families with children have stayed in the city. Officials did not release Sept. 30 enrollment figures but indicated that the number has increased slightly.
Mayor Stephanie Rawlings-Blake wants to attract 10,000 more families to the city over the next decade.
"Baltimore schools are growing, which is a great sign for our city," she said in a statement. "My priority is to work in partnership to secure the resources necessary that can build the schools parents want to send their children to, which is why I fought so hard for school construction funds."
Administrators developed the recommendations in part as a response to a revised estimate of the number of buildings that can be built or renovated with the $980 million in bond proceeds.
The plan originally called for the revitalization of 40 school buildings, but the figure has dropped to between 23 and 28.
Dozens of schools have been closed over the past decade, even as new, small charter schools have sprouted. In 2011, more than a quarter of the city's 200 school buildings had 250 or fewer students.
The recommendations that are expected to elicit the most concern from the community include Abbottston, a small school in Waverly with a dwindling population, and Heritage High, now located in the old Lake Clifton High School building.
City Councilwoman Mary Pat Clarke opposes the closure of Abbottston, a school with 186 students, because it was renovated less than a decade ago and is small.
"Small schools have a great value for little children," she said. "Small schools are quiet and family-like and they can be intense in their teaching because students are at ease. They feel safe. Small schools are worth saving."
Abbottston was considered one of the highest-achieving schools in the city until the Maryland State Department of Education found evidence of widespread cheating at the school in 2009.
Clarke said the school's new principal and a strong sense of community should help enrollment increase in the future.
If the recommendations are approved, Abbottston students would move from the school's current location next to City College in the Coldstream-Homestead-Montebello neighborhood to the Waverly Elementary/Middle building.
Angelica McKnight, a sophomore at Heritage, asked the board not to close the school before her class graduates.
"Today I found out my school is closing," she said. She said the high school provides a "great, fun, productive learning experience."
"Heritage is awesome," McKnight said. "I wouldn't want to go to any other school. I'd like to graduate."
Heritage High would close at the end of the school year, and the REACH! Partnership School, which shares the Lake Clifton campus with Heritage, would relocate to the Fairmount-Harford building by the 2020-2021 school year. The Lake Clifton building was originally scheduled to be renovated under the plan to modernize the school infrastructure.
Lake Clifton was believed to be the largest school in the nation when it was built to hold 4,000 students in 1972. The school has one mile of corridors and 120 classrooms, but only a portion of the building is currently being used.
Mark Washington, head of the Coldstream-Homestead-Montebello Corp. and an alumnus of Lake Clifton, said the neighborhood submitted a proposal to the school board about how to best renovate and use the school and the park.
Neighbors were disappointed by the recommendation to defer any work at Lake Clifton.
Washington said he understands the system's desire to make the most of its money, but he worries about "the damage that recommendation could have on the community."
Richard McCoy, president of the Lake Clifton Alumni Association, said low enrollment was not a legitimate reason to close schools. He said smaller schools were a focus of the previous city schools administration. In 2002, the city school system began breaking up its largest high schools to reduce violence and increase achievement.
"It was the school system's idea to go to smaller learning environments," he said. "They could have [Lake Clifton] up to capacity if they wanted to. They're the ones that are limiting enrollment."
For alumni in particular, McCoy said, it would be "devastating" to see the school empty. He said they hope elements of Lake Clifton's legacy, such as the school's artwork, would be retained at Fairmount-Harford if REACH! Relocates.
Neighbors are holding out hope that the building can be used as a community center and "won't become an eyesore," McCoy said.
Reginald F. Lewis High School would remain in the old Northern High School building near East Northern Parkway and Perring Parkway after W.E.B. Dubois High School there closes. The building would be modified to house Achievement Academy as well.
Vanguard Collegiate Middle School would move into the building on Moravia Road after Northeast Middle School closed.
Dr. Rayner Browne Elementary/Middle, a school of 195 students in the Milton Montford neighborhood of East Baltimore, was initially slated for renovation, but school officials decided students would be better served at Lakewood Elementary in nearby Berea.
Students attending Langston Hughes Elementary in Northwest Baltimore would have the option of enrolling at nearby Arlington Elementary or Pimlico Elementary/Middle, which would both be renovated or replaced.
George Mitchell, president of the Langston Hughes Community Association, spoke against the recommendation. He said Langston Hughes gives a more well-rounded education and is in better shape than Arlington or Pimlico. He said forcing students to walk to the other schools could put them in danger.
"I know Langston Hughes is the forgotten stepchild up there in Park Heights," he said. But he added that students are not only preparing for college there at a young age; they are also learning manners and life lessons.
"They're not stupid," he said, "they're just poor."
In addition to the summer 2015 closures, Guilford Elementary/Middle is recommended to close in 2019, sending its students to Walter P. Carter Elementary across York Road in Wilson Park or other local middle schools.
The board is scheduled to vote Dec. 17 on whether to adopt the plan.
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Here is high school being replaced by those 4 year free college programs. We will see all Federal funding that comes to our public high schools, public community colleges, and that Federal Student loan for low-income all pooled to create for an UNDERARMOUR/GLOBAL JOHNS HOPKINS HEALTH SYSTEM/SIEMENS-----K-career vocational tracking. All of the above already have these K-career schools in Foreign Economic Zones overseas and they will simply MOVE FORWARD with this current corporate education reform.
Remember, each child is tracked according to pre-K testing and evaluation and that CORPORATE SCHOOL WILL CHOOSE that student. For parents tied to these global corporate campuses these K-CAREER structures will follow wherever in the world that family is sent while rotating through the global human capital distribution system. This is how we know Clinton/Obama is building in the US the same as was built overseas.
For those thinking this is the same strong quality college degree MADE IN AMERICA forget about that!
The global poor who don't test as 'exceptional'---we discussed this label earlier as being about 3% of global population---will not reach this point of 'high school' so this is a small subset of today's student population
The key phrase in all these global Wall Street posing left social progressive education as free college is this----------they say this is for those students who make it to high school. Think about who will be pushed into apprenticeship after 6th grade----over 90% of US citizens.
College in the High School
College in the High School (CHS) programs provide college-level academic courses to 10th, 11th, and 12th grade students. Courses are taught at the high school, by high school teachers, with college curriculum, college textbooks, and oversight by college faculty and staff. Students pay tuition. Some state subsidies are available for rural and small schools and for low-income students.
Early College High School
Take the fast track to an associate degree
You can earn a high school diploma and an associate degree at the same time by enrolling in one of Austin Community College's partner schools.
Purpose
The purpose of Early College High School is to enable qualified, motivated students to earn up to 60 hours of college credit and/or an associate degree before earning their high school diplomas.
Who is eligible?Students entering grade 9 or 10.
What's required?
- Satisfactory reading and writing scores on the TSI State Test, SAT or ACT exams.
- Acceptance into a partner school.
- Complete the ACC enrollment process.
- Select and register for ACC classes before the open registration deadline.
Classes are free for students enrolled in one of the partner schools.
Partner TEA-Designated Early College High SchoolsSCHOOL DISTRICTHIGH SCHOOLAustin ISD
LBJ Early College High School
Reagan Early College High School
Travis Early College High School Bastrop ISD Colorado River Collegiate Academy Del Valle ISD Del Valle Early College High School Elgin ISD Elgin Early College High School Manor ISD Manor Early College High School
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Well, if over 90% of average and below average students are leaving school aft4er 6th grade then the percentage of students completing college as high school will be higher.
Every US family is going to be affected by this and this is what makes Asian global neo-liberal corporate education so hyper-competitive. Those college as high school are simply the same vocational apprenticeships----but our labor union trades apprenticeships are far more rigorous. All those hundreds of billions in Federal education funding K-university being sent to build this mess.
Reinventing High Schools for Post-secondary Success
Combining high school and college in a rigorous, supportive environment that enables struggling students to graduate with college credit and the tools for postsecondary success.
Joel Vargas
Vice President, School and Learning Designs
Early College Designs enable more students, particularly low-income and minority students, to experience rigorous high school and college coursework that leads to improved outcomes. Early college students are outperforming their peers nationwide:
- 90% graduate high school vs. 78% of students nationally
- 94% earn free college credit while in high school
- 30% earn an Associate's degree or other postsecondary credential while in high school
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How do you sell the killing of the best public education system in world history to replace it with a K-career job training? You leave our young citizens desperate for anything in job or education. That was the goal of Clinton global Wall Street neo-liberals in US cities deemed Foreign Economic Zones these few decades and it soared these several years of Obama.
What the 5% to the 1% global Wall Street players are selling to our youth and parents is that this global Asian neo-liberal corporate education structure will look like a European left social Democratic Germany FOR GOODNESS SAKE---THESE WALL STREET POLS HATE EUROPE'S SOCIAL DEMOCRACIES.
We know for sure there will be no pay---this is free child labor. It may start that way but end very quickly with the likes of BASIC INCOME. Folks, we had the best vocational high schools when our public schools were funded and resourced and the economy was REAL free market and not stagnant global Wall Street. LET'S REVERSE THIS AND RETURN TO WHAT WILL REBUILD A FIRST WORLD DEVELOPED NATION QUALITY OF LIFE and not MOVE FORWARD to a third world developing nation extreme poverty extreme wealth.
'About two-thirds of his time is spent on the job at Lufthansa — split between workshops and classrooms, and actually working on real aircraft and engines supervised by an experienced full-time mechanic, a "training buddy."'
Please don't fall for this----this is MARKET PLACE MONEY NPR AS GLOBAL CHAMBER OF COMMERCE giving FAKE NEWS by pretending these education reforms will look like Germany's century-old vocational schools. Watch those 5% to the 1% labor union leaders===they will sell this as well.
The Secret To Germany's Low Youth Unemployment
April 4, 20123:06 AM ET
Heard on Morning Edition
Eric Westervelt
Metal-working apprentices train in Leipzig, Germany, in 2010. Germany has Europe's lowest youth unemployment rate, thanks in part to its ancient apprentice system, which trains about 1.5 million people each year.
Waltraud Grubitzsch/DPA/Landov For as long as he can remember, German teenager Robin Dittmar has been obsessed with airplanes. As a little boy, the sound of a plane overhead would send him into the backyard to peer into the sky. Toys had to have wings. Even today, Dittmar sees his car as a kind of ersatz Boeing.
"I've got the number 747 as the number plate of my car. I'm really in love with this airplane," the 18-year-old says.
It's a quite expensive way we go. The benefit we get from the system later, that's a great benefit and makes everything economical.
Hans-Peter Meinhold, Lufthansa's head of vocational training
Less-than-perfect school grades dashed Dittmar's dream of becoming a commercial pilot. But they were good enough to earn him a coveted apprenticeship slot with Lufthansa Technik, the technical arm of Europe's largest airline, responsible for aircraft maintenance and repair across the globe.
One-third of the way through his three-and-a-half years of training at Lufthansa technical headquarters in Hamburg, Dittmar is honing the skills required to become an aircraft mechanic — and all-but-guaranteeing himself a job.
The protracted European debt crisis and austerity measures have made career prospects for many of the continent's youth bleaker than ever. In Spain and Greece, nearly half of all those under age 25 are unemployed.
But as Dittmar's experience illustrates, that's not the case in Germany. In stark contrast, Germany's youth employment is the highest in Europe, with only a 7.8 percent jobless rate. At the heart of that success is a learn-on-the-job apprenticeship system that has its roots in the Middle Ages but is thriving today in Germany's modern, export-oriented economy.
On-The-Job Training
A brightly lit Lufthansa workshop in Hamburg is part of that apprenticeship system. Teenagers like Dittmar, many dressed in the company's navy blue shirts and overalls, are busy learning the basics: drilling, filing, soldering and manipulating sheet metal.
Dittmar's apprenticeship is part of Germany's well-established and successful "dual system," so-called because training is done both in-house at a company and partly at local vocational colleges.
About two-thirds of his time is spent on the job at Lufthansa — split between workshops and classrooms, and actually working on real aircraft and engines supervised by an experienced full-time mechanic, a "training buddy."
"[The training buddies] are taking the apprentice with them in their work. They are integrating them in their work and they are making real training on the job," says Hans-Peter Meinhold, Lufthansa's head of vocational training. "So it's a one-to-one situation."
For an aviation buff like Dittmar, getting to work on real machines so soon is not only a sign that his employers see potential in him, but also fuels his passion for planes.
"I could work anyplace in the world. I like the system here," the teenager says. "I know that I will be a good aircraft mechanic when I'm out of the apprenticeship, so that's very cool to know."
Robin Dittmar, 18, works at the Lufthansa Technik training center in Hamburg. He is about a third of the way through his apprenticeship as an aircraft mechanic and is confident his training will translate into a full-time job.
Eric Westervelt/NPR Long-Term Benefits
About 60 percent of German high school graduates travel the same path as Dittmar, choosing vocational over academic education. Throughout his training, Lufthansa pays Dittmar the equivalent of $1,000 a month, one-third of the starting wage a qualified mechanic would get. That's part of the system that some foreign visitors can't comprehend, director Meinhold says.
"I tell them [the apprentices] don't pay anything for it, they get paid by the companies. They get money for their training," Meinhold says. "'You are training them and you are paying them for that?' They can't understand this."
Once qualified, these skilled aeronautical and engine mechanics feed into a fairly robust European aviation industry, either directly at Lufthansa or at one of its subsidiaries or competitors.
For many, the potential of being hired permanently is the key attraction. Germany's industry still offers a majority of skilled workers the elusive "job for life," a long-gone legend in many other Western countries.
Meinhold believes that despite the costs, the apprentice system is an investment vital to the ongoing success of Germany's export-dependent economy by creating loyal, well-trained employees.
"It's a quite expensive way we go," he says. "The benefit we get from the system later, that's a great benefit and makes everything economical."
A Model For The Rest Of Europe?
Germany's dual system trains 1.5 million people annually. Across the board, from bakers and car mechanics to carpenters and violin-makers, about 90 percent of apprentices successfully complete their training, German government figures show. The apprenticeships vary in length, between two and three-and-a-half years. The average training "allowance" is 680 euros a month (approximately $900), and about half of the apprentices stay on in the company that trained them.
British Prime Minister David Cameron recently called for his country to emulate parts of the German system by reinvigorating British apprenticeships with higher-level training.
"I think what we are going to see with the expansion of the higher level apprenticeships is many people going into them as they leave school, spending time doing that and then going on and doing a university degree linked to their apprenticeship skill," Cameron said. "That is what has happened for years in Germany and it is going to be happening much more in Britain."
But Rolf von Luede, an economic sociologist at the University of Hamburg, isn't so sure the German system would translate well to other parts of Europe. He notes that German industry and its powerful trade unions have a unique relationship marked by what he calls "antagonistic cooperation," a far cry, he says, from the more confrontational policies pursued by unions in Spain and Britain.
"One of the crucial aspects of the German dual system is that it is created by a cooperation of the employers and the trade unions," von Luede says. "[It is] really a model that ensures that the qualifications that are needed within the industry are supported by this apprenticeship."
Apprentices are trained at the Lufthansa Technik training center in Hamburg last month. About 60 percent of German high school students opt for vocational training over further academic education.
Today Germany has a problem that Britain, Spain and other European countries can only dream of: It doesn't have enough skilled workers to meet the demands of its economy. Almost one-third of German companies could not fill open jobs in 2011. And some 30,000 apprenticeship placements went unfilled — or about 2 percent.
According to von Luede, this deficit is the result of a dramatic demographic shift. Birth rates are falling across Europe, but the effect is pronounced in what was once East Germany: There are half as many high school graduates in the East as there were only five years ago. Von Luede believes the solution is for Germany to relax its immigration policies because Germany's population is shrinking.
"Migration has to be orientated at people who are qualified or who may be qualified in the future by the educational system of Germany," he says.
But while 30,000 apprenticeships went unfilled, 85,000 high school graduates failed to find a placement. The reason for this mismatch, a recent study by the German Federal Institute for Vocational Education and Training found, is that the education system is failing to adequately prepare the children of recent immigrants for the job market.
Analyst von Leude agrees, adding that many school districts still divide children into blue- or white-collar career tracks while in elementary school.
To address the mismatch between jobs and the labor market, the German government just made it a little easier for skilled foreign workers outside the EU to come to Germany by lowering the income requirement — to about $60,000 from $88,000.
Under the rules change, non-EU workers who meet the new requirement will be able to stay in Germany permanently after a three-year period, if they are still employed. People with particularly good German language skills will be allowed to stay after a two-year period.
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