Community News
Did you know that stateside Puerto Ricans (3.9 million) outnumber those in Puerto Rico (3.6 million) for the first time in history? That's according to a new study. Read about it.
ATLAS OF STATESIDE PUERTO RICANS
by Angelo Falcón
(Washington, DC: Puerto Rico Federal Affairs Administration), 130 pp.
To download an abridged version of the report without the state and local maps, visit this link:
https://secure.logmein.com/f?TG..q0OSiXC1GztrucCV4hC8yVp6SwYGFdvwXJQ3YRE
To get a free hard copy of the full 130-page report mailed to you, order from PRFAA:
Celeste Diaz Ferraro at 202-271-7263 (cdiaz@prfaa.com) or Maite Rivera at 202-271-7272
Highlights of the Findings:
Stateside Puerto Ricans (3.9 million) outnumber those in Puerto Rico (3.6 million) for the first time in history
Stateside Puerto Ricans send an estimated $1 billion a year in remittances to their families and relatives in Puerto Rico
The aggregate income of Stateside Puerto Ricans ($55 billion) exceeds that of Puerto Rico ($43 billion)
The concentration of Puerto Rican communities stateside are presented in 12 states and the District of Columbia at the state and metropolitan levels in more than 90 maps.
In 2002, the average individual income for Stateside Puerto Ricans was $33,927, compared to $48,687 for non-Latino Whites
63 percent of Stateside Puerto Ricans ages 25 and over graduated from high school, compared to 84 percent of non-Latino Whites.
Stateside Puerto Ricans have a family poverty rate of 23 percent, compared to 6 percent for non-Latino Whites and 45 percent for Puerto Rico.
The poverty rates for single female-headed families were 39 percent for Stateside Puerto Ricans, 20 percent for non-Latino Whites, and 61 percent in for Puerto Rico.
21 percent of Stateside Puerto Ricans are in professional-managerial occupations, compared to 36 percent of non-Latino Whites.
Stateside Puerto Rican women have the closest of any racial-ethnic minority of income parity to the men of their own group: their income was 84 percent that of Stateside Puerto Rican men.
The implications of this study for Puerto Rico and Stateside Puerto Ricans are outlined as well in this report.
About the Author:
Angelo Falcón, a political scientist, is the Senior Policy Executive of the Puerto Rican Legal Defense and Education Fund, where he directs the PRLDEF Institute for Puerto Rican Policy. He is also an Adjunct Associate Professor at the Columbia University School of Public and International Affairs. He is also co-editor of the recently-released book, Boricuas in Gotham: Puerto Ricans in the Making of Modern New York City (Princeton: Marcus Weiner Publihers, 2004). The Atlas of Stateside Puerto Ricans was commissioned by the Puerto Rico Federal Affairs Administration and is released jointly with PRLDEF.
To arrange an interview with the author, contact Myra Estepa at the PRLDEF Institute for Puerto Rican Policy at 212-739-7499 or mestepa@aol.com.
Myra Y. Estepa
Policy Networking Program Coordinator
PRLDEF, Inc.
99 Hudson Street, 14th Floor
New York, NY 10013
(212) 739-7499 (Direct)
(212) 431-4276 (Fax)
"Querer ser libre es empezar a serlo"
Saturday, November 13, 2004
Thursday, November 11, 2004
Sunset at Zandvoort Beach
Among the beautiful sun shots in the Sunrise, Sunset -- Anything Sun photo group at flickr.
Photo by "uruandimi"
Photo by "uruandimi"
Monday, November 08, 2004
"Old San Juan in Silhouettes"
An excerpt from an article posted at the photosofpuertoricosun site. On images from Old San Juan and more, photosofpuertorico wrote: "Clarisel carefully 'painted' them just with pure shadows and silhouettes, producing very compelling images from ordinary objects."
Stop in and enjoy the photo gallery at www.photosofpuertorico.com.
Site has a wonderful array of photos of La Isla del Encanto from a talented pool of photographers. Definitely worth a visit.
Clarisel
An excerpt from an article posted at the photosofpuertoricosun site. On images from Old San Juan and more, photosofpuertorico wrote: "Clarisel carefully 'painted' them just with pure shadows and silhouettes, producing very compelling images from ordinary objects."
Stop in and enjoy the photo gallery at www.photosofpuertorico.com.
Site has a wonderful array of photos of La Isla del Encanto from a talented pool of photographers. Definitely worth a visit.
Clarisel
Saturday, November 06, 2004
Caminito in La Boca
Check out the latinoamericanos! photo group at flickr. Beautiful images from different Spanish-speaking countries.
This photo is by lujan. It is a "caminito" in Argentina.
This photo is by lujan. It is a "caminito" in Argentina.
Culture & Identity
Commentary
By Clarisel Gonzalez
Puerto Rico Sun
SAN JUAN - I was told yesterday that I am not Puerto Rican.
Neither is Jennifer Lopez or Marc Anthony I was told.
Why?
Well, I was told by a "real Puerto Rican" that none of us are Puerto Rican because we were not born on the island.
I was offended.
This "Puerto Rican sister" told me that Jennifer Lopez, Marc Anthony and no other person born in New York or anywhere in the states is a "real Puerto Rican." "You just see yourselves that way," she said. It was not the first time I heard comments like that about Nuyoricans, but it was the first time that someone told me that to my face.
I heard this coming from the mouth of what I perceived to be a boricua sister who doesn't see me as boricua. I don't see her as a sister anymore even if she was born on La Isla del Encanto and sees herself as a "real Puerto Rican."
Whatever.
I have been living on the island on and off since 2000, but I have identified as Puerto Rican all my life. My mother and father moved to New York City in search of better opportunities just like many Puerto Ricans did. They had me in New York, and I grew in the South Bronx. But they instilled in me a deep love for the island.
And, I grew up bilingual, bicultural.
As a journalist, a large part of my mission has been striving for better and fairer coverage of Latino issues and more opportunities for journalists. That is why I am now running this Puerto Rico Sun cultural blog.
As a teacher, I have served Hispanic students in Trenton, N.J., and on the island.
I currently work as an English teacher in Santurce's Barrio Obrero, and my students are Puerto Rican and Dominican. I see it as a way of giving back to mi gente.
Now, I am told I am not even a "real Puerto Rican."
I disagree.
I am a proud Puerto Rican. I am American. I am a New Yorker.
I know who I am, and I am giving back to mi gente.
Or, should I just go home to New York (where I belong) to do that?
Commentary
By Clarisel Gonzalez
Puerto Rico Sun
SAN JUAN - I was told yesterday that I am not Puerto Rican.
Neither is Jennifer Lopez or Marc Anthony I was told.
Why?
Well, I was told by a "real Puerto Rican" that none of us are Puerto Rican because we were not born on the island.
I was offended.
This "Puerto Rican sister" told me that Jennifer Lopez, Marc Anthony and no other person born in New York or anywhere in the states is a "real Puerto Rican." "You just see yourselves that way," she said. It was not the first time I heard comments like that about Nuyoricans, but it was the first time that someone told me that to my face.
I heard this coming from the mouth of what I perceived to be a boricua sister who doesn't see me as boricua. I don't see her as a sister anymore even if she was born on La Isla del Encanto and sees herself as a "real Puerto Rican."
Whatever.
I have been living on the island on and off since 2000, but I have identified as Puerto Rican all my life. My mother and father moved to New York City in search of better opportunities just like many Puerto Ricans did. They had me in New York, and I grew in the South Bronx. But they instilled in me a deep love for the island.
And, I grew up bilingual, bicultural.
As a journalist, a large part of my mission has been striving for better and fairer coverage of Latino issues and more opportunities for journalists. That is why I am now running this Puerto Rico Sun cultural blog.
As a teacher, I have served Hispanic students in Trenton, N.J., and on the island.
I currently work as an English teacher in Santurce's Barrio Obrero, and my students are Puerto Rican and Dominican. I see it as a way of giving back to mi gente.
Now, I am told I am not even a "real Puerto Rican."
I disagree.
I am a proud Puerto Rican. I am American. I am a New Yorker.
I know who I am, and I am giving back to mi gente.
Or, should I just go home to New York (where I belong) to do that?
Friday, November 05, 2004
Education Corner
The Road To Freedom
By Manuel Hernandez
The November 2nd elections defined Latinos as the vote that marched through the road to freedom. With the highest turnout ever, Latinos have finally opened the gates to their pathway. The road to freedom provoked a lot of before, during and after electoral debate, but Latinos met the challenge and cruised to victory. With an increase of 5 percent of the Republican vote from the 2000 elections, it is clear and present that Latinos will have an opportunity to voice issues and concerns and make their presence felt in all avenues of the American highway.
The Latino preschool, elementary, secondary and high school population is growing and has now become part of an important story of the largest minority ethnic group in the United States. Much of the recent rise in minority enrollment in elementary and secondary schools may be attributed to the growth in the number of Latino students. The issue of education is key to Latinos, who are less likely to receive a quality education than most other Americans. In one of his recent political rallies, President Bush stated "the role of government is to help people realize a dream, not stand in the way of dreams." The road to freedom is rough and bumpy, but Latinos dream and have realized that their dreams are founded in the educational empowerment of the people.
After they numerically proved in the past elections that they should not be taken for granted, the education of Latinos must be a top priority for the President's administration. Census projections go as far as placing them over the 100 million mark by mid-century, but the numbers are meaningless unless Latinos decelerate high school drop out rates, national testing scores and other educational pit stops. However, despite the fact that Latinos have recently made some major gains, disparities still exist in academic performance between Latinos and non- Latino White students.
In the Narrative of The Life of Frederick Douglass by Terry M. West, young Frederick's owner prohibits his wife to read to him because it was dangerous and against the law. The words of the slave owner sank deep into Douglass' heart and motivated him to read, learn and educate himself. The rest of Douglass' legacy is recorded in American history. Latinos must decisively take advantage of this moment in history and drive through the road to freedom. The road to freedom is a pledge to educate and empower children and send them on an envisioned road to promote the educational excellence that all of them deserve. A generation after the historical “I Have A Dream” speech has paved the way to provide all America’s children with quality education and excellent academic standards.
Manny Hernandez contributes commentary about education issues to Puerto Rico Sun. Hernandez may be reached at 787-355-0099 or by mail: HC-01, Box 7717, Luquillo, Puerto Rico 00773.
The Road To Freedom
By Manuel Hernandez
The November 2nd elections defined Latinos as the vote that marched through the road to freedom. With the highest turnout ever, Latinos have finally opened the gates to their pathway. The road to freedom provoked a lot of before, during and after electoral debate, but Latinos met the challenge and cruised to victory. With an increase of 5 percent of the Republican vote from the 2000 elections, it is clear and present that Latinos will have an opportunity to voice issues and concerns and make their presence felt in all avenues of the American highway.
The Latino preschool, elementary, secondary and high school population is growing and has now become part of an important story of the largest minority ethnic group in the United States. Much of the recent rise in minority enrollment in elementary and secondary schools may be attributed to the growth in the number of Latino students. The issue of education is key to Latinos, who are less likely to receive a quality education than most other Americans. In one of his recent political rallies, President Bush stated "the role of government is to help people realize a dream, not stand in the way of dreams." The road to freedom is rough and bumpy, but Latinos dream and have realized that their dreams are founded in the educational empowerment of the people.
After they numerically proved in the past elections that they should not be taken for granted, the education of Latinos must be a top priority for the President's administration. Census projections go as far as placing them over the 100 million mark by mid-century, but the numbers are meaningless unless Latinos decelerate high school drop out rates, national testing scores and other educational pit stops. However, despite the fact that Latinos have recently made some major gains, disparities still exist in academic performance between Latinos and non- Latino White students.
In the Narrative of The Life of Frederick Douglass by Terry M. West, young Frederick's owner prohibits his wife to read to him because it was dangerous and against the law. The words of the slave owner sank deep into Douglass' heart and motivated him to read, learn and educate himself. The rest of Douglass' legacy is recorded in American history. Latinos must decisively take advantage of this moment in history and drive through the road to freedom. The road to freedom is a pledge to educate and empower children and send them on an envisioned road to promote the educational excellence that all of them deserve. A generation after the historical “I Have A Dream” speech has paved the way to provide all America’s children with quality education and excellent academic standards.
Manny Hernandez contributes commentary about education issues to Puerto Rico Sun. Hernandez may be reached at 787-355-0099 or by mail: HC-01, Box 7717, Luquillo, Puerto Rico 00773.
Sunday, October 31, 2004
pr politics
Want to know more about the three major political parties in Puerto Rico? Want to know more about the candidates running for governor? Take a look at the following sites:
The pro-commonwealth Popular Democratic Party (gubernatorial candidate is Resident Commissioner Anibal Acevedo Vila): www.ppdpr.net
The pro-statehood New Progressive Party (gubernatorial candidate is former Gov. Pedro Rossello): www.rossello.com
The Puerto Rican Independence Party (gubernatorial candidate is the PIP's Ruben Berrios Martinez): www.independencia.net
Worth visiting all the sites. The elections in Puerto Rico are Tuesday.
Boricua VOTE! The only way to be heard is with your vote!!!
Want to know more about the three major political parties in Puerto Rico? Want to know more about the candidates running for governor? Take a look at the following sites:
The pro-commonwealth Popular Democratic Party (gubernatorial candidate is Resident Commissioner Anibal Acevedo Vila): www.ppdpr.net
The pro-statehood New Progressive Party (gubernatorial candidate is former Gov. Pedro Rossello): www.rossello.com
The Puerto Rican Independence Party (gubernatorial candidate is the PIP's Ruben Berrios Martinez): www.independencia.net
Worth visiting all the sites. The elections in Puerto Rico are Tuesday.
Boricua VOTE! The only way to be heard is with your vote!!!
Flags Wave
See collection of photos of the Dominican/Hispanic Parade in Puerto Rico.
Dominicans make up a vibrant community on the island.
Enjoy.
Dominicans make up a vibrant community on the island.
Enjoy.
Saturday, October 30, 2004
Friday, October 22, 2004
Opinion
Aprendamos de las Oportunidades de Crecimiento
por Manuel Hernández
Rene Descartes dijo que “cada problema se convirtió en una regla para resolver otros problemas.” En una cultura tan agitada y maltratada verbalmente, es necesario un cambio de actitud hacia los problemas que nos aquejan a diario. Cuando lo que vemos y lo que oímos va en contra de la verdad, podemos adaptar la percepción como realidad. Desde que el primer hombre desobedeció, entró la mentira, el engaño y la muerte. Luego vino otro que le ofreció la oportunidad a la humanidad de hacer de cada problema una situación y de cada situación una oportunidad de crecimiento.
En vez de llamarlos problemas, son oportunidades de crecimiento que sirven de enseñanza para consolidar la vida en paz, gozo, justicia y poder. Las oportunidades de crecimiento van forjando el carácter y desarrollan el potencial de liderazgo. Oportunidades que llegan esperadas e inesperadas igual de accesibles a todos y tienen como objetivo el desarrollar una mentalidad sobrenatural para manejar y vencer las situaciones. La diferencia entre el líder forjado y el líder en potencia es que el forjado ha aprendido a madurar ante las situaciones diarias y visualizarlos como oportunidades de crecimiento.
Muchos de los llamados próceres utilizaron las situaciones a su favor y aprendieron a crecer ante tales. Podemos diferir de la ideología de Muñoz, Ferré y Albizu pero los tres de una manera u otra influenciaron e impactaron a Puerto Rico y su historia porque en los momentos cruciales de sus respectivas carreras dieron muestra de valentía y superación. Es fácil celebrar cuando se gana pero cuando se pierde el carácter es probado. Ante tan arrolladora derrota de los Yanquis de Nueva York frente a Las Medias Rojas de Boston, en el 2005 tendrán la oportunidad de demostrarle a todos su verdadero carácter como equipo y organización.
Aprendamos de cada momento, situación y oportunidad para crecer emocional, intelectual y espiritualmente. La vida es una escuela y los que internalicen las enseñanzas serán enviados. Cuando las aflicciones y sufrimientos son las tareas, confiemos que a través de ellas pasemos de grado. Hay un Maestro interesado en guiar el camino. Cambiemos de actitud hacia los llamados problemas y así hagamos un Puerto Rico mejor para nuestros hijos y futuras generaciones.
Manny Hernandez regularly contributes articles to Puerto Rico Sun. He may be reached at 787-355-0099 or HC-01, Box 7717, Luquillo, PR 00773.
Aprendamos de las Oportunidades de Crecimiento
por Manuel Hernández
Rene Descartes dijo que “cada problema se convirtió en una regla para resolver otros problemas.” En una cultura tan agitada y maltratada verbalmente, es necesario un cambio de actitud hacia los problemas que nos aquejan a diario. Cuando lo que vemos y lo que oímos va en contra de la verdad, podemos adaptar la percepción como realidad. Desde que el primer hombre desobedeció, entró la mentira, el engaño y la muerte. Luego vino otro que le ofreció la oportunidad a la humanidad de hacer de cada problema una situación y de cada situación una oportunidad de crecimiento.
En vez de llamarlos problemas, son oportunidades de crecimiento que sirven de enseñanza para consolidar la vida en paz, gozo, justicia y poder. Las oportunidades de crecimiento van forjando el carácter y desarrollan el potencial de liderazgo. Oportunidades que llegan esperadas e inesperadas igual de accesibles a todos y tienen como objetivo el desarrollar una mentalidad sobrenatural para manejar y vencer las situaciones. La diferencia entre el líder forjado y el líder en potencia es que el forjado ha aprendido a madurar ante las situaciones diarias y visualizarlos como oportunidades de crecimiento.
Muchos de los llamados próceres utilizaron las situaciones a su favor y aprendieron a crecer ante tales. Podemos diferir de la ideología de Muñoz, Ferré y Albizu pero los tres de una manera u otra influenciaron e impactaron a Puerto Rico y su historia porque en los momentos cruciales de sus respectivas carreras dieron muestra de valentía y superación. Es fácil celebrar cuando se gana pero cuando se pierde el carácter es probado. Ante tan arrolladora derrota de los Yanquis de Nueva York frente a Las Medias Rojas de Boston, en el 2005 tendrán la oportunidad de demostrarle a todos su verdadero carácter como equipo y organización.
Aprendamos de cada momento, situación y oportunidad para crecer emocional, intelectual y espiritualmente. La vida es una escuela y los que internalicen las enseñanzas serán enviados. Cuando las aflicciones y sufrimientos son las tareas, confiemos que a través de ellas pasemos de grado. Hay un Maestro interesado en guiar el camino. Cambiemos de actitud hacia los llamados problemas y así hagamos un Puerto Rico mejor para nuestros hijos y futuras generaciones.
Manny Hernandez regularly contributes articles to Puerto Rico Sun. He may be reached at 787-355-0099 or HC-01, Box 7717, Luquillo, PR 00773.
Tuesday, October 19, 2004
Education Corner
Commentary
The Latino Nation: An Educational Vision
By Manuel Hernández
According to the United States Census, Latinos are the fastest growing minority population projected to increase from 39 million to 63 million by 2030. By 2025, 25 percent of the K-12 grades will be Latinos, though in some regions they already make up a far greater percentage. Because of its size and peculiar needs and challenges, many have taken to call Latinos a nation within the nation.
In many states within the nation, Latinos have the highest dropout rate and the lowest test scores, and many are not prepared to enter institutions of higher learning. At the present, only 17 percent of Latino fourth-graders at the national level read at their grade level, and the percentage is even lower in mathematics. As a consequence, the Latino nation has become aware that the educational empowerment of their community is intrinsically related to their struggles to achieve economic, social and political justice in the nation. The educational development of the Latino nation will depend on the enhancement of these conditions and the ability to meet their needs in the classroom and have a positive influx on both the individual and the United States. An educational vision for Latinos must examine its jump off point to design and create a path for others to follow.
First, approximately 40 percent of the Latino children in the United States are below the poverty level. Less financial resources mean fewer opportunities for quality education.
Second, teenage pregnancy rate is extremely high making the next generation of Latino teens more likely to have less parental support. Latinos accounted for 31 percent of total births under 15 years of age in the year 2000; and 27.6 percent of the total births from mothers between 15 and 19 years of age.
Third, language proficiency is a problem. Many Latino immigrants enter the nation having limited proficiency in Spanish and as a consequence the teaching of English becomes a monumental task. With the dismantling of ESL and High School Bilingual Programs across the nation, Latinos have fewer opportunities to make a transition to mainstream academic courses.
Fourth, research on class size reveals that while reductions by just a few students (for example from 27 to 24 students) may not result in dramatic differences in student achievement, when class size is reduced to 15 to 20 students, Latino children achieved academically on par with and often better than those in larger schools. They have stronger academic and general self-esteem; lower drop-out rates and higher attendance and graduation rates.
Fifth, the highest high school dropout rate amongst minorities is preventing Latinos to attain a higher education degree. Although Latinos are 13% of the total nation population, they represent merely 6% in graduate programs.
Finally, Latino teens are scoring poorly in city, state and national testing requirements. Teens have difficulties reacting and responding to literature that is far away from their modern day American experience. There is no bridge to facilitate the literary analysis of the classics. With this jump off point, how do we design a vision to impact education?
The process of improving educational standards begins with Latino parents. City, state and government must provide parents with information, give parents a voice and encourage parental partnerships with schools. Sexual education must be an integral part of school curriculum. Research shows that teenagers who receive sexual education that includes discussion of abstinence and contraception are more likely to delay sexual activity, use contraceptives when they do become sexually active, and have fewer partners than those who receive abstinence-only messages. (National Campaign to Prevent Teen Pregnancy, 2001).
Let us get back to basics. An age/grade-appropriate transitional bilingual education program, with a strong ESL component, to new and recent arrivals is a must - develop strict identification and placement procedures and implement reliable diagnostic and assessment measures. Ensure a rigorous, content-enriched academic program across disciplines with authentic and practical young adult literature in English and continue to provide linguistic/academic support for at least one year after mainstreaming to ensure a successful transition.
Funding for ESL training is required across all disciplines so that educators may incorporate ESL strategies and methodologies into their daily instruction when faced with numbers of ELL students in their mainstream classes.
The No Child Left Behind demands more testing, improved teacher quality, and higher achievement scores that in turn require better-trained teachers and principals, new and improved textbooks and assessments. However, according to the House Appropriations Committee, the 2004 budget under funds the act by $9.7 billion, leaving local communities many of which are already facing severe budget gaps to make up the difference. Educators know that these types of programs can close the education gap: highly qualified teachers and para-educators; sound professional development; early childhood programs; all-day kindergarten; small class sizes in the primary grades; highly involved parents, guardians and community; mentoring and tutoring; and quality summer programs. These services and programs will make a difference in a child's ability to meet and exceed NCLB and establish state and national achievement standards; but adequate funding is necessary in order to achieve this.
An educational vision examines causes and effects and fosters effective strategies to teach the Latino nation to meet the challenges and peculiar needs of the 21st century. With the united efforts of Latino leaders of all walks of life, we the Latino nation will help our community to become successful today, tomorrow and forever.
Manny Hernandez regularly contributes articles about education issues to Puerto Rico Sun. He may be reached at 787-355-0099 or HC-01, Box 7717, Luquillo, PR 00773.
Commentary
The Latino Nation: An Educational Vision
By Manuel Hernández
According to the United States Census, Latinos are the fastest growing minority population projected to increase from 39 million to 63 million by 2030. By 2025, 25 percent of the K-12 grades will be Latinos, though in some regions they already make up a far greater percentage. Because of its size and peculiar needs and challenges, many have taken to call Latinos a nation within the nation.
In many states within the nation, Latinos have the highest dropout rate and the lowest test scores, and many are not prepared to enter institutions of higher learning. At the present, only 17 percent of Latino fourth-graders at the national level read at their grade level, and the percentage is even lower in mathematics. As a consequence, the Latino nation has become aware that the educational empowerment of their community is intrinsically related to their struggles to achieve economic, social and political justice in the nation. The educational development of the Latino nation will depend on the enhancement of these conditions and the ability to meet their needs in the classroom and have a positive influx on both the individual and the United States. An educational vision for Latinos must examine its jump off point to design and create a path for others to follow.
First, approximately 40 percent of the Latino children in the United States are below the poverty level. Less financial resources mean fewer opportunities for quality education.
Second, teenage pregnancy rate is extremely high making the next generation of Latino teens more likely to have less parental support. Latinos accounted for 31 percent of total births under 15 years of age in the year 2000; and 27.6 percent of the total births from mothers between 15 and 19 years of age.
Third, language proficiency is a problem. Many Latino immigrants enter the nation having limited proficiency in Spanish and as a consequence the teaching of English becomes a monumental task. With the dismantling of ESL and High School Bilingual Programs across the nation, Latinos have fewer opportunities to make a transition to mainstream academic courses.
Fourth, research on class size reveals that while reductions by just a few students (for example from 27 to 24 students) may not result in dramatic differences in student achievement, when class size is reduced to 15 to 20 students, Latino children achieved academically on par with and often better than those in larger schools. They have stronger academic and general self-esteem; lower drop-out rates and higher attendance and graduation rates.
Fifth, the highest high school dropout rate amongst minorities is preventing Latinos to attain a higher education degree. Although Latinos are 13% of the total nation population, they represent merely 6% in graduate programs.
Finally, Latino teens are scoring poorly in city, state and national testing requirements. Teens have difficulties reacting and responding to literature that is far away from their modern day American experience. There is no bridge to facilitate the literary analysis of the classics. With this jump off point, how do we design a vision to impact education?
The process of improving educational standards begins with Latino parents. City, state and government must provide parents with information, give parents a voice and encourage parental partnerships with schools. Sexual education must be an integral part of school curriculum. Research shows that teenagers who receive sexual education that includes discussion of abstinence and contraception are more likely to delay sexual activity, use contraceptives when they do become sexually active, and have fewer partners than those who receive abstinence-only messages. (National Campaign to Prevent Teen Pregnancy, 2001).
Let us get back to basics. An age/grade-appropriate transitional bilingual education program, with a strong ESL component, to new and recent arrivals is a must - develop strict identification and placement procedures and implement reliable diagnostic and assessment measures. Ensure a rigorous, content-enriched academic program across disciplines with authentic and practical young adult literature in English and continue to provide linguistic/academic support for at least one year after mainstreaming to ensure a successful transition.
Funding for ESL training is required across all disciplines so that educators may incorporate ESL strategies and methodologies into their daily instruction when faced with numbers of ELL students in their mainstream classes.
The No Child Left Behind demands more testing, improved teacher quality, and higher achievement scores that in turn require better-trained teachers and principals, new and improved textbooks and assessments. However, according to the House Appropriations Committee, the 2004 budget under funds the act by $9.7 billion, leaving local communities many of which are already facing severe budget gaps to make up the difference. Educators know that these types of programs can close the education gap: highly qualified teachers and para-educators; sound professional development; early childhood programs; all-day kindergarten; small class sizes in the primary grades; highly involved parents, guardians and community; mentoring and tutoring; and quality summer programs. These services and programs will make a difference in a child's ability to meet and exceed NCLB and establish state and national achievement standards; but adequate funding is necessary in order to achieve this.
An educational vision examines causes and effects and fosters effective strategies to teach the Latino nation to meet the challenges and peculiar needs of the 21st century. With the united efforts of Latino leaders of all walks of life, we the Latino nation will help our community to become successful today, tomorrow and forever.
Manny Hernandez regularly contributes articles about education issues to Puerto Rico Sun. He may be reached at 787-355-0099 or HC-01, Box 7717, Luquillo, PR 00773.
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