Written by Nabirye, A., Nabirye, O., & Oakhurst, F. (April 2011). Diversity and Equity; Site and District-based Leadership; Case Study
Summary
From 2006 to 2008, refugee resettlement agencies brought 4018 refugees to Chicago, Illinois. Using the example of the challenges faced by 14 refugee students from Burundi in adjusting to the U.S. school system, the authors call the attention of schools to the distinction between educating English Language Learners (ELL) and Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE). These authors also question the appropriateness of social promotion practices by which these students with truncated formal education are placed several grade levels above their actual educational attainment in U.S. schools, regardless of their school interruptions or limited school readiness. Principles and strategies for responsive integration of CDS-TFE in the U.S. educational systems are also explored.
Also in this issue
- Higher Education in the Global Market: Opportunities and Threats
- Assessing the Impact of Twenty-first Century Rural School Consolidation
- Understanding Social Justice: Improving the Academic Achievement of African American Students
- Instructional Expenditures Ratio and Student Achievement: Is 60% a Better Indicator?
- Teacher Conferencing and Feedback: Necessary But Missing!
- Reading and Math Differences Between Hispanic and White Students in Texas: A 16-Year Analysis
- The Perceptions of School Administrators on the Selection Criteria and Training of Cooperating Teachers; Strategies to Foster Collaboration between Universities Public Schools
- School Discipline in Public Education: A Brief Review of Current Practices