The History of Bilingual Education in Texas Essay Example

Antonio native and state representative, successfully advocated for bilingual education in Texas. This led to voluntary programs being established nationwide to address the language barrier issue faced by schools. The US Supreme Court ruling in 1974 further emphasized the importance of offering specific curriculum and techniques for Limited or Non-English Proficient (LEP) speakers across all states.

Additionally, MALDEF achieved a significant victory in 1981 when they challenged and defeated Texas' attempts to address past discrimination against Mexican Americans through voluntary programs. As a result, revisions were made to the state's mandated school system. To meet the new requirements, SB 477 was passed by the state legislature. The law, authored by Senator Truan and Representative Matt Garcia , mandated that public schools offer a bilingual curriculum.The state government approved this law and set standards for placement, classification,necessary services,and program terminationFurthermore, schools were given funds based on student demand and enrollment numbers. In order to address previous shortcomings in monitoring bilingual programs from middle school through high school, federal courts mandated that the province improve its monitoring efforts. Research conducted by the state identified a need for improvement in these programs. Since the mid-1970s when Texas implemented its bilingual program, there has been a consistent increase in the number of students classified as LEP (Limited English Proficient). Enrollment numbers have significantly risen from around 25,000 bilingual students in 1975 to an estimated 775,000 during the 2007-2008 school year. Texas stands apart from other states due to its requirement that schools offer bilingual education services for non-English speaking students. The success of elementary bilingual programs can be attributed to two primary factors: assisting students in acquiring proficiency in English

and helping them transition into all-English classes. Generally, scores on the Texas Assessment of Knowledge and Skills - the state's academic assessment test - show satisfactory performance for students enrolled in bilingual programs. However, high school students in these programs do not perform as well as their elementary-aged counterparts. Despite the rapid growth of bilingual instruction, there are unresolved issues within the plan including a shortage of certified bilingual instructors.A study conducted by the Texas State Board for Educator Certification (SBEC) in 2006 revealed that 867 bilingual instructors did not possess the necessary certification to teach in a bilingual setting. As a consequence, an estimated 17,300 Limited English Proficiency (LEP) students were being instructed by unqualified teachers. This shortage becomes more severe when considering the high demand for math and science teachers in these positions.

To address this crisis, future educators are now required to pass a certification test specifically focused on teaching or working with English Second Language (ESL) students. While this requirement appears beneficial as it ensures that teachers can effectively instruct LEP students, it does not guarantee sufficient training or expertise in this area for all teachers involved. Progress has been made in the Texas bilingual program; however, challenges persist regarding teacher competence and expertise due to inadequate state support leading to the elimination of many programs due to insufficient funds.

Despite these challenges, Texas has undergone a transformation from a school system that prohibited students from speaking their native language to one with one of the largest bilingual programs in the United States. Nevertheless, there is always room for improvement in providing quality education for children as times change.

Moving on to school funding

in Texas, controversy and laws have surrounded public school funding since its inception.This article provides a brief history of school funding, important cases, and the laws that have influenced current funding. The Gilmer-Aiken Act in 1949 established the first school funding system in Texas. It ensured that 80% of funding came from the province and guaranteed minimum funds for local enrichment and teacher salaries. This act was effective until 1971 when there was a greater need for special education programs. The Rodriguez v. San Antonio I.S.D. case from 1971-1973 highlighted the demand for these programs but also found that Texas only provided matching funds compared to district allocations. District courts deemed this unfair based on equal protection rights, but U.S. Courts later overturned this decision as Texas had indeed provided required funds to public schools. In 1984, during the Edgewood v.Kirby case, the "Robin Hood" system of school funding was introduced due to misuse and improper distribution of property taxes for school funding. In 1989, the Supreme Court declared this practice unconstitutional as higher income schools were essentially financing lower income schools.In 1989, Edgewood I.S.D was taken back to court by lower income school districts, challenging the 1975 Foundation School Program law that created inequality in school funding. The violation of the Texas Constitution was found by the courts; however, this ruling was later reversed by the Court of Appeals. Eventually, it was ruled by the Texas Supreme Court that it violated Article VII, Section 1 of the Texas Constitution. In 1991, Edgewood I.S.D brought Kirby to court for a third time. In an attempt to address district inequality and provide more funding for equality

through studies and adjustments, Senate Bill 1 was introduced during a special session in 1990 by the Texas Legislature but unfortunately remained mostly unchanged. However, House Bill 351 establishing188 County Education Districts (CEDs) was passed in 1992 by the Legislature. During this period, CEDs were given authority to impose state-mandated property taxes and distribute funds among member territories. At that time, Edgewood I.S.D continued to be involved in educational cases in Texas. For example, Carrollton-Farmers Branch I.S.D sued Edgewood I.S.D in response to House Bill 351 of 1991 which allowed schools to impose property taxes and redistribute funds.The schools successfully argued that this action was unconstitutional according to a ruling made by the Texas Supreme Court.In 1995,a case known as Edgewood I.S.D.v.Meno resulted in Senate Bill7 being passed into lawin1993The text discusses a provision called "recapture" in a bill that was intended to ensure fair school funding by redistributing individuals' property tax money. Various school districts, regardless of income levels, filed lawsuits claiming this provision was unfair and they were successful in court. One prominent case was West Orange-Cove I.S.D.v.Alanis in 2001, which involved over 300 school districts by the time it reached court in 2004. Lower-income schools confronted higher-income school districts, arguing that local property taxes had exceeded the limits set by the Texas Constitution and that the state's funding system was inadequate. The state Supreme Court ruled that the original decision should not have been changed, but Texas is still grappling with issues related to school funding. Some schools feel they are not receiving equal support while others believe too much funding is being taken away. This ongoing dispute needs resolution for the

benefit of children and their education.

Furthermore, standardized testing has always been a significant concern in Texas as it determines school district funding and other programs.Since its introduction in 1979, standardized testing has had a significant impact on students in Texas. Originally known as the TABS test, it was initially used for monitoring purposes and did not hold students accountable. However, starting in 1984, the test was renamed "minimal skills" and went through changes.

The new mandated state test called TEAMS was administered starting from the 1985-1986 school year and included grades 1, 7, and 11 to increase complexity. The objective was to make the 11th grade test more difficult and a requirement for graduation.

In 1987, state laws were changed which led to revisions of the standards for the test by the board of education. This resulted in the creation of the TAAS test, which shifted its focus from basic skills to academic skills such as critical thinking and problem-solving abilities in math, reading, and writing for grades 3, 5, 7, and 9.In addition, there was a new test introduced for 11th graders. Changes were made for the '92-'93 school year, which included adding reading and math sections to tests for 3rd and 8th graders respectively. Writing portions were moved to exams for 4th and 8th graders while the issue-level test was rescheduled to be taken in the 10th grade instead. Schools and school districts faced increased accountability through performance scores as well as pressure from these assessments. Science and social studies were added to the TAKS eighth-grade examination in '95. Another significant change occurred in '99 with state legislation establishing even more rigorous standards through the

Texas Assessment of Knowledge and Skills (TAKS) test. The new TAKS standards did not require third-graders to pass reading in order to proceed onto fourth grade; however, fifth and eighth graders experienced pressure due to low reading and math scores. This resulted in heightened expectations placed upon young students aiming to meet state educational requirements starting from their early years. The text discusses changes related to standardized testing and public land allocation for schools in Texas, including moving the exit level exam to 11th grade, allowing students an additional chance if they fail it within a year period.In addition, the requirement for a high school diploma now includes passing five subject areas instead of three. Despite this, some children struggle with the pressure brought on by standardized testing and as a result, schools prioritize preparing for the TAKS test rather than providing a well-rounded education. It is hoped that in the future, the board of instruction will consider both the pressures and benefits of tests and use them only for record purposes rather than as high-stakes exams.

During Mirabeau B. Lamar's presidency, support for education in Texas was established through allocating public land for public schools. In those early years of Texas's existence as a republic, Congress dedicated three areas of land per county for public schools. Additional land was given to each county in 1840 to accommodate more schools. However, due to financial constraints, the educational system did not fully develop during this time but progress was made over time and eventually funds were allocated to open up the public school system in Texas.

Governor Elisha M. Pease used $2 million from the Compromise of 1850

for education as Texas experienced rapid growth with support from railways and census data providing financial assistance. The first school census reported around 65,400 students with a state contribution of 62 cents per student.The Constitution of Texas in 1876 supported schools through various taxes, resulting in approximately 52 million acres of public school property. Business taxes contributed one-quarter of revenue towards education, along with one dollar from poll taxes. Local taxes also played a role in funding schools. This led to counties having more autonomy in establishing curricula and administration, which resulted in the creation of many independent school districts by 1900 (initially there were 526, currently there are 1039).

In 1885, the University of Texas introduced accreditation, allowing students from accredited schools to enroll without entrance exams. A notable law passed in 1911 allowed rural high schools to form school boards and consolidate their resources. However, ensuring the availability of textbooks was a major challenge for Texas schools during this time.

To address this issue, mandatory statewide textbooks were implemented in 1917, significantly improving education for smaller communities across Texas. Furthermore, assistance and a guaranteed minimum wage were provided to rural schools, leading to further advancements in the state's educational system.

The transformative Gilmer-Aikin Laws of 1949 brought about changes to administration and school funding. These laws ultimately led to the establishment of the Texas Education Agency—a governing body responsible for upholding education policies throughout the state—led by the Commissioner of Education appointed by the governor and supported by 15 board membersDuring the 1980s, House Bill 72 brought much-needed reforms to public schools in Texas. These reforms included increasing teacher wages and reevaluating school support. However, controversy

arose when lower-income schools received more funding than affluent areas. Standardized testing was also introduced during this time and has since undergone multiple changes and rebranding efforts with higher stakes each year.

Further reforms occurred in 1995 through Senate Bill 1, which gave local school districts greater authority by removing certain state-mandated rules. As a result, a separate State Board for Educator Certification was formed by the State Board. Additionally, charter schools have emerged as an alternative source of education in Texas. These schools operate under their own guidelines, codes, and state regulations while expanding throughout the state.

The struggle for equal educational funds among schools has led to dissatisfaction over the years. In 2002, the No Child Left Behind Act was implemented in Texas, making every school accountable for their progress. This resulted in increased testing, graduation requirements, and adherence to statewide standards. As a result of these changes, Texas now has some of the toughest criteria in the United States regarding educational standards (Campbell).

This text contains various citations and references including "American Public School Law" by Alexander, Kern, and M. David Alexander (book reference).The text includes information about the Texas Education Agency's "Revised TAKS Information Booklets" with a link to their website, an article titled "The Texas Supreme Court and Edgewood I.S.D.V. Kirby" by Billy D. Walker, and a book titled "Multicultural Education: A Coevals of Advocacy" by J.A. Cardenas (Campbell). It also mentions legal case numbers along with the Texas Education Agency's report on statewide enrollment in public schools in Texas. There is reference to a memorandum of opinion and alludes to enforcing civil action. Lastly, it discusses the judicial interpretation of the Fourteenth

Amendment with a provided link for further information on the topic (Campbell).