The Future Is Now: Latino Education in Georgia.

Abstract

Georgia's Latino student population has risen from less than 2,000 in 1976 to more than 28,000 in 1996. In 1995-96, Latinos were less likely than their peers to finish school, more likely to struggle in the classroom, and less likely to have instructors from their ethnic background. The current Georgia Department of Education, characterized by criticism of federal involvement in education, an Only approach, and a culture that does not support multicultural education or diversity, has not supported innovative programs and interventions and has compelled the departures of many of its experts on the educational needs of migrant students, second language learning, and multicultural teacher training. However, at the practitioner level, promising programs are being implemented. In Dalton, the Georgia Project represents a collaboration between the business community, the public schools, and the Universidad de Monterrey in Mexico. Project components include two-way bilingual education, a summer institute for teachers and administrators at the Universidad de Monterrey, a year-long visit of Mexico-certified English teachers who serve as bilingual paraprofessionals, teacher training in phonetics-based basic reading skills, a community needs assessment/Mexican leadership development effort overseen by three Monterrey-based sociologists, and adult literacy classes for the new Latino population. Although some dynamics that have produced inadequate Latino education elsewhere are operating in Georgia, the challenge is how to use initiatives like the Georgia Project to inform practice elsewhere in the state. (Contains 25 references.) (TD) Reproductions supplied by EDRS are the best that can be made from the original document. The Future Is Now: Latino Education in Georgia

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