Introduction
The United States is composed of vast ethnic and linguistic diversity. Our history, laws, and culture are a reflection of that reality. The economy, our citizens, and society overall experience benefits both large and small. On the other hand, those who do not speak English often face hardship and discrimination. Most people believe that education is a key to success in a developed country, but in an educational system that is predominantly administered and operated in English, children who either do not speak English or acquire English as a second language are at a disadvantage. For every child to receive a proper education, many federal, state, and local laws have been passed to ensure English Language Learners (ELLs) are included. …show more content…
For example, an organization may have insufficient resources, lack a cohesive plan of action, or dissatisfy external stakeholders. The academic remedies for implementing a successful transition in spite of these problems will be discussed further on in this paper. However, before analyzing Madison Metropolitan School District (MMSD) and Sandburg Elementary School’s language program transitions specifically, it is important to mention distinct challenges that public managers face generally. Hill and Lynn identify the following problems: confronting situations where solutions are beyond the manager 's span of control, being responsive to powerful actors whose preferences and expectations are in conflict, ensuring accountability when control is lacking, learning about serious problems from outside sources, operating under constant critical scrutiny, making consequential decisions with partial information, contending with employees’ ingrained values and beliefs, and responding in a timely fashion to shifts in priorities (15). If public managers fail to consider these problems, it may result in unforeseen negative …show more content…
First, there are federal laws that protect general educational rights for all children, such as Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunity Act of 1974. Title I and Title III of the No Child Left Behind Act and its successor, Every Student Succeeds Act, ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education, even if a child has limited English proficiency. At the state level, the Wisconsin Pupil Nondiscrimination Law (s. 118.13) also declares general educational rights for all children. The Wisconsin Bilingual-Bicultural Education Statute (s. 115.95) requires that, if any school within a district has 10 Limited English Proficient pupils speaking the same non-English language at the K-3 grade level, 20 pupils at the 4-8 grade level, or 20 pupils at the 9-12 grade level, the district must design a program and prepare a formal plan of services to meet the needs of those students. These metrics are referred to as trigger numbers. The Wisconsin Department of Public Instruction (DPI) is responsible for working with Wisconsin school districts to ensure the implementation of the statute. Additionally, DPI is a voluntary member of the WIDA Consortium, a multi-state group that sets testing and instructional standards for English
The United States is composed of vast ethnic and linguistic diversity. Our history, laws, and culture are a reflection of that reality. The economy, our citizens, and society overall experience benefits both large and small. On the other hand, those who do not speak English often face hardship and discrimination. Most people believe that education is a key to success in a developed country, but in an educational system that is predominantly administered and operated in English, children who either do not speak English or acquire English as a second language are at a disadvantage. For every child to receive a proper education, many federal, state, and local laws have been passed to ensure English Language Learners (ELLs) are included. …show more content…
For example, an organization may have insufficient resources, lack a cohesive plan of action, or dissatisfy external stakeholders. The academic remedies for implementing a successful transition in spite of these problems will be discussed further on in this paper. However, before analyzing Madison Metropolitan School District (MMSD) and Sandburg Elementary School’s language program transitions specifically, it is important to mention distinct challenges that public managers face generally. Hill and Lynn identify the following problems: confronting situations where solutions are beyond the manager 's span of control, being responsive to powerful actors whose preferences and expectations are in conflict, ensuring accountability when control is lacking, learning about serious problems from outside sources, operating under constant critical scrutiny, making consequential decisions with partial information, contending with employees’ ingrained values and beliefs, and responding in a timely fashion to shifts in priorities (15). If public managers fail to consider these problems, it may result in unforeseen negative …show more content…
First, there are federal laws that protect general educational rights for all children, such as Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunity Act of 1974. Title I and Title III of the No Child Left Behind Act and its successor, Every Student Succeeds Act, ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education, even if a child has limited English proficiency. At the state level, the Wisconsin Pupil Nondiscrimination Law (s. 118.13) also declares general educational rights for all children. The Wisconsin Bilingual-Bicultural Education Statute (s. 115.95) requires that, if any school within a district has 10 Limited English Proficient pupils speaking the same non-English language at the K-3 grade level, 20 pupils at the 4-8 grade level, or 20 pupils at the 9-12 grade level, the district must design a program and prepare a formal plan of services to meet the needs of those students. These metrics are referred to as trigger numbers. The Wisconsin Department of Public Instruction (DPI) is responsible for working with Wisconsin school districts to ensure the implementation of the statute. Additionally, DPI is a voluntary member of the WIDA Consortium, a multi-state group that sets testing and instructional standards for English