Absence of Bilingual Education and Teachers

Final Paper: Letter to the Principal

As educators, community members, and/or parents we all play a role in disrupting problematic school practices. In

this final assignment you will identify one problematic practice in education and, (1) describe the problem (historical context), (2) explain why it is harmful to students, and (3) offer solutions. The assignment will be written in the form of a letter to a school principal or school board. You must use at least 3 reputable sources, such as, academic articles, books, news articles, and/or data, to support your argument. I provide a few examples of topics you may choose (see below) but you may choose any topic that interests you. The strongest letters focus on one specific issue/problem. If you have questions about your topic you can email me or we can discuss. Please refer to the rubric to earn full points for the assignment. To see a sample of a well-written letter you will find one in Canvas under “course documents.”

Letter Format

Top, right: First and Last name
First line: Dear Principal or Dear School Board
Body: Single-spaced
Font: 12 point
Margins: 1” all sides

Problematic practices (that perpetuate inequality) in education:

Thanksgiving celebrations where children dress up as pilgrims and Native Americans (grades pre-kinder—1st)
School tracking: Tracking students into general/remedial and honors/AP courses (grades K-12)
Tracking/pushing students of color into vocational education (versus college-track).
Overrepresentation of students of color in special education
Under representation of students of color in gifted, honors, and AP classes
Lack of school counselors (especially in school districts serving low-income, students of color)
Lack of mental health professionals (especially in school districts serving low-income, students of color)
Underrepresentation of teachers of color OR teachers with disabilities OR teachers who identify as LGBTQ+
White-centered and/or, male-centered and/or, hetero-centric curriculum
Police or Military presence on campus (especially in school districts serving low-income, students of color)
Limited or surface-level inclusions of diversity such as multicultural potlucks
Absence of bilingual education (and/or absence of qualified bilingual educators)
Absence of support or resources for students who are undocumented
Punitive disciplinary practices (especially against low-income, students of color)
Heteronormative schooling practices (e.g., school dances, sports, bathrooms…)

Final Assignment: Letter to the Principal

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomePart 1: What is the problem? What is the historical context?

8.0 pts

Accomplished

• Accurately identifies a problematic practice in education. • Provides historical background. • References reputable sources, such as course readings.

6.0 pts

Developing

• Mostly identifies a problematic practice in education. • Provides historical background. • References reputable sources, such as course readings.

4.0 pts

Beginning

• Attempts to identify a problematic practice in education. • Provides historical background. • References reputable sources, such as course readings.

8.0 pts

This criterion is linked to a Learning OutcomePart 2: How does the problem harm/negatively affect students?

8.0 pts

Accomplished

• Thoughtfully explains why and how the problematic practices is harmful to students. • Answers questions such as: How does the practice reinforce inequalities in education? How does the practice perpetuate institutional oppression? • Uses outside research and/or references to support the argument. • Provides clear examples

6.0 pts

Developing

• Provides a largely thoughtful explanation of the ways the practice is problematic and harmful to students. • Seems to answer questions such as: How does the practice reinforce inequalities in education? How does the practice perpetuate institutional oppression? • Uses outside research and/or references to support the argument. • Mostly provides clear examples.

4.0 pts

Beginning

• Somewhat thoughtfully explains why and how the problematic practices is harmful to students. • Some attempt to answers questions such as: How does the practice reinforce inequalities in education? How does the practice perpetuate institutional oppression? • Uses some outside research and/or references to support the argument. • Provides clear examples.

8.0 pts

This criterion is linked to a Learning OutcomePart 3: What are the solutions? What can we do to end or change this practice?

8.0 pts

Accomplished

• Provides thoughtful, relevant solutions. • Supports ideas with outside research, data, or relevant experiential knowledge. • Identifies several, specific resources for school principal or board member (such as, books, websites, news articles, films…).

6.0 pts

Developing

• Provides mostly thoughtful, relevant solutions. • Supports ideas with outside research, data, or relevant experiential knowledge. • Identifies a couple of relevant resources for school principal or board member (such as, books, websites, news articles, films…).

4.0 pts

Beginning

• Provides somewhat thoughtful, and relevant solutions. • Supports ideas with outside research, data, or relevant experiential knowledge. • Identifies at least one relevant resource for school principal or board member (such as, books, websites, news articles, films…).

8.0 pts

This criterion is linked to a Learning OutcomeAPA Format

3.0 pts

Accomplished

• All sources are accurately cited (APA format) and listed on the references page using APA style. • Student cites (and includes in references) 3 outside sources.

2.0 pts

Developing

• Most sources are accurately cited (APA format) and listed on the references page using APA style. • Student cites (and includes in references) 3 outside sources.

1.0 pts

Beginning

• Some sources are accurately cited (APA format) and listed on the references page using APA style. • Does not cite and reference at least 3 outside sources.

3.0 pts

This criterion is linked to a Learning OutcomeGrammar and Writing

3.0 pts

Accomplished

• The letter is free of grammatical and spelling errors. • The writing is clear and organized with attention to word-choice and overall flow and cohesion.

2.0 pts

Developing

• The letter is mostly free of grammatical and spelling errors. • The writing is mostly clear and organized with attention to word-choice and overall flow and cohesion.

1.0 pts

Beginning

• The letter is somewhat free of grammatical and spelling errors. • The writing is somewhat clear and organized with attention to word-choice and overall flow and cohesion.

3.0 pts

Total Points: 30.0

REQUIREMENTS

University of California Irvine Multicultural edcuation

Answer preview……………

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Absence of Bilingual Education and Teachers

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