Latest news with #English-learning
Yahoo
09-05-2025
- Business
- Yahoo
Drop in federal dollars could reduce funding for Gwinnett school support programs
Shrinking federal education dollars could cost Gwinnett County Public Schools millions in support for students most in need, according to the district's proposed FY2026 budget. Title I funding, which supports high-poverty schools and low performing students, is projected to fall by around $19 million. Programs for students learning English could lose nearly $5 million, two of some of the biggest potential decreases within the district's Special Revenue Fund, which mostly manages federal grant money. [DOWNLOAD: Free WSB-TV News app for alerts as news breaks] 'These aren't just wish list programs,' State Rep. Marvin Lim (D-Norcross) told Channel 2 Gwinnett County Bureau Chief Matt Johnson. 'These are very important programs for all of our particularly underserved communities.' Lim and other advocates warn that a drop in funding could directly affect resources like teachers and curriculum designed to help immigrant and English-learning students stay on track. 'Sometimes they don't feel like they're part of the bigger school community,' said Santiago Marquez, CEO of the Latin American Association. 'That leads to more, you know, an increase in them dropping out.' TRENDING STORIES: 'On our doorstep:' Coweta County passes 180-day moratorium on data center proposals after 2 approved GA man sues NFL over Shedeur Sanders' drop to 5th round in NFL Draft Beloved Hall County teacher, coach dies after motorcycle crash on his way to school But Georgia House Majority Leader Chuck Efstration (R-Mulberry) said changes are necessary as the federal government faces long-term fiscal challenges. 'The federal government has an out of control spending problem,' Efstration said. 'There's $36.8 trillion in debt with no plan to fix it.' Gwinnett's proposed 2026 budget shows a $28.5 million drop in the Special Revenue Fund, also because pandemic relief money is gone and other federal funding is shrinking too. At a recent town hall, Gwinnett County Interim Superintendent Dr. Al Taylor downplayed the impact of federal funding uncertainty, noting it accounts for just 6% of the district's nearly $3 billion budget. 'Some of the executive orders might actually change some of our practices and functions,' Taylor said. 'Funding is not an area that we're concerned with.' Neither the proposed White House budget nor the district's plan is final, but Lim says the risk to vulnerable students is real. 'I'm certainly advocating for Gwinnett County Public Schools to make up that amount,' he said. [SIGN UP: WSB-TV Daily Headlines Newsletter]
Yahoo
29-04-2025
- Politics
- Yahoo
Judge sides with plaintiffs in Yazzie/Martinez NM education equity case
Wilhelmina Yazzie and Polk Middle School teacher Travis McKenzie embrace Tuesday April 29, 2025, celebrating a district court judge's order siding with plaintiffs' request the state create a plan for achieving better outcomes for Native American, disabled, low-income and English-learning students. (Danielle Prokop / Source NM) A New Mexico district court judge on Tuesday found that the Public Education Department has not complied with previous orders in the Yazzie/Martinez education equity case and ordered the state to begin the process for creating a plan to rectify the situation. Parties in the more than 10-year-old Yazzie/Martinez case returned to court after plaintiffs filed a motion of non-compliance in September 2024, pointing to continued poor student outcomes, high turnover within the PED and high teacher vacancy rates. First Judicial District Court Judge Matthew Wilson concurred and said the state needs a plan to ensure progress is made and tracked. 'A court-ordered plan would provide guidance to the Legislature and the executive branches of government, particularly when making difficult budgetary decisions that need to survive political and economic shifts,' Wilson said during the hearing. Plaintiffs' legal counsel had proposed appointing the Legislative Education Study Committee to lead the development of the plan because the department has permanent staff and access to educational research. However, Wilson said because the LESC is not party to the case, he does not have the authority to direct them to create a plan. Instead, PED is tasked with developing a plan and LESC can provide input. Wilson gave the PED until July 1 to identify an 'outside expert and consultant to assist' in developing the plan and to file a status report with the court. The state then has until Oct. 1 to develop a draft report and file another status report with the state, 'taking into consideration all of the components and elements raised by the plaintiffs in their briefing.' Wilson said the final plan must be completed by Nov. 3 and filed for the court's review. The plaintiffs outlined a proposed plan with nine goals to address the needs of Native American students, low income students, English language learners and students with disabilities. A PED spokesperson told Source NM that the department welcomes Wilson's decision. According to court documents, the PED did not object to creating a plan, but objected to the LESC taking the lead in the process. 'Improving student outcomes is central to our mission and this plan will support lasting improvements to our educational system,' the PED told Source in a written statement. The department also said the state has 'substantially increased funding' and the department has made 'significant steps' to improve student outcomes and teacher recruitment. Melissa Candelaria, education director for the NM Center on Law and Poverty, which represents the plaintiffs, said plaintiffs still see the court's decision as a 'victory' because LESC will still be involved. She said the plaintiffs will be involved as well, because Wilson ordered that stakeholders be consulted. She said the plaintiffs will need continued support 'as we go forward in holding the state accountable in implementmenting the plan and ensuring that the voices are at the table in the development of the plan, as the court said just a little while ago,' Candelaria said during a news conference following the court's decision. Wilhelmina Yazzie (Diné), one of the original plaintiffs, was emotional following the court's decision. 'I think it's about time, and I really am staying positive. As I mentioned, my boys were young when we started this, now they're young adults,' Yazzie told Source NM. Danielle Prokop contributed to the reporting of this story. SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX
Yahoo
08-04-2025
- Politics
- Yahoo
The difference between immigrants, refugees. Info on legal pathways to enter the US
Refugee resettlement and immigration are hot topics in the United States right now. As conversations about both pathways for entering the country continue, it's important to note the difference between the two. Policies, funding and executive orders impact those populations of people differently. The United Nations High Commission of Refugees defines a refugee as a person 'forced to flee their own country and seek safety in another country.' Depending on their motivation for migrating, a person fleeing persecution, violence, conflict or human rights violations is categorized as a refugee, an asylum seeker, an internally displaced person or someone in need of international protection. An asylum seeker is a person seeking international protection from dangers in their home country, but whose claim for refugee status has not been determined legally in their destination country, according to International Rescue Committee. Asylum seekers must arrive at or cross a border to apply for protection in their country of destination. From there, they must prove to authorities that they meet the criteria to be covered by refugee protections. Not every asylum seeker is recognized as a refugee. Refugees resettled in the U.S. receive monetary support, resources and access to programs depending on what their specific situation is and if they meet certain requirements. Some classifications have shorter windows than others to capitalize on offered assistance. A refugee of any distinction has crossed an international border and cannot return home unless it is safe to do so, according to UNHCR. Afghan refugees become Blue Hens: 'The Taliban came, like, overnight': Afghan women flee Taliban to attend college at UD Immigrants, like refugees, are starting new lives in a new country. They go through a vetting process and intend to settle permanently in a new location. Unlike refugees, immigrants choose to leave home and begin elsewhere. They may decide to leave home to be closer to family, to pursue their education or for better economic opportunities, among other reasons. This means that they were not forced to leave and can return home if they want to, without risking their life or freedom. Due to this distinction, the term 'migrant' can be used to describe an immigrant but should not be used when referencing a refugee, according to Amnesty International. Education news: English-learning students discriminated against at this Delaware district, teacher reports Immigration and refugee resettlement cover many types of legal entry into the U.S., but there are other pathways available for certain groups of people to enter the country, too. One term you might hear is 'humanitarian parole.' This process allows an individual, who may be inadmissible or otherwise ineligible for U.S. entry, to be paroled into the country for a temporary period. A humanitarian parolee has not been formally admitted into the U.S. for purposes of immigration law, according to U.S. Citizenship and Immigration Services. The Immigration and Nationality Act grants the secretary of homeland security the authority to temporarily parole any person applying for admission into the U.S., whether for urgent humanitarian reasons or significant public benefit. Parole is typically granted for no more than one year but can be longer depending on the reason for the parole. People granted parole are typically not automatically allowed to work in the U.S., but it may be granted due to a person's circumstances. Examples of recent humanitarian parole programs, according to International Rescue Committee, are: The Cuba, Haiti, Nicaragua and Venezuela parole program, which offered crucial assistance to people from these countries and significantly reduced border arrivals. This program was terminated on Jan. 20. Uniting for Ukraine, which provided a pathway to safety for Ukranians fleeing war in their country. Many Ukranians were granted parole status for up to two years before the program was suspended on Jan. 27. Operation Allies Welcome, which assisted vulnerable Afghans, including those who supported U.S. operations in Afghanistan. Tens of thousands of people evacuated from Afghanistan after the withdrawal of American troops in 2021 were granted parole status. Another type of U.S. entry is the Special Immigrant Visa program, which is available to people who helped the U.S. government abroad. One SIV program is for those who worked with the U.S. Armed Forces or under Chief of Mission authority as a translator or interpreter in Iraq or Afghanistan. This program offers visas to up to 50 people a year, according to the U.S. Department of State. This program is distinct from two other programs granting SIVs for certain Iraqi and Afghan nationals who worked for, or on behalf of, the U.S. government in either country. Certain requirements must be met for program consideration. These pathways do not encompass every available process for U.S. entry, but they are some common examples showing the differences between programs and how they change based on global situations. Got a tip or a story idea? Contact Krys'tal Griffin at kgriffin@ This article originally appeared on Delaware News Journal: Info on legal pathways for entering the US, what a refugee is
Yahoo
22-03-2025
- Politics
- Yahoo
Northern California city declares itself a ‘non-sanctuary' city
( — A city in Northern California recently passed an ordinance that declared itself a non-sanctuary city. According to the American Immigration Council, sanctuary cities provide immigrants regardless of legal status with resources such as English-learning classes and documents to obtain driver's licenses. Sanctuary cities also protect immigrants from deportation by not cooperating with federal authorities. Over the past decade, an increasing number of states, counties, and cities have declared themselves as sanctuaries. Wave of violent Tesla attacks prompts US DOJ to take action On March 4, the Oroville City Council unanimously passed a resolution to be a non-sanctuary city for criminals, specifically, illegal immigrants. Oroville is located in Butte County and is about 70 miles north of Sacramento. It is one of only two cities within the state to not be a sanctuary city. The other known non-sanctuary city is Huntington Beach in Southern California. Oroville's resolution was passed amid legal action being taken against the Trump administration by several cities including Sacramento, Oakland, and San Francisco over a cut in federal funding from sanctuary cities. Northern California sheriff's office to work with ICE: 'Public safety first' 'The city opposes any policies or practices that harbor or protect individuals from prosecution by state or federal law enforcement agencies, as such actions may place our citizens at unnecessary risk,' the resolution said. 'The City of Oroville believes that cooperation with federal authorities is essential to to reduce crime and safeguards its citizens.' Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
CBS News
14-02-2025
- General
- CBS News
Arlington High School senior creates volunteer tutoring club for younger English learners
Arlington High School senior Karen Yoda knows how it feels to move to a community where you don't speak the language and don't know anyone. She was going into third grade when her family moved from Japan to Arlington. "A lot of people already had friends. I remember being very lonely," she recalls. She also remembers how much she looked forward to her MLL (multilingual learner) classes. "They were the classes where I didn't just have to sit there and be confused," she said. "They were classes where all the teacher's attention was on me. I could go at my own pace and try new things." Inspired by her own tutor Karen, who is about to turn 18, also remembers the positive influence of her tutor. Miu Kikuchi was a high school student. Her help and attention inspired Karen. "She was an older student who was once in my shoes who was now fluent in English and someone who I really, really looked up to," she said. Their work together helped Karen learn English and, eventually, graduate out of the MLL program. When COVID hit, the memory of her personal experience gave Karen an idea that would eventually become the Bridge Project. In 2020, with time on her hands and a desire to be helpful, Karen began tutoring two younger students who had recently moved, as she had, from Japan to Arlington. She was in eighth grade and tutoring the siblings over Zoom. Later, when school resumed and in-person sessions were allowed, she also tutored a boy in Hannah Dingman's class. Hannah, who is now Director of Multilingual Learner Education for Winchester Public Schools, knew that the boy would benefit from Karen's help. "He needed a little bit more support with somebody who could translate things," she said. She explains that students whose parents don't speak English often struggle with understanding culture and expectations. With Karen's help, Hannah saw the boy blossom. "She knew exactly what he was going through because she went to the same elementary school. She understood the work," she said. Hannah, who was teaching at Hardy Elementary School at the time, remembers it as a very positive pairing. "It's almost like a light went off. I can remember thinking back and-all of a sudden-his time at school started to look different," she said. "All of a sudden, he's asking more questions and he's feeling more confident about his abilities and just producing more work." Eventually, Hannah helped Karen make a plan for a tutoring club that would match younger English-learning students with high schoolers who speak, when possible, the same "home language." The Bridge Project In the fall of 2023, Karen officially launched the Bridge Project. High school tutors spend an hour a week with their tutees-often at Robbins Library-working on reading, writing, and conversation. "I love tutoring kids," Karen said smiling. Initially, getting the word out was challenging. With dozens of tutors ready to go, many of the parents whose children might benefit couldn't read the e-mail communications from the club. The language barrier was too much. But shortly after Karen and another member of the Bridge Project made an in-person presentation to parents, their e-mail boxes filled up with requests. They knew they were onto something special. There are now roughly 50 tutoring pairs. Fifty more high school students have interviewed for the volunteer work and are ready to begin tutoring. Another 100 students have expressed an interest in tutoring in the future. The club's faculty advisor Duncan Slobodzian, who's also an MLL teacher, says the Bridge Project's growth is a testament to the time, effort, and resource development that Karen and the rest of the club's leadership team have invested. "To me, that stands as one of the legacies of the work that Karen and the rest of them have done in this club," he explains. Duncan (known to students as "Mr. S.") explains that he is passionate about English language arts and literature. As a Peace Corps volunteer in Java, Indonesia, he remembers trying to figure out how to communicate and learn the culture. When Karen asked him to serve as the club's advisor, he responded with a quick, enthusiastic yes. Creation of community He says the positive feedback the group's received from parents confirms that peer-to-peer tutoring leads to better academic performance, more confidence, and the creation of community. He says right now, when many immigrant families feel frightened and insecure, creating a "safe space" is a welcome support. At an after-school meeting, Karen and the Bridge Project's leadership team discuss how to talk about sensitive topics. They agree that offering information on the club's website about citizens' rights aligns with their mission. For Karen, the Bridge Club's evolution may be as gratifying as its creation. "I love running this club," she explains. She says that working with members to improve the club's offerings, expand its resources, and serve more elementary and middle school students is endlessly fulfilling. As they find new ways to support more people in Arlington, members also hope that other school districts will follow their lead. "I would really, really encourage someone to start something like this in their own district," Karen said. "I think it has helped a lot of different people. It's also really fun!"
