How can Mary Lou Fulton Teachers College help close the achievement gap for students who are English Language Learners — students whose primary language is not English?
The population of Uganda is more than 75 percent children and youth. Among them, vulnerable youth — particularly adolescent girls and young women, children with disabilities, orphans and those living in extreme poverty — are at high risk of economic insecurity, gender-based violence, early pregnancy and HIV infection. These vulnerabilities threaten their ability to succeed and progress in their education; stay safe from HIV and violence; and acquire the skills and assets needed to lead resilient, healthy and productive lives.
Incarcerated youth have the poorest post-secondary outcomes of any adolescent learners. They are unemployed or underemployed, and experience poverty and homelessness at rates substantially higher than other youth. Previously incarcerated youth also need individualized support during reentry to successfully engage in work and offset high rates of reoffending and recidivism.
Students who are the first in their family to pursue a college education face unique challenges; a problem even more prevalent among minority students. Black, Hispanic and Native American populations have lower rates of college retention and degree completion than white and Asian students. The problem is exacerbated by traditional, first-year college courses that are intense, lecture-focused and unconnected with each other.
The nation of Brazil is underrepresented in the curricula of American public schools; this despite Brazil’s status as the world’s third most populous democracy, with nearly 230 million citizens; more territory than the continental U.S., and an economy more robust than those of Canada and Russia. Brazil’s national language is found on four continents, making Portuguese one of the 10 most widely spoken languages.
Children today are aware of environmental problems in their communities and are often eager to help work toward solutions. Students get excited about science when they can solve real-world problems and see connections between the concepts they learn in school and the world around them. Yet most elementary curricula focus more on facts than problem-solving skills.