By: Diane Benjamin
District 87 students score well below State averages in English and Math. See last year’s scores here: https://www.illinoisreportcard.com/District.aspx?source=trends&Districtid=17064087025
The district spends $15,000 per student for this substandard education. (Click District Snapshot at the link above)
34% are chronically absent, the graduation rate is an appalling 79%.
I find it fascinating that WGLT can normalize stories like Unit 5 having 1000 student enrolled in English as a 2nd Language and now this District 87 story stating the district has 550 ESL students: https://www.wglt.org/local-news/2024-02-05/district-87-sees-enrollment-growth-among-students-new-to-english-and-updates-bhs-bjhs-plans
These D87 students speaks around 40 different languages.
Did all the fights and disruptions at D87 suddenly end, or are your kids told: “Do Not Tell Your Parents”?
If there are 1550 kids in local schools who don’t speak English, where are they living? Aren’t we told affordable housing isn’t available?
WGLT’s Unit 5 story: https://blnnews.com/2023/11/17/3-things-you-need-to-know-4/
Don’t notice the obvious: The population of Illinois continues to decrease as people move out. All these multi-language people are replacements. Illinois already lost representation in Congress, they don’t want to lose more.
Written by AI:
When schools are faced with the task of educating a large number of students who don’t speak English, there are several potential consequences:
- Resource Strain: Schools may experience strain on resources, including financial resources, as they must allocate funds to provide specialized English language learning programs, hire bilingual teachers, and purchase materials tailored to English language learners (ELLs).
- Impact on Classroom Dynamics: Having a significant number of students who don’t speak English can affect classroom dynamics. Teachers may need to adjust their teaching methods to accommodate diverse language abilities, which can be challenging in mixed-ability classrooms.
- Achievement Gap: English language learners may struggle to keep pace with their English-speaking peers academically, leading to an achievement gap. This achievement gap can widen over time if adequate support is not provided to help ELLs acquire English language proficiency while also mastering academic content.
- Cultural Integration: Schools may face challenges in promoting cultural integration and fostering a sense of belonging among students from diverse linguistic and cultural backgrounds. This can lead to social isolation and marginalization for English language learners if they do not feel supported or included in the school community.
- Educational Equity: Providing equitable educational opportunities for all students, regardless of their English language proficiency, becomes a significant concern. Schools must ensure that English language learners have access to the same quality of education as their English-speaking peers and receive appropriate support to succeed academically.
- Teacher Preparation and Professional Development: Educators may require specialized training and professional development to effectively teach English language learners and implement research-based instructional strategies for language acquisition.
- Policy Implications: Schools may need to navigate complex policies and regulations related to English language learner education at the federal, state, and local levels. Compliance with laws such as the Every Student Succeeds Act (ESSA) and Title III requirements becomes essential in providing adequate support and services for English language learners.
In summary, educating a large number of students who don’t speak English presents various challenges for schools, including resource allocation, instructional adaptations, addressing achievement gaps, promoting cultural integration, ensuring educational equity, and navigating policy frameworks. Effective strategies and comprehensive support systems are crucial in mitigating these challenges and fostering the academic success and well-being of English language learners.
I learned something from a news article yesterday that explains a lot of what’s going on in regard to illegal aliens. The census is a simple head count. I never thought about it I just assumed it was of citizens. NO. A count of everyone legal or not. Thus all these illegal aliens flooding to blue cities and states affect the allocation of tax dollars, redistricting, and the number of representatives to congress! I did not know this and I doubt many people do.
Democrats made sure illegals were counted.
A few thoughts: American citizen children are adversely impacted by this influx of illegal alien students who don’t speak English. This article only focuses on the impact to the students who don’t speak English. Do you also notice how no body asked us if we wanted this? Furthermore, where are they and their illegal alien parents living? If there are 1,500 children, are there 1,500-3,000 parents? Where are they working? I noticed the mayor of Bloomington was gleeful that illegal aliens are coming here. He’s flaunting his acceptance of this illegality. What else does he support that is against the law?
Imagine the kids with language barriers slowing down the rest of the class.
Expect this years test scores to be even worse.
If they are injecting all of these replacements with the same “safe and effective” experimental injections that 70% of the “regular” population have taken, they wont be replacing anyone.