The Skyrocket Myth

The situation was not helped at all when California test scores appeared to rise after 227 was passed, an event that was publicized by the NY Times ("test scores skyrocket") and carried in stories throughout the US (Thompson, DiCerbo, Mahoney, & MacSwan, 2002). Once again, the facts were on the side of bilingual education, and the explanation was not too complex. Test scores rose for several reasons that had nothing to do with the dismantling of bilingual education or improved learning in general: A new test, the SAT9, was introduced at the same time Proposition 227 was passed. The first time a new test is given, scores seem low, but in the following years, as students and teachers become more familiar with the test, scores rise until the test needs to be recalibrated (Linn, Graue, & Sanders, 1990). SAT9 scores for 1998 were interpreted as a measure of the effectiveness of bilingual education. The normal increase one sees with subsequent administrations of the test was misinterpreted as evidence that 227 was working.

Test inflation was especially pronounced in California because there was very strong pressure to raise test scores, including bribes (cash rewards) and punishments (threats of being closed down). This encouraged what must be considered bogus means of raising test scores (certain kinds of test preparation, selective testing).

In addition, there was no evidence that schools that dumped bilingual education showed higher gains. A study by WestEd (Parrish, Linquanti, Merickel, Quick, Laird, & Esra, 2002) in fact, showed no difference in improvement in English reading for English learners between grades two and five between schools that kept and schools that dropped bilingual education. But once again, this information did not penetrate the public consciousness, nor was there any organized effort to get the word out.

Another Error

Before turning to possible strategies, I need to point out one more error: Campaigners for bilingual education consistently confused the two goals of bilingual education. Advocates pointed out the advantages of being bilingual and understanding one's heritage ("two languages are better than one"), and sometimes insisted that everybody in the United States should be bilingual. The public interpreted this as enforced bilingualism for English-speakers, and was wondering when language minority children were going to learn English.

What to do? Explain Bilingual Education

There are several possible paths, and we can easily take all of them.

Better Communication with the Public

Clearly bilingual educators must make greater efforts to communicate with the media and the public in general, to use both traditional means (e.g. letters to the editor, magazine articles) and more recent, innovative means (the internet). Reporters generally contact official organizations for comments on issues; it is crucial that professional organizations be ready with clear and concise answers to frequently asked questions, and that they respond to all attacks on bilingual education. Failure to answer an attack is perceived as conceding the point. When advocates do answer, they can use the space provided as another opportunity to educate the public, whenever possible repeating the core arguments: Bilingual education is successful in helping children acquire English, and there are good reasons why it is successful.

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