Running head: FUTURE VISION OF EDUCATION
Future Vision of Education Case Study: Suffield Middle School
Rachael Organek
EDU505: Future of Education
Prof. Shaw
FUTURE VISION OF EDUCATION
Introduction
Suffield Middle School (SMS) is one of four schools in the Suffield Public Schools organization.
The town of Suffield is a rural town, with a population of roughly 15,735 as of 2010. According
to the Connecticut State Department of Education’s Strategic School Profile Report, Suffield
Middle School serves approximately 600 students across grades 6-8. The student population at
SMS is 87% White, 4.3% Black, 4.3% Hispanic, and 3.3% Asian-American. 28 Students come
to SMS from the Open Choice program which brings students from urban areas to schools in
rural or suburban areas (Strategic School Profile, 2012-2013).
History: Past and Present
Suffield Middle School offers a tradition/regular education to students in grades 6-8. For
the 2007-2008 school year, SMS changed to a “teaming” model whereby all students were
placed on one of two teams with the same core group of teachers. The SMS Mission Statement
says, “We believe that the years of early adolescence are pivotal and abound with individual
potential and opportunity. Therefore, the Suffield Middle School’s mission is to meet the diverse
academic, social, and emotional needs of all students within a caring and responsive educational
environment within which all students feel personally known and cared for and that adults listen
to their voices, respect their concerns, and engage them in meaningful educational experiences
that will prepare them for a promising future” The change to the teaming model helped to carry
out the mission statement of the school.
Additionally, SMS is trying to meet the varying interests and needs of the students by
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offering a variety of extracurricular clubs, activities, and sports. For example, the intramural
sports program offers a myriad of options, while non-athletic clubs offered include chess club,
drama club, Math Olympiads, Visual Tech Club, homework club, photography club, and
community-service based organizations like Student Council, LEO Club, and Source.
In terms of meeting the academic needs of students within the school day, SMS offers
Resource and academic support, provides opportunities to explore future career choices by
partnering with UCONN’s Engineering Program, providing STEM fieldtrips, and an introduction
to the VoAg program. The school also offers all students classes in technology and has over 300
Chromebooks as well as desktop computers and laptops for the students. In 2013, SMS began a
Bring Your Own Device (BYOD) initiative to foster digital learning.
Suffield Middle School has kept pace with the new national and state standards by
adopting the Common Core State Standards; it piloted the Smarter Balanced Testing in the 20132014 school year, and has moved to standards-based reporting in math and English Language
Arts. The Social Studies department has now adopted the new national C3 Frameworks, and
science will be adopting new standards as they become available. The school has provided
opportunities for teachers to attend conferences and professional development workshops to
learn about the new standards, as well as providing days within the school year to write
curriculum.
Additionally, the educational philosophy adopted by administration and teachers has been
consistent with the future trends in education. Teachers are encouraged to rethink the model of
teaching within their classrooms and move to a more student-centered approach which provides
differentiated learning opportunities and authentic learning experiences to meet the diverse needs
of students.
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Technology
In terms of technology, Suffield Middle School has launched two initiatives as discussed
in the NMC Horizon Report (2013) to promote digital learning and digital classrooms. In the
2013-2014 school year, all students began using Cloud technology and were given e-mails
through Google Docs. Although the question of privacy and safety is always a concern, the
benefits of using this type of Cloud technology have so far outweighed any negatives. Cloud
technology has prevented the loss of work, which at the middle school level happens quite
frequently. Additionally, teachers are able to collaborate more efficiently with the students and
with each other. As a district, moving to Cloud technology has also saved a great deal of storage
space on the hard drives and the school network systems.
The other initiative that is serving the school well is the move to mobile apps and mobile
learning. Three years ago, SMS purchased a large number of i-Pads for the school. Teachers
have been able to use the apps available on the i-Pads to enhance student learning and provide
engaging learning experiences. In addition to virtual field trips, educational games, and filming
apps, students also learn editing programs such as i-Movie and other presentation software that
they have used in a variety of ways.
Cloud technology and the use of mobile apps, as well as the push to BYOD, are all
appropriate for the maturity and needs of middle school students and have proven to be quite
successful. As Dr. Tim Rudd states, “iPads and other emerging mobile devices are potentially
powerful tools to support unique and engaging learning experiences. Their development reflects
wider socio-technical trends, with information, knowledge and learning becoming increasingly
more social, customized, connected, augmented, situated, collaborative…” (As cited in Davies,
2012, p.2).
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Not only does the use of mobile apps, cloud technology, and the BYOD policy excite
students, but it has excited teachers as well. Determining strict policies around responsible and
safe usage has to be implemented if a BYOD policy is going to be implemented in any school,
but overall, the response has been very positive by students, teachers, and parents. Aubrey
Dawe, principal at Beachy Cove Elementary School, says, “Teachers need to dive right into
BYOD. Internal revision, some external research, plus teacher support and training will help
schools stay on top of the digital world, improving curriculum and benefitting students” (as cited
in Beach, 2014, p. 4).
Literature Review
While the ultimate goal of public education is to improve student learning and prepare
students with the necessary 21st century skills to compete in a global marketplace, the path to get
there requires reflective and systemic changes coupled with effective leadership and a strong
vision. Any vision for the future of education would have to address and analyze current and
historical trends in demographics, technology, economics, and public policy. All of these trends
are interconnected and each one is dependent on the other. As technology plays a more vital role
in policy and classroom instruction, the economic policies as well as changes in demographics
must be reviewed in order to provide for this shift. When approached as a whole, the success of
public education in the future is attainable.
Demographics
Over the last fifty years, the United States has seen vast changes in the characteristics of
the population in terms of age, race, cultural diversity, and educational needs. In order for the
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educational system to remain vital and produce students with 21st century skills, schools must
adjust instructional strategies and embrace policy that addresses the various needs of a diverse
population. Two demographic trends that stood out were (1) that the number of students being
home-schooled is on the rise, and (2) that the population in the U.S. has changed drastically in
terms of numbers of minority students and linguistically diverse students. These two trends
must inform educational policy so that the needs of all learners can be met in an increasingly
diverse population.
According to the research of Mackey, Reese, and Mackey (2011), the number of parents
choosing to home-school their children has risen from approximately 15,000 in the 1970’s to
over a million by 2003. Academics, moral values, and discipline were stated as the top three
reasons why parents choose to home-school their children. Additionally, their findings show
that, “For all twelve grades tested and for all of the seven scaled scores, the home-schooled
students outscored their private/public school counter-parts” (p.139). In addition to the increase
in academic achievement, some parents stated that home-schooling helps meet the individualized
needs of their students. In the 2010 video, “Homeschooling on the Rise, But Why?” The need
to create a diverse curriculum that reflects the diversity in the United States was one of the
biggest factors for schooling minority students at home. Many minority parents expressed a
concern that the public educational system had failed their students and did not provide minority
perspectives.
The other noticeable change in demographics has been the increase in the immigrant
population, and particularly the rise of Hispanic or Latino students. In his research, James Yates
discussed that in states like Texas and California, the Hispanic population in schools represented
the majority (Yates, 2008). Additionally, Yates discovered that high school drop-out rates,
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recommendations to special education, and retention rates were all significantly higher in the
non-white, Hispanic and African-American populations. He states, “Educational outcome data
for students from nondominant sociocultural and linguistic backgrounds highlight the failure of
public schools to successfully educate all students” (p.4) Together, these two trends suggest that
addressing the changing demographics in the educational population and instructing students in a
way that is individualized and meets their diverse needs is paramount. While it is certainly not
the only solution, one way to address these issues is by implementing technology and using apps
and programs that meet the needs of English Language Learners (ELL’s), allow for multiple
intelligences, engage students of all ethnicities and cultures, and provide differentiated
instruction.
Technology
Today’s educators and administrators recognize the importance of student engagement,
differentiated instruction, and personalized learning to promote student achievement. The
effective use of technology and the allocation of resources to allow equitable access to
technology is one of the most productive and successful ways of enhancing student performance
and achievement. Leer and Ivanov (2013) state, “While a truly customized twenty first century
educational experience may be some ways off in the United States, technology is providing a
path toward that vision” (p.16). Technology not only allows for individualized learning paths, it
also fosters collaboration, problem-solving, and authentic learning opportunities, all of which are
desirable 21st century learning objectives. The Bring Your Own Technology (BYOT) trend in
many educational systems has led to excitement and engagement on the part of both students and
teachers alike. As cited in Davies (2012), Dr. Tim Rudd stated that “iPads and other emerging
FUTURE VISION OF EDUCATION
mobile devices are potentially powerful tools to support unique and engaging learning
experiences” (p.2). Technology, if used effectively, could also help close the gap in achievement
between minority students and the typically majority white population, as well as provide ways
to engage and instruct ELL students. Technology is also beneficial because it is already being
used in the daily lives of the students. Whether it is social media, watching videos, or
collaborating on homework, the students of today are much more adept at using technology, so
the classrooms of today must incorporate the digital landscape that these students are already
navigating.
Economic and Policy Reforms
Along with the changes in demographics and the use of technology, the policy reforms in
education are also changing. The policy trend towards a more student-centered classroom and
personalized learning is a reform that has already shown to have significant impact on student
success and preparedness for the 21st century. As more and more digital and on-line resources
become available, and as the cost of technology continues to decline, the ability to use
technology to create “flipped classrooms” and a student-centered approach to teaching has
become increasing more viable. In order to prepare students for the 21st century, we as
educators have to help foster and develop skills like problem-solving, communication, critical
thinking, and collaboration. Technology provides a path to teach these skills, as well as makes
learning more personal, authentic, self-paced, and engaging. According to Puckett (2013), “As
students' learning styles are addressed, they become more engaged in learning, and their success
rates will rise” (p.7).
However, in order to fund the implementation of technology and provide adequate and
FUTURE VISION OF EDUCATION
equitable access to resources, the economic policies need to be addressed, particularly in terms of
funding and allocation of money. State and local governments fund approximately 90% of
public schools cost, with only 10% of funding coming from the federal government (Education
Commission, 2013). In order to raise revenues and fund education, states and towns must tax
residents and the traditional method has been to raise property taxes. The Education
Commission report found that basing taxes on property taxes “…has resulted in a system where
students living in property-wealthy communities have received a significantly higher level of
educational resources than students living in property-poor areas” (p.1). Clearly this disparity is
putting some students at a disadvantage, as well as overburdening the parents. This issue of the
cost of education was another reason parents gave as a reason to home-school students in the
2011 video, “Online K-12-Better Education, Lower Cost?” Therefore, educational institutions
must reflect on how funds are being used, how districts can raise money without overburdening
families, and whether or not the current method of funding education is adequate to meet the
needs of 21st century students and a diverse population.
Methodology
Futuring is an extremely important exercise for schools and the educational system to
utilize to make effective changes in their organizations. Currently, education is at a crossroads;
either education takes a giant step forward and shifts its philosophy and methodology, or it will
stay stuck in the past and in the status quo. The process of futuring provides a long-range, stepby-step model of how organizations can be proactive about change, rather than let change
happen to them. As stated by James L. Morrison and William C. Ashley, organizations “…must
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become more forward looking to deal effectively and systematically with an increasingly
turbulent environment” (Sobrero, 2004). Futuring techniques use data from both within and
outside of the organization to inform decisions about change
Two futuring techniques, scanning and scenarios can be particularly useful if
implemented correctly. While scanning looks at trends and data from a multitude of state, local,
and community resources, scenarios look to identify particular issues and predict possible
outcomes and complications around solutions to those targeted issues. As Sobrero (2004) states,
“ Scanning the environment and turning data into usable information gives the organization true
data-driven intelligence that can inform scenarios, forecasts, and issue briefs” . Although there
are several advantages to utilizing the techniques of scanning and scenarios, there are also
disadvantages, both of which will be discussed in this paper.
Scanning
According to the World Futuring Society, scanning can be defined as, “An ongoing effort
to identify significant changes in the world beyond the organization or group doing the scanning”
(“Methods,” n.d.). In terms of education, this might mean looking at data from the town, state,
or country for changes and trends in test scores, amount of instructional time, class size, etc.
From this data, schools could look ahead 10-30 years to make changes to their organization that
will remain relevant, dynamic, and be based in solid data. According to Sobrero (2004),
scanning should also include “local learner and stakeholder input” in order to “identify emerging
issues as well as the perceived value of programs” (The Steps for Futuring, June 2004). Because
FUTURE VISION OF EDUCATION
educational organizations are inherently linked to the community, scanning can be not only a
way to get stakeholder input, but it can also be a way to foster communication with the
stakeholder community as well.
Scenarios
The other futuring technique to be discussed is the use of scenarios. According to
Mietzner and Reger (2005), scenarios are used to “…establish thinking about possible futures
which can minimize surprises and broaden the span of…thinking about different possibilities”
(p.221). In the educational context, there are many ways that scenarios can be effectively used.
For example, scenarios could be used when considering new schedules for the students, for
developing a system of discipline and accountability, for budget proposals, and for the
implementation of new technology. Ideally, several scenarios around a certain situation or trend
would be proposed. This gives administrators and educators an idea of all the possibilities that
might occur, which ultimately allows them to foresee potential problems or challenges.
According to the World Futuring Society, “Typically, several scenarios will be developed so that
decision makers are aware that future events may invalidate whatever scenario they use for
planning purposes” (“Methods,”n.d.).
Vision/Plan
Although Suffield Middle School already has a Bring Your Own Device (BYOD)
policy and some existing technology such as whiteboards, laptops, and i-Pads, the vision for
what SMS would look like in five years would include a more effective use of technology
including a one-to-one technology initiative, flipped classrooms, and interdisciplinary units with
FUTURE VISION OF EDUCATION
authentic learning experiences based on interest level and creativity.
The one-to-one technology initiative is necessary until SMS can accommodate all
learners with technology. As Jonathan Costa states, “Quite simply, BYOD policies are public
schools’ last best chance to make the needed immediate leap to a digital learning environment”
(Costa, 2013). This one-to-one policy with support through a well-planned and executed BYOD
policy will foster personalized learning, create excitement and interest amongst students, and
allow for collaboration and community outside the walls of the school.
Flipped classrooms, often referred to as “hybrid learning” offer the opportunity for
students to use access lessons, videos, and instruction at home thereby allowing class time to be
spent on projects, targeted interventions by teachers, and collaborative time between students.
The NMC Horizon Report(2014) states that “Hybrid learning models, which blend the best of
classroom instruction with the best of web-based delivery, place a strong emphasis on using
school time for peer-to-peer collaboration and teacher-student interaction, while online
environments are used for independent learning” (p. 12). Suffield Middle School will greatly
benefit from the implementation of the flipped classroom because it will give teachers more time
to interact with students, while simultaneously allowing students to work at their own pace at
home. Teachers will also be given time to find materials and create lessons to upload to video
for their class pages.
Finally, in five years, Suffield Middle School will be creating time for regular
interdisciplinary units that focus on authentic or real-world problem solving opportunities. This
will increase student interest as well as create unique and personalized learning paths that engage
students and reduce boredom and disconnect from learning. Teachers from all disciplines will
work together to create projects or topics that students may choose from. Teachers will then
FUTURE VISION OF EDUCATION
work together to create rubrics, provide support, and implement targeted interventions and
support where necessary. According to the NMC Horizon Report (2014), Authentic learning is
seen as an umbrella for several important pedagogical strategies with great potential to increase
the engagement of students seeking connections between the world as they know it exists outside
of school, and their experiences in school… these may help retain students in school and prepare
them for further education, careers, and citizenship in a way that traditional practices are too
often failing to do” (p.20).
The opportunities that exist if this vision is carried out include the following:
1. Improved student engagement and performance.
2. Teachers will spend more personalized time with students.
3. More differentiation in terms of learning styles/projects/lessons.
4. Ability to create life-long learners because of high interest.
5. SMS could serve as a model school and exemplar for 21st Century learning.
The challenges that would have to be overcome include:
1. Budgetary concerns over resources.
2. Overcome old ways of thinking and those resistant to change.
3. Time to create, implement, and execute.
4. Visionary leadership and administrators willing to innovate.
5. Support from the community and other stakeholders that are tied to traditional
methods of teaching.
Despite these foreseeable challenges, if Suffield Middle School does not move forward with this
vision for education and a shift in teaching and learning, it will in all likelihood lose students to
home-schooling or other charter/magnet schools. Additionally, teachers may leave the district to
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work at schools that are innovating and embracing change. Finally, SMS will lose its status as a
leader in education reform and its reputation for providing quality instruction.
Plan for Change
In order to prepare for the changes that will take place over the course of the next five year,
Suffield Middle School will have to do several things.
1.
Hire Visionary Leaders- In order for any long-term and significant change to occur,
leadership must be strong and visionary. Leaders and administrators can create buyin amongst teachers and the community and steer change in the right direction.
2. Observe Schools Already Engaged and Practicing Vision- Rather than necessarily reinventing the wheel, SMS should look to school that are already successfully
practicing flipped classrooms, implementing one-to-one technology, and creating
interdisciplinary units.
3. Create Collaborative Planning Time for Teachers- Time is one of the most precious
commodities of teachers. In order for successful implementation of new ideas and
interdisciplinary units, teachers must be given the time within their days to
collaborate together to plan lessons, curriculum, etc.
4. Intense Professional Development- Time must be devoted to training teachers how to
implement a flipped classroom, share ideas that have both worked and not worked,
and demonstrate age/subject are appropriate lessons.
5. Build Capacity and Support Existing Infrastructure- Suffield Middle School already
has a great deal of technology and people with expertise. The goal would be to take
stock of what already exists and utilize it in the most effective way.
FUTURE VISION OF EDUCATION
Call to Action
One of the first steps that Suffield Middle School needs to do is to use the futuring
technique of scanning to review existing data, trends, and literature. While Suffield itself has
relatively high standardized test scores and graduation rate, it would be interesting to take a poll
of students and parents to understand how they feel about the quality of their education, use of
technology, styles of learning, and what they would like to see more of in the classroom.
Furthermore, it would be beneficial to take a survey of the teachers themselves to find out their
comfort level with technology and the shifting trends in education.
The second step that SMS could begin taking right away would be to form a committee
of various stakeholders to research schools similar to SMS that are already successfully
implementing one-to-one technology, flipped classrooms, and interdisciplinary units. This
committee could then make several visits to those schools, observe and ask questions, and then
see what would best fit with SMS. This committee could then lead the changes in the school as
well as create buy-in amongst the staff and community, as well as lead professional development
on the use of technology and curriculum writing.
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References
Beach, M. (2013). BYOD. Teach, March/April 2014, 6-9.
Connecticut State Board of Education, Strategic School Profile Reports. (2012-2013). Suffield
Middle School. (Report no. 139-51).
Costa Sr., J.P. (2013). Digital Learning For All, Now. Education Digest, 78(8), 4-9.
Davies, G. (2012). The Bring Your Own Device (BYOD) Revolution. E-Learning Update,
(29),1-4.
Johnson, L., Adams Becker, S., Cummins, M., Estrada V., Freeman, A., and Ludgate, H. (2013).
NMC Horizon Report: 2013 K-12 Edition. Austin, Texas: The New Media Consortium.
Johnson, L., Adams Becker, S., Cummins, M., Estrada V., Freeman, A., and Ludgate, H. (2014).
NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium.
Mackey, B. W., Reese, K., & Mackey, W. C. (2011). Demographics of Home Schoolers: A
Regional Analysis Within the National Parameters. Education, 132(1), 133-140.
Mietzner, D., Reger, G. (2005). Advantages and Disadvantages of Scenario Approaches for
Strategic Foresight. Int. J. Technology Intelligence and Planning, 1 (2), 220-236.
FUTURE VISION OF EDUCATION
Sobrero, P. (2005). The Steps for Futuring. Journal of Extensions, 42 (3).
Suffield Public Schools. (n.d.). About Us. In Suffield Middle School. Retrieved from
http://www.suffield.org/page.cfm?p=2515.
World Future Society (n.d.)Methods retrieved from http://www.wfs.org/methods
Yates, James, R. Demographic Imperatives for Educational Reform for Culturally and
Linguistically Diverse Students. Multiple Voices, 11(1), 4-12.
FUTURE VISION OF EDUCATION
Data Collection
Findings & Notes
Potential
Im pact
Im plication and im portance
H - High
Tim e Fram e of Im pact:
M - Medium
Current
L - Low
1 - 2 y ears
U3 - 5 y ears
Undeterm ined
5 + y ears
Common Core
Drew, S. (2012). Open Up the
Ceiling on the Common Core
State Standards: Preparing
Students for 21st-Century
Literacy-Now. Journal of
Adolescent & Adult Literacy ,
56(4), 321-330.
We are in our 2nd y ear of
CCSS. Changes in
curriculum and teaching
H
Current
Unknown
Unknown
Unknown
BY OT
Johnson, L., Adams Becker, S.,
Cummins, M., Estrada V.,
Freeman, A., and Ludgate, H.
(2013). NMC Horizon Report:
2013 K-12 Edition. Austin,
Texas: The New Media
Consortium
Helped with engagement
and resources. Negativ e is
H
safety and appropriate use
by students
Current
+
Increasing
Important
Flipped Classroom
Johnson, L., Adams Becker, S.,
Estrada, V., Freeman, A.
(2014). NMC Horizon Report:
2014 Higher Education Edition.
Austin, Texas: The NewMedia
Consortium.
Could help with
personalized learning.
Leads to more classtime for
U
teachers to interact with
students and offer
interv entions
3-5 y ears
Unknown
Unknown
Important
Personalized learning
Leer, R., & Ivanov, S. (2013).
Rethinking the Future of
Learning: The Possibilities
and Limitations of
Technology in Education in
the 21 stCentury. International
Journal of Organizational
Innovation, (5), 4, 14-20.
Increased student
engagement, offers
targeted interv ention and
differentiation, helps
students be accountable
for their learning.
H
3-5 y ears
+
Increasing
Important/Criti
cal
Project Based Learning
Project Tomorrow
(2013). Speak Up 2012
National Findings: From
Chalkb oards to Tab lets: The
Emergence of the K-12 Digital
Learner.
Increased student
engagement, collaboration,
communication, authentic
learning. Teachers 21 st
H
century skills, fosters
creativ ity and problemsolv ing.
1 -2 y ears
+
Increasing
Important/Criti
cal
Money not being spent
wisely ; no significant
H
impact on student learning.
Spent on administrators
Current
Neg
Increasing
Critical
Unfair to many
impov erished districts.
Leads to disparity in
resources, etc
H
Current
Neg
Unchanged
Critical
Leads to decrease in
resources, programs cut,
teachers cannot be
retained, etc
H
Current
Neg
Increasing
Critical
Can be v ery positiv e.
Teachers need to know how
to teach in a culurally
H
responsiv e way . Inclusiv e
of all learners
Current
Positv e
Increasing
Critical
Teachers need to use
technology /get trained in
how to differentiate
instruction
M
Current
Unknown
Increasing
Important
Schools need to learn how
to personalize and
differentiate learning
M
Current
Neg
Increasing
Important
Schools need to learn how
to personalize learning
U
Current
Unknown
Unknown
Unknown
Ty pe:
Positiv e +
Negativ e Unknown
Im pact:
Increasing >
Unchanged =
Decreasing <
Unknown
Relativ e
Im portance:
Critical
Im portant
Un-im portant
Unknown
List the journal article, US
What does y our research
census data, industry report, indicate? How does it apply
newspaper article, etc.
to y our organization?
Public Policy
Econom ic
Reynolds, Glenn. “The K-12
Implosion” (video file).
Retrieved
from: http://www.youtube.co
m/watch?v=TXoubX4wncw.
Education Commission.
(August 201 3). Who Pay s
the Tab for K-1 2
Education?; How States
Allocate Their Share of
Property tax based funding
Education Cost. The
Progress of Education
Reform, 1 4(4), 1 -7 .
Allocation of resources
Cuts in Funding
Education Commission.
(August 201 3). Who Pay s
the Tab for K-1 2
Education?; How States
Allocate Their Share of
Education Cost. The
Progress of Education
Reform, 1 4(4), 1 -7 .
Social & Dem ographics
Increase in cultural/ethnic
div ersity
Higher percentage of ELL
learners
Increased retention/IEP
referrals
Increase in home-schooled
students
Yates, James, R.
Demographic Imperatives for
Educational Reform for
Culturally and Linguistically
Diverse Students. Multiple
Voices, 11 (1), 4-12.
Yates, James, R.
Demographic Imperatives for
Educational Reform for
Culturally and Linguistically
Diverse Students. Multiple
Voices, 11 (1), 4-12.
Yates, James, R.
Demographic Imperatives for
Educational Reform for
Culturally and Linguistically
Diverse Students. Multiple
Voices, 11 (1), 4-12.
Mackey, B. W., Reese, K., &
Mackey, W. C.
(2011). Demographics of
Home Schoolers: A Regional
Analysis Within the National
Parameters.Education,
132(1), 133-140.