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Summary of Survey Results

A total of 120 centers submitted surveys between mid-May and mid-July 2004. Responses to questions that asked about specific data were most often estimates rather than actual numbers. Berkeley Policy Associates analyzed the data and presents the key findings below.  
Students Served

Number of LEP Students Served:
The number of LEP students currently enrolled varies significantly across centers, ranging from 0 to 280 with an average of 24. This is down from PY 2002, when the average was 31 LEP students per center.  
# of LEP students enrolledPercent of centersnone35%< 2539%25 -9926%100+6%Two types of information about whether the number of LEP students is changing over time yielded slightly different results: (This is partly due to the fact that the 2002 number was for number served throughout the entire year, while current enrollment indicates number served at one point in time.)
Number of LEP Students Percent of Centers Reporting change over last 5 yearsComputed difference between PY 2002 and Current enrollmentsIncreased32%18%Stayed the same48%40%Decreased20%42%The number of students served by different Centers varies regionally. For example over half of the centers in the San Francisco and Seattle regions serve 25 or more LEP students, compared to only 10% of centers in the Atlanta region.
 Languages Spoken by Students:
Of the 83 Centers that serve LEP students 88% serve students that speak Spanish and 65% serve students that speak other languages.  
37 Centers (60% of those that serve LEP students) report serving students who speak African dialects. Other languages spoken by students at 5 or more centers were:  Arabic (19), French (18), Pacific Islander languages (14), Vietnamese (14), Russian (12), Chinese (10), Creole (10), Korean (7), Native American dialects (6), Cambodian (5), German (5), and Thai (5).
Number of Hispanic Students Served:
The number of Hispanic students currently enrolled varies significantly across centers, ranging from 0 to 577 with an average of 63. This is down from PY 2002, when the average was 91 Hispanic students per center. (The two centers with the largest number both had a significant drop in Hispanic enrollments, but even when those are removed from the analysis there was still a decrease across the rest of the centers from an average of 73 Hispanic students in PY 2002 to 56 currently.)
Staff perception of change over the past 5 years is inconsistent with recent enrollments: 
Number of Hispanic Students Percent of Centers Reporting change over last 5 yearsPercent of Centers with difference between PY 2002 and current enrollmentsIncreased34%28%Stayed the same46%12%Decreased17%60%There is variation by region -- e.g. 91% of Centers in the San Francisco region have more than 85 Hispanic enrollees, while none of the Centers in Atlanta or Seattle serve that many.
Centers serving Hispanic students report that on average, only 11% of them require ESL services. Again there is also significant variation by region:
          Percent of Hispanics Who Need ESL  
( Old) RegionMean1  Atlanta14.64712  Boston11.85713  Chicago7.33334  Dallas6.46675  Denver4.57146  Kansas5.00077  New York35.93648  Philadelphia5.21539  San Francisco8.302010  Seattle8.1000Total10.8545ESL Assessment and Instruction

LEP/ESL Assessment:
Only 46% of the centers reported the use of a formal assessment process to identify ESL needs. 30 (25.0 percent) centers reported that no formal assessment process is used to identify ESL needs. The remaining centers skipped this and subsequent questions about assessment and ESL because they reported serving no LEP students.
Of the Centers that do have a formal assessment process, 95% (all but 3 Centers) reported using the TABE to assess students English language proficiency level.  Other assessments used:
%  BEST (10)	
%  CASAS (7)		
%  LAS (1)
% Other (19)
.  
Other assessment issues highlighted in the survey responses include:
Inconsistent cut-off scores on the TABE used for referral to ESL or Special Ed
Confounding of Spanish-speaking and LEP designations
Confounding of Special Ed and LEP designations
Inappropriately classifying English-only students with literacy needs as LEP
Confounding language minority status with need for ESL
Confounding the LEP designation with ESL placement status
Some promising practices reported by individual centers include:
Referring students to educational institutions in the community with well developed ESL programs for assessment (e.g. Adult Ed Centers and Community Colleges)
Multi-step assessment processes that include interviews, self-assessments, teacher observations and standardized tests
Tracking progress in ESL classes
Periodic assessments by community educational institutions
Monitoring of progress in academic and vocational classes
Teacher evaluation of assignments
ESL Teacher produced tests and quizzes
Observation of classroom communication and socialization
86% of Centers who use formal assessments report using the same tests as those used in the initial assessment process to evaluate ongoing progress in English language acquisition.  
Assessing Primary Language Literacy:
20% of Centers that serve LEP students report having a formal process for assessing primary language literacy. A number of those reported using the GED test in Spanish or French for this purpose (which is not a diagnostic test of basic literacy). Other approaches reported include:
SABE for Spanish-speaking students (Spanish TABE);
Assessment by community educational institutions;
Web-based assessment tools (Unspecified)
ESL Services:
46% of Centers report that they offer ESL services. 29% have ESL programs on site. Another 19% report that ESL programs are offered off-center, and 12% report that ESL services are offered through other agencies and/or partners, with some centers offering more than one of these mechanisms. It is noteworthy that 23 of the Centers that do not offer any ESL services do currently serve LEP students.
Of the Centers with on-site ESL services, staffing levels range from  to 2 FTE with an average of 1 FTE across the Centers.  
Among the 37 centers offering on-site ESL:
Number of Students Enrolled in ESLNumber of Centers10 or fewer1311-291230 or more12When asked to describe the major instructional resources used in ESL classes, only one center mentioned the Job Corps ESL Course Guide. A variety of commercially available texts books, workbooks, videos, and software were identified as being used currently.
Among centers that offer ESL services, about half use computers to support instruction.
Other Language Assistance

Interpretation and Translation Services:
Approximately one quarter (26%) of all Centers report using interpretation services; 
Typically interpretation services are provided by staff and students. Community agencies or contractors were rarely indicated as providing interpretation services.  
On average 13% of students across centers received interpreter services.  
39% of Centers currently use materials that are translated into different languages.  
40% of centers stated they had an unmet need for translation services and 9% were not sure whether they had an unmet need.
38% had an unmet need for interpreter services and 18% were not sure whether they had an unmet need.
When asked about the use of translated materials, 33 centers (27.5 percent) reported using translated materials of some kind. Most descriptions were limited to dictionaries, Drivers Handbooks, and GED prep materials.  
Some promising uses of translated materials include:
Student handbook; 
Parental consent forms;
Outreach and admissions materials;
Health and wellness materials;
Announcements;
Dual language books (Unspecified titles and purposes)
The only other materials specified that are available in languages other than English were newspaper/magazine articles (language not specified), bilingual (English/Chinese) grammar worksheets, and oral presentations in Navajo. No primary language materials related to any specific occupation were specified.
Bilingual Staff:
80% of Centers have bilingual staff on-center - - an average of 18 staff members per center are bilingual, 2/3 of those staff being bilingual in Spanish/English. Most centers do not have staff that are bilingual in languages spoken by students other than Spanish. However, across all centers, there are staff who are bilingual in all of the most commonly spoken languages among Job Corps students.
Diversity Training:
All but 3 Centers use Job Corps Social Skills Training materials to deliver cultural diversity training to students on-center. Almost two-thirds (64%) supplement that with other material.  Only one center reported that they do not offer any kind of diversity training. 
Besides the international food, flags from countries of the world, and fiestas/celebrations held monthly on-center, other more creative activities reported include:
Speakers or community members come in for assemblies and other functions regularly.
Group discussions are held.
Diversity-related field trips are taken to cultural centers, museums, and events off-center.
Articles written by students are being published in the Center newsletter about other countries and films about other countries are being shown to the student body.
Students read newspaper articles to learn about diversity.
Students participate in essay contests, incorporating a topic dealing with diversity.
Some of the specific materials mentioned by Centers as being currently used are:
Curriculum
Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding  HYPERLINK "http://www.peacecorps.gov/wws/bridges%5Cindex.html" http://www.peacecorps.gov/wws/bridges%5Cindex.html
Bureau of Reclamation Special Emphasis Program
Inter-Group Relationship Program Guide and video
Videos
Bill Cosby on Prejudice
The Truth About Hate (by Teen Files)
The Color of Fear
Website  HYPERLINK "http://www.tolerance.org" www.tolerance.org
Student Outcomes

On average across Centers, only 20% of LEP students attained a GED or HSD. 82% of centers that serve LEP students report that less than half of their LEP students attain a GED or HSD. 25% report that none of their LEP students attain a GED or HSD.
In PY 2002, an average of 60% of LEP students completed their vocation, 
An average of 54% of LEP graduates were placed in jobs, 
An average of 32% of LEP former enrollees were placed in jobs, 
LEP students averaged a commitment rate at 30 days and 60 days of 67% and 73% respectively.  
The average time that LEP students participated in the Job Corps Program was 14 months. 60% of the centers reported to be about longer than other students; 30% about the same.
Cultural Barriers

Cultural barriers among Hispanic students:
16% of Job Corps centers report that Hispanic students face cultural barriers (barriers other than language). Of these centers, two-thirds (12 centers) have programs to address cultural barriers specific to Hispanic students. An additional 11 centers (that did not report that Hispanic students face cultural barriers) also have programs to address cultural barriers specific to Hispanic Students.
Cultural barriers faced by Hispanic students include: 
Family issues - Students are often rushed by their families to complete as they are needed as the breadwinners and caretakers in their family. Also, Hispanic females are swayed against the hard trades as they are seen as inappropriate trades for females.
Different priorities  - Belief among many that education is not as important as other things.
Cultural differences - Tradition, Customs, religion.
Low Literacy levels   Many students are not literate in their first language, which causes difficulties for them in becoming fully literate in English.  
Lack of childcare
Lack of transportation.
Note: many of these barriers area also reported as reasons why Hispanic students face difficulty earning their GED.

Programs to Address Cultural Barriers:
Among the 23 centers that reported offering programs to address cultural barriers for Hispanic students, the following approaches were mentioned: 
Diversity training (16) classes, committees, clubs, lessons 
Counseling (3)  center staff includes counselors who are available for students to make their stay more pleasant.
Working with local community organizations (2) center works with sports program at the local Hispanic Community Center to build relationships and familiarity with Job Corps youth and services.
Knowledgeable staff (2)
Meeting with family members (1)
Providing childcare and transportation (1)

Cultural Barriers Among LEP Students:
Additional cultural barriers facing LEP students include:  
Cultural differences (14)  Participants have cultural obligations (religious, mosque, varying holidays). Many students are not only adapting to Job Corps, but to a new culture.
Educational background (10)   Many of our students have poor academic skills in their own language. Many of the students come from underdeveloped countries and have had no formal educational training.
Familial issues (6)  family commitment (time, interpreting, financial), financial obligations to sponsors, need for money to send back to home countries.
Emotional issues (5)   low frustration tolerance. Many failures in their past.
Standardized testing difficulties (5)
Lack of experienced staff (4)  The staff members who are not familiar with the process of learning another language tend to underestimate or over estimate their students English level (e.g. in the process the reading skills are learned faster than listening and speaking skills). As a result, the students who are bilingual are evaluated unfairly at times which brings up negative feelings and attitudes on their part.
Red tape with country of origin (2)  The minors from other countries cannot obtain a release form to be enrolled in the adult school program. It's required for them to be able to test. If we get transcripts, some are hand written. They are hard to translate and schools usually don't accept them.
Financial Difficulties (2)
Learning disabilities (2)
Lack of time (1)
Poor Heath (1)
Which centers report cultural barriers other than language among Hispanic or LEP students and offer programs to address those barriers?
Centers with more English/Spanish bilingual staff were more likely to report that Hispanic students face barriers and offer programs for them.
Centers with more total bilingual staff were more likely to report that Hispanic students have barriers, but are not more likely to have programs for them.
Centers with more bilingual staff were not more likely to report additional barriers faced by all participants.
Centers with a greater number of LEP students currently enrolled are more likely to report additional and cultural barriers. 
Centers with a greater number of LEPs enrolled are more likely to have programs to address these barriers.
Centers with a greater number of Hispanic students currently enrolled are more likely to report cultural barriers.
Needs

What kinds of resources and assistance do centers need?
Only one center serving Hispanic students reported having no needs (Hispanic students as a whole do very well on our center).  Other centers that reported they had no needs at this time or didnt respond to the question were centers that also reported not currently serving LEP or Hispanic students.
40% of centers reported an unmet need for help with translation.
31% of centers reported an unmet need for interpretation services.

Student Needs:
One-on-one tutoring support (especially for rural Native American students)
Smaller student to teacher ratios
Specialized vocational programs
More cultural education and respect for diversity

Materials:
Materials not-specified (8)
ESL curriculum materials (3)
Assessment tools (6)
Assessment and language support materials for regular academic and vocational classrooms (6)
Materials translated into native languages (e.g. student handbook, safety rules, vocational vocabulary) (4)
GED in other languages
TABE in other languages
Computer-assisted instructional materials/software (9) and computers (7)
Videos
Translation hotline
Test to assess cultural literacy
Dictionaries  especially African languages
Staff Training:
Training not specified (7)
ESL training for staff 
Understanding the process of learning a second language (2)
Accommodating LEP students in regular academic and vocational classes (3)
Familiarity with Hispanic language, culture, traditions (e.g. perhaps through a Hispanic-focused conference) (3)
Information about VESL programs and off-site interpretation resources
Cultural awareness (6)
Training in helping students overcome oral/listening barriers 
Assessment (4)
IEPs
Training in working with LEP students who do not reach high levels
Staffing:
Staffing  not specified (4)
Certified ESL instructors (3)
Bilingual staff  (e.g. in administration, among residential staff, academic and vocational staff) (8)
Staff person dedicated to helping LEP with academic and vocational classes
Special Aid instructors
Additional reading instructor
Collaboration:
Partnership with organizations that can provide services on as-needed basis
Development of community resources as linkages to Hispanic community
Get involved with off-site LEP services
Partnerships with WIA youth programs
Partner with community organizations for translation/interpreting services
Outcome Measurement:
Take into account ESL students when measuring outcomes
Software to track data requested on survey
Other:
Push from admissions staff to get more LEP and Hispanics into program
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