Recommendations for Research

As the primary State institution capable of research in teaching methods, curriculum development, and assessment of schools, the University of California also can focus, within the disciplines, upon the individual student and his or her cultural and educational background, family, and relationship to the community. Such research will help to determine the educational environment which best meets the needs of Latino students. UC generates its new knowledge based on proven models of learning and achievement that can be shared through comprehensive in-service training for teachers and administrators throughout the state. The University's faculties in many disciplines should be active participants in the schools through direct research, as ad hoc faculty members, as research fellows, or as visiting professors in a cluster of schools or a unified school district.

Priority should be given to research in all disciplines which has potential to contribute to the development of the State's human resources through improvement of kindergarten through postsecondary education. The following research issues need particular attention:

1. Linguistic Minorities.

The University of California's Linguistic Minority Research Project has done much to increase the amount of basic and applied research in the ways second language is acquired, the ways that teachers can consistently evaluate a student's understanding in that new language, and the ways that learning takes place and cognitive skills are transferred from the first language to the second. Important also is the expansion of students' first-language competence (a valuable skill in an international society) so that they may achieve true bilingualism. UC's Schools of Education need to increase their faculty with expertise and interest in these areas, and the University should expand its support for linguistic minority research. The funding provided for the Linguistic Minority Research Project can do little towards such a wide-ranging program, although the Project's research can develop some of the needed models.

2. Teacher Credentials.

A critical problem in Latino education is the extremely limited supply of Spanish-speaking credential candidates. A major factor in limiting the numbers of Spanish-proficient applicants for credentials has been the California Basic Educational Skills Test (CBEST). Many Latino candidates have failed the test, particularly the written English portion, and have therefore been refused admission to a teacher credential program. We need research on the validity of teacher credential tests such as the CBEST because research on teaching and learning of language-minority students indicates that many of the skills the teachers can use in effective instruction of these students are not assessed by existing teacher tests. We need a new assessment method to better capture the needed skills of teachers, and this might include assessment of Spanish-language abilities.

3. Language Development.

Researchers should concentrate on the development of instructional models based on theories of language development, which can be implemented in the schools with their present level of resources and the present teaching faculty, and then should evaluate their effectiveness. Through such studies, blueprints for the development of effective education could be set forth for implementation over a period of years.

4. Student Assessment and Placement.

Much research has demonstrated that current assessment instruments do not accurately determine the knowledge the Latino child has acquired. Yet these tests are used for school placement. New instruments are needed to assess the actual knowledge and abilities of Latino children, particularly those limited in English proficiency.

5. Early Intervention.

If implemented early in the school years, University programs for Latino education will be more effective. However, intervention should not be limited to the primary grades, but be an extension of current outreach programs for middle and high school levels. Research is needed in effective early-childhood education programs, the effects of non-promotion on Latino students, and the values of after-school programs for low-achieving pupils, in cooperation with pilot schools, to provide a model for school districts and the legislature.

6. Family and Student Decisions about Education.

More research is needed to identify those factors which influence Latino family and student decisions about education, and particularly, the decision to drop out of high school or college. In connection with this, university and college outreach programs should be evaluated to determine how effective they are in drawing Latino youth to higher education, and what the eventual educational outcomes are for the student participants.

7. Successful Students and Schools.

Many Latino students in California succeed, sometimes in spite of poor schools and sometimes in partnership with good schools. The elements and programs which combine to create successful students and schools should be investigated, and methods devised to enable others to benefit from them.

8. Data Collection.

An ongoing statistical analysis of the educational pipeline in California needs to be developed from kindergarten through graduate programs. A K-12 statewide student data base is essential in order to track the educational activities of Latino students who move from district to district. University researchers need to work with state agencies to determine that information which is essential to research.

9. Management Practices.

Business, financial and labor practices at the State and local district levels should be investigated to determine their impacts upon the education of students, and especially Latino students. These issues should include the effects of legal decisions such as Serano vs. Priest; the scope of teacher collective bargaining; the formulae used to allocate funds for special student programs; the cycle of school funding; and the latitude allowed local boards and managers.

10. Differentiated Salary Scales.

The potential effect of differentiated salary schedules for the bilingual teacher in public education should be investigated. Market pressures significantly affect the recruitment of Spanish-speaking graduates. Because the bilingual teacher must prepare and teach all lessons in both English and Spanish, they must work harder and longer hours than other teachers. If research should find that such market pressures and difficult working conditions are adversely affecting the recruitment of Latino teachers, such information should be made available to our legislators.