What We Believe
“We support additional resources for students with greater needs, with a priority on those that are living in poverty and English language learners—and, we support a gradual transition away from the unit system to a foundation formula in which every student is guaranteed the same base amount of funding each year that would follow them to their public school of choice—and that would then be supplemented with additional resources (or “weights”) based on their needs.”
"In other words, we can’t we fix these problems by simply adding more money to the current system. Additional allocations that take into account the needs of students, such as low-income students and English language learners, is a necessary first step. But simply layering money on top of the current system will not address the fact that allocating units leads to funding disparities not only between districts, but within districts.”
- Education Equity Delaware Coalition
Excerpted from Principles Statement and FA
Miguel and his family just moved to America from Guatemala. They are working on their English, but so far they speak and understand very little. Miguel had no formal schooling before he moved to the U.S.
— Miguel, age 15, 9th Grade
How the System is Holding Him Back
His school receives
no additional resources when he enrolls as an English learner student.
The state does not
require teachers of students learning English
to be certified, so they are often with a paraprofessional with limited expertise-if they get any extra
support at all.
His district has placed him in a separate environment with other non-English speakers, lower expectations, and a very limited curriculum focused on English.
He gets fewer opportunities than students in a traditional high school in courses, electives, and activities and is not expected to graduate until age 21.