DISD Superintendent Hinojosa's In D.C. This Morning Testifying Before Senate

By Robert Wilonsky Thu., Apr. 29 2010 at 9:31 AM

Categories: Edumication News

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Mark Graham

I can tell you one person who won't be at that Jubilee Park meeting at DISD HQ taking place right now: DISD Superintendent Michael Hinojosa, who's testifying right now in Washington, D.C., in front of the Senate's Health, Education, Labor and Pensions Committee about the reauthorization of the Elementary and Secondary Education Act and "meeting the needs of special populations."

I just tuned in as Hinojosa was wrapping up his initial testimony, and he was talking about how students who speak Spanish can "fool you." Which is to say: They may address a teacher in English, but "that doesn't mean they can read or write -- it takes time to acquire these skills," said Hinojosa. The hearing is being broadcast live, and the super will no doubt return when the committee begins asking questions to the panel.

Update at 9:50 a.m.: I asked DISD spokesman Jon Dahlander for a copy of Hinojosa's prepared remarks for this morning's Senate committee hearing. They follow after the jump. Superintendent Michael Hinojosa's Testimony to Senate

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Ever notice that it's just the Mexican and Central American inmigrantes who have to be taught in their own language? And, surprise, surprise...they're doing the worst. Kids who immigrated from the Middle East and speak, say, Farsi, don't seem to be struggling academically. Ditto for Koreans, Vietnamese, Indian, Pakastanis, etc. Could it be that *gasp* there are cultural differences in academic education that begin at home? Nah. Couldn't be. It's all language, stupid. It's just pure dumb luck that immigrant kids from Asia, the Orient, and the Middle East are thriving in American high schools and flooding American colleges.
Dallas "LEP students are outperforming state LEP students." Really, Hiney? You mean after keeping these students in ESL way past the date they should have been exited, they outperform state LEP students who are only enrolled as needed? The 50% of students arriving in secondary schools "unschooled" are native DISD kids who weren't taught much previously. The English speakers who arrive at the comprehensive high schools are seldom ready for high school work. This has nothing to do with forcing kids into ESL classes against their wishes and the wishes of their parents. And His Highness wants to keep these kids in the district forever, or until they reach the age of what--35? 36? Keep those dollars flowing while the middle class packs up for the northern suburbs, the district becomes the worst in the state. Dallas is the home to the greatest number of low performing high schools in the state. 14 out of 18 comprehensive high schools recently made the list of the worst in the state. These low scores are the direct result of the interference of Dallas Achieves and the total lack of instructional leadership shown by this superintendent. What is the moron doing in front of an audience in Washington? Oh yeah, looking hard for his next job.
<i>A growth model will level the playing field for all students�the premise of growth models is to take the students where they are and measure the growth of individuals.</i> Relative, improvement-based measurements do not "level the playing field." Doesn't a playing field imply that the players are <i>competing against each other,</i> based on some shared criteria for success? If you only measure a student's achievement relative to their own past performance, they are not competing against other students.
In Hinojosa's absence DISD has plenty of folk to send to meet with Jubilee Park residents. Check out the 381 page org chart on DISD website. It is always about the money. Never about success for that would mean fewer dollars. At risk students and low performing schools mean more money from State, Feds, and Grants. He wants to keep them all down on the farm of low achievement.
One of my young, American, English-only speaking friends recently failed a marking period in English. He can read it, comprehend it, speak it fluently, conjugate properly, etc...but he doesn't make the grade. Meanwhile, according to his english teacher, several of her other students don't come any where near as competent as this kid does but she "can't fail them at the risk of her..." performance evals. This is one messed up ISD.
The statement needs editing. Some of the sentences are rather awkward. Maybe the Superintendent should have had a TAG student read it over.
So they can speak English but expecting them to be able to read street signs, menus, or tax bills 'takes time'? What does the DISD do with other illiterates, save for those employees who fail to read their own contracts?
If Dallas ISD quit FORCING kids into ESL classes, the district would lose millions in state aid. Good old Hinojosa--always going after the money instead of doing what the research says is best for kids and moving them into English as soon as possible.