Historical Overview

 I. POLITICS OF THE LATE SIXTIES

  • Immigration Laws Amended: more immigrants from western hemisphere allowed.
  • Washington, DC becomes port of entry for immigrants from Central America.
  • Local leader emerges; establishes links with city politicians.
  • Rhetoric of the Great Society of the 60's stressing education solidifies goals of emerging community.
  • June 1969: DC manpower offices funds PROJECT ADELANTE designed to teach English to adults.
  • Director of federally funded project Model Schools recommends to Hispanic leadership to establish an elementary level bilingual school which would serve BOTH English and Spanish speaking students.
  • Federal funds sought and obtained for teacher training and curriculum development.

II. PROJECT BEGINNINGS:

Twenty (20) native Spanish speaking teachers certified abroad were selected by committee of community representatives to:

  • meet certification requirements for DC Public Schools
  • design integrated two-way bilingual school emphasizing language learning in multi-racial, multi-cultural environs
  • develop curriculum and materials
  • sell program to the community

Spring of 1971 DC Public Schools' Superintendent responds to community request: proposes to use local funds to start program; gets School Board approval to pay for teaching, administrative, clerical & building staff salaries, upkeep & utilities, & English language instructional materials. Federal funds & ford Foundation grant to be used for teacher training, curriculum development & program evaluation.

III. SELECTION OF SCHOOL SITE

  • Director for Bilingual Education was appointed by Superintendent; charged with selecting school site for program
  • Oyster Elementary School: dying school with predominantly white population, declining enrollment, and small, aging physical plant.
  • School accommodated approximately 240 students, small enough to test educational model.
  • Attendance zone stretched deep into heart of growing Hispanic community.
  • Student population had highest number and percentage of Hispanic students in city.
  • Building principal is reluctant to accept program and discourages idea of two-way bilingual program.
  • Parents and bilingual teachers launched public relations effort in community arguing advantages of enrichment program for all its students; stability in real estate values with quality program in neighborhood school; integration along racial, cultural, & socio-economic lines through educational program that would give equal weight to importance of learning two languages well for its students.
  • 1972: parents take hand in selecting new principal; interview candidates at parents' homes.
  • Candidate for principal was approved by parents, teachers, and bilingual education director. Superintendent accepts recommendations; appoints new principal.