In March 1998 the Center for Impact Research (formerly Taylor Institute), along with Women Employed Institute, published a research report, (A Second Chance: Improving Chicago's GED Performance), detailing the low number of Chicagoans each year who either try for or pass the GED examination. GED, which stands for Tests of General Educational Development, is a 7.5 hour- test that enables adults who have not succeeded the first time around in school to obtain a high school equivalency certificate. The GED was developed in 1942 as a response to an emergency -- the return of World War II veterans who had not earned a high school diploma before they left to serve their country, and who faced economic hardship as a result.

The report found that only 2.15% of those needing the GED took the test in Chicago in 1996. Chicago's percentage equals the national average, although higher percentages tried for the credential in three cities -- Philadelphia, Los Angeles, and Miami. However, only 64% of those who took the GED test passed in Illinois in 1996, ranking the state 42nd worst. Chicago's 46% pass rate considerably lagged behind the state rate and puts Chicago near the bottom when compared with ten major U. S. cities.

In focus group discussions, Chicago adult literacy and job training groups were asked why more adults don't take and pass the GED in Chicago. The groups consistently sited four factors: length and inflexibility of most GED prep classes in Cook County; lack of up-front diagnostic information to help adults decide whether they are ready to take the test; long waits to take the GED test; and low number of accessible GED testing sites in Chicago, with no downtown Chicago site. A January 13, 1998 telephone call to the Cook County automated GED information system revealed that the next open test date at any of the Cook County GED test locations was more than a month away. Of these sites, only three were in the city itself. These were Daley College (75th and Pulaski), Olive-Harvey College (103rd and Woodlawn), and Wright College (Montrose and Narragansett), all sites in far-flung locations difficult to reach for many test-takers. At the closest site, Daley College, the wait was almost four months long.

Immigrants from all over the world are continuing to move to Illinois in large numbers. As they settle into an increasingly diverse range of communities within metropolitan Chicago, this expansion of ports of entry creates new challenges for the state and local communities in assessing and meeting their needs.

In 2000-2001 the Center for Impact Research (CIR) conducted research to address the following questions:

-- Where are immigrants in northeastern Illinois moving and how does the migration pattern today differ from previous trends?

-- How many immigrants are in need of English to Speakers of Other Languages (ESOL) instruction? Where do these immigrants reside?

-- What barriers can be identified that prevent or make it difficult for immigrants to learn English?

-- What are the employment patterns of immigrants that might affect their ability to have time or access to Speakers of Other Languages (ESOL)?

Methodology: CIR analyzed demographic data, primarily to establish the communities in northeastern Illinois that needed to be targeted for further investigation. Material consisted of Census data from 1990 and 2000, Current Population Surveys from 1994-1998, as well as information from academics, demographers, and community leaders who were able to provide more accurate and up-to-date information about immigration patterns and trends.

To determine experiences with, and barriers to ESOL instruction, CIR conducted 76 interviews with immigrant service organizations and ESOL providers in the Chicago metropolitan area. In addition, CIR conducted 37 interviews with Mexican and Polish immigrants throughout the region and with Chinese immigrants in Chicago to confirm or validate information from social service providers and to further identify barriers and issues around ESOL instruction. Lastly, McHenry County College, at our request, administered a written survey in Spanish to 200 immigrants in ESOL classes at the college.

This report presents the findings from this research. As ESOL providers work to meet the needs of their students while maintaining the integrity and professionalism of their instruction, the thoughts and opinions of ESOL students and other immigrants in the Chicago metropolitan area enrich the discussion of issues under consideration by policy makers, funders, and ESOL learning centers.

Immigrants from all over the world are continuing to move to Illinois in large numbers. As they settle into an increasingly diverse range of communities within metropolitan Chicago, this expansion of ports of entry creates new challenges for the state and local communities in assessing and meeting their needs.

In 2000-2001 the Center for Impact Research (CIR) conducted research to address the following questions:

-- Where are immigrants in northeastern Illinois moving and how does the migration pattern today differ from previous trends?

-- How many immigrants are in need of English to Speakers of Other Languages (ESOL) instruction? Where do these immigrants reside?

-- What barriers can be identified that prevent or make it difficult for immigrants to learn English?

-- What are the employment patterns of immigrants that might affect their ability to have time or access to Speakers of Other Languages (ESOL)?

Methodology: CIR analyzed demographic data, primarily to establish the communities in northeastern Illinois that needed to be targeted for further investigation. Material consisted of Census data from 1990 and 2000, Current Population Surveys from 1994-1998, as well as information from academics, demographers, and community leaders who were able to provide more accurate and up-to-date information about immigration patterns and trends.

To determine experiences with, and barriers to ESOL instruction, CIR conducted 76 interviews with immigrant service organizations and ESOL providers in the Chicago metropolitan area. In addition, CIR conducted 37 interviews with Mexican and Polish immigrants throughout the region and with Chinese immigrants in Chicago to confirm or validate information from social service providers and to further identify barriers and issues around ESOL instruction. Lastly, McHenry County College, at our request, administered a written survey in Spanish to 200 immigrants in ESOL classes at the college.

This report presents the findings from this research. As ESOL providers work to meet the needs of their students while maintaining the integrity and professionalism of their instruction, the thoughts and opinions of ESOL students and other immigrants in the Chicago metropolitan area enrich the discussion of issues under consideration by policy makers, funders, and ESOL learning centers.

Immigrants from all over the world are continuing to move to Illinois in large numbers. As they settle into an increasingly diverse range of communities within metropolitan Chicago, this expansion of ports of entry creates new challenges for the state and local communities in assessing and meeting their needs.

In 2000-2001 the Center for Impact Research (CIR) conducted research to address the following questions:

-- Where are immigrants in northeastern Illinois moving and how does the migration pattern today differ from previous trends?

-- How many immigrants are in need of English to Speakers of Other Languages (ESOL) instruction? Where do these immigrants reside?

-- What barriers can be identified that prevent or make it difficult for immigrants to learn English?

-- What are the employment patterns of immigrants that might affect their ability to have time or access to Speakers of Other Languages (ESOL)?

Methodology: CIR analyzed demographic data, primarily to establish the communities in northeastern Illinois that needed to be targeted for further investigation. Material consisted of Census data from 1990 and 2000, Current Population Surveys from 1994-1998, as well as information from academics, demographers, and community leaders who were able to provide more accurate and up-to-date information about immigration patterns and trends.

To determine experiences with, and barriers to ESOL instruction, CIR conducted 76 interviews with immigrant service organizations and ESOL providers in the Chicago metropolitan area. In addition, CIR conducted 37 interviews with Mexican and Polish immigrants throughout the region and with Chinese immigrants in Chicago to confirm or validate information from social service providers and to further identify barriers and issues around ESOL instruction. Lastly, McHenry County College, at our request, administered a written survey in Spanish to 200 immigrants in ESOL classes at the college.

This report presents the findings from this research. As ESOL providers work to meet the needs of their students while maintaining the integrity and professionalism of their instruction, the thoughts and opinions of ESOL students and other immigrants in the Chicago metropolitan area enrich the discussion of issues under consideration by policy makers, funders, and ESOL learning centers.

In July 2001 the Center for Impact Research (CIR) completed a needs assessment, Barriers to English Language Learners in the Chicago Metropolitan Area, which detailed the needs of immigrant working adults for English instruction and determined the barriers they faced in learning English. CIR's 2001 report documented the fact that many of these employed immigrants take advantage of overtime, hold down two jobs, and are often subject to changing or rotating work schedules that make attendance at regularly scheduled classes difficult. Evening English for Speakers of Other Languages (ESOL) classes that occur twice a week lasting between one-and-a-half to three hours also present difficulties, because they interfere with parenting and family duties; fatigue of the attendees after a long day's work also makes learning problematic. Some Friday evening and Saturday morning classes are available, but seldom are there any classes on Sundays. ESOL providers report that they are unable to schedule weekend classes because of the lack of trained and qualified teachers who are willing to work on Saturdays and Sundays. Volunteer tutors could assist ESOL learners, but they too are reluctant to make commitments for weekend hours. The metropolitan Chicago ESOL system faces an additional problem in that it cannot meet the needs of those immigrants who are interested in, and able to attend ESOL classes. CIR's analysis of demographic data finds an estimated total population of potential English Language Learners 18 years of age or older in the Chicago metropolitan area in 2000 at 277,700. According to the Illinois Community College Board, in Fiscal Year 2001 68,815 adults in the Chicago metropolitan area received some ESOL instruction through programs funded by the Board, meaning that only about one-quarter of the need was able to be met. Sixty-two percent of these learners were in beginning ESOL classes. Many area ESOL providers report long waiting lists for ESOL classes, and some say they are implementing lotteries for classroom places. How then, can ESOL learning be reorganized to enable adult learners who are employed to upgrade their English language skills? Can ESOL services be offered along a continuum, with systems providing various services, geared to immigrants with differing levels of commitment to learning English, as well as changing or rotating schedules and time limitations? How can effective learning opportunities be offered in the home, at the workplace, and in accessible community locations, such as shopping centers and churches?

In July 2001 the Center for Impact Research (CIR) completed a needs assessment, Barriers to English Language Learners in the Chicago Metropolitan Area, which detailed the needs of immigrant working adults for English instruction and determined the barriers they faced in learning English. CIR's 2001 report documented the fact that many of these employed immigrants take advantage of overtime, hold down two jobs, and are often subject to changing or rotating work schedules that make attendance at regularly scheduled classes difficult. Evening English for Speakers of Other Languages (ESOL) classes that occur twice a week lasting between one-and-a-half to three hours also present difficulties, because they interfere with parenting and family duties; fatigue of the attendees after a long day's work also makes learning problematic. Some Friday evening and Saturday morning classes are available, but seldom are there any classes on Sundays. ESOL providers report that they are unable to schedule weekend classes because of the lack of trained and qualified teachers who are willing to work on Saturdays and Sundays. Volunteer tutors could assist ESOL learners, but they too are reluctant to make commitments for weekend hours. The metropolitan Chicago ESOL system faces an additional problem in that it cannot meet the needs of those immigrants who are interested in, and able to attend ESOL classes. CIR's analysis of demographic data finds an estimated total population of potential English Language Learners 18 years of age or older in the Chicago metropolitan area in 2000 at 277,700. According to the Illinois Community College Board, in Fiscal Year 2001 68,815 adults in the Chicago metropolitan area received some ESOL instruction through programs funded by the Board, meaning that only about one-quarter of the need was able to be met. Sixty-two percent of these learners were in beginning ESOL classes. Many area ESOL providers report long waiting lists for ESOL classes, and some say they are implementing lotteries for classroom places. How then, can ESOL learning be reorganized to enable adult learners who are employed to upgrade their English language skills? Can ESOL services be offered along a continuum, with systems providing various services, geared to immigrants with differing levels of commitment to learning English, as well as changing or rotating schedules and time limitations? How can effective learning opportunities be offered in the home, at the workplace, and in accessible community locations, such as shopping centers and churches?

In July 2001 the Center for Impact Research (CIR) completed a needs assessment, Barriers to English Language Learners in the Chicago Metropolitan Area, which detailed the needs of immigrant working adults for English instruction and determined the barriers they faced in learning English. CIR's 2001 report documented the fact that many of these employed immigrants take advantage of overtime, hold down two jobs, and are often subject to changing or rotating work schedules that make attendance at regularly scheduled classes difficult. Evening English for Speakers of Other Languages (ESOL) classes that occur twice a week lasting between one-and-a-half to three hours also present difficulties, because they interfere with parenting and family duties; fatigue of the attendees after a long day's work also makes learning problematic. Some Friday evening and Saturday morning classes are available, but seldom are there any classes on Sundays. ESOL providers report that they are unable to schedule weekend classes because of the lack of trained and qualified teachers who are willing to work on Saturdays and Sundays. Volunteer tutors could assist ESOL learners, but they too are reluctant to make commitments for weekend hours. The metropolitan Chicago ESOL system faces an additional problem in that it cannot meet the needs of those immigrants who are interested in, and able to attend ESOL classes. CIR's analysis of demographic data finds an estimated total population of potential English Language Learners 18 years of age or older in the Chicago metropolitan area in 2000 at 277,700. According to the Illinois Community College Board, in Fiscal Year 2001 68,815 adults in the Chicago metropolitan area received some ESOL instruction through programs funded by the Board, meaning that only about one-quarter of the need was able to be met. Sixty-two percent of these learners were in beginning ESOL classes. Many area ESOL providers report long waiting lists for ESOL classes, and some say they are implementing lotteries for classroom places. How then, can ESOL learning be reorganized to enable adult learners who are employed to upgrade their English language skills? Can ESOL services be offered along a continuum, with systems providing various services, geared to immigrants with differing levels of commitment to learning English, as well as changing or rotating schedules and time limitations? How can effective learning opportunities be offered in the home, at the workplace, and in accessible community locations, such as shopping centers and churches?

High school improvement is one of the most pressing issues facing American education but little attention has been paid to reform strategies that will improve teaching and learning. Drawing on the expertise of teachers, principals, superintendents, policy makers and researchers, a new paper from the Aspen Institute Program on Education, Transforming High School Teaching and Learning: A District-wide Design by Aspen Senior Fellow Judy Wurtzel, offers both a new framework and concrete suggestions for a new approach to high school improvement across an urban school district. The data on high school student performance and graduation rates make clear that significant increases in student achievement are necessary if all students are to graduate from high school fully prepared for post-secondary education, citizenship, and work. Recent high school reform has focused on organizational aspects of high school, particularly creating a wide variety of smaller schools, smaller learning communities, and alternative learning pathways to meet the needs of young people. However, while smaller schools may create the relationships and conditions that make high quality instruction possible, improved instruction and achievement does not flow directly from them. Given this track record, questions facing the high school reform movement include: -- What will it take to get high school instructional improvement that results in demonstrated increases in student learning? -- What supports do high school teachers need to be successful in improving instruction and from where will they get them? -- What changes affecting the professional role, knowledge, and skills of teachers are needed if reforms are to be successful? Though the ideas represented in the paper are not new -- some school districts and states have implemented some of elements described -- what is useful is the attempt to lay out a fairly comprehensive picture of high school instructional reform and to push the conversation about high school instructional improvement into some new territory. First, the paper builds on work done in many urban districts at the K- 8 level to create systems of "managed instruction," that is, deliberate efforts to align common curriculum and instructional materials, formative and benchmark assessments, extensive professional development, and instructional leaders who support a shared set of instructional practices. Second, the paper suggests how these approaches can be developed and implemented in ways that are both consistent with and reinforcing of a robust vision of teacher professionalism. Third, the paper recognizes the urgency of attracting and retaining a teacher workforce that embraces this new job description for high school teachers and can effect improvements in student learning. Finally, it is useful to note that this paper focuses primarily on the district role in improving high school instruction. This is because it seems increasingly clear that school districts are a key unit for instructional improvement. However, much of what is described here could be initiated or supported by states, by consortia of districts, or by networks of managed schools within or across districts.