Earlier this year President Bush's Advisory Commission on Educational Excellence for Hispanic Americans released a report culminating its 18-month study designed to help close the educational achievement gap for Hispanic Americans.

The report, "From Risk to Opportunity: Fulfilling the Educational Needs of Hispanic Americans in the 21st Century," includes input from more than 1,600 parents, teachers and experts. Commission co-chair Frank Hanna commented, "Every child in America is a gift, and the task of educating each and every child is a noble endeavor." He added, "This is a matter of great urgency, which requires immediate attention and an accountability for results."

Some of the problems identified as contributing to the achievement gap include the lack of quality early childhood education opportunities, poor academic instruction (particularly in reading), lack of a federal research agenda that supports Hispanic students, and teachers who are poorly prepared to teach Hispanic students. The report sets forth six strategies to address what the commission calls "a deepening crisis that affects all Americans."

1. Set new and high expectations for Hispanic American children
2. Support No Child Left Behind
3. Reinforce and expand a high-quality teaching profession
4. Launch a research agenda to support Hispanic American children
5. Create pathways to college graduation
6. Create increased federal accountability and coordination

Though disability was not an explicit research focus, the report did make reference to students with disabilities.

The report calls for annual testing of students in reading and mathematics to gather disaggregated data by disability, ethnicity, etc., to develop appropriate education interventions for Hispanic American children. It also recommends "more fully preparing all teachers to address the diverse needs of their students, including Hispanics, those with disabilities, and those with limited English proficiency."

The lack of teachers who know how to correctly identify and teach Hispanic children with disabilities also was mentioned. The special education research section in the report further explains the problem:

"Often, teachers who are not well prepared to deal with culturally and linguistically different students make inaccurate assumptions about those students. Teachers may misdiagnose a language-minority student with a learning disability, or attribute a learning disability to a student's limited English proficiency. Thus, Hispanic students are at risk not only for over-referral for special education but also for under-referral."

Ultimately, the report acknowledges the need for more research regarding all aspects of Hispanic American children with disabilities and education including referral, identification, instruction and evaluation processes."

Go to www.yesican.gov or www.yosipuedo.gov to download a copy of the report. It only is available in English.

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