Case Study: Equal Access To Education Plan For Bell School

Equal Access to Education Plan for Bell School Alexander Graham Bell School of Communication, Language, and Culture, is currently falling short of living it to its name. While the stakeholders of Bell school are quite diverse culturally and linguistically, the school itself has failed in utilizing effective communication in order to mobilize the community (its strongest and most important resource) to come together to allow all students to have equal access to education. The following writing outlines a plan designed to improve communication between the school and stakeholders in order to improve public relations and thus garner the support of the community at large for programs that will allow equal access to education for all students

Currently, according to PEIMS financial data reported to the Texas Education Agency, $2,057,556.00 are allocated for regular education while only $112,931.00 are allocated for bilingual education (Kemp-Graham, 2014, p. 23). Since 90% of students at Alexander Graham Bell School of Communication, Language, and Culture do not speak English as their primary language at home it would greatly benefit the school to put more funding into bilingual educational programs that would allow students to learn in a language they are more comfortable with while concurrently strengthening their English Language skills (Kemp-Graham, 2014, p. 20). This new emphasis on bilingual education will help to close the gap in all language speakers by allowing each equal access to the concepts being taught by providing them in the language that students are comfortable with at that time, while simultaneously increasing each students English Language skills building toward a community that can more effectively communicate and thus get to know and value each other’s unique individual cultures, histories, and backgrounds. This plan will call for a doubling of the current bilingual education funding at the expense of that amount being taken from the general education funds. However, this will not cause any shortcomings for general education as more students will be moved into the bilingual programs established with the new funding paradigm. If this is successful in this first year, the following year more monies may be allocated to bilingual education in order to continue to grow this