Multilingual learner grad rates increased

Before getting into the numbers, though, both English-learning students and staff shared insight of the program’s success and areas of growth. 

Behind the numbers are students who are “some of the most vulnerable in our district but they are also some of the most resilient, capable and asset-rich students that we serve,” Ruby Rodriguez, a teacher at Hillsdale High School, said. 

Three students shared their experience participating in the Multilingual Learner programs at their respective high schools, and shared how they’ve grown to become more comfortable speaking English and taking on leadership roles. 

As a member of Manila House, a learning community serving newcomer students at Hillsdale High School, Shirley Tecun Casia shared her experience as someone who immigrated from Guatemala when she was 12 years old. 

Through the learning community, Tecun Casia specifically helps students grow to feel more comfortable in English-speaking environments. One activity she helped organize was a movie night at the start of the school year.

“Doing these kinds of activities help us to try to involve them a little bit more in school activities and we try to encourage them to be more comfortable with other people that don’t speak the same language as them,” she said. 

Trustee Robert Griffin said hearing from students was the highlight of the presentation, acknowledging that it “takes a lot of guts” to get up in front of the board and present, even for fluent English speakers. 

A presentation of data from the 2024-25 school year show positive trends due to the district’s multilingual program. 

When looking at college and career readiness — gauged by placement tests and coursework — approximately 24.4% of English learners are considered prepared, compared to approximately 69% of all students in the district. 

However, the rate of English learner readiness increased by more than 5% compared to the year prior, which shows a strong indicator of progress among programs throughout the district, Joana Feit, manager of the district’s multilingual program, said. 

“We’ve made progress, and that’s the first step,” Feit said. 

The percentage of students progressing toward English proficiency increased by 9% among long-term English learners, or students who have been in the program for over seven years, as well. 

Success of the district’s multilingual learner program also is determined on the efficacy of its partnerships that provide support for students and their families, said Lisa Mejia Sandoval, social worker for the multilingual programs at San Mateo and Capuchino high schools. 

San Mateo County’s Human Services Agency helped students and families renew and apply for Medi-Cal. El Centro de Libertad worked with students on substance abuse prevention and provided workshops. Faith in Action has provided support for families going through court hearings.

“It’s really about working together,” Mejia Sandoval said. 

On behalf of multilingual learner teachers throughout the district, Rodriguez also shared that there remains room for growth. 

Investing in teacher capacity, instructional assistance, flexible policies, family partnerships and coherent transitions would help the district align with the true need of multilingual learner students, Rodriguez said, 

“Our [multilingual learner] students are not the problem, rather they’re an asset, they’re a joy, a welcome addition to our community,” Rodriguez said. “The system surrounding them needs some strengthening.” 

There remains much to celebrate and acknowledge regarding the success of the district’s program, though, Rodriguez said. This includes the quality staff that always provide “flexibility, patience, and give students time to articulate themselves in English.” 

“Of course there’s room for growth, but highlighting the positives and the positive movements forward, that’s what we all like to see,” board President Teri Chavez said.