As I researched the demographic trends that could impact education, one that I think could significantly impact public education is the change in ethnicity in public school systems. It is projected that by 2050, the minority population with surpass the non-Hispanic population (Gordan, 2012). The challenge is to educate this population to become productive members of our society. Providing equitable education may not mean the same education in regards to courses studied, but may require an education that is tailored to the cultural and linguistic differences of the students. It should be mentioned that this does not mean lowering standards but to offer more personalized , self- directed learning to address the needs of the population. In addition, the changing demographics will not only require instructional changes but training of professionals and budgetary requirements. School systems need to understand cultural differences and language barriers so that there is not a divide among teachers and students. Lack of engagement and student success could be the result of such a divide. Currently, graduation rates and retention rates are higher in the minority populations indicating a lack of equitable success for all students (Yates, 2008). As educators we need to be reminded that regardless of socio-economic status or ethnicity, children are all capable of learning and succeeding. Most are curious and inquisitive to learn. We may have to change the way we educate students since the traditional methods may not work today. Just as demographics change regularly, so should instruction. Teaching should be flexible. Reflecting on the learning process may lead to revisions.and reflections. ( Musallam, 2013). References Gordan, D., (2012). The changing state of US ethnicity. Retrieved from, http://www.bbc.com/news/world-us-canada-20187325. Musallam, R., (2013). Three rules to spark learning. Retrieved from https://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning Yates, J.R.(2008). Demographic imperatives for educational reform for culturally and linguistically divers students. Multiple Voices for Ethnically Diverse exceptional Learners, 11(1), 4-12.
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