HISTORY OF EDUCATION IN PUERTO RICO: THE NO CHILD LEFT BEHIND LAW AND THE MAINTENANCE OF COLONIAL...

8/11/2019 HISTORY OF EDUCATION IN PUERTO RICO: THE NO CHILD LEFT BEHIND LAW AND THE MAINTENANCE OF COLONIAL

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HISTORY OF EDUCATION IN PUERTO RICO: THE NO CHILD LEFT BEHIND LAW ANDTHE MAINTENANCE OF COLONIAL EDUCATION

Emely Medina Rodr !"e#Uni$er%i&y o' P"er&o Ri(o

Maya!)e# Cam*"%

Men&or: Dr+ Irma M+ OlmedoColle!e o' Ed"(a&ion

Uni$er%i&y o' Illinoi% a& C,i(a!o


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Exploring the history of Education in Puerto RicoEmely Medina-Rodrguez

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Abstract

E-PLORIN. THE HISTORY OF EDUCATION IN PUERTO RICO: NO CHILD LEFTBEHIND AND THE MAINTENANCE OF COLONIAL EDUCATION

In /0/ year% o' (olonial ,i%&ory in P"er&o Ri(o1 &,ere ,a$e 2een many *oli(ie% r"lin! &,e I%land

&,a& do no& &a3e in&o a((o"n& any o' &,e &radi&ion%1 "ni4"e (ondi&ion%1 or &,e ("l&"re o' &,e P"er&o

Ri(an *eo*le+ T,i% *ro5e(& *re%en&% a %&"dy o' &,e ed"(a&ional %y%&em o' &,e I%land1 and &rie% &o

ar!"e &,a& e$en &,o"!, /6 year% ,a$e *a%%ed %in(e P"er&o Ri(o 7a% re(o!ni#ed a% ,a$in! a non8

(olonial %&a&"% 2y &,e Uni&ed Na&ion%9 i& i% %&ill main&ainin! a (olonial model o' ed"(a&ion+ One o'

&,e 7ay% &,i% i% %,o7n i% in ed"(a&ional *oli(ie% %in(e 0 ; 1 7,ere 'or more &,an a (en&"ry &,e

%&r"(&"re o' P"er&o Ri(o*lore &,i% i%%"e 2y e>aminin! media

re*or&% o' di%(o"r%e o' *aren&%1 *ro'e%%ional ed"(a&or% and *oli&i(ian% a2o"& NCLB in &,e

ne7%*a*er El N"e$o D a1 &,e main daily ne7%*a*er in P"er&o Ri(o 7i&, a (ir("la&ion o'?????+ I

7ill *re%en& &,e 2a(3!ro"nd "%in! ,i%&ory 2oo3% and li&era&"re on NCLB+


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Introduction

Y de pronto surgi en el umbral de la puerta la rojiblanca figura de Santa Claus

con un enorme saco a cuestas, diciendo en voz cavernoso: "Here is Santa, Merry

C ristmas to you all!"

n grito de terror izo estremecer el saln# nos campesinos se tiraron por las ventanas,

los ni$os m%s pe&ue$os empezaron a llorar y se pegaban a las faldas de las comadres,

&ue corr'an en desbandada# (odos buscaban un medio de escape# Y Mister )osas corri

tras ellos, para e*plicarles &ue +l era &uien se ab'a vestido de tan e*tra$a forma pero

entonces aumentaba el griter'o y se ac'a m%s agudo el p%nico# na vieja se persign y

dijo: "-Conjurao sea! -Si es el mesmo demonio jablando en americano!. /

In &,i% 'ra!men& o' one o' P"er&o Ri(an li&era&"re


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In &,i% *ro5e(& I 7ill e>*lore &,e re*er("%%ion% o' (olonial ed"(a&ional *oli(ie%1 "nder%&andin!

(olonial *oli(ie% a% &,o%e im*o%ed 2y a more *o7er'"l (o"n&ry &o domina&e ano&,er le%% *o7er'"l

(o"n&ry+

E$en &,o"!, &,e I%land 7a% de(lared 2y &,e U+N+ a% ,a$in! a non8(olonial %&a&"% in 0;/@1 i' one

e>*lore% &,e ed"(a&ional *oli(ie% o' &oday on &,e I%land1 one (an (on(l"de &,a& &,e Uni&ed S&a&e%

'omen&% and main&ain% a (olonial ed"(a&ional model+ T,ro"!, &,e ,i%&ory o' P"er&o Ri(o1 one (an

re(o!ni#e %"25e(&% &,a& ,a$e a (olonial *a%& a&&a(,ed &o P"er&o Ri(an ed"(a&ion+ T,e (en&ral

%"25e(& o' &,i% re%ear(, 7ill 2e ed"(a&ional+

T,e li&era&"re a2o"& &,i% &o*i( i% 'o("%ed on &,e early -- (en&"ry+ I& di%(lo%e% &,e (olonial

&rea&men& in &,e 'ir%& ,al' o' &,e (en&"ry on P"er&o Ri(oer(i%ed &,i% (olonial *o7er &,ro"!, &,e e(onomi( and a!ri("l&"ral *oli(ie% a% 7ell+ My

ar!"men& 'o("%e% on &,e ne7 millenni"m and ,o7 &oday 7e (an %ee a (olonial re!ime in

ed"(a&ion+

I 7ill e>amine one o' &,e la&e%& 'ederal ed"(a&ional *oli(ie% &,a& ,a$e (a"%ed a% m"(, "*,ea$al in

&,e S&a&e% a% in &,e &erri&orie% o' &,e Uni&ed S&a&e%1 &,e No C,ild Le'& Be,ind La7 o' + I 7ill

ar!"e &,a& &,i% la7 i% an e>am*le o' U+S+ neo8(oloniali%m+ One a%*e(& o' &,i% la7 %ee3% &o (lo%e

&,e a(,ie$emen& !a* 2e&7een middle (la%% 7,i&e %&"den&% and immi!ran&% and re'"!ee


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Methodology

In &,i% *ro5e(& I ,a$e done an analy%i% o' P"er&o Ri(o


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Education of Puerto Rico under Spain

In &,e 'ir%& (en&"rie% o' S*ani%, (oloniali%m ed"(a&ion 7a% no& %een a% %&a&e a

re%*on%i2ili&y . me# G Cr"# 0; + Ed"(a&ion 7a% more o' a 'amily &radi&ion9 i& i% no& "n&il &,e

- III (en&"ry &,a& &,e (ro7n 2e(ome% in$ol$ed in &,e ed"(a&ion o' &,e ma%%e% in S*ain and i&%

(olonie%+ Ed"(a&ion i% le'& in &,e ,and% o' &,e (,"r(,+ For many de(ade% &,e Ca&,oli( C,"r(,

ed"(a&ed &,e *eo*le in 2a%i( 3no7led!e and reli!io"% in%&r"(&ion+ Primary ed"(a&ion 7a% !i$en

in %mall room% o"&%ide (,"r(,e%+ In &,e *ari%,e% (,ildren *"r%"ed elemen&ary ed"(a&ion1 and i'

&,ey 7an&ed &o (on&in"e %e(ondary %&"die%1 &,ey ,ad &o mo$e &o &,e (a&,edral% or (on$en&%1

e%*e(ially &,o%e in &,e (a*i&al (i&y+ I' &,e %&"den& 7an&ed &o (on&in"e ,i!,er ed"(a&ion1 &,ey ,ad &o

mo$e &o &,e me&ro*oli%+

T,ere are %e$eral *ro2lem% &,a& did no& allo7 &,e e%&a2li%,men& o' a %&ron! ed"(a&ional %y%&em+

A& &,e end o' &,e - III (en&"ry S*ain 2e(ame more in$ol$ed in ed"(a&ion+ T,an3% &o &,e ne7

$i%ion% o' &,e Enli!,&enmen&1 &,e !o$ernmen& 2e(ame in$ol$ed in &,e (i&i#en%< %o(ial need%

. me# G Cr"# 0; + Ho7e$er P"er&o Ri(o 7a% a $i(&im o' S*ain


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S*ain in(l"ded &,e (olonie% in &,e le!i%la&ion on ed"(a&ion+ T,e ne7 le!i%la&ion 7a% (alled

De(re&o Or!Jni(o de 0 6/ &,a& !ran&ed P"er&o Ri(o a %&r"(&"red ed"(a&ional %y%&em+

T,e ne7 ("rri("l"m K follo1ed t e traditional lines of t e Spanis sc ool: Catec ism and

)eligious istory, 1eig ts and measures, monetary units but also agricultural elements, industry

and commerce 1it special attention to t e needs of t e 2uerto )ican community . me# G

Cr"# 0; + D"rin! &,i% *eriod ed"(a&ion 7a% in &,e ,and% o' &,e m"ni(i*ali&ie% (a"%in! %ome

o**o%i&ion a!ain%& &,e !o$ernmen&+ D"rin! &,i% &ime one o' &,e mo%& im*or&an& a&&em*&% o'

in%"rre(&ion (alled El .ri&o de Lare% o(("rred+ In addi&ion ,"rri(ane San Nar(i%o de$a%&a&ed &,e

I%land+ T,i% or!ani( de(ree ended a 'e7 year% a'&er i& ,ad 2een de(lared a% a re%"l& o' o**o%i&ion

'rom &,e *eo*le 2e(a"%e &,e !o$ernmen& *re'erred &o em*loy S*aniard% ra&,er &,an i%lander% and

al%o &,e e(onomy 7a% no& %&a2le+

In %"2%e4"en& year% P"er&o Ri(o


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In (on(l"%ion1 d"rin! &,e S*ani%, (olonial *,a%e &,ere 7ere no 2i! ed"(a&ional mo$emen&% in &,e

I%land+ P"er&o Ri(o 7a% a *ro*er&y &,a& 7a% la(3in! im*or&an(e 'or S*ain 7,en &,ey di%(o$ered

o&,er 7eal&,ier land%+ T,e "*% and do7n% o' &,e S*ani%, !o$ernmen& and i&% re'le(&ion on &,e

I%land (a"%ed "nderde$elo*men& in P"er&o Ri(o& / year%+ A% a !ood de%(ri*&ion o' &,i% la7 I 4"o&e &,e Prime Mini%&er o' &,e S*ani%,

(o"r&% a& &,a& &ime1 PrJ>ede% Ma&eo Sa!a%&a:

3 it is not e*otic, not a copy or imitation, it is original. ily 1 ile t e

representatives of t e people govern in t eir local c ambers t eir uni&ue needs, ot ers

c osen by t e people, assist and cooperate in t e formation of t e la1s Tirado 0;;;

One o' &,e li2er&ie% !ran&ed 2y &,e Car&a A"&on mi(a and &oday &,e *eo*le o' P"er&o Ri(o do no&

en5oy 7a% &,e *o7er o' (ommer(e 7i&,o"& &,e in&er$en&ion o' &,e me&ro*oli%+

In "ly /1 0 ; K Some /5,??? #S# troops 1it a naval escort departed for 2uerto )ico from

@uant%namo Aay and t e east coast of t e nited States# ( ey landed at @u%nica Aay on Buly

. 'utonomic constitution


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07, immediately moving to t e city of 2once and ot er to1ns located on t e sout ern part of t e

island# ( e #S# troops t en proceeded nort to1ards San Buan, 2uerto )ico s capital and t e

main military post of Spanis forces on t e island# Aut before t ey could reac San Buan, Spain

agreed on ;ugust /Dt to sign a peace treaty 1it t e nited States, putting an end to all

military ostilities + BrJ%

Mo$in! &o ma&&er% o' ed"(a&ion a& &,e &ime o' &,e mili&ary !o$ernmen&1 i& i% e%%en&ial &o re$ie7

&,e or!ani#a&ion and in&en&ion% o' &,e ne7 re!ime+ In &,e 'ir%& year% o' &,e mili&ary re!ime183

most of t ese teac ers 1ere young men 1 o ad come 1it t e #S# ;rmy, militarizing t e

sc ools and advancing little in t e area of pedagogy. Wal%, 0;;01* +Wal%, al%o add%:

K 4ducation 1as to serve as t e eart of colonization, t e site from 1 ic imposition, domination,

and control 1ould flo1# 9t 1as to be a policy bot developed and implemented 1it out

understanding of t e people, t eir culture, or lived realities#.

In 0; &,e U+S+ Con!re%% in%&i&"&ed a (i$il !o$ernmen& on &,e i%land+ T,e Fora3er A(& made

P"er&o Ri(o a non in(or*ora&ed &erri&ory o' &,e Uni&ed S&a&e%+ Wi&, &,i% re'orm1 &,e ed"(a&ional

%y%&em 2e(ame a (en&rali#ed one1 7i&, (ommi%%ioner% a%%i!ned 2y &,e *re%iden&+ For almo%& /

year% &,o%e a**oin&ed (ommi%%ioner o' ed"(a&ion 7ere Ameri(an% 7i&, a %&ron! Ameri(ani#a&ion

a!enda+ A% *ar& o' &,i% *ro5e(& 7e %,o"ld &a3e a (lo%er loo3 a& &,e Ameri(ani#a&ion *ro(e%%e% in

P"er&o Ri(o &,ro"!, *"2li( %(,ool%+ T,e 'ir%& (ommi%%ioner o' ed"(a&ion P"er&o Ri(o ,ad 7a%

Dr+ Br"m2a"!, 7,o ,ad an a!enda &o in("l(a&e Ameri(an ideal% on P"er&o Ri(an (,ildren+ He

*la(ed em*,a%i% on &,e &ea(,in! o' &,e En!li%, lan!"a!e and *a&rio&i( a(&%+ In ,i% 'ir%& re*or& &o

.o$ernor H"n& ,e e>*lained:


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( e young minds are being molded to follo1 t e e*ample of Eas ington# 9t is one of t e

gratifying results so far ac ieved in our 1or># 9n /F?? t e average 2uerto )ican c ild

>ne1 more about Eas ington, incoln and Aetsy )oss and t e ;merican flag, t an t e

average c ild in t e nited States + + O%"na 0; ;

T,i% ne7 la7 ,ad e>&en%i$e o**o%i&ion+ I& 7a% no& ada*&ed &o &,e lo(al need% O%"na 0; ; + An

Ameri(an %y%&em o' ed"(a&ion 7a% im*o%ed 7i&,o"& &a3in! in&o a((o"n& &,e ("l&"re o' o"r

(o"n&ry+ . me# GCr"# 0;

T,ro"!, &,e year% o&,er (ommi%%ioner% im*o%ed on &,e %&"den&% and &ea(,er% an ed"(a&ion 2a%ed

on Ameri(an $al"e%+ T,e e>i%&in! 'a("l&y e>*erien(ed *re%%"re and re*la(emen& d"rin! &,e &erm%

o' Commi%%ioner% Lind%ay and Fal3ner+ P"er&o Ri(o ,ad &o 7ai& "n&il 0; 0 'or a P"er&o Ri(an &o

o(("*y &,a& *o%i&ion o' ed"(a&ional (ommi%%ioner+ "an B+ H"y3e o(("*ied &,a& *o%i&ion "n&il

0;@ 1 2"& ,e ,ad 2i! (on'ron&a&ion% 2e(a"%e ,e 'a$ored En!li%, a% a medi"m o' in%&r"(&ion and

2elie$ed Ameri(ani#a&ion 7a% a !ood &,in! 'or P"er&o Ri(an (,ildren+ In 0;@ ,e 7a% re*la(ed

2y Dr+ o% Pad n1 a P"er&o Ri(an &,a& re$er%ed &,e *oli(y and made S*ani%, &,e medi"m o'

in%&r"(&ion in *"2li( ed"(a&ion+ S*ani%, 7a% made P"er&o Ri(o& 2oo3% 'or P"er&o Ri(o+ In 0;@6 Dr+ + Pad n re%i!ned ,i% *o%i&ion and 7a%

re*la(ed 2y Dr+ +M+ .allardo &,a& 8;fter some sizing up in t e use of language, Gr# @allardo

/ Puerto Rican Emergency Relief 'dministration


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adopted Gr# 2ad'n s plan: t at 1as to use Spanis as medium of instruction in elementary

sc ool . me# G Cr"# 0;

T,ro"!, &,e year% &,e e(onomi( (ondi&ion o' &,e i%land im*ro$ed (rea&in! (,an!e% in &,e

ed"(a&ional %y%&em+ P"er&o Ri(o*e(&ed+ All &,i% (a"%ed a (,an!e in &,e %&r"(&"re o'

P"er&o Ri(an ed"(a&ion+ Ne7 $o(a&ional %(,ool% aro%e in 7,i(, &,e %&"den&% learned man"al

la2or or a% Sol % 0;; e>*lain%:

( e constitution of t e vocational education program included trades and industries and

ome economics# Some of t e e*pected results of t e trades and industries component

included yout s>ills training, cooperation bet1een 1or>places and sc ools, 2uerto

)ican development advancement, increased economic 1ealt of 2uerto )ico t roug t e

development of uman resources, assistance in reducing unemployment 1it t e ne1

0 7ones 'ct


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capital t at 1ould be attracted to t e country for t e development of ne1 industries, and

t e development of local industrial leaders ip

From &,i% *oin& 'or7ard1 &,e ed"(a&ional *,ilo%o*,y o' P"er&o Ri(o 7a% e(onomy 2a%ed and

&ar!e&ed &o a&&ra(& U+S+ (a*i&al+ T,i% ne7 *er(e*&ion o' ed"(a&ion ,a% 2een main&ained &,r" &,e

year%1 e$en a% &,e e(onomy (,an!ed 'rom a man"'a(&"rin! &o a more %*e(iali#ed ind"%&ry+ In

(on(l"%ion1 %in(e P"er&o Ri(o i% a &erri&ory o' U+S+ ed"(a&ion ,a% 2een mar3ed 2y o"&%ide 'or(e%1

'rom a&&em*&% o' Ameri(ani#a&ion &o an e(onomy 2a%ed ed"(a&ion+ T,e *eo*le o' P"er&o Ri(o

,a$e no& ,ad &,e o**or&"ni&y &o 'orm an ed"(a&ional %y%&em &,a& %"%&ain% 7omen and men1 or a%

. me# and Cr"# 0; %aid: K ( e education must form men in all t e senses of t e 1ord, men

1it social, et ical and spiritual consciousness *+0 +

United States educational background and legislation

T,e Uni&ed S&a&e% ,a% 2een a *ioneer in ma&&er% o' ed"(a&ion 'or &,e ma%%e%+ I& ,a%

in%*ired ed"(a&ional e4"ali&y aro"nd &,e 7orld+ I& %,ared idea% 7i&, &,e Fren(, Enli!,&enmen&

&,a& (arrie% a me%%a!e o' %o(ial *ro!re%%1 li2er&y and indi$id"al 'reedom Po*3e7i +

F"r&,ermore1 ed"(a&ion 7a% %een a% &,e mea%"re 'or moderni&y+ K( e modern state depends on

t e formation of a citizen 1 ose e*istence depends on t e participation in state matters#

4ducation contributes to t e formation of t is society by s aping t e c ild. Po*3e7i +

Sin(e &,e 2e!innin! o' &,e ne7 (o"n&ry1 &,e 'o"ndin! 'a&,er% 7an&ed &o ma3e %(,ool a %&a&e

re%*on%i2ili&y1 'ree o' reli!io"% '"ndamen&ali%&% and a$aila2le 'or e$eryone inde*enden& o' &,eir

%o(ial %&a&"% T,a&&ai 0 + P"2li( ed"(a&ion 'inan(ed 2y &,e !o$ernmen& 2e!an in &,e mid 0;&,


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(en&"ry+ From &,a& &ime 'or7ard %&"den& a&&endan(e !re7 in %(,ool% and %&a&e% 2e!an ma3in!

ed"(a&ion (om*"l%ory 'or !rade %(,ool+

S(,ool% are "%"ally 'inan(ed 2y &,e %&a&e !o$ernmen&+ Mo%& o' &,e &a>e% are dire(&ed &o7ard% &,e

main&enan(e o' %(,ool% and &,e 'ederal !o$ernmen& *ro$ide% &,e remainin! '"nd%+ T,e 'ir%&

in&er$en&ion o' &,e 'ederal !o$ernmen& on ed"(a&ion 7a% in 0;0 1 7i&, &,e im*lemen&a&ion o'

$o(a&ional *ro!ram% and re4"iremen&% o' %&andard% 'or "ni$er%i&ie% and %(,ool%+ One im*or&an&

'ederal ed"(a&ion la7 7a% T,e Na&ional De'en%e Ed"(a&ion A(& in 0;/ + T,e Fir%& World War1

&,e Se(ond World War and &,e (old 7ar ,ad an im*a(& on ed"(a&ion in Uni&ed S&a&e%1 e%*e(ially

in &,e area o' a(ademi( a(,ie$emen&+ T,e !o$ernmen& 'eared &,a& *"2li( %(,ool% did no& *re*are

%&"den&% a(ademi(ally a% in o&,er ind"%&riali#ed (o"n&rie% T,a&&ai 0 + To (o"n&er &,i% de'i(i&

&,e 'ederal !o$ernmen& le!i%la&ed &,e Elemen&ary and Se(ondary Ed"(a&ion A(& in 0;6/+

By &,e &ime o' &,e (i$il ri!,&% mo$emen& &,e 'ederal !o$ernmen& &oo3 a(&ion a!ain%& ra(e and

!ender %e!re!a&ion+ B"& &,e *ro2lem 7a% 2i!!er &,an le!i%la&ion+8Most federally mandated

desegregation efforts ave been aimed at increasing educational ac ievement among ;frican

;merican students# Ho1ever, many educators cite continued ine&uality in educational

opportunities for Hispanic ;merican students. T,a&&ai 0 + One o' &,e mo%& re(en& la7% on

ed"(a&ion i% &,e No C,ild Le'& Be,ind NCLB A(& made &o (lo%e &,e a(ademi( a(,ie$emen& !a*

amon! W,i&e1 Bla(3 and La&ino %&"den&%+ T,i% la7 ,a% $ery %*e(i'i( %"25e(&% i& 7an&% &o

(om*le&e1 2"& i& e>&end% &o more &,an 5"%& ed"(a&ional ma&&er%+ T,i% la7 ,a% re'erred &o %en%i&i$

ma&&er% %"(, a% mili&ari%m and %(ien&i'i(ally 2a%ed re%ear(,+


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One o' &,e *rin(i*al *"r*o%e% o' &,e No C,ild Le'& Be,ind A(& i% &o mea%"re &,e a(ademi(

a(,ie$emen& o' &,e %&"den&% &,ro"!, %&andardi#ed &e%&in!1 &e%&% &,a& are im*lemen&ed 2y &,e

S&a&e% 'ollo7in! 2a%i( 'ederal %&andard%+ T,e 2a%i( %&r"(&"re o' &,i% la7 i% &,e 'ollo7in!:

Clo%in! &,e a(ademi( !a* 2e&7een 7,i&e %&"den&% and %&"den&% o' (olor+ Trainin! ,i!,ly 4"ali'ied *rin(i*al% and &ea(,er%+ Im*ro$in! a(,ie$emen& in readin!1 ma&, and %(ien(e+ Re4"irin! En!li%, *ro'i(ien(y 'or limi&ed En!li%, *ro'i(ien& and immi!ran&% %&"den&%+ Pro$idin! ann"al a(,ie$emen& &e%&in! 'or a((o"n&a2ili&y+ Re%&r"(&"rin! "ndera(,ie$in! %(,ool%+ Re4"irin! K%(ien&i'i(ally 2a%ed re%ear(, 'or *ro!ram e$al"a&ion+ Re4"irin! %(,ool% &o *ro$ide %&"den& in'orma&ion &o &,e mili&ary 'or re(r"i&men& *"r*o%e%+

To rea(, &,e%e !oal% &,e !o$ernmen& ,a% *la(ed deadline% 7,ere &,e re4"iremen&% are d"e1 'or

e>am*le1 'or 0 e$ery %&"den& i% %"**o%ed &o rea(, 0 *ro'i(ien(y in &,e 2a%i(% %"25e(&%:

En!li%,1 ma&,ema&i(% and %(ien(e+ For / e$ery %(,ool %,o"ld ,a$e mo%&ly ,i!,ly 4"ali'ied

&ea(,er%+ I& ,a% ,ad %e$eral (ri&i(% 'or i&% *eda!o!i(al me&,od% and &,e e''e(&i$ene%% o' &,e

%&andardi#ed &e%&in! i% (alled in&o 4"e%&ion+

T,i% la7 a**lie% &o &,e S&a&e% and &erri&orie% o' &,e Uni&ed S&a&e% in(l"din! P"er&o Ri(o 7,ere i&

,a% re(ei$ed ,ar%, (ri&i(i%m 2e(a"%e &,e la7 ,a% no& 2een ada*&ed &o lo(al (ondi&ion%+ T,e mo%&

(ri&i(i#ed %e(&ion o' &,e la7 ,a% 2een Ti&le I- Se(&ion ;/ + I& i% &,e one &,a& !ran&% &,e mili&ary

a((e%% &o &,e *er%onal re(ord% o' &,e %&"den&% 'or re(r"i&men& *"r*o%e%+ T,i% %e(&ion (on'li(&%

e%*e(ially 7i&, P"er&o Ri(an $al"e%+ E>*lorin! &,i% i%%"e one (an 'ind &,a&1 in &,e ,i%&ory 2oo3%

a% in &,e ne7% *a*er di%(o"r%e% &,a& ma3in! P"er&o Ri(an% !o &o &,e 7ar (a"%e% (on'li(&% 7i&,in

&,e na&ionali%&i( %en&imen& o' &,e I%land e$en %in(e S*ani%, r"le+


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1.

S"mmari#in!1 &,i% la7 ,a% no& ,ad &,e %"**or& &,e 'ederal !o$ernmen& e>*e(&ed+ Some &,in3

&,ere are many *"r*o%e% 'or &,i% la7 and no& all are on ed"(a&ional ma&&er%+ S(,olar% (ri&i(i#e &,e

la7*e(& (,an!e% in &,e le!i%la&ion1 &o ma3e i& more (om*a&i2le 7i&, &,e *re%en& %o(ie&y+

U.S. colonial influence on Puerto Rico

T,ro"!, P"er&o Ri(o


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T,i% la%& &o*i( i% &,e mo%& (ri&i(i#ed in &,e Uni&ed S&a&e% and P"er&o Ri(o+ E$en &,o"!, ea(, %&a&e

!e&% &o (on%&r"(& &,eir o7n &e%&1 P"er&o Ri(o ,a% &,e o2li!a&ion &o im*lemen& &,e 'ederal

%&andard%1 7,i(, ,a$e no& 2een &,o"!, 'or P"er&o Ri(an %&"den&%+ In (on(l"%ion1 &,i% ed"(a&ional

re!"la&ion% (on'li(&% 7i&, &,e ed"(a&ion me&,od% on &,e I%land+ T,i% 7ay I %,o7 in only one la7

&,a& &,e Uni&ed S&a&e% %,o"ld (on%ider &,e di''eren(e% amon! *eo*le 7i&,in &,e U+S+ &erri&ory1 no&

only P"er&o Ri(o 2"& al%o &,e S&a&e%+ I 2elie$e &,i% i% a $ery im*or&an& re%ear(, 2e(a"%e one

%,o"ld 2e a2le &o (ri&i(i#e o"r o7n ("l&"re &o modi'y i& i' ne(e%%ary1 'or %o(ie&y &o li$e in

,armony+

Discussion and Support

No C,ild Le'& Be,ind A(& 7a% im*o%ed in P"er&o Ri(o in 1 a& &,e %ame &ime a% in

o&,er %&a&e% o' &,e na&ion+ Sin(e &,e na&i$e lan!"a!e on &,e I%land i% di''eren& 'rom En!li%,1 &,e

&e%&% are !i$en in S*ani%, and En!li%, a% a %e(ond lan!"a!e+ A% i& i% 7ri&&en in &,e *rin(i*al

ne7%*a*er o' &,e I%land1 Roldan1 1 A"!"%& :83 for t e year 0?/I every student of t e

system JeducationK most demonstrate a proficient or advance command in t e evaluated

subjects: Spanis , mat ematics, science and 4nglis as a second language. + W,a& remain% &,e

%ame a% 7e %a7 in El N"e$o D a are &,e %&andard% (,ildren %,o"ld rea(, in 0 1 al&,o"!, &,e

P"er&o Ri(an %&"den&% ,a$e &o &a3e &e%&% in more &,an one lan!"a!e and &,e %(ien(e and

ma&,ema&i(%1 &,ey m"%& '"l'ill &,e re4"iremen&% o' 0 *ro'i(ien(y 'or 0 a% in &,e %&a&e%

7,ere (,ildren do no& ,a$e &o &a3e &e%&% in 'orei!n lan!"a!e%+ In %*i&e1 &,ere i% o**o%i&ion 'rom

&,e &ea(,er%1 a% i% (on'irmed 2y &,e *re%iden& o' &,e 'edera&ion o' &ea(,er% Ra'ael Feli(iano in

Morale%1 61 "ly 0 :8( ese tests are a fraud, a tric> because t ey don t measure anyt ing

and t ey ave no value# ( ey are simply made to discredit our JeducationalK system and in t at


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1

1ay ac&uire more funds. + E$en &,e !o$ernmen& re'le(&ed in &,e %e(re&ary o' ed"(a&ion1 Ra'ael

Ara!"nde do"2&% &,e e''e(&i$ene%% o' &,e &e%&%+

Roldan1 A*ril 061 :

89 believe 1e s ould >eep tal>ing about t is and generate some e*pressions visL%Lvis

nited States# E en it is time to really e*press myself 9 1ill say t ere are ot er 1ays to

evaluate3 Aeside t e tests 9 1ould add ot er criteria +

E$ery year a& &,e &ime o' &e%&in! &,e !o$ernmen& (on'ron&% &,e %ame di%(o"r%e% 2"& &,ey al7ay%

3ee* '"l'illin! all 'ederal re!"la&ion% and %&andard%+ T,e !o$ernmen& 3ee*% 'i!,&in! &,e %ame

*ro2lem% e$ery year a% in &,e %&a&e%+ For e>am*le *ri$a&i#a&ion o' lo7 a(ademi( *ro!re%% %(,ool%

5"%& a% Ra'ael Ara!"nde rea''irm% &o Hernande#1 1 A*ril @ K 9f 1e need to close some

sc ools 1e 1ill consider it seriously.# T,e *aren&% ,a$e al%o (om*lained *"2li(ly a2o"& &,e

%&andardi#ed &e%&in! 2"& *arado>i(ally &,e a&&endan(e a& &,e &e%& i% $ery ,i!,+8 3t e student

participation 1as of F N, for t at reason e J)afael ;ragundeK catalogued t e boycott of t e

(eac ers Oederation as a failure Hernande#1 1 May @0 + Year a'&er year &,e 'ederal

!o$ernmen& demand% &,e !o$ernmen& o' &,e I%land &o '"l'ill &,e re4"iremen& o' &,e No C,ild Le'&

Be,ind A(&1 and o&,er demand% &,a& 2e&&er de%(ri2e &,e (olonial model o' ed"(a&ion &,a& &,e

I%land i% %"%&ainin!+ A% an e>am*le o' &,i% El N"e$o D a (i&e% &,e %e(re&ary o' ed"(a&ion Ra'ael

Ara!"nde a% 'ollo71 Se*&em2er 001 : K Oor ;ragunde in t e bottom, t e problem still is t e

insistence of t e federal department of education on using one teac ing met od to learn o1 to

read in 4nglis t at emp asizes t e use of p onetics Ano&,er *roo' o' &,i% (olonial model o'

ed"(a&ion i% &,e denial &o a**ro$e '"nd% 'or ne7 *ro5e(&% 'or learnin! ,o7 &o read1 a% &,e *ro5e(&

Readin! 'ir%&1 &,a& ,a$en


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16

S*ani%, no& 4nglis 8Oor t ree consecutive years t e department of education of nited States

as rejected a proposal of t e government of 2uerto )ico to implement t e program )eading

Oirst, and as prevented t at t e department of education from receiving /?? million in funds.

Del!ado1 1 Se*&em2er 00 In&ere%&in!ly in all &,e year% %in(e &,e &e%&in! 2e!an in 1 &,e

%"25e(& &,a& %&"den&% ,a$e 2een 'ailin! &,e mo%& i% S*ani%,+ KE$en 7i&, &,i% im*ro$emen& S*ani%,

i% &,e %"25e(& in 7,i(, mo%& o' &,e %&"den&% are 'ailin! 7i&, / no& (ommand &,e %3ill and

(on(e*&%1 'ollo7ed 2y 0 in ma&,ema&i(% and in En!li%, C"rio"%ly &,e &e%&% ,a$e %,o7n

&,a& &,e %"25e(& in 7,i(, P"er&o Ri(an %&"den&% ,a$e &,e lea%& *ro2lem i% in &,e En!li%,+

One o&,er re*e&i&i$e r,e&ori( in &,e ne7%*a*er i% &,e one a!ain%& &,e mili&ary demand% o' &,e la7+

In &,i% r,e&ori( &,e *aren&% and &ea(,er% ,a$e (ommon ne!a&i$e o*inion1 2"& al%o %ome o&,er

!ro"*% are a!ain%& &,i%1 a% &,e an&i mili&ari%m !ro"*% and &,e *oli&i(al !ro"*% ad$o(a&in! &,e

inde*enden(e o' &,e I%land 'rom &,e U+S+ S"mmari#in! mo%& o' &,e di%(o"r%e% in P"er&o Ri(o are

a!ain%& &,i% la71 many 'eel i& i% no& mean& 'or &,e *eo*le o' P"er&o Ri(o and i& %,o"ld 2e (,an!e+

onclusion

In &,i% *ro5e(& I &ried &o !i$e a 2e&&er $ie7 o' &,e *ro2lem% &,i% la7 i% 'a(in! in P"er&o

Ri(o+ I (an (on(l"de &,a& (oloniali%m ,a% 2een $ery in'l"en&ial in &,e ma3in! o' *"2li( *oli(ie%

%*e(ially &,o%e in ed"(a&ion+ Sin(e &,e S*ani%, r"le &,ro"!, &,i% ne7 (en&"ry P"er&o Ri(o ,a%


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24

2een "nderre*re%en&ed in *oli(y ma3in! and &,i% ,a% a $ery %i!ni'i(an& im*a(& on &,e r,e&ori( o'

&,e a"&,ori&ie% in P"er&o Ri(o+

T,e ne7 (en&"ry 2ro"!,& e(onomi( !ro7&, and (,an!e% in &,e ed"(a&ional *a&&er%+ T,i% *ro5e(&

*re%en&% $ery %*e(i'i( 7ay% &,i% la7 in %"%&ainin! a (olonial model o' ed"(a&ion+ No C,ild Le'&

Be,ind *re%en&in! &,i% ne7 (oloniali%m in &,e ne7 (en&"ry+ T,ro"!, &,e ne7%*a*er ar&i(le% I

*re%en&ed &,e 'eelin! o' &,e *eo*le o' P"er&o Ri(o+ Tea(,er% a% 7ell a% &,e !o$ernmen& and o&,er

!ro"*% in P"er&o Ri(an %o(ie&y are *rod"(in! a (on%&an& r,e&ori( a!ain%& &,i% a(&+ In %i> year% &,e

ne7%*a*er %,o7% ,o7 *eo*le are dealin! 7i&, &,i% la71 and 7e (an %ee &,e (,an!e in a((e*&an&

o' &,i% la7+

I (,o%e &o re$ie7 %e(ondary da&a1 2"& 'or '"&"re re%ear(, I 7o"ld li3e &o ma3e a 4"ali&a&i$e

re%ear(, o' &,i% ma&&er+ I &,in3 &,i% la7 %,o"ld 2e re$i%ed in 'or &,e 2ene'i& o' &,e (,ildren and &,e

%o(ie&y+ Similar re%ear(, (o"ld addre%% o&,er la7% im*o%ed on P"er&o Ri(o1 &o 2rea3 *a&&er% o'

(oloniali%m &,a& a''e(& &,e I%land in %o many 7ay%+

ReferencesWal%,1 C+E+ 0;;0 + 2edagogy and t e struggle for voice: 9ssues of language, po1er, and sc ooling for

2uerto )icans + Ne7 Yor3: Ber!in G .ar$ey+

Sol %1 + 0;; + 2ublic sc ool reform in 2uerto )ico: sustaining colonial models of development +Conne(&i("&: .reen7ood Pre%%+

. me#8Te5era1 C+ G Cr"#8L *e#1 D+ 0; + a escuela puertorri&ue$a# Conne(&i("&: Tro"&man Pre%%+


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21

O%"na1 + + 0; ; + A ,i%&ory o' Ed"(a&ion in P"er&o Ri(o+ P"er&o Ri(o: Edi&orial de la Uni$er%idad deP"er&o Ri(o+

Ma& "1 T+ + earning by t e numbers: critical discourse analysis of representations of no c ild leftbe ind public la1 /? L//? in 2uerto )ico# Ma%&er


22/22


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D a#8Al'aro1 A+M+ 0;0; +Santa Clo va a a Cuc illa +Terra#o+ Rio Piedra%: P"er&o Ri(o

Torre%8.on#Jle#1 R+ + 9dioma, Ailing ismo Y Pacionalidad: a 2resencia Gel 9ngl+s en 2uerto )ico + Rio Piedra%: P"er&o Ri(o+

PUBLIC LAW 0 00 1 AN+ 1 1 No C,ild Le'& Be,ind A(& o' 0+Ed"(a&ion+ In&er!o$ernmen&alrela&ion%+

Roldan8 So&o1 C+ + A&a(ara el DE el *o2re de%em*eVo en *r"e2a%+ El N"e$o D a+

Roldan8 So&o1 C+ + Se o*onen a *r"e2a% *"er&orri4"eVa%+ El N"e$o D a+ Morale%8 Blane%1 S+ 6 + Lidere% (ondenan re%"l&ado% de *r"e2a% e%&andari#ada%+ El N"e$o D a+

HernJnde#8 Ca2iya1 Y+ + Tr"ena Feli(iano (on&ra *r"e2a% a(ad mi(a%+ El N"e$o D a+

HernJnde#8 Ca2iya1 Y+ + Me5ora la re%*"e%&a e%&"dian&il+ El N"e$o D a+

Del!ado1 + A+ + Tra% a("erdo (on Ed"(a(i n Federal+ El N"e$o D a+

Bra%1 M+ +( e c ange of t e guard: 2uerto )ico in /5F5# Hispanic division : Ly2rary o' Con!re%%+,&&*:QQ777+lo(+!o$QrrQ,i%*ani(Q0 ; Q2ra%+,&ml

Tirado8Ri$era1 A+O+ 0;;; + a carta autonmica de /5F : ; cien a$os# ,&&*:QQ777+*r&(+ne&Q (&iradodQale>i%*"2liQ(ar&aa"&onomi(a+,&ml

Po*3e7i T+ S+ + a istoria del curr'culum: a educacin en los estados unidos a principios del siglo TT, como tesis cultural acerca de lo &ue el ni$o es y debe ser Pro'e%orado+ Re$i%&a de

("rr ("l"m y 'orma(i n del *ro'e%orado+ 00 @+ ,&&*:QQ777+"!r+e%Q re('*roQre$00@ART0+*d'

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HISTORY OF EDUCATION IN PUERTO RICO: THE NO CHILD LEFT BEHIND LAW AND THE MAINTENANCE OF COLONIAL...

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