Blurred Borders - International Community Foundation

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the average performance level of 50 EJE-trained children on the STAR test to Latino/Hispanic children in the CVUSD. When comparing the group of EJE children with the rest of the Latino/Hispanic population, there is a significant increase by as much as 20 points in reading, language, math and spelling for EJE students. 156 JOINT MASTERS’ PROGRAM ON TRANSBORDER GOVERNANCE AND PUBLIC ADMINISTRATION: Preparing binational leaders in public administration/governance With the support of the United States Agency for International Development (USAID) and its Training, Internships, Exchanges, and Scholarships (TIES) initiative, San Diego State University and the Autonomous University of Baja California have developed a joint graduate certificate and master’s degree in Transborder Governance and Public Administration. This innovative program will serve to train the next generation of local, state, and federal public administration leaders on both sides of the U.S.-Mexican border. Ultimately the goal of the program is to enhance the delivery of services to border community residents and improve transborder cooperation at the community level. The first cohort of U. S. and Mexican students began the program in the fall of 2003. LAS CALIFORNIAS YOUTH LEADERSHIP PROGRAM: Forming Future Binational Leaders In May 2003, the International Community Foundation, in collaboration with the International Studies Education Project of San Diego (ISTEP), LEAD San Diego, and La Fundación Internacional de la Comunidad, initiated the “Las Californias Youth Leadership Program” (LCYLP), a binational youth leadership program, which aims to strengthen the social capital in the border region by empowering high school seniors from San Diego and Tijuana to improve their mutual understanding of the border region. The program was created to encourage young people to become leaders that would help form solutions for these complex border problems. LCYLP seeks to engage the San Diego-Tijuana community, especially its civic leaders and emerging youth leaders. The program provides participants with opportunities for community service, mentoring, job shadowing and a comprehensive educational enrichment program focused on the dynamics of the U.S.-Mexico border region. The selected high school students meet once a month at various universities in the border region to discuss relevant border issues such as immigration, environment, public policy, U.S./Mexico relations. One participant commented that, “LCYLP teaches me about things that neither my school nor my parents could teach me.” Another student noted that, “I always thought I would go away to help people, but now I realize that there is much to do here and I want to stay in Tijuana to help my community.” The border region’s future prosperity hinges on the ability to nurture a new generation of future leaders who embody individual responsibility, a greater appreciation for cultural diversity, 156 Excellence & Justice in Education Report Suárez (2003) p.14 60
and possess a strong commitment to leadership at home and beyond our borders. Investing in young people and training them for leadership in their schools and communities is critical to our society especially along the border. THE BINATIONAL MIGRANT EDUCATION PROGRAM: Teacher Exchange and Collaboration The Binational Migrant Education Program 157 is an international program between Mexico and the United States. It provides direct services to migrant students who travel between the two countries. As part of the program, teachers from Mexico spend six to eight weeks in a school district in California sharing culture and teaching strategies to support migrant students. The California Department of Education and the Mexican Consulate collaborate on this project. Interruptions in the schooling of migrant children, caused by frequent crop-driven movement, pose a serious challenge to migrant children's academic achievement. Many are below grade level in reading, math and language skills; prime candidates to drop out of school. Others have dropped out already. Combined with the limited economic resources of most migrant families, these factors can easily become insurmountable without the services of the migrant education staff. This program believes that through exchange programs, teachers will be better prepared to address the issues of migrant education. Teachers who participate have opportunities to learn first-hand about other countries' standards and benchmarks; testing requirements; curriculum, instruction, and assessment practices; general and special program offerings; class size and structure; successful teaching strategies; effective discipline methods; and expectations for parental involvement. Migrant Education programs administered by the San Diego County Office of Education serve more than 8,200 students, ages 3-22, in 34 school districts. 158 157 Interview with Edda Carvallo Program Director. 158 Information obtained from California Department of Education website (http://www.cde.ca.gov/iasa/migrant2.html), last accessed 1/16/04. 61
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Blurred Borders: Trans-Boundary Imp
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Tijuana-San Diego Non-Profit Organi
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Dedication Blurred Borders is dedic
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About the Editors Richard Kiy: Kiy
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Executive Summary Over the years, t
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prosperity and long-term competitiv
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CHAPTER I WHY THE BORDER MATTERS
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While Tijuana’s economic impact t
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Table 2: San Diego County’s Hispa
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Table 4: Impressions of Tijuana by
Page 21 and 22: immigration, including ineffectual
Page 23 and 24: in 2005; and 390,000 to 439,000 in
Page 25 and 26: implementing such a system at the b
Page 27 and 28: Among the principal aims of this re
Page 29 and 30: CHAPTER II DEFINING THE BORDER AND
Page 31 and 32: Jobs alone will not keep San Diego
Page 33 and 34: For those cross-border residents th
Page 35 and 36: Table 7: San Diego Matriculas (1995
Page 37 and 38: Table 9: Selected Demographic Chara
Page 39 and 40: CHAPTER III THE CASE FOR INCREASED
Page 41 and 42: few binational fiber optic networks
Page 44 and 45: Income disparity, both between and
Page 46 and 47: Thankfully, there is a growing cons
Page 48 and 49: Identifying San Diego-Tijuana's Sha
Page 51 and 52: CHAPTER IV PLANNING FOR THE FUTURE:
Page 53 and 54: (December 2003). 94 A used home’s
Page 55 and 56: However, for many, securing a place
Page 57 and 58: areas away from San Diego’s cente
Page 59 and 60: Securing Water Supply: An Imperativ
Page 61 and 62: esidents change their energy use pa
Page 63 and 64: Regional Workbench Consortium The R
Page 65 and 66: CHAPTER V EDUCATION - ISSUES AND OP
Page 67 and 68: Ysidro Elementary School District,
Page 69 and 70: Almost 95% of secondary schools in
Page 71: example is the Binational Migrant E
Page 75 and 76: Additionally, gaps between ethnic g
Page 77 and 78: in the business world on both sides
Page 79 and 80: CHAPTER VI ENVIRONMENT—BETTER COL
Page 81 and 82: Mexico and U.S. sources into a prot
Page 83 and 84: wildlife habitat. Furthermore, othe
Page 85 and 86: projects related to air quality and
Page 87 and 88: Fisheries management is a global ch
Page 89 and 90: The project’s potential environme
Page 91 and 92: corporations, academic institutions
Page 93 and 94: Environmental Education Environment
Page 95 and 96: There are, however, unresolved envi
Page 97 and 98: What is still lacking are strong re
Page 99 and 100: public and private partnerships) wo
Page 101 and 102: Medical care in Mexico is attractiv
Page 103 and 104: per 100,000. 247 By ethnicity, Afri
Page 105 and 106: Gastro-Intestinal Diseases Intestin
Page 107 and 108: Undocumented migrant workers are es
Page 109 and 110: Hispanics represent 30% of the Cali
Page 111 and 112: County for their migrant farm worke
Page 113 and 114: Pharmaceuticals It is estimated tha
Page 115 and 116: declined over the last two decades
Page 117 and 118: collection and re-distribution) and
Page 119 and 120: Other efforts to promote community
Page 121 and 122: options have put increased pressure
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arrests in the Hispanic population
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strengthening the coalition. Among
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• Prisoner re-entry program in Ti
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The level of cultural exchange betw
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About the Mexico/United States Bord
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the innovative work undertaken by t
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given the post-9/11 heightened conc
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26.2 million visitors spending in e
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Cross-Border Institutional Ties Nee
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the border region necessitate takin
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• Expand the level of elder and y
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Comisión Estatal de Servicios Púb
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Morales, Rebecca. 2001. “Educatin
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Appendix A: Crossborder Business As
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population as being native to the c
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in Mexico reported having visiting
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� First, that a majority of both
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Table 1H San Diego Survey Results -
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1. Tijuana Results 3 Neutral 3 0.7%
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contrast is the difference in ranki
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conduct surveys at the sites. Based
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(especially for the Central San Die
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Table 2D: Crosstab - Purpose & Freq
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Appendix B LISTING OF MIGRANT-SERVI
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Escondido Community Child Developme
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TIJUANA-SAN DIEGO NON-PROFIT ORGANI
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Patronato Escuela para Padres de Ba
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EDUCATION (continued) AGENCY ADDRES
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ENVIRONMENT (continued) AGENCY ADDR
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HEALTH AND HUMAN SERVICES (continue
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PLANNING FOR THE FUTURE: URBAN & RE
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B-29 border to enhance trade and co
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Appendix C: San Diego andTijuana At
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Definitions Canasta Basica: Defined
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