Wichita, Kansas schools floundering; 81 languages spoken in the school district

Red states turn blue as towns are colonized across the heartland!

If your community is considering “welcoming” refugees, please pay attention!  Spartanburg are you listening!

Once you open a resettlement office in your town, the flow will NOT end!

I tell every group I speak to that the schools will be the first place to suffer if you open your city or town to refugees!  See my Ten Things Your Town Needs to Know, here.  And, remember it isn’t just the cost to taxpayers that will be felt, it is that education for American kids will suffer as teachers struggle to bring non-English speaking students up to speed!

Local and state taxpayers will pay for interpreters required by a Clinton-era Executive Order!

Yesterday Houston, today Wichita. Bye Bye! Red state America. https://refugeeresettlementwatch.wordpress.com/2015/04/26/houston-tx-dazzling-diversity-turns-red-states-blue/

From AP via Fox News Latino:

WICHITA, Kan. (AP) – The Wichita school district, which already has one of the most ethnically diverse student bodies in the state, is trying to respond to the challenges presented by an influx of non-native English speaking children from Latin America, the Middle East and Africa.

The district has more than 350 students from other countries and 160 from other U.S. states who speak minimal English. Currently, 81 languages are spoken in the district, The Wichita Eagle reported. It has 11 classrooms spread throughout the district devoted to teaching recent immigrants and refugees.


Because federal law requires schools to provide information to parents in their preferred language, an Arabic speaker is on call to help teachers and others communicate with families. And the district contracts with Propio Language Services, an interpreting service that enables teachers and parents who speak any language to converse by phone through an interpreter.


The number of students speaking Vietnamese, Lao and Cambodian has decreased while students speaking languages from Africa and the Middle East have increased dramatically in recent years, Hale said. Many in the latter group are refugees from camps in central Africa, Iraq, Lebanon and Jordan.

The 10 main language groups, in order, are: English, Spanish, Vietnamese, Arabic, Lao, Cambodian, the Chinese family of languages, Bengali, Urdu and Swahili.

By the way, Arabic is the number one language spoken by refugees entering the US right now.

Local tax payers will foot the bill!

Ten years ago, fewer than 4,300 Wichita students required ESOL — English for Speakers of Other Languages — service. This year, 9,316 students qualified for services, or about 18 percent of the district population.

Wichita school board members recently said they worry a new block-grant funding plan for schools will prevent the district from getting more funding to provide services for the refugees and other immigrants.

“That’s a huge concern, because we will not be receiving additional money for those students,” said board president Sheril Logan.

Who is responsible for wrecking the school system in Wichita?

Start with the refugee contractors!  Call them and ask for their “abstracts” to see what amenities they are bragging about and how many refugees they are bringing in.

KS-DFMS-04: Episcopal Wichita-Area Refugee Ministry
Address: 401 N. Emporia
Wichita, KS 67202
Phone: 316-977-9276

IRC (International Rescue Committee)
KS-IRC-01: International Rescue Committee
Address: 401 N. Emporia Street
Wichita, KS 67202
Phone: 316-351-5495

9 thoughts on “Wichita, Kansas schools floundering; 81 languages spoken in the school district

  1. All,

    Once the

    /*Red states turn blue as towns are colonized across the heartland,*/

    America won’t any longer be America. How will our children feel about that do you think? How do you think our grandchildren will feel about that? When do we band together and tell Congress and this president that enough is enough and we’re not going to take it anymore?


  2. Unless laws have changed, schools must fund special education before any other programs are funded. In other words – SE comes off the top of the school system’s budget. As these non-English speaking children would be given special education status their schooling is top priority, Clearly the other students will suffer with considerably less $$$ available for the above average, average, and even some below average students. Property taxes will increase in order to fund the increased budgetary needs. In regards to Robert’s excellent suggestion – I’m not 100% sure, but I believe mainstreaming special education students is now the nationwide norm if not the law. (ie: it’s discrimination to not mainstream)


  3. I gave the same arguments re: gifted children. Strange how the logic of the reply is now the same as that which people like me used to defend gifted students (their progress should not be retarded by the stupidest/slowest child in the class, etc) which was vitriolically rejected, but now the same argument in essence is trotted out to defend against immigration. Oh well, better late than never.


  4. I’m glad for that snippet of information about Clinton’s executive order.
    If the next president overturned it, then people would be forced to move to the liberal states that decided to pay for translators.


    1. A source with knowledge of what happened when George Bush followed Clinton to the White House told me that Bush’s ‘brain’ Karl Rove was asked early on if Bush would rescind the order and Rove said it wouldn’t happen.


  5. The burdens placed upon school districts and their financiers–the taxpayers–should never have gotten this intense. The solution: Direct every nonnative speaking entrant to enter a classroom where English is taught (ESL) for at least one year. These students must be handled outside the regular classrooms, which are for normal English-speakers only.

    A nonnative speaker can study English intensively, focusing on written and spoken English, with the motivation that he can begin studies at an American grade school as soon as he is capable. The school administrators must ask themselves: Would we place a child in fourth grade math if he has not yet studied first grade math? Would we assume a child can read at the sixth-grade level if he has not mastered the skills of reading, pronouncing and understanding at the third-grade level?

    Clearly, the answer is NO. What teacher can in justice spend extra time in a reading class among third graders to explain something very basic to a foreign student who has just entered the country? Is it fair to the class to hear the teacher divert all his skills to attempt to explain something very basic for ten minutes to a student who has just arrived and knows virtually nothing of our language?

    Clearly, nonnative speakers must enter a special classroom for a minimum of one year to focus only on our language. This costs school districts more money, but any other solution costs the children in normal classrooms and their advancement an unfair and unacceptable opportunity to progress as is expected of our schoolchildren. The challenges of learning progressively, and the incremental burdens placed on teachers are already maximized. We want children to learn in a normal sequence. We want them to progress according to defined criteria, from month to month, from year to year. To consider weighing down classroom progress by including nonnative children with their nonnormal skills in normal classrooms hinders both sides of the equation and is, therefore, the height of unfairness, illogic and imprudence.


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