Mandarin Immersion Schools

Dual-Language Classes for Kids Grow in Popularity

In increasingly global economy, more parents seek leg up for their children through early immersion programs

Kindergartener Leah Grunwell counts items in Spanish on a calendar at Parkview Elementary school in Valparaiso, Ind., which has been awarded a grant for dual-language immersion classes. Photo: Tony V. Martin/The Times of Northwest Indiana/Associated Press

Kindergartener Leah Grunwell counts items in Spanish on a calendar at Parkview Elementary school in Valparaiso, Ind., which has been awarded a grant for dual-language immersion classes. Photo: Tony V. Martin/The Times of Northwest Indiana/Associated Press

Penelope Spain is desperate to make her 3-year-old son fluent in a second language.

Last year, the Washington, D.C., attorney competed with hundreds of other parents for a spot at several prekindergarten programs that teach lessons partly or mostly in Spanish. She struck out. “I sat on the couch and just cried endlessly,” she recalled. Now she has widened her search to French and Mandarin schools.

Public schools that immerse students in a second language have become hot destinations for parents seeking a leg up for their children in a global economy. New York, Utah, Delaware and other states are adding classrooms where at least half of lessons are taught in a second tongue.

Many of these programs started as a way to ease students from immigrant households into U.S. classrooms. Instead, they are attracting droves of native English-speaking families who bet that top jobs will increasingly demand bilingual skills thanks to foreign trade and a growing Latino population in the U.S. Programs that immerse students in Spanish, Mandarin and Arabic are seeing heavy interest starting in preschool.

“If you have another language, it opens up so many more opportunities for your career,” said Ms. Spain, who is non-Hispanic white.

Delaware’s governor is pouring $1.9 million a year into more than tripling the number of students in dual-language school programs for Spanish and Mandarin, with the goal of having 10,000 students in these classrooms by 2022. Utah’s 138 language immersion programs have seen such high demand that the state surpassed its target of enrolling 30,000 students a year ahead of schedule in 2014.

“In most parts of the county, it’s something parents are demanding,” says Marty Abbott, executive director of the American Council on the Teaching of Foreign Languages. She calls people like Ms. Spain “language moms.”

Some programs have sparked a backlash. When Houston’s public school district opened an Arabic dual-language school in August, about 30 protesters camped outside, waving American flags and anti-Muslim signs. “There’s some level of fear about it,” said Kate Adams, principal of the Arabic Immersion Magnet School in Houston.

The school district started the program in part because Houston’s energy industry attracts a sizable number of Middle Eastern workers. Yet in its inaugural class this fall, only about 10% of students came from households that spoke Arabic, Ms. Adams said. Many of the rest—a mix of white, black and Latino pupils—have parents who see broad educational benefits in learning a second language early in life. About three students applied for each open spot at the school, where half of all lessons are taught in Arabic.

Parents are being attracted by research suggesting that students gain mental flexibility when they learn a language early in life instead of waiting until high school. In a multiyear study starting in 2007, George Mason University emeritus professors Wayne Thomas and Virginia Collier looked at native and nonnative English-speaking students mixed together in classrooms where teachers taught in both English and a second language. They found that all students scored higher in reading and math than students in non dual-language classrooms, regardless of their ethnicity or socioeconomic status.

“The way the kids think and analyze is more robust than a monolingual school,” said Melody Meade, primary school principal at the Washington International School, a private D.C. immersion school.

In the District of Columbia, dual-language programs have helped turn some once-struggling public schools into attractive destinations. Tyler Elementary School, located just over a mile east of the U.S. Capitol Building, was placed on the district’s list of its 40 worst-performing schools four years ago.

But its Spanish dual-language program, coupled with a desirable location and overall improvements in district public schools, has created such heavy demand that more than 300 students are on a wait list for spots there this school year.

 Spanish instructor Kristin Nguyen teaches a class at Parkview Elementary School. Dual-language classes are attracting native English-speaking families who bet that top jobs will increasingly demand bilingual skills thanks to foreign trade and a growing Latino population in the U.S. Photo: Tony V. Martin/The Times of Northwest Indiana/Associated Press

Spanish instructor Kristin Nguyen teaches a class at Parkview Elementary School. Dual-language classes are attracting native English-speaking families who bet that top jobs will increasingly demand bilingual skills thanks to foreign trade and a growing Latino population in the U.S. Photo: Tony V. Martin/The Times of Northwest Indiana/Associated Press

On a recent afternoon at Tyler, not a word of English was spoken as kindergarten teacher Laura Chapa walked students through a math lesson, counting from one to 11 as she pulled colored chips out of a bag. A sign labeled the class library as a “biblioteca,” including sections for books about “familia” and “animales.”

Tyler’s mostly black student body has diversified to include more white, Latino and Asian students drawn to the dual-language program. “It’s been a win-win for the school,” says Principal Mitchell Brunson. The district’s public school system plans to add three new dual-language programs this coming school year, and D.C. parents have formed an advocacy group to push for more.

“They’re not schools that middle-class people would be attracted to if you just looked at test scores and demographics and condition of the building,” said E.V. Downey, a Washington educational consultant. “They would generally speaking be a no-go, and yet they’re of great interest because of the immersion programs.”

Repost WSJ

PAASSC Host’s Equity and Inclusion Workshop

  • Equity and Inclusion Workshop
  • Brainstorming with Mandarin Immersion Administrators
  • Developing Collaboratives!

PAASSC is working in partnership with Administrator’s from local Bay Area Chinese Immersion school sites. We have developed a three part seminar addressing Equity and Inclusion. We understand that our children have an increased opportunity to succeed when the school is committed to creating equitable classroom experiences for students.

Our first seminar took place at Yu Ming Charter School in Oakland, CA. Yu Ming has recently partnered with the National Equity Project in their efforts to provide equitable and inclusive experiences for each of their youth.

equity-vs-equalityWe are clear that Equity and Equality involve very different strategies and that both do not lead to better outcomes for all youth. As indicated in the picture we have to ensure equity before we can address equality.

Administrators at Mandarin Immersion school sites from San Francisco, Hayward and Oakland attended our seminar. The Administrators were motivated, engaged and goal oriented in their discussions.

We have two additional seminars. On March 21st we will discuss strategies regarding “Assessing School Readiness: Strengths, Gaps, Needs”. On May 3rd we will discuss “Developing a Vision” and next steps. PAASSC is committed to working with Administrators to develop structural changes necessary to create equitable classroom experiences for our youth.

One step back, two steps forward — How family affinity groups start conversations about race in schools

black-childrenI am a mixed-race black parent and educator whose children attend a majority Chinese-American public school in San Francisco. Recently I began hosting a Black Family Breakfast at my girls’ school for black and mixed-race families as part of a collaborative effort with the principal to “explore race and culture.”

For the past several years I have been an active school volunteer and I also serve on multiple parent leadership groups. Last year, an incident occurred where a Chinese-American student called a black student a racial slur. The situation was resolved quickly. Nonetheless, in talking about the need to address race and culture more proactively in our school, teachers suggested parents become involved in the process, as they often undermine educator efforts in shifting school culture.

So, inspired by these conversations and those with other black families, I decided to initiate an informal get-together to share support and resources to ensure our school is an even more welcoming place.

Surprise, Surprise… Folks “Get Concerned” When black people Get Together

To my surprise, my “great idea” of bringing black families together was not met with open arms by all staff. A few days after sending out invitations for our second meeting I learned some teachers were “voicing concerns” about our group. (?!) This happened even at a school with an enlightened and supportive principal! At this moment I realized there was still a LOT of work to be done.

What was all the hubbub about? The largest concern voiced by staff was that our group (also known as an “affinity group”) would be too “exclusive” and could potentially be seen as unfair by parents of other racial and cultural groups at the school.

As a black woman who is constantly having to navigate white (and Asian) spaces, I understand the importance of being able to “tell it like it is” in a room full of folks who “get it.” I also understand how important it is to be able to speak about my experience without having to worry about defensive reactions or #whitetears.

Moving Forward, Despite Discomfort

With support from the principal (which was KEY), I moved forward anyway. He decided to use the incident as a “teachable moment” and reminded staff that exploring race meant accepting the discomfort that invariably comes up. I offered to answer any questions staff had about the purpose of the group, and we both agreed that if staff felt other affinity groups should be formed, we would encourage and support them in doing so.

In an effort to support the principal, I also shared with him an article illustrating how affinity groups can support those who are often marginalized in schools. Even though the article was focused on students, I saw many benefits that translated to families as well (emphasis on mine), including:

“[Affinity groups] allow students who share an identity — usually a marginalized identity — to gather, talk in a safe space about issues related to that identity, and transfer that discussion into action that makes for a more equitable experience at school.”

Even though I experienced some initial pushback, I’m glad we moved forward anyway. After just a few days, it has been reaffirming to see the positive outcomes of moving forward DESPITE resistance.

First, it has become very clear that YES… our teachers actually NEED to talk about race. Even if it’s just exploring how they feel about talking about it. (A good first step, right?) I am also learning that this work is ESPECIALLY important in schools with language programs such as ours which has a bilingual Chinese pathway.

As a former high school and middle school teacher in both Oakland and San Francisco, I have roughly 20 years experience working in high-poverty, urban schools. In all my years as a teacher I have never had an option to NOT talk about race.

In contrast, at my daughters’ school, where half of the classrooms are bilingual Chinese, there are many experienced teachers who might never have never been confronted with issues of anti-black racism in their classrooms. They might never have taught black students or worked with black families, and thus have little exposure to black culture in general.

Additionally, there are no black folks on staff (as you may have guessed) and most of the teachers are Asian or white.

So, I’m realizing even though my daughters attend an urban, high-poverty school, I have to readjust my assumptions about teachers’ expected comfort level or knowledge about addressing race/culture with students and families. This might be even more true for Asian-Americans teaching in mostly Asian-American schools, because as people of color themselves, they might get “checked” less often on their own implicit biases and privileges by folks of other disenfranchised groups. (e.g. “I can’t be racist… I’m Asian!)

I am also learning how parents can start conversations among staff by indirectly taking action on their own behalf. In starting black family breakfasts, we didn’t ask anything of teachers. (It’s 100 percent parent initiated and supported!) Nonetheless, the conversation about whether we should or shouldn’t have a black family affinity group (or other affinity groups for that matter) has inspired more conversation about race and the need to create cultural visibility for underrepresented groups at our school.

I am now seeing people coming out of the woodwork to form an informal support network of change-makers committed to elevating  important conversations about equity and culture at our school. This has, in turn, led to a clearer purpose and resolve to push for change around how we celebrate our cultural differences and communicate with students, staff and families about race.

  • A teacher sought me out one morning to tell me how she’s been “fuming” about some of the ignorance and resistance of her teacher peers. The experience of listening to other staff voicing questions and concerns, is spurring her to speak up more to give a voice to our most underrepresented kids (including LGBT, Spanish-speaking, low-income, etc.).
  • Our literacy specialist and the school social worker have (on their own initiative) decided to take on the idea of creating a K-5 book talk curriculum for all teachers in the school addressing race and culture in the classroom. (WOHOOO!)
  • Our principal has committed to working with school staff to increase the number of books with main characters and authors of color in our school and classroom libraries. #WeNeedDiverseBooks!


Families Have Power to Drive Conversation in their School Communities

All of this has not directly been driven by families. Nonetheless, this dialogue would never be happening if black, Latino, Asian and white families hadn’t started the conversation last year.

As an active member of our school community, I believe there has always been agreement that we “should” talk about race. Nonetheless, over the past five years of my involvement, it has never been on the front burner. The fact that all this new activity is happening is a direct result of families starting the conversation. It’s one thing to have a principal make demands of staff (among all the other demands made of teachers each day.) It is quite another for parents and grandparents to make direct requests from teachers on behalf of their kids.

I am tired of feeling like the “angry black parent” every time I bring up the need to address race in our schools. Talking with other black families, and (Latinx, Asian, and white allies) I see I’m not alone. Together, we are making “requests” (aka: nice demands) of staff at our school to meet the needs of our children and families, such as:

  • ALL children deserve to see positive images of black culture in their curriculum and books. All children should see themselves and their peers represented.
  • In order for ALL our children to feel safe and valued at our school, teachers to TALK about race.
  • Underrepresented groups at our school need and deserve enhanced outreach and support.

Now that black parents and grandparents have an affinity group at our school, we no longer feel isolated and alone. The culture of silence is starting to shift. After five years of asking (and waiting for others to take initiative), we finally decided to start the conversation ourselves. Now our school community is moving out of the comfort zone — things are starting to change.

Reposted from


Ali Collins is an educator, parent organizer, and public school advocate living in the Bay Area. She writes about race, parenting and education on her blog SF Public School Mom. To read her musing on being a public school parent and educator, and to download resources to spur change at your child’s school, go to or connect with her via Twitter:, LinkedIn: or Facebook:


A Kindergartener’s Year In A Mandarin-Immersion School

FAQ MIKindergarten is a huge moment in a child’s life. So imagine if your parents sent you to a school where they teach most of the day in a language you don’t speak, like Spanish or German or Japanese. In California, a growing number of families are choosing schools like this. It’s called dual-language immersion. Reporter Deepa Fernandes followed the Gomez family this past year as their daughter, Gemma, attended a public school that teaches in Mandarin.

(reposted from

Despite a slightly nervous start to the school year last August, Duarte mom Brooke Gomez has one word for her daughter’s nine months of kindergarten: amazing.

Many parents experience the anxiety of their first child starting school. But for parents sending their kindergarteners into a dual-language immersion classroom, especially when the language being taught is not used at home, the questions and doubts abound. In some cases, it’s a leap of faith.

“We are an English-only speaking family,” Gomez said, the day before school started last August. “We’re not just non-Chinese, we don’t speak any other language than English in our house.”

As the number of dual immersion schools proliferate in California, many parents wonder if such programs are right for their child. How do children learn in two languages and does it help them academically?

We’ve been following the Gomez family for the past year as they posed those questions and watched their oldest daughter step into an unfamiliar linguistic and cultural world.

Gomez said the family lives near a “great” elementary school blocks from their home, but they chose to drive to Pasadena, to Field Elementary School, for its Mandarin immersion program.

The now six-year-old Gemma — elder sister to Ellen, 4, and Marlo, 2 — attended the Duarte public school’s transitional kindergarten last year and flourished. Gomez had no worries that Gemma would adjust to kindergarten, follow her teacher instructions, and keep up with beginning academics.

A bright girl, Gemma appeared ahead of the curve going into kindergarten.

Yet on the day before school began, Gomez was dogged by a feeling of uncertainty.

“It’s really scary, actually. I’m having my doubts even until today where we’re going to school tomorrow,” she told us in August. “The scariest part about it … is just sending your kid somewhere where the teacher doesn’t speak English.”

In Field Elementary’s dual-language immersion school, kindergarten students spend 90 percent of their day learning subjects in the Mandarin language. Teachers speak only Mandarin to the students, said Principal Ana Maria Apodaca. They switch teachers for the portion of the day that is taught in English, so students won’t hear a Mandarin language teacher speaking English.

“A small percentage of our kids come into the program knowing Mandarin already. We probably have about 10 percent of our kids in kindergarten this year who already speak Mandarin,” she said. The rest start their language training from scratch.

Gemma Gomez had taken a five-week summer course at the school before starting kindergarten. She learned how to address the teachers in Mandarin, count to 10 in the Chinese language, and pick up some basic letters.

For children who have never been exposed to Mandarin before, Apodaca said, it can be a little unsettling when they discover their teacher will only speak to them in Mandarin.

“The beginning of the year is tough for some of our kids,” she said. “They’re very excited to be in kindergarten and then once the instruction starts some of them are a little bit surprised.”

Apodaca said the excitement carries most kids through the first month, at which point many realize they “are very tired,” she said. “They don’t realize necessarily that they’re working so hard, but it’s evident to the adults around them that the kids are really working hard to understand what is going on throughout the day.”

Two months into the school year, as she sat in her car before the first parent conference meeting, Brooke Gomez wondered what kind of a report she would get on Gemma. She felt that Gemma was making good progress, and the then 5-year-old was loving school. But was she learning all she should  given she might not be fully understanding the teacher?

After the conference, Gomez beamed and described Gemma’s progress as “pretty good.” Her teachers gave examples of Gemma’s work and some basic test results. Not only was she on track with English language work, she was picking up Mandarin at a pace beyond the curriculum’s timetable.

By the winter, Gomez was convinced she and her husband had done the right thing by placing Gemma in a Mandarin immersion program. “Gemma’s really enjoying it,” her mom said. Gemma is constantly singing in Mandarin, and her grasp of the language “is really starting to click.”

But Gomez was also having side conversations with other mothers in the program about possibly hiring a tutor after school to help the kids with their English and make sure they were on track.

It’s a common worry for parents of dual-immersion students: will their child fall behind in English and are they learning as much as peers in English-only programs? Gomez knew Gemma was being pushed intellectually each day; she could see her daughter rising to the challenge. But she thought about how her daughter might benefit from a tutor.

“I was definitely all for [a tutor] until one of the moms came back and said that she had spoken to a colleague that worked at a school that really felt like, with their age, it really wasn’t necessary,” Gomez said.


The Mandarin language and its many dialects are the most commonly spoken language in China, and across the Chinese diaspora worldwide.

“It’s a very old language,” said Hongyin Tao, Mandarin linguist and UCLA professor. “It is linguistically distinct because of its sound system — it has four tones.” He said the “same basic sound can give you different meanings if you pronounce it with different kind of tonal patterns.”

To help her students grasp this complex sound system, Principal Apodaca has put sound mics on all her teachers. “Most of our teachers use a voice amplification system because Chinese is so dependent on the four tones of the language and having that voice amplification system helps our students hear the difference between each tone,” she said.

These differences matter a lot when speaking Mandarin, and young children are very capable of learning these as easily as they would learn a language without a complex sound system, according to Nina Hyams, another UCLA linguist.

“We are prewired to accept any linguistic input that gets thrown our way,” she said. Babies are born with a “language program,” which allows them to acquire any language. However, “with time, it’s very possible that it becomes less active and less available.”

For that reason, she is a strong proponent of teaching elementary school kids a second language.

“We know that around puberty is the point when [the language program in the brain] seems not to be as active anymore, and in this country that’s the point at which we start teaching second languages, generally, in middle school,” Hyams said. “So we’re introducing second language instruction at precisely the point where people are much less cognitively prepared to acquire a second language. It’s harder work for them, and they just don’t do it as naturally.”


Gemma Gomez continued to make good progress in class. Not only was she learning math and social studies and science in Mandarin, she and her classmates were learning Chinese cultures and traditions.

The children are taught a mix of traditional and popular Chinese songs and in the older grades they learn to play musical instruments, instruction that is not common in public schools these days. The fruit of that work was displayed to parents in a shimmery Christmas-themed concert right before winter break.

In the spring, each child wrote and illustrated a book, which the school had printed with hard covers and high-quality paper. Apodaca will deliver the books to a rural Chinese school in the mountains of Shanghai this summer.

“This really provides a unique opportunity for our kids to see that their language learning has purpose not only for themselves but has purpose in a global perspective and that they can contribute to the betterment of someone else’s life,” said Apodaca.

Gemma’s book is about a little fish that learns to read. The book the fish reads “is made out of coral and the letters and words are made out of seaweed,” according to the young author herself.

While Gomez says she knew her daughter was progressing, she wasn’t able to gauge whether her daughter was speaking correctly or even if her accent was right. She quickly discovered a snappy way to check.

“I take video of her all the time,” Gomez said. “I want proof that she is actually learning how to do something. So I play it for my [Mandarin-speaking] co-worker and she tells me if it’s correct.”

Some parents have complained that students in dual-language programs end up getting drilled a lot. Field’s kindergarten teacher Tingting Mei said repetition is how she helps her students master the language.

“Most of them, they’re really good at pronunciation,” she said. Mei said it is something they work on. “If a student mispronounces the words, I will have the student repeat it again until they get it,” she said.

Gemma’s mom said she is mostly comfortable with the repetition required in her daughter’s classroom, but the issue of whether it is overdone crosses her mind. “I definitely have had that thought many times, of ‘Is this right for us?’ Because there have been days when Gemma says she learns the same thing over and over every day, and I have to think that that is normal…because they start to get very good at it.”

Gomez said Gemma now regularly talks to her younger sisters in Mandarin, and often teaches them words or phrases. In fact, the whole family has now begun using Mandarin, coached by the kindergartener.

“When we’re playing games at home, she always incorporates Chinese into everything,” Gomez said. Gemma has even  taught her family how to say “hello” and “goodbye” to Chinese restaurant waiters and shop assistants.

In the final days of school, Gomez was thrilled with how her daughter’s year had gone. “She’s not reading chapter books yet, but overall I feel very comfortable with the program and she’s on track with English and math and other categories.”

Perhaps the best proof of the family’s experience this year? Both Gemma’s  younger sisters will be going to Mandarin school as well.

Highlighting Black Administrators Encouraging Mandarin Language Learning!

As the school year starts we wanted to take some time to acknowledge the growing leadership of African American administrators in schools with active Mandarin language programs. We also want to acknowledge the significant accomplishments of Sean Wilson as he transitions from the International High School of Louisiana to the head of school at the International School of Louisiana. While Mandarin is not a language in at his new school they do offer Spanish and French immersion programs for students at their tuition-free campus. We hope to partner with Sean Wilson in the near future and continue to thank him for his progress and support in assisting and promoting Mandarin language learning for Black youth at the International School of Louisiana.

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We are excited to highlight that Jamila Dugan is beginning the school year as the Vice Principal for Yu Ming Charter School in Oakland, CA. . Ms. Dugan is currently a graduate student at the University California, Berkeley. She is excited about her opportunity to assist families, improve and enhance outcomes and she has been a great partner with PAASSC. We are excited to highlight Jamila and look forward to continue working closely with her and Yu Ming throughout the school year. Jamila was born and raised in East Oakland with an incredible passion for education driven by social justice. She previously served as the Director of Professional Development at Yu Ming Charter School and also teaches English to first and second graders in the Yu Ming immersion program. Previous to her current role, Jamila was both a New Teacher Coach and Director of Teacher Learning at Teach For America Oakland. She has taught several grades in early elementary in Washington D.C. and holds a masters degree in Early Childhood Education from George Mason University. She comes to the LEEP program with a thirst for knowledge and interest in equity issues in education and beyond.
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I am always excited to highlight the many accomplishments of Jolynn Washington, Principal at Jose Ortega Elementary School. As principal of Jose Ortega Elementary School, JoLynn Washington emphasizes a culture of service. Ms. Washington initiated the Mandarin Immersion program to enrich the learning experiences of the diverse population of students. Jose Ortega also offers students the opportunity to participate in community garden and greening projects, as well as various social awareness drives. Principal Washington ensures her students have access to after school programs and extracurricular activities such as a monthly book club. Her effective leadership is evident in the vast progress Jose Ortega has made on both an academic and community level. She obtained the teacher of the year award for the 2010/2011 school year.
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Marquita Hart is the Principal at Yu Ying Elementary School in San Francisco. Ms. Alexander has celebrated many incredible firsts during her tenure at Yu Ying. Most recently she organized an opportunity for the children at her school to participate in official White House ceremonies to welcome Chinese President Xi Jinping and Chinese First Lady Peng Liyuan to Washington, DC. Over 100 Yu Ying students representing Kindergarten, third grade, fourth grade, and fifth grade will take part in various ceremonies throughout the two day state visit. These events include presenting flowers upon arrival to the Chinese First Family at Andrews Air Force, participating at the arrival ceremony on the White House South Lawn, and performing Chinese songs and dances for U.S. First Lady Michelle Obama and Chinese First Lady Peng Liyuan at the Washington National Zoo.
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Willie Adams is the Middle School Dean of Student Life, and also works in our three divisions as the K-12 Diversity Counselor. Head Royce does not offer an Immersion program but they do offer their students the unique opportunity of selecting Mandarin as a second language as early as kindergarten. In his role as Dean of Student Life, Willie will work to strengthen our service learning efforts in the Middle School, advise the Middle School student government activities, and join the MS deans group working closely with Middle School Head Carol Swainson. Willie is no stranger to Head-Royce, having served as a Lower School Intern for two years and having played a significant role in strengthening our diversity efforts for the last several years as a member of our Diversity Committees. Willie received his B.A. in Film and Media Studies from UC Irvine, has worked at the Katherine Burke School, the Aim High Program, and the Mills College Upward Bound Program. Willie is a member of the Heads Up Advisory Board and is also the Dean of Students for the Heads Up Program. 

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Over the course of the year I will continue to take efforts to highlight African American administrators that are supporting Black youth as the learn Mandarin. We encourage you to share ideas and strategies with one another. We hope parents will identify Black administrators so that we can also highlight them on our site.

Open Enrollment for 4th Graders @ Yu Ming School

Second Enrollment Period for Fourth Grade

We have exhausted our wait list for Fourth Grade and will have a couple more openings for academic year 2014-15 so we are beginning second enrollment period for applicants entering Fourth Grade. Fourth grade classes begin on Monday, August 18, 2014.

The enrollment period ends Thursday, August 14, 2014 at 3pm.

Download the application here.

Students entering Yu Ming at Fourth Grade need to have a level of Mandarin proficiency similar to the class they are entering (e.g., equivalent of 4 years of Mandarin immersion education.) Students are assessed for their Mandarin proficiency (reading, writing and speaking) prior to being offered a slot from the waitlist.

All applications must be received at Yu Ming by 3pm on Thursday, August 14, 2014. We encourage you to hand deliver the application. We can also accept applications by mail but not by email or fax.

We will hold a random public drawing on Friday, August 15, 2015 to determine the waitlist order of applicants applying at this time. We anticipate being able to offer slots to applicants selected in the drawing that afternoon, so that they can begin classes on Monday, August 18. Details about the random public drawing will be posted on the Yu Ming website 72 hours prior.


育明現已開放對於八月份即將升4年級的小朋友的招生。此招生期間從現在開始 (8月5日) 至2014年8月14日星期四下午3點截止。所有的報名表必須在8月14日下午3點以前收到。我們建議您親自將報名表送至育明學校。我們接受以郵寄方式收到的報名表,電郵或傳真除外。請從此處下載報名表.



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