Academically Prepared: More than a Standard, a Promise to every Student
Part 3 of the Portrait of a Graduate Series
By Dr. Marisol Marcin, Founder & CEO of Lenguas Club
New York’s Portrait of a Graduate is not simply a list of desirable attributes. It is a promise: that every student who leaves our schools will be genuinely ready to navigate a complex, interconnected, and rapidly changing world.
One of those attributes is Academically Prepared. And of all the traits in the Portrait, this one may be the most misunderstood.
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What Does “Academically Prepared” Actually Mean?
In most educational systems, academic preparation is measured through accumulated credits, standardized test scores, and graduation rates. These metrics matter, but they are incomplete.
The Portrait of a Graduate proposes a more demanding and more honest definition:
A student is academically prepared when they can use what they know. Not just recall it. Not just reproduce it on an exam. But apply it in real, complex, and sometimes ambiguous situations.
In language education, this distinction is especially clear:
- A student who conjugates verbs perfectly but cannot hold a real conversation is not academically prepared.
- A student who knows grammar rules but cannot communicate across cultures is not ready for the world ahead.
- A program that exists on the master schedule but offers no quality instruction or authentic practice is not fulfilling the promise of the Portrait of a Graduate.
Academic preparation is not a passive state. It is an active capability.
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The Bridge Between Knowledge and Application
How is that capability built? Not through more content, but through more real context.
The Portrait of a Graduate recognizes that students learn by doing, interacting, and solving problems in authentic situations. In the language classroom, this translates into:
- Conversations with native speakers who don’t follow a textbook script
- Cultural situations that require interpretation, not just translation
- Moments where students must think, adapt, and communicate in real time
- Projects that connect language with academic content across disciplines
When a Spanish student engages in a real conversation with a native speaker, they are not just practicing the language. They are developing critical thinking, cognitive flexibility, and global awareness, exactly the competencies the Portrait of a Graduate identifies as essential.
Academic preparation in languages, therefore, is not achieved with more grammar. It is achieved with more authentic, real-world language experiences.
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The Challenge: When Intention isn’t Enough
Many districts in New York are committed to this vision. They have dedicated educators and a genuine alignment with the Portrait of a Graduate. But they face a reality that limits what’s possible:
The shortage of certified world language teachers is real. Nationally, one in eight teaching positions is vacant or filled by someone outside their certification area. In world languages, the impact is especially visible.
When a qualified teacher is not available, districts face difficult choices: cancel the course, assign uncertified staff, or reduce available levels. None of these options honors the promise of academically preparing every student.
And here is the critical point: academic preparation cannot exist without equitable access to quality instruction.
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Two Pathways to Genuine Academic Preparation
At Lenguas Club, we understand that no single solution fits every district. That is why we offer flexible models designed around your reality:
Model 1: Primary Instruction:
When a certified teacher is not available locally, Lenguas Club can step in as the instructional provider. Our highly qualified educators deliver virtual, NYSED-aligned instruction, ensuring courses continue, credits remain valid, and students stay on their path toward the Seal of Biliteracy.
Model 2: Teacher Support and Enrichment:
When a district already has a teacher in place, Lenguas Club enhances their work. We bring native speakers into the classroom for authentic activities that transform theoretical learning into real practice. This model directly strengthens the Portrait of a Graduate attributes: critical thinking, global citizenship, and effective communication.
In both cases, the goal is the same: that every student develops the genuine capacity to use the language in the world, not just study it for an exam.
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An Investment the System Supports
For school leaders in New York, there is good news: this type of partnership does not have to be an additional financial burden.
Through the BOCES Co-Ser model, Lenguas Club’s services can be structured as a state co-funded investment. Districts that participate in an approved Co-Ser are eligible for BOCES Aid, a state reimbursement that significantly offsets the direct cost of the service.
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The Question Worth Asking
The Portrait of a Graduate 2031 asks every school in New York to answer a fundamental question:
Are our students truly prepared to use what they know in the real world?
In languages, that question has a clear answer: only if they have had access to quality instruction and authentic communication experiences.
If you are exploring how to strengthen academic preparation in your language program, we would love to be part of that conversation.
What challenges is your district facing in ensuring every student has access to quality world language instruction?
📧 info@lenguasclub.com
📞 607-682-2624
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