Edl 708. ea power point presentation. 12.2.14
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An equity audit was conducted at Ossining High School in Ossining, NY which has seen changes in student demographics over the past 10-15 years. Interviews were conducted with faculty members and data was analyzed from school report cards from 2001-2002 and 2012-2013. The audit found a large disparity in achievement between white and non-white students as well as low achievement among economically disadvantaged students, despite programs created to address these issues. Recommendations included hiring quality staff, extending academic programs, increasing parent engagement, and expanding academic support services.
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Remedial and Special Education2014, Vol. 35(5) 300 –312© H.docx
Remedial and Special Education
2014, Vol. 35(5) 300 –312
© Hammill Institute on Disabilities 2014
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DOI: 10.1177/0741932514525047
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Article
I improved a lot, that’s for sure, but I still need to learn . . . if I
had more opportunities, I feel like, I would be good right now
and passing my tests . . . I mean every test I’ve taken right now,
I failed . . . I failed the tests because of the words . . . so I think
I need explanation.
These words capture the school experiences of many of
the English language learners (ELLs) in my (first author’s)
classroom for the past 4 years. Working with ELLs who had
been classified as limited English proficient beginning in
elementary grades, right up to their high school graduation,
I began to question what had happened during their school-
ing. As a nonnative English speaker, I had always thought
that ELLs in the United States had such a great opportunity
to learn English and other academic subjects by receiving
language support services such as English as a second lan-
guage (ESL) or bilingual education programs. However, my
students’ stories fueled my strong desire to understand why
the educational needs of many long-term ELLs are not
being met.
A large number of ELLs in secondary schools are long-
term ELLs; that is, they have attended public schools in the
United States for at least 7 years, having received English
language support services, yet have not acquired English
proficiency, as determined by state and federal guidelines
(Capps et al., 2005; Menken, Kleyn, & Chae, 2012; Olsen,
2010). Although national data about long-term ELLs do not
exist, a variety of sources (e.g., Batalova, Fix, & Murray,
2007; Capps et al., 2005; Olsen, 2010) estimate that 50% to
70% of ELLs in secondary school were born in the United
States. Formal or informal programs to address the particu-
lar needs of long-term ELLs are scant to non-existent, and
services available for these learners are extremely limited
(Zehr, 2010). In secondary grades, English language sup-
port programs available to ELLs are typically designed for
students who have recently arrived in the United States and
reflect an assumption that the students received adequate
schooling in their country of origin (Menken et al., 2012;
Zen, 2001). In general, these programs do not necessarily
focus on providing the academic language supports needed
by long-term ELLs (Callahan, 2005; Menken, 2013).
Despite attending schools in the United States for a long
period of time, and although they may not have received
adequate English language development and academic
instruction to meet their needs, long-term ELLs are often
525047RSEXXX10.1177/0741932514525047Remedial and Special EducationKim and Garcia
research-article2014
1Texas A&M International University, Laredo, USA
2The University of Texas at Austin, USA
Corresponding Author:
Won Gyoung Kim, Ass ...
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Edl 708. ea power point presentation. 12.2.14
- 1. December 3, 2014 Equity Audit Presentation
- 2. Ossining High School Diverse, Suburban School District in Ossining, NY 1350 students currently enrolled in grades 9-12 Major issue and focus of Equity Audit = Achievement Equity Data – School Report Cards 2001-2002 & 2012- 2013 Interviewed Multiple Faculty Members: Social Studies Teachers (2) Science Teacher (1) English Teacher (1) School Counselor (1)
- 3. OHS Demographics 2001-2002 School Year Black or African American Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander White 254 340 58 568 21% 28% 5% 46%
- 4. OHS Demographics 2012-2013 School Year Black or African American Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander White Multiracial 210 581 54 460 11 16% 44% 4% 35% 1%
- 5. OHS Student Socioeconomic Status 2001-2002 School Year
- 6. OHS Student Socioeconomic Status 2012-2013 School Year
- 7. Trends at OHS Community and School Demographics dramatically changing over the last 10-15 years Large disparity in achievement between White and Non-White Students Low achievement for economically disadvantaged students Increased focus on bridging the achievement gap Progressive programs created to assist students – Bilingual Counselors, SUNY Partnerships, Bilingual Parent Information Evenings, Open Enrollment & Access to program Good intentions, but “Gap” Goals still haven’t been met
- 8. OHS Graduation Data 2012-2013
- 9. Recommendations Hire Quality Staff Extended Day Program Quarterly Evening Parent Teacher Conferences Provide Professional Development - Spanish Language Education: Develop an expanded Academic Intervention Services (AIS)