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A Return to the Past: Hiding ELL Accountability (or: NCLB in Florida)

A Return to the Past: Hiding ELL Accountability (or: NCLB in Florida). Ester J. de Jong University of Florida. Florida Demographics . Census 2000 23% of those 5 years and over speaks a language other than English at home 17% of Florida total population was foreign born

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A Return to the Past: Hiding ELL Accountability (or: NCLB in Florida)

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  1. A Return to the Past: Hiding ELL Accountability (or: NCLB in Florida) Ester J. de Jong University of Florida

  2. Florida Demographics • Census 2000 • 23% of those 5 years and over speaks a language other than English at home • 17% of Florida total population was foreign born • Total 2005-2006 K-12 school population: 2,680,610 • Total ELL population 230,038 (8.5% of total) • Spanish-speaking ELLs: 175,804 (76% of ELLs) • Variation within the state • Miami Dade: 16%; Orange County [Orlando]: 18%; Pasco County [Tampa/St. Petersburg ]: 24%; • Alachua County [Gainesville]: 2% • No L1 testing alternative has been developed

  3. Florida and NCLB: Basic Outcomes • 7% of districts made AYP in 2006 • 28% of schools made AYP in 2006 • It depends on the grade level: While 66% of students score Proficient in 4th grade READING, only 46% of 8th graders and 32% of 10th graders did so. Hiding Accountability: only half of elementary students scored at levels 4+5; less than 20% of secondary students scored at levels 4+5. • Other indicators: • Graduation rates decreased in 65% of the counties • Drop-out rates increased or stayed the same in 64% of the counties

  4. Florida, NCLB, and ELLs • Making AYP: • 2005-2006: AYP in reading (Goal: 44%) • 67% of Whites • 51% of Hispanics • 39% of Black • 36% of ELLs • 25% of ELLs Grades 3-10 scored at Proficient Level in Reading in 2006 (up from 12% in 2002) • Hiding Accountability:elementary >> secondary

  5. A return to the past • When ELLs were ignored in the 1920s • Placement in the mainstream • Teachers were unprepared • Placement in special education or lower grades • Current state: • Mainstreaming of ELLs (nation-wide: in 2003, almost 50% were minimum or no specialized services (32% in 1993); anti-bilingual propositions • Deskilling of teachers of ELLs, both specialists and mainstream teacher preparation • Increase of special education referrals as result of anti-bilingual education propositions • Retention: not meeting certain ‘readiness criteria’ (e.g., Level 2 on FCAT in third grade)

  6. Teachers and NCLB, Florida • NCLB: Highly Qualified Teachers • Bachelor’s degree & certification exam • Focuses on CONTENT knowledge as critical element for effective teachers • NCLB: Scientifically-based instruction • Florida: Consent Decree (1990) and state-mandated requirement for teacher preparation (2000): specified # of hours for “language arts” teachers, other content are teachers (ESOL endorsement) • Teacher Preparation: ESOL-infused programs

  7. Hiding Accountability through NCLB • HQT - ESL/bilingual teaching not included as the ‘core’ • Content area course work rarely includes issues related to ELLs (or linguistically and culturally diverse students in general) • SBI - The majority of intervention studies have not included linguistically and culturally diverse students, specifically including ELLs at varying proficiency levels and background experiences

  8. The deskilling Teachers/Teaching of ELLs • Teaching ELLs is a matter of “just good teaching” – some additional strategies added to existing repertoires • L2 instruction is similar to L1 instruction • Mainstream is ‘optimal’ placement for ELLs • Accepted generalizing of L1 studies to ELLs rather than insisting on L2-generated and bilingual research • Experience with Florida ESOL endorsement: • Endorsed teacher “sufficient”  replacement of certified teachers • Content: What is most easily ‘translated’ and accepted by mainstream teachers

  9. The Deskilling Teachers/Teaching of ELLs, continued • Current Issue: Reading • Changing roles: ESOL teachers are teaching remedial reading courses as part of their assignment; they have become ‘consultants’ rather than direct services • ELLs=struggling readers • Reading Endorsement and ESOL • SB 2512: complete reading courses PLUS 1 ESOL course = ESOL endorsement (5 ESOL-specific courses)

  10. One other factor … • Decentralized accountability that focuses on schools. • NCLB: minimum number of students in subgroup • Florida: Est. 20% of ELLs not included in AYP reporting (Aspen Institute, 2006) • Danger: district policies to keep number of ELLs below the required numbers by dispersal of ELLs throughout the district • Undermines integrity of any specialized services for ELLs at the school level • Note: FL just changed rule: less than 30 AND 15% of population OR 100 students.

  11. Things to consider (among many others!) • Teaching ELLs must be formally acknowledged as more than pedagogy with its own content knowledge • Requirements for teachers need to be explicit about this content base, in addition to pedagogy; distinction between specialist and non-specialist remains important • Subgroup exemption (and safe harbor) cannot become a loophole to avoid accountability for ELLs • Accountability needs to consider various school levels (elementary, secondary) and district level accountability that could be program-based and not just school-based (program integrity).

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