Blog 10: Inquiry Project Introduction

Blog 10:
Inquiry Project Introduction

One of the most highly debated topics in the United States is the “immediate” need for immigrants to learn English. This can become very apparent in situations where a non- or limited English speaker resides or is employed in a largely English speaking community. However, it is also important to keep in mind that this scenario isn’t always the case. Across the United States there are numerous communities that are made up of people to which English is a second language. This opens up the topic at hand by posing the question of, if non- or limited English speakers face various obstacles when finding themselves in an English speaking environment, in what ways are native English speakers that live or work in a non- or limited English speaking community affected?
One way to reach a more comprehensive understanding of the fundamentally influential role of the community is by examining academic success in high school students. It is important to examine the many ways in which a community can effect one’s learning experience, just as it is equally important to monitor the course of action that the school system promotes in addressing the needs of its community. By doing so, it will aid in carrying out appropriate measures that will continue to promote productivity, but it will also help to identify and remedy inadequacies in the educational system. The High School Proficiency Assessment (HSPA) test is the standardized test used in the state of New Jersey as a form of assessing the level of academic performance among public high school students. Although many have argued that standardized testing is not the most accurate way of assessing academic performance, until more reliable measures of assessment can be put into place statewide, standardized testing results provide us with a breakdown of student performance as per the standards set by the state, and give some insight of academic and regional areas that need improvement.
This study will focus on examining the role that testing plays in the learning experience of native English speakers. In analyzing the HSPA results, it will be critical to keep in mind the diversity present in the student population. This is important because by outlining a student group comparison, more concrete observations can be made as to what sources contribute to differences and/or similarities in the results. These implications can then be explored further to allow for a more complete explanation of the influential factors behind testing results. In comparing student group results, certain advantages and/or disadvantages for a specific group might become more apparent. Limited English proficient students will be very significant when evaluating the results because their scores can bring to light weaknesses in the educational system and its policies with regards to English as a Second Language (ESL) placement and its established progress requirements. As has happened in previous studies, it can also be revealed that a student’s surrounding, typically one’s community and family, are what most impact academic development. All of these circumstances contribute to testing results, and ultimately to the learning experience of a student.
This study is important for many reasons; among them is the call to take a more rigorous look at the educational system. Testing results will indicate if the steps being taken to prepare all students, regardless of language proficiency, are satisfactory. It is fundamentally important that all students have an equal opportunity to do well, even if this requires implementing extra steps that will bring students that are behind to a uniform class level of proficiency. Perhaps the most significant finding that can be extracted from testing results is the basic reality that although it is important to learn the language, advancing in other academic areas is also important and must not be put aside until an ideal level of language proficiency is reached. Testing results can also suggest that other methods of evaluating student proficiency must be implemented. When looking at class progress and comparing it to testing scores, it is crucial to examine the differences that may exist and develop methods that will help close the gap.