Negative District-wide Decisions Affecting Hispanic Learners in Plainfield Bernard Asagai PhD in Curriculum, Instruction and Assessment Walden University June 25th, 2017
Abstract As stated, “data-driven culture is fruitless until you define the concrete drivers”. P.106 (Brick-Santoyo, 2010) The data gap occurring in the city of Plainfield has arisen because there has been very little attention given to the cities rising and growing Hispanic population, and methods to include them into the educational system in the city of Plainfield, and possibly throughout the state of New Jersey as well. From reviewing state data, this paper focuses on a gap that possibly is very apparent and affects a large group of learners from Hispanic backgrounds.
Why The PSAT GAP Exists? One point of contention that is immediately apparent, is that a large number of students inside the school are not testing for statewide analysis tools such as the PSAT. (N.J. School Performance Reports., 2016)
From looking at the data, virtually 75% of the student population is of Latin Descent. (N.J. School Performance Reports., 2016) From studying the data, it is evident the region has become a major transient hub. Students enter the city having learned skills in their countries of origin from locations such as South and Central America, facing challenges not because they're not educated, but they face challenges because they are not being met where they are linguistically. They have to have Bilingual Resources to Bridge The Gap between that which they know, so they can engage and compete in tests such as the PSAT. These students are not engaging because of a language gap. Closing this gap would permit them to complete, and has the possibility of injecting major tax revenues into the city, and state coffers.
If they're not testing in large numbers for such test, then it begs the question “what” are teachers goals and aspirations for students, what support mechanisms do teachers have in place to help their development, as well as the supports for learners. Clearly more targeted investments from the investment from the city, state, and federal government to improve this district's language challenges, and cultural teaching & learning realities.
College and Career Readiness Indicator The State of New Jersey has a data indicator that measures the percentage of students in cities that are ready for college in specific cities, as well as a measurement for the state.according to this data, currently the city of Plainfield New Jersey is very low at this data point. As a coordinated team, I would seek to reverse this data using the methods of assessment of learning reviewing the data to see how students performed after tests.
I would also look at assessment for learning before classes began by having instructors converse with student’s previous instructors in courses to pinpoint strengths, weaknesses, and opportunities to unify the human capital in teachers to produce the best results in students. In doing so, instructors can come up with methodologies and techniques to produce the custom teaching possibilities for students, even before the first school day begins. This collaborative assessment supports and augments the team to ensure that not only will students be prepared and assessed to perform highly on tests, have what they need to perform linguistically as well. Foremore, the data should be presented in a disaggregated format to show who it is effecting, and the changes occurring in students should be monitored and reviewed. (Bernhart, 2016) p.26
Attaining State Minimum As a team, I would seek to attain or surpass the average college and career readiness indicator in the state. Attainment of this indicator should ensure not only that students are on par with the average state students seeking to enter into state Universities such as Rutgers University, and
also would provide students better possibilities to compete successfully for employment positions in the region of the county, as well as possibly increasing the city's tax revenues.
Currently the scores are very low, and have a direct effect on college admittance, but also in the participation rates of graduates interactions with the economic environment within the city.
Plan of Engagement 1. Get all staff members on the same team within the same mindset to follow a data driven strategy of success meeting the needs of all students, particular the Latin Students Needs.
2. Review current school data with the entire group of instructors and Principal specifically to strategize on teaching alignment methodologies instructors can use to improve learning outcomes for students, as well as review current teaching methodologies and course offerings in English & Spanish linking what they know in ways that they can demonstrate it on examinations.
3. Begin to converse with students as well as provide student surveys and questionnaires in English and Spanish for students at their grade level independently, and in small groups to find out what is working for them, and what is not. The district has to engage with ALL students and the data is revealing that many are being missed.
4. Agree on goal to meet or exceed State College Preparation average high school scores leveraging the knowledge the students have, and are not using using because of their language barrier. Also I would contract a specialist in content, alignment, and instruction to assist staff in achieving the agreed upon goals based on school mission, and current assessment of data.
5. Review teaching methodologies focusing on schools that are meeting and exceeding state standards with students that have transient backgrounds. “Ivy continued to visit other high-achieving schools and attend data-driven workshops to bring additional best practices to the school.” P.109 (Brick-Santoyo, 2010) 6. What resources, teaching methodologies, budgets, timeframes and outcomes are they achieving. Also, review student expectations, and grade level content.
I would concentrate energy into raising the performance scores which are currently very low in Plainfield High School by reviewing teachers day-to-day activities with regard to the state's alignment goals for education. Those that are working I would recommend that they be retained, but those that are not working nor are in line with state standards, I would recommend their removal. To initiate this, I would gather all instructors, staff, Principal, parents, and community leaders together to focus on ways to align data currently being displayed in the school, to where it needs to be in order to be in line with the State so that learners achieved the best results possible. For example, currently there are only 32.7% of students who attend Plainfield high
school, that are even participating in the PSAT examination which appears to be linked to language, not intellect. (N.J. ​School Performance Reports., 2016)
Conclusion If education leaders in the city of Plainfield took a new approach of engaging, supporting, and facilitating learners of Hispanic backgrounds so they truly could compete and thrive in the district, the end result could not only build stronger communities, but elevate social and communal capital, raise could taxes in the city if strategies that incorporated students of Hispanic backgrounds were enacted and adjusted to include them into the educational system so they had all the resources needed to allow them to learn, improve, and compete.
Resources: Bambrick-Santoyo, 2010 Driven by Data
Bernhart, V. L. (2016). Data, data everywhere (2nd ed.). New York & London: Routledge.
2015-2016 N.J. School Performance Reports. (2016). Retrieved from https://rc.doe.state.nj.us/report.aspx?County=39&District=4160&School=050&SchoolYear=201 5-2016&SY=1516