There is a concerning trend in high schools across the United States where English learners are being excluded from core academic courses, putting them at risk of falling behind their peers and not acquiring the necessary skills to graduate. This exclusionary tracking, as highlighted in a recent research brief by Ilana Umansky and Karen Thompson, is a serious issue that needs to be addressed by educators and policymakers.
The researchers analyzed course enrollment data from Oregon and Michigan and found that English learners were not being enrolled in core content courses such as mathematics, English language arts, social studies, and science. This exclusion was particularly pronounced for dually identified students, newcomers, and those with lower levels of English proficiency. While the exact reasons for this exclusion are not clear, it is evident that certain characteristics are associated with higher levels of exclusion.
One hypothesis suggests that schools may be prioritizing English language development courses over core academic content for English learners. However, scheduling alone does not explain why some English learners are missing out on core courses. More research is needed to understand the underlying causes of exclusionary tracking and to develop effective strategies to address this issue.
To end exclusionary tracking, educators and policymakers must take proactive steps to ensure that all English learners have access to core courses and are supported to succeed in them. This includes providing training for teachers on best practices for supporting multilingual students and investing in resources to help educators meet the needs of English learners. District leaders can play a crucial role in reviewing student schedules, identifying gaps in course enrollment, and addressing any disparities that may exist.
It is essential for state and local education leaders to communicate a clear message that reducing exclusionary tracking is a priority. English learners should not be denied access to core content based on their language proficiency level. Teachers must collaborate and recognize that language instruction is a shared responsibility, and that students can learn language through content and vice versa.
By taking a proactive approach to addressing exclusionary tracking, educators can ensure that all students, regardless of their language background, have the opportunity to succeed in core academic courses and graduate high school equipped with the skills they need for future success. Collaboration between teachers is essential for creating a successful learning environment for students. This type of collaboration requires support and encouragement from school and district administrators. It also requires space in master schedules that allows it to happen.
When school and district administrators prioritize and support teacher collaboration, it can have a profound impact on student learning outcomes. By providing teachers with the time and resources they need to work together, administrators can promote a culture of collaboration and teamwork that benefits everyone involved.
One way to support teacher collaboration is to create dedicated time in the master schedule for teachers to meet and plan together. This could involve common planning periods, professional learning communities, or other structured opportunities for teachers to collaborate. By making collaboration a priority in the master schedule, administrators can ensure that teachers have the time they need to work together effectively.
In addition to providing time for collaboration, administrators can also encourage and support teachers in their collaborative efforts. This could involve providing resources and training to help teachers develop their collaboration skills, as well as recognizing and celebrating successful collaborations. By fostering a culture of collaboration, administrators can create an environment where teachers feel supported and empowered to work together to improve student learning.
Overall, collaboration between teachers is crucial for creating a positive and effective learning environment for students. By providing support and encouragement for collaboration, school and district administrators can help teachers work together to achieve their shared goals and ultimately improve student outcomes.
