Effects of High School ESL

  • Hinders Student Achievement
  • Unable to fully experience high school fully (ESL Required Elective)
  • ESL Students are unable to effectively take standardized tests (Reflects on school system)
  • Shuffling between class periods for different subjects
  • Limited certified teachers, teach multiple subjects (results in modified curriculum)
  • Separate organizations among students are often formed, creating a divid
  • Integration into "normal" High School Classes is at the discretion of typical high school behavior
  • Stereotypes effects the understanding of classmates
  • High drop out rate among ESL students
  • Label one another “stupid” or “racist”
  • Students are unfairly coddled and should be forced more quickly into the "mainstream"
  • Education officials classify some 5.1 million students in the United States — 1 in 10 of all those enrolled in public schools — as English language learners, a 60 percent increase from 1995 to 2005
  • Meanwhile, teachers and administrators have come under increasing pressure to meet the requirements of the federal No Child Left Behind Act, which links every school’s financing and its teachers’ jobs to student performance on standardized tests
  • High schools is the last stop between adolescence and adulthood
  • teachers move more slowly and rely more on visual aids
  • writing exam 97 percent passed, Math 91 percent passed, 89 percent passed the history exam
  • Their classes are light on lectures and heavy on drills, games and worksheets intended to help them memorize facts about topics as varied as European monarchies, rock formation and the workings of the human heart
  • It means she has had little access to peers and networks that might help her learn to better navigate her new country, apply for scholarships, make her own MySpace page or drive a car. She lives an hour’s drive from Washington, but has visited only once, on a field trip with other immigrant students
  • The immigrant students are given less homework and rarely get failing grades if they demonstrate good-faith efforts. They are given more credit for showing what they know in class participation than on written assignments. And on state standardized tests, they are offered accommodations unavailable to other students

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