Limited English Proficiency students at Hylton High School are placed in mostly ESOL classes to learn as much English as fast as they can. At the same time they are taught content subject area and their teachers explain much of the specialized, esoteric vocabulary. The students make rapid progress educationally and SOL test scores seem to get better each year.
However, the cost of the educational achievement is delayed assimilation. ESOL classes at Hylton are creating a new segregation. If you are a newcomer and have limited skills in English, you are kept apart from American students.
The New York Times is running a series that examines how institutions are being forced to adjust from mandates like No Child Left Behind and what the effect is on students who are in essence, kept separate from the rest of the student body by virtue of the fact that they are in ESOL classes.
Some features of this mega-article are an excellent video of several Hylton High students, a blog, and some excellent charts. I have never been able to embed NYTimes vidoes so it won’t be making it to this blog. Use the link above to reach the article.
