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The politics of educational inequity toward students with limited English proficiency in the age of high stakes testing accountability: A descriptive ethnographic study of Haitian youth in Boston public schools.

机译：在高额赌注时代，英语水平有限的学生受到教育不平等的政治考验：对波士顿公立学校海地青年的民族志描述性研究。

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The purpose of this research study was to explore the underlying issues related to the poor performance of Haitian youth students on the Massachusetts Comprehensive Assessment System (MCAS) in the Boston Public School system. In order to adequately answer the research questions, a descriptive ethnographic approach was used as the research genre, focusing on one high school that is located in the greater Boston area. An ethnographic approach was used for this study. It is considered a well thought out approach to qualitative research because of its depth both in terms of investigation and analysis, especially when analyzing the culture of a particular group of people. In this case, it was useful to uncover the attitudes and fears of Haitian youth toward high stakes testing in the United States.;To uncover the fears of those youth toward MCAS, a sample of 13 students was interviewed over a period of 10 weeks. All of the students are Haitian; the majority of them were 10th graders. The 10th graders were targeted because 10th grade is the grade level in which all students are required to pass MCAS exam under Massachusetts law. Many of those students that were interviewed have been in the country for only about a year. It was clear, based on oral interviews collected, that the majority of the students have difficulties succeeding in MCAS both in term of their limited English proficiency and their lack of cultural understanding in the new school environment.;Key findings from the study suggest that Haitian youth are motivated to realize their academic potential but factors such as limited English proficiency, lack of literacy and numeracy in their native language, have prevented them from reaching their immediate goals and indeed passing the mandated exam. The school seems to have been making efforts to promote engagement but has been unable to demonstrate positive results based on data included in the school's Annual Year Report.

机译：本研究的目的是探讨与波士顿公立学校系统的马萨诸塞州综合评估系统（MCAS）上的海地青年学生表现不佳相关的根本问题。为了充分回答研究问题，描述性人种学方法被用作研究类型，重点是位于大波士顿地区的一所中学。人种学方法用于这项研究。由于它在调查和分析方面的深度，尤其是在分析特定人群的文化时，它被认为是定性研究的一种深思熟虑的方法。在这种情况下，揭露海地年轻人对美国高风险测试的态度和恐惧是有用的。为了揭露这些年轻人对MCAS的恐惧，在10周的时间内对13名学生进行了抽样调查。所有的学生都是海地人。他们大多数是十年级学生。面向10年级学生是因为10年级是根据马萨诸塞州法律要求所有学生都通过MCAS考试的年级水平。许多接受采访的学生在该国仅居住了大约一年。根据收集到的口头访谈，很明显，大多数学生在英语能力有限和在新学校环境中缺乏文化理解方面都很难获得MCAS。该研究的主要发现表明，海地人青年人积极地发挥自己的学术潜力，但是诸如英语能力有限，母语缺乏读写能力和计算能力等因素阻碍了他们实现近期目标并确实通过了法定考试。该学校似乎一直在努力提高参与度，但根据该学校“年度报告”中包含的数据，未能显示出积极的结果。

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作者
Blaise, Jean G.;
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作者单位

University of Massachusetts Amherst.;

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授予单位 University of Massachusetts Amherst.;
学科 Education Leadership.;Education Policy.
学位 Ed.D.
年度 2013
页码 181 p.
总页数 181
原文格式 PDF
正文语种 eng
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机译：前景：国会授权的教育增长和机会研究。语言少数民族和有限英语水平学生的第一年报告

The politics of educational inequity toward students with limited English proficiency in the age of high stakes testing accountability: A descriptive ethnographic study of Haitian youth in Boston public schools.

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