Evaluation of Non- English Speaking Student Performance Before and After Removal of ESL Program A reflection on student support Neal L. McIntyre Plymouth State University

Goals The goals of this investigation are: 1.Understanding of student and faculty/administrative impression of support as it pertains to the academic success of ESL students at Kimball Union Academy. 2.Understanding the achievements of ESL students in language-based disciplines and on language-based standardized assessments when compared to their English-speaking peers. 3.Provide a basis for future assessment of international student support.

Grounding Principles It is important to understand the human resources within an organization, both faculty and students, in order to organize a common goal and collectively move toward success. This principle could be called an education-base human assets approach to leadership (Farkas and Wetlaufer, 1998) For years the faculty of Kimball Union Academy have circumstantially taken note of the increasing difficulty with stress management and long-term performance of ESL students. It has also been noted that some students come to us with little or no preparation for learning in an English-speaking setting. Instead of continued critical rhetoric dominating the conversation, we should instead focus on identifying the issues and taking institutional responsibility for the solutions (Kegan and Lahey, 2001).

Methodology Part 1 Phase 1: Evaluation of Assessment Data -In 2001, Kimball Union Academy ended their ESL support program for all foreign students. The impetus for this change was the desire of the academy to attract students who come prepared with a specific degree of English proficiency. -The reality of the change has been predictable. Foreign students arrive at the academy with a diverse array of English speaking, reading, and writing skills, and many of them struggle greatly during their time in the United States. -Phase one involves evaluation of performance data on SAT and ACT testing in a period five years before and five years after the removal of the ESL program. -Will include data from , and

Initial Conclusions Based on this assessment of the data, it has been shown that there was a noteworthy separation between the performance of ESL students and native English speakers after the removal of the ESL program from KUA. Verbal discrepancy x= 105 Verbal discrepancy x=125 The trend in the ensuing years has not been consistent, and has likely been affected by increased admission standards in keeping with the need for English-proficient international students.

Conclusions Continued There is a consistent performance separation indicated by the data between cohorts of the same year, which would have ideally lessened after the removal of the ESL program. ESL reading and English reading proficiency are consistently disparate, suggesting more attention is needed to the international population in order to promote institutional consistency. ESL writing and English writing may, in the short term, possibly becoming increasingly disparate.

Conclusion If the goal of the institution is equitable education, then it can be suggested that ESL students do not receive proper services to bring them on- pace with domestic students.

PART 2. SURVEYING THE SITUATION, STUDENTS Questions?

Methodology Part 2 Measurement of perceived non- English speaking student support -In order to ascertain student feelings of academic and cultural support, a survey was conducted to measure the perception of that support. -Cultural and academic support considerations

International Student Perceptions ESL programming is largely unsupported by the total ESL community. There is a significant skew toward South Korean students, which greatly affects group mean values. For example, no Korean students supported the idea of a formal ESL program, but all Spanish, Chinese, and French Canadian students supported such a program

South Korean Students Strongly disagree with the idea that ESL students are properly prepared for College Board assessments (x=2.9/10), and disagree that there are adequate academic support services extended to international students (x=3.8/10) Disagree (x=4.1/10) that KUA prepares ESL students for college. NO Korean students, however, were in favor of an ESL curriculum Korean students feel they can handle the work load at KUA (x=8.1/10), and spend an average of 2.8 hours on homework each night.

Suggesting? Korean students do not find KUA programs challenging enough for their needs, but they do not perform on-par with English speaking classmates. Even if ESL support services were offered, Korean students would not take advantage even in light of not feeling supported….

Spanish, French Canadian, Chinese, Saudi Arabian Generally feel unprepared for U.S. higher education, with Canadians serving as outliers (x=8/10) and other ethnicities constituting the opposite sentiment (x=3.2/10). Do not feel teachers allow for more time on assessments (x=2.3/10). ALL support a formal ESL curriculum at KUA

Comments “You just join the class, even if your English is horrible.” On working harder than English peers, “I spend much more time going over the material.” On the Writing Center being adequately staffed, “Only when Mrs. Howe (director) is on duty.” “Yes, yes, yes” on separate instruction for beginning ESL students. Same student said “no” for a formal ESL curriculum….

PART 3. SURVEYING THE SITUATION, FACULTY AND ADMINISTRATION Questions?

As expected…. …there are a variety of opinions.

Finding Common Ground Four major points where faculty sentiment was consistently strong: 1.Writing Center. Faculty indicates they do not feel it is appropriately staffed (x=3.8/10). 2.ESL students work more and longer than English-speaking peers (x=9/10). 3.Introduction of ESL students to American social and educational cultures (x=3.75/10) 4.Preparation of ESL students to learn, read, and write in English (x=4/10, 4.25/10). 5.ESL students have been accurately represented to us by their academic consultants (x=3.7/10)

Comments “Our ESL is non-existent.” On classroom teachers helping with writing, “[Teachers are] usually uneducated in the matter.” “Tough to make judgments, many ESL students are more academically motivated than American students.” “I don’t think KUA should have an ESL program, and therefore should not accept ESL students. Either we have ESL classes, or we are mainstream, but not ESL and mainstream.

Recommendations Continue annual monitoring of student performance data to compare with historic trends. Initiate bi-annual evaluations of students and faculty to provide a more comprehensive year-long perspective. Expand reach of student surveys to include new students so as to gain an indication of ESL student perceptions and concerns shortly after arrival at KUA. Conduct similar study of PSAT data to monitor changes or strengthening of correlations over a student’s career at the academy.

Fin