This case is about the limitations of high-stakes testing in demonstrating the academic growth of English Language Learners (ELL)—and its effects on a school’s ranking. When a principal invests in a less conventional method to improve ELL student achievement, rather than exclusively funding direct test preparation, what happens?

Discussion Questions

1. How does the way NCLB identify schools as successful or failing cause tensions between administration and teachers?
2. How should schools interact with parents, especially those whose children fall into special populations?  What kind of supports should schools provide?
3. What is the value of setting foundations in a school (community connections, parental understanding, students’ deeper/process/critical thinking learning experiences) and keeping them despite not reaching 100% success in terms of AYP?
4. How does a school maintain the balance between the numbers and qualitative aspects of teaching?

Elizabeth Gil

TNLI Affiliate:
New York City

If you would like to learn more about Teachers Network Leadership Institute, please e-mail Kimberly Johnson for more information.