Creating a Diversity Portrait (1).docx

1 Creating a Diversity Portrait Jussara Carvalho Rodrigues Department of Education, American College of Education ED 5123 – Diverse Learners Dr. Asia Savoy-Mason January 21, 2024

2 Creating a Diversity Portrait Educational institutions today serve a diverse range of students with varying cultural, ethnic, and socio-economic backgrounds. The fast-paced nature of schools often leads to specific student groups experiencing an achievement gap. This issue is prevalent across different regions and affects various groups of people. As educators, we are responsible for analyzing the available data and identifying solutions to bridge the achievement gap that affects specific student groups. In this regard, I will be comparing the state test averages for students from my school, intending to implement strategies to enhance academic performance and reduce the achievement gap. Data Collection The following table presents a comparative analysis of the overall performance of 9th- 12th grade students at Deerfield Beach High School (DBHS) and the state of Florida. The analysis aims to provide insights into the academic achievements of DBHS students in relation to statewide academic performance standards. The data may be useful for academic researchers, policymakers, and other stakeholders interested in educational outcomes in Florida. Please note that all data related to DBHS will pertain to the academic year 2022-2023. The data will comprise both demographic information and test dates about our school and state. As of now, we have a total of 308 students who are ELL (English Language Learners). We received news this week that our school has the highest number of ELL students in the Broward district. The table below lists the percentage of students who passed state tests.

3 Table 1 School data Collection 2021-2022 School: Deerfield Beach High School Student Group: (provide demographics of the student group identified, i.e., race, gender, grade level, ability group where appropriate, etc.) Black/ African American 49.4% Hispanic 33.9% White 12.7% Asian 2.2% Multiracial 1.6% Percent of Total Student Population ELL students 11.7% School Average State Average State Test Performance: English Language Arts 15.6% 33.4% State Test Performance: Mathematics 12.3% 42.4% State Test Performance: Writing I did not find it. I did not find it. Attendance Rate: The attendance was confused. The attendance needed clarification. Dropout Rate: I did not find it. I did not find it. Graduation Rate 67.1% 73% In the subsequent table, an analysis will be conducted between students who are English Language Learners (ELL) and the total number of students at school. As an instructor of said students, I possess a more nuanced understanding of the topic in question. Specifically, I teach

4 three classes that are designed for English for Speakers of Other Languages (ESOL) students, and three classes that are comprised of native students. Moreover, the courses that I instruct are limited to ninth and tenth-grade students. Table 2 Distinguish between ELL and total students at DHBS Percent of Total Students at DBHS 88.3% Percent of Total Student Population ELL Students 11.7% School Average State Average State Test Performance: Reading 33.8% 51.4% State Test Performance: Mathematics 16.4% 53.5% Graduation Rate Total Students 87.9% 90.1% Upon analyzing the data presented in both tables, it becomes evident that both native and English Language Learner (ELL) students have encountered difficulties in passing state- administered tests. However, it is noteworthy that the percentage of ELL students who have struggled with test performance is higher than that of their native counterparts. A critical analysis of this data is necessary to identify the underlying factors contributing to this disparity. It is worth mentioning that the school is in an area where financial troubles are rampant. As a result, students are often compelled to contribute to the household income, which can lead to fatigue and impact academic performance.

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