| dc.description.abstract | The goal of the high school course placement process is to accurately identify and place students according to their academic abilities. Misplaced students can suffer academic disengagement or the loss of future opportunities. A myriad of factors contribute to a student’s enrollment in advanced programming, including actual or perceived ability, content interest, parental expectation, peer pressure, academic status, and/or the desire to please college admissions. This improvement project examined the student academic placement process specific to advanced programming at a large, suburban high school in central New York State. The current placement process occurs without the use of common language, clear criteria, or a standardized process. Inconsistent practices contribute to inequitable placement processes, particularly affecting students of color and those of low socioeconomic status. This quality improvement inquiry seeks to develop a framework to place all students in a coordinated and consistent manner. Development of an original conceptual frame, inspired by an extensive literature review and the visual structure of Jacobs’ (2010) work, guided our inquiry. Analysis of quantitative demographic and survey data, and qualitative analysis of stakeholder surveys and interviews helped to develop a framework for the placement process that centers on student need and individualized academic paths. Three foundational principles (1) organizational structures, (2) student learner characteristics, and (3) student self assessment guided the inquiry and subsequently organized our findings and recommendations. At an organizational level, a lack of communication and common understandings fueled inconsistencies in placement practices. Data showed that relationships between teachers and students lead to a perception of more appropriate placements due to the multitude of student learner characteristics (academic, behavior, and attitude) that are considered. Finally, students desire a venue for self advocacy to share self reflection centering on both intrinsic and extrinsic motivating factors. Recommendations include organizational change that focuses on a common language, explicit practice, and a transparent communication plan. We recommend that teachers and counselors focus individualized conversations on student interests, academic goals and school-life balance, giving students the opportunity to understand course expectations. An annual review would promote fidelity and provide an opportunity for feedback from all stakeholders and process iteration. | |
