This past summer, in 2023, I had the incredible opportunity to participate in the Laidlaw Research Program, where I embarked on a journey to develop and execute my very own research project.
Please take a glance at my abstract first:)
The pursuit of equal educational opportunities has remained a persistent concern within the landscape of the United States educational system (O’Day & Smith, 2016; Reeves, 2004). The evident repercussions stemming from limited access and inadequate representation manifest unmistakably in the disparities encountered by marginalized groups, including minority, low socioeconomic status (SES), and English Language Learner (ELL) students. These disparities underscore the pressing necessity for ongoing research and enhancement of strategies aimed at supporting the diverse perspectives, experiences, and ideas of immigrant students during their progression into English proficiency and their navigation of collegiate pathways. In response to these imperatives, the present study endeavors to examine the integration of performance-based assessment (Pbats) within an international high school predominantly catering to recently arrived immigrants in New York City. Employing an ethnographic framework, this investigation delves into the encounters of immigrant students within the context of high schools in New York City. Through an exploration of the presentation of Pbats and their consequent influence on language acquisition, this research advocates for transformative modifications that facilitate the access of immigrant students to programs, establishments, and frameworks committed to comprehensive and all-encompassing educational paradigms. The outcomes of this inquiry are poised to illuminate effective methods through which high schools can provide enhanced support for immigrant students, cultivating affirmative and human-centered encounters throughout their trajectory toward advanced education. This study’s revelations hold profound ramifications for the formulation of policies and the allocation of resources, addressing the distinct challenges that confront immigrant students during their transitional phase toward higher education (Reeves, 2004).