This may appear to wash away all the essentials of competition in education. In essence, questions would emerge as to the importance of exams anyway as individuals who have not met passing grades will still proceed to the next level. Nevertheless, varied strategies may be devised to curb against this problem. It is noteworthy that this problem would only be solved through a state or federal policy (Kelly, 2006).
In solving this problem, students should be taken through English proficiency courses. These courses would not only aim at increasing the proficiency of students in English but also categorize them into either proficient or non-proficient. In essence, the non-proficient students would continue with English lessons even when they are moved to other grade levels while proficient students would stop taking English-proficiency classes. However, it should be clear to the non-proficient students that they cannot go past a certain grade without a certain level of proficiency.
Such proficiency programs may resemble ESOL program. ESOL, an acronym for English for Speakers of Other Languages, is offered to individuals whose main language is not English as a way of improving their language. The course covers vocabularies, reading and writing, speaking and listening, as well as punctuation and grammar. Unfortunately, most ESOL have been subjected to FCAT programs, which essentially resemble the proposed solution, only that if the students do not attain the required grades. FCAT, an acronym for Traditionally, ESOL students have Florida Comprehensive Assessment Test, is almost reasonably tied to an individual’s success in high school, as well as achievement in life. In the State of Florida, students and public schools are evaluated every year on their performance. They are routinely sanctioned if they do not show sufficient progress (Kelly, 2006).
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