A comparative study of language arts instruction in triply segregated high schools

This study set out to examine literacy practices in triply segregated comprehensive and continuation high schools. The focus of the study was on instructional strategies implemented by high school teachers to teach reading comprehension, high-level literacy and writing. Four high school English language arts classrooms; two comprehensive and two continuation, were studied from a large urban district. ❧ Two English teachers from each site were observed on three nonconsecutive days and interviewed to gather information on current literacy instructional practices utilized by teachers. Classroom observations lasted a period of 40 to 55 minutes and were audio recorded. ❧ The student demographic data analyzed determined students at both comprehensive and continuation high schools were similar in terms of key demographics such as reading and writing proficiency, ethnic and racial backgrounds, language and socioeconomic status. Observations at both comprehensive and continuation high schools confirm research which asserts adolescents spend most of their time in English classes that are monologic (Nystrand, 2006). In monologic classrooms, discussions are controlled by the teacher, with the goal of transmitting knowledge which students are required to remember. High-level literacy strategies were rarely observed in comprehensive high schools and were apparent in two continuation high school classrooms. There is a discrepancy between what teachers report utilizing as high-level literacy strategies and what was actually observed by the researcher. Similarities on teachers’ use of writing strategies were not evident among all eight teachers. Based on the findings of the study, district administrators are urged to allocate resources for continued professional development and support to teachers. Administrators need to become instructional leaders and develop a cohesive professional development plan for their school site. There is a need for teachers to collaborate and situate the learner at the center of the classroom.