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Yesterday, my sixth-grade classroom was abuzz with excitement as students anticipated their departure for the annual outdoor education field trip. Kids were comparing cabin assignments and deciding which friend they hoped would be in the next bunk. They wondered aloud about the food that would be served. They sat in clumps making lists of what they would pack and how they would pack it. They talked about the games the seventh graders had. told them they would play.
Today, my classroom is nearly empty with just six students; only Bianca, Sofia, Diana, Hector, Luis and Aldo are present. Everyone else has left for the trip. The mood is different than it was yesterday. Instead of excitement, there is an attitude of resignation as these students are presented with activities either intended for them to complete missing work or to engage them in some other manner for the class period.
Until questioned by me, their White teacher, on why they did not choose to attend, the trip is not mentioned. "Spanish parents are too strict," Sofia explains. "My dad. said I couldn't go camping with boys," elaborates Diana. "I have to watch my sister after school," Hector replies while shrugging and then continues, "We didn't want to go, anyway." Luis and Aldo remain silent. They don't speak English.
A quick perusal of the day's memo indicates the next period will bring a similar group to the classroom; a handful of students who are primarily immigrants from Central America and who are still learning English. I begin thinking about the purposes of the field trip; the first being to spark an interest in science and the second to provide students an opportunity to earn mandated-for-graduation student service learning (SSL) hours. I think about the loss of the opportunity for these students to earn those required hours and wonder if their chances at high school graduation will be impacted.
Purpose
Stakeholders have long been concerned about high school drop-out rates and associated achievement gaps between groups, specifically racial, of high school students. While significant improvements have been made to these drop-out rates at the national level, the largest group of drop-out students continues to be those of Hispanic heritage (Fast Facts, n.d.). Research indicates nearly 28%...