All Broward County Public middle schools provide students the opportunity to earn high school credit for demonstrating competency in coursework that is equivalent to high school coursework. High school credit is awarded to students who have earned a passing grade in selected classes, and who have passed a district-developed test in that subject area. These courses include Algebra I and II, Spanish I and II, French I and II, and Japanese I and II. Students who have earned a passing grade in Geometry, and who have also demonstrated competency through performance evaluations and student portfolios, will likewise be awarded high school credit this year.

Middle school students are awarded high school credit most often in the areas of Algebra I and Spanish I. A preceeding research brief, Number 11, provided a detailed background for credit-by-examination within the Broward County Public Schools (BCPS), and specifically focused on Algebra I. This brief will continue the credit-by-examination review and address high school credit in Spanish I.

For many reasons, learning foreign languages is becoming more important for all students, particularly in South Florida where different peoples speaking many different languages live and come together for recreational, social and business reasons. Miami’s ascension as a financial center for nations in the Southern Hemisphere and the Caribbean, Southeastern Florida’s development as a cruising mecca serving the Caribbean, and the relocation to Florida of non-English speaking peoples serve as important reminders underscoring the need for students to become proficient in many languages.

To earn high school credit in Spanish I, middle school students must take one of the following three courses for a full year: (1) Introduction to Foreign Languages, (2) Spanish, or (3) Spanish For Spanish Speakers. Following successful completion of the course with a passing grade, students must then pass the Spanish I Credit-By-Examination before high school credit is awarded in Spanish I.

Table 1 indicates the number and percentage of grade 7 and 8 students who passed the Spanish I Credit-By-Examination during the three years of this review.

Table 1 statistics reveal that districtwide enrollments have increased over the three-year period and that the percentage of students taking the credit-by-examination Spanish test has likewise increased (i.e., excepting eighth graders in 1994-95). However, the percentage of test-takers successfully passing the test and earning high school credit declined markedly during 1994-95 (p < .01). This decline may have been caused by a number of factors, including a textbook change that occurred after the 1993-94 school year.

• The credit-by-examination process for Spanish, as well as for Japanese and French, have been designed to mirror that of Algebra. A paper and pencil test is given to each student who has earned a passing grade in the course. System staff have questioned this practice in light of current studies which emphasize the importance of oral conversation in demonstrating language proficiency. Performance-based assessments in subject areas such as foreign languages are recommended.

• Board Policy 5104.1 permits middle school students the opportunity to earn up to three high school credits. A two-year language student taking Algebra and Geometry is theoretically eligible for four credits but can only transfer three under the present policy. System staff have suggested a need to revisit the policy in light of this limitation.

In addition to the recommendations of the previous Brief, and based on findings related to credit-by-examination in Spanish, the following actions will be taken:

• Staff will address the process for determining proficiency in Spanish, French, and Japanese. Under current credit-by-examination practices, language proficiency in foreign language is assessed using a paper and pencil test. District, area, and school based staff have suggested a need to revisit the examination process and include an oral/conversational component. If revisions are warranted, the procedures must be finalized by August, 1996, in order to inform students and parents of the change at the start of the school year.

• The ad hoc committee referred to in the previous brief will also revisit the courses listed in Policy 5104.1, credit-by-examination. Students in special programs such as the Foreign Language magnet receive significantly more instructional hours in the language when compared to the number of hours offered in traditional studies. Many of the magnet students reach level III proficiency during the middle school years, but are limited to two credits for levels I and II. In addition, as the district offers a wider range of high school equivalent courses at the middle school level, consideration of offering high school credit should be expanded to areas beyond mathematics and foreign language. Advanced or accelerated study such as that which occurs in other magnet programs should be one of the areas of focus. Initial recommendations on credit for proficiency in foreign language will be presented to the School Board as part of Policy 5103.1 revisions by April, 1996, in time for school year 1996-97 course selection.

Related credit-by-examination actions specified in Research Brief #12 (i.e., algebra credit-by-examination) are provided below in italics. The word "Spanish" has been substituted for "algebra":

• An ad hoc committee under the direction of the Education Programs and Human Resource Development Division will be convened to review Policy 5104.1 with revisions to be completed by April, 1996.