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Technical Assistance Note No. 018-ESOL-93
Clustering II
In 1991, the Department of Education issued a Technical Assistance Paper regarding clustering. Because of the complexity of this issue, concerns still exist as to when clustering is appropriate and when it constitutes unlawful segregation. This paper shall attempt to address some of those concerns.General Principles
Clustering is a proven strategy to successfully deliver instruction to limited English proficient students. As such it is to be encouraged and implemented. Clustering facilitates instructional strategies such as cooperative learning and whole language instruction which are extremely congenial to ESOL instruction. Clustering foments cultural identity and pride.Students cluster themselves naturally during the school day. Such natural clustering is neither to be prohibited nor discouraged. Students may not be prevented from utilizing their home language when socializing or as a vehicle for learning.
Clustering, on the other hand, may result in an infringement on the right of LEP students to equal access. Clustering is therefore to be practiced in a careful and sensitive manner so as to avoid such a result.
Appropriate Clustering
- Clustering may be implemented by having self-contained classes or by selecting particular class sections to which LEP students may be assigned. For example, in a school where there are ten LEP students in the first grade and ten first grade classes LEP students need not be assigned one per class, but may be clustered in one, two or three classes. Teacher expertise, certification, and proven success in teaching LEP students may be criteria in determining in which classes the students would be clustered. Such clustering would decrease the number of teachers requiring specialized training.
- Clustering may be used to group students by English language ability and by the extent of the students' previous academic experiences. For example, New Beginning Programs have been implemented by some districts at specific schools to serve students who have just arrived in the United States and who do not have a history of systematic academic instruction. For students such as those, a school-within-the-school would be entirely appropriate as long as the concerns that follow are addressed.
Inappropriate Clustering
- No form of clustering may result in the isolation of students from regular school life. Instruction in areas such as art, music and physical education should be integrated, as well as cafeteria and playground time. Clustering may not deprive students of equal access to guidance, media, transportation and other services. Clustering may not create limitations to the students' participation in extracurricular and athletic activities.
- Clustering may not limit LEP students' participation in exceptional education, vocational education, drop-out prevention, federal programs, art, music and physical education classes or any instructional program that would meet the needs and expectations of the students.
- Clustering may not be implemented in such a way that it results in the physical isolation of students. For example, LEP students should not be the only students housed in portables if the school makes use of portables.
- Clustering is an encouraged activity, so long as the programming is understandable and equal and comparable in amount, scope, sequence and quality to that provided to English proficient students. This means, among other things, that any time spent transporting children to school should not come out of the school day. Children cannot be deprived of any instructional time under the Consent Decree.