Abstract
Purpose. The purpose of this study was to identify the factors that lead to the perceived strengths of the High Point curriculum. Additionally, this study sought to identify the factors that lead to the perceived weaknesses of the High Point curriculum. A secondary purpose was to identify the demographic variables that may impact High Point teacher perceptions. A third purpose was to identify the impact of the materials of the High Point curriculum to see if that impacted the strength or weakness of the program. Methodology. The study employed a descriptive research design to answer the research questions. An interview questionnaire was developed by the researcher to collect quantitative data through Likert scale responses and qualitative data through short-answer responses. Purposive sampling was used to select participants who taught English language learners the High Point curriculum at the middle school level. Findings. The High Point program is designed as a comprehensive program, yet there are many areas where teachers find deficits. The component strengths of the program were identified by the participants as objectives, checking for understanding, graphic organizers, the close and assess activity, and selection vocabulary. The component weaknesses of the program were identified by the participants as the writing portion, grammar mini-lessons, unit themes, and multilevel strategies. Conclusions. The High Point program needs supplemental materials to meet the needs of English language learners. The program supports English acquisition for English language learners. The amount of experience a teacher has in the classroom with English language learners and with the High Point curriculum impacts his or her perception of the strength of the High Point program. Recommendations. Further research could be conducted (1) analyzing the California English Language Development Test (CELDT) data for English language learners, (2) analyzing implementation strategies with new and experienced teachers, and (3) by using a larger sample to determine if there is a significant difference in respondents' perceptions of the strength of the High Point curriculum.