Download or read book The Correlates of Academic Performance for English Language Learner Students in a New England District Stated Briefly REL 2014 021 written by Caroline E. Parker and published by . This book was released on 2014 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. Study authors found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. [This report was written in collaboration with the English Language Learners Alliance. For the full report, "The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020," see ED546480.].
Download or read book The Correlates of Academic Performance for English Language Learner Students in a New England District REL 2014 020 written by Caroline E. Parker and published by . This book was released on 2014 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. The following are appended: (1) Literature review; (2) About the Language Assessment Systems Links assessment; (3) Measures of academic achievement; (4) Analysis sample; (5) Analysis methods; (6) Description of variable coding schemes for models; and (7) Regression tables. [This report was written in collaboration with the English Language Learners Alliance. For the companion summary report, "The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021," see ED546481.].
Download or read book The Correlates of Academic Performance for English Learner Students in a New England District written by Caroline Parker and published by . This book was released on 2016 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: English learner students are one of the fastest growing subgroups in America's schools, and gaps between English learner students and their native English-speaking peers in academic outcomes remain large in most districts and states. This study examines data for all English learner students in grades K-12 in the study district who took the Language Assessment Systems Links (LAS Links) English language proficiency assessment in spring 2011. Focusing on a large urban district in Connecticut, this study examines three research questions: (1) What were the characteristics of English learner students and of the English learner programs and schools they attended in 2010/11?; (2) Which student characteristics, types of English learner programs, and school characteristics were most closely related to English learner students' English proficiency scores in 2010/11?; and (3) Which student characteristics, including English proficiency levels, and which types of English learner programs were most closely related to English learner students' math and reading performance? A large urban district in Connecticut with a share of just over 10 percent of English learner students in its student population was selected as the site for this study. The study used administrative data from the study district to conduct descriptive statistics and regression analyses to address the research questions. While there are differences in performance on both the LAS Links and Connecticut Mastery Test (CMT)/CAPT assessments by type of English learner program, the differences do not have a clear pattern. A table is appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Download or read book Using Data to Understand the Academic Performance of English Language Learners Policy Issues Number 21 written by Drew H. Gitomer and published by . This book was released on 2005 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because of educational accountability demands, districts and states are required to collect and report certain kinds of information about English language learner (ELL) students. In general, these summaries report on the numbers of ELL students and how well they are performing on statewide measures of achievement--information that fulfills external accountability pressures. This edition of "Policy Issues" has been developed to provide perspectives on how information that is already being collected can be analyzed and reported in ways that support the internal information needs of educational systems. Specifically, by using relatively straightforward approaches to analyzing their data, districts and states can better address and convey answers to the following: (1) What are the background characteristics of the ELL students in the school, district, or state? (2) Are background characteristics of ELL students related to how well they progress academically? and (3) Are particular aspects of the educational program, including how instruction is organized and characteristics of teachers, related to student outcomes? [This report was produced by Learning Point Associates, North Central Regional Educational Laboratory.].
Download or read book The Relationship Between English Language Proficiency and Academic Achievement for English Language Learners written by Laura Grisso and published by . This book was released on 2018 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative correlational research study was to test the threshold hypothesis as it applied to the performance of English language learner students on the Oklahoma Core Curriculum Test (OCCT) in third grade reading and the Assessing Comprehension and Communication in English State to State for English language learners assessment, also known as the ACCESS for ELLs. The OCCT assesses student performance on third grade reading content and the ACCESS for ELLs assesses the English language proficiency levels in speaking, listening, reading, and writing. This study specifically proposed to analyze the relationship between the ACCESS for ELLs reading proficiency level and the student performance on the OCCT third grade reading assessment. Additional analysis was proposed to determine if the relationship in student performance on the assessments was influenced by the number of years in which the student had been receiving English language development services. The participants in the study were third grade English language learner students enrolled in a large school district in Oklahoma for the 2014-2015 school year.
Download or read book Determining the Academic Achievement of English Language Learners ELLs by Using Additional Measures of Growth written by Adriana Maria Marin and published by . This book was released on 2015 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accountability measures employed in the country to determine the academic achievement of all the student population rely solely on the results obtained on the standardized tests. Such measures have often placed English language learners' (ELLs) at risk of academic failure despite the fact that research on second language acquisition (SLA) has stated the complexity involved in the learning/acquisition process of a target language. Scholars have also discussed the influence accountability measures and the issues with the validity of the tests implemented to assess ELLs may have on such results. Therefore, in an effort to obtain a more comprehensive idea of the academic achievement of ELLs in an inner-city school district in the Southeastern part of the United States, three additional measures of growth, along with the state standardized test, were utilized over a two-year period. The English language proficiency test, ACCESS for ELLs test scores, a computerized formative academic assessment, MAP test, end of the year grades for Reading and Mathematics, and the state standardized test, MCT2 test, were analyzed for the 2012-2013 and the 2013-2014 school years. Growth on the ACCESS for ELLs, MAP test scores, and MCT2 test scores were calculated using repeated measures analysis of variance (ANOVA). Then, the relationship between the variables was analyzed using Pearson's r correlation coefficients. The statistical analyses showed growth and relationships on some areas but not on others. --Page ii.
Download or read book Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools Executive Summary written by Rosann Tung and published by . This book was released on 2011 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Massachusetts context for English language learner (ELL) education has evolved over the last decade, while the population of English language learners in Boston Public Schools (BPS) has increased steadily. During that time, a shift to "English Only" instruction meant that instruction in students' first language (L1) disappeared virtually overnight in K-12 public schools that were teaching ELL students with bilingual education. During the same year that Sheltered English Immersion (SEI) became the dominant mode of instruction for ELL students, the Massachusetts Comprehensive Assessment System (MCAS) tests became used for school, district, and state accountability under the No Child Left Behind Act of 2001. The MCAS tests also became high stakes tests for high school graduation. During the three years after the implementation of Question 2 and of MCAS as a high stakes accountability test, Limited English Proficient (LEP) identification, program participation, and outcomes plummeted (Tung et al., 2009). Since those sobering findings were released, the Boston Public School district has undergone numerous programmatic and policy changes, including the placement of new leadership, the School Committee convening of a BPS ELL Task Force, a settlement agreement with the U.S. Department of Justice and the U.S. Department of Education with specific remedies spelled out, and the adoption of a new English learner education policy manual. Against this backdrop, and with the knowledge that many teachers and administrators within the Boston Public Schools were expert practitioners with ELL students and that many BPS ELL graduates succeed academically and professionally, the authors endeavored to document the practices in successful schools. This study uses mixed methods to answer the following research questions: (1) In which BPS schools were ELL students at intermediate to advanced English proficiency levels (MEPA levels 3 and 4 based on the pre-2009 scale) performing at a consistently high level or showing steady improvement during SY2006-SY2009?; (2) What were some of the organizational, cultural, instructional, professional development, and community engagement practices that the school's staff attributed to their success with ELL students during SY2006-SY2009?; and (3) Which of the organizational, cultural, instructional, professional development, and community engagement practices identified by school staff were shared among the selected schools? (Contains 2 tables and 4 endnotes.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For the full report, "Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools," see ED540999.].
Download or read book Taking a Closer Look at English Learner Subgroups Whose Achievement Stalls Out REL West Research Digest written by Regional Educational Laboratory West (ED) and published by . This book was released on 2014 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: To figure out better ways to serve their English language learner (ELL) students, the state departments of education in the West Region states of Arizona, Nevada, and Utah, who are members of the English Learner Alliance, asked REL West to help them put together a more detailed picture of two particular groups of K-12 ELL students who seem to stall out in their progress toward English language proficiency and/ or academic achievement. To learn more about this study, the "REL West Research Digest" spoke with Eric Haas, a Senior Research Associate at WestEd, who leads REL West staff providing the Alliance technical assistance and data analysis.
Download or read book Correlating English Language Learner CRCT Scores on the Basis of English Language Learner ACCESS Scores written by Nancy McNeal and published by . This book was released on 2016 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative correlational study was to test the sociocultural theory that relates English language learner students’ scores on the Georgia Assessing Comprehension and Communication in English State to State (ACCESS) test to English language learner students’ scores on the Georgia Criterion Referenced Competency Test (CRCT). The assessments scored students in language use and proficiency in listening, speaking, reading, writing, English/language arts, math, science and social studies. Specifically, the study assessed the predictive power of student scores on the ACCESS test on the criterion variable of student scores on the Georgia CRCT. The participants in the study were third grade English language learner students enrolled in a Northeast Georgia school system for the 2013-2014 school year. Once the data was gathered, descriptive statistics were computed before the correlational analysis. Pearson correlations were used to examine the relationships between variables. The results showed a strong positive significant correlation between student scores on the ACCESS test and student scores on the CRCT. The results are discussed in terms of policy and student learning.
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Download or read book Extramural English in Teaching and Learning written by Pia Sundqvist and published by Springer. This book was released on 2016-11-09 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is unique in bringing together theory, research, and practice about English encountered outside the classroom – extramural English – and how it affects teaching and learning. The book investigates ways in which learners successfully develop their language skills through extramural English and provides tools for teachers to make use of free time activities in primary and secondary education. The authors demonstrate that learning from involvement in extramural English activities tends to be incidental and is currently underutilized in classroom work. A distinctive strength is that this volume is grounded in theory, builds on results from empirical studies, and manages to link theory and research with practice in a reader-friendly way. Teacher-educators, teachers and researchers of English as a foreign language and teachers of English as a second language across the globe will find this book useful in developing their use of extramural English activities as tools for language learning.
Download or read book Digest of Education Statistics written by and published by . This book was released on 1969 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
Download or read book Boredom in the Classroom written by Gayle L. Macklem and published by Springer. This book was released on 2015-01-05 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. This stimulating volume: Argues that boredom shouldn't be ignored or dismissed as a passing phase. Examines various types of boredom as well as gender and cultural differences. Explores boredom in the contexts of anxiety and depression and in non-school situations. Provides theory on causes of boredom in students. Details how student self-regulation, motivation, and engagement can be improved. Describes specific roles teachers and mental health professionals can play in controlling boredom. Boredom in the Classroom is an essential resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational psychology, social work, and related disciplines.
Download or read book Language Proficiency and Academic Achievement written by Charlene Rivera and published by Multilingual Matters Limited. This book was released on 1984 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book developed from a dialogue between Jim Cummins and other scholars and practitioners. It represents a state of the art discussion of Cummins' theoretical framework.
Download or read book Broader Bolder Better written by Elaine Weiss and published by Harvard Education Press. This book was released on 2021-02-23 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Broader, Bolder, Better, authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts secretary of education, make a compelling case for a fundamental change in the way we view education. The authors argue for a large-scale expansion of community-school partnerships in order to provide holistic, integrated student supports (ISS) from cradle to career, including traditional wraparound services like health, mental health, nutrition, and family supports, as well as expanded access to opportunities such as early childhood education, afterschool activities, and summer enrichment programs. The book builds on nearly a decade of research by the Broader, Bolder Approach to Education, a national initiative endorsed by more than sixty policy experts and leaders from across the country, and draws on the work of Harvard’s Education Redesign Lab. It pulls from case studies of effective ISS efforts in twelve diverse communities to illustrate the variety of strategies that can be adopted locally. A call to action that also provides examples of communities that are successfully leveling the playing field for poor children, this book offers a detailed vision for building—through field work, mobilization, and financing—comprehensive systems to prepare all children for success.
Download or read book Statistical Power Analysis for the Behavioral Sciences written by Jacob Cohen and published by Routledge. This book was released on 2013-05-13 with total page 625 pages. Available in PDF, EPUB and Kindle. Book excerpt: Statistical Power Analysis is a nontechnical guide to power analysis in research planning that provides users of applied statistics with the tools they need for more effective analysis. The Second Edition includes: * a chapter covering power analysis in set correlation and multivariate methods; * a chapter considering effect size, psychometric reliability, and the efficacy of "qualifying" dependent variables and; * expanded power and sample size tables for multiple regression/correlation.
