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 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 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 English Learners in STEM Subjects written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-01-28 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
Download or read book Making it Worth the Stay written by Andy Nash and published by . This book was released on 2009 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Regional Educational Laboratories written by and published by . This book was released on 1997 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Predictors of Academic Success of High School English Language Learners in One Tennessee Urban School District written by Sharada Sekar and published by . This book was released on 2009 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: In consideration of the widening achievement gap between native English speaking and non-English speaking students, the purpose of this study was to determine whether a predictable relationship exists between the academic achievement of English language learners (ELLs) and their background variables. Specifically, this study examined differences in gender, SES (based on free and reduced lunch), ethnicity, length of residence in the USA, and first language, and studied whether any associations existed between these factors and the ELLs' academic performance, as measured by Gateway scores in English II and Algebra I. Intermediate ELL students, grades nine through twelve, who attended schools in a Tennessee Metropolitan School District were the subjects of this study. The study used the archival data of Gateway scores from 2004-2007. Simple linear regression analyses and Analyses of Variance were conducted to test whether there was any association between the variables and the English language learners' performance on the Gateway exams. There were no significant associations between gender and academic achievement or between length of residence in the USA and academic achievement. However, significant differences were found based on the first language and ethnicity of the English language learners. Appended are: (1) ANOVA Table for First Language; and (2) ANOVA Table for Ethnicity. (Contains 10 tables and 3 figures.).
Download or read book Assessing English Language Learners written by Margo Gottlieb and published by Corwin. This book was released on 2006-01-13 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: `With all the offerings that Margo Gottlieb provides in this book, she makes us yearn to not only cross the bridge of assessment, but also to feel confident when we get to the other side.′ -From the Foreword by Else Hamayan Illinois Resource Center `This book is long overdue! Appropriate assessment and placement of ELLs is the most basic of all instructional processes. Without this, we cannot be sure we can measure student progress or address individual instructional needs.′ -Margarita Calderón, Research Scientist Center for Data-Driven Reform, Johns Hopkins University `Here, finally, we have a text that empowers teachers by giving them practical strategies for harnessing assessments of language and content in ways that benefit their teaching and their students′ learning.′ -Timothy Boals, WIDA Consortium Director, Wisconsin Dept. of Public Instruction `Assessing English Language Learners includes a multitude of evaluation instruments that readers can use as they assess their students. Margo Gottlieb helps teachers adjust assessment to different language proficiency levels and then evaluate language proficiency and content learning appropriately.′ -David E. Freeman, Yvonne S. Freeman, Professors, Curriculum and Instruction, University of Texas, Brownsville Discover how to bridge the gap between equitably assessing linguistic and academic performance! Student assessment is the cornerstone of standards-based education. For the growing population of English Language Learners, however, measuring their acquisition and learning is a multifaceted process. This well-documented text examines the unique needs of English Language Learners and describes strategies for implementing instructional assessment of language and content. With both depth and breadth, this practical resource covers how to equitably and comprehensively assess the language proficiency and academic achievement of English Language Learners. Both practicing and aspiring educators will benefit from Rubrics, charts, checklists, surveys, and other ready-to-use tools Professional development activities An integrated approach to teaching standards, language, and content Guidance on how best to address standardized testing and grading Use this timely text to advance the academic language proficiency of English Language Learners through enhanced teaching and assessment techniques.
Download or read book Leading Academic Achievement for English Language Learners written by Betty J. Alford and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Analysis of Academic Achievement and Language Development of English Language Learners in One School District After Five to Six Years of Instruction in English written by Jennifer Bartlett and published by . This book was released on 2002 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is crucially important to look for academic and English language growth made by English Language Learners in order to be assured academic content is being acquired and English language proficiencies are improving. With academic and language results known, school districts can adjust curriculum when and where necessary. This analysis includes two years of data from a standardized, norm-referenced test, local test data that includes performance assessments, and English language assessment data on 87 English Language Learners. The 87 ELLs included 49 fourth and 38 fifth grade students, of which 85 % speak Spanish as their primary language. All students in the analysis have been continuously enrolled in the same school district through their entire elementary school experience. Findings showed academic growth in three of four areas for fourth grade and four out of four areas for fifth grade as measured by the standardized test. District assessment results varied widely with performance assessment results being most favorable. Language assessment results were consistent with previous research with few students reaching an advanced level of fluency in English after five to six years of English instruction. A discussion of implications for teachers, schools, and districts is included which contains suggestions for program strengthening and points out some different assessment options for English Language Learners.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS written by Laura Katz and published by . This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status, and educational placement history predict ELL student achievement levels (Abedi, 2008). However, the majority of states do not examine these factors and instead use a combination of the Home Language Survey (HLS) plus an English language proficiency test for screening and identification, though it is debated if these instruments adequately measure the type of language proficiency needed to be successful in mainstream classrooms (O'Malley & Pierce, 1994). Because of these findings, it seems that multiple criteria are important to examine when screening students for English Language Learner (ELL) placement. It is hypothesized that a more detailed classification system will better predict students' academic language abilities as part of a universal screening effort, and truly identify those at most need for specialized language support. The present study uses a correlational design to examine the relationship between a parent interview form, the Bilingual Parent Interview (BPI) and students' language proficiency scores in both their native and second languages, as well as their academic achievement. It was hypothesized that the multiple criteria assessed with the BPI would be more associated with language proficiency abilities and academic achievement than the HLS. English-Language Learners (ELLs; n= 42) in grades two through five were targeted for participation. Families were recruited from a public elementary school in a city in Southern California. Record reviews were conducted to collect parents' responses on the HLS and the BPI, as well as students' language proficiency scores on the California English Language Development Test (CELDT), the Language Assessment Scales Links Español, and the Preschool Language Assessment Scales 2000 Español 2000 (Pre-LAS 2000). In addition, students' academic achievement based upon the California STAR program was also collected. It was anticipated that items on the BPI would better correlate students' language abilities and academic achievement than those from the HLS. However, it was determined that the HLS better correlated with measures of English Language Proficiency and Spanish Language Proficiency, therefore providing initial support for the validity of this measure. Examination of the socio-cultural factors related to the language abilities and academic outcomes of at-risk ELL students expands upon efforts to identify students in need of remedial support as part of an early prevention model. In addition, the assessment of language proficiency and achievement data in both English and Spanish extends the effort to discriminate between endogenous learning disabilities and language delays resulting from second language acquisition amongst ELL children who struggle academically.
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Improving Student Learning written by Herbert J. Walberg and published by IAP. This book was released on 2010-12-01 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices.
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.
