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 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 The Effects of English Language Learner Classification on Students Educational Experience and Later Academic Achievement written by Nami Shin and published by . This book was released on 2015 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Learner (ELL) students are the fastest growing student population within the United States. In spite of federal and state laws and regulations that require states and local districts to provide ELLs with support services, prior research has indicated that ELL students are in general lagging behind non-ELL students in academic achievement. An unanswered question is whether and how the initial designation of students as ELL (apart from their actual skill level) may influence their later academic progress and experiences. The main purpose of this study, then, was to examine the effects of initial ELL classification (while controlling for their actual skill level) on students' academic experiences and later academic achievement. In particular, it compared outcomes for high-scoring ELL students (just below the cutoff for being classified as Initially Fluent English Speaking, IFEP) and students just above the cutoff who were classified as IFEP. This study also investigated whether students' particular profiles of proficiency at the time of the initial classification (speaking, listening) influenced their academic experiences and achievement, as well as the experiences and achievement of students who retained their ELL status over a long term despite having initial scores placing them near the cutoff for being classified as IFEP. This study used student-level longitudinal data (Kindergarten through tenth grade) from a very large school district in southern California. The sample consisted of 13,335 students who were near the cutoff score of the initial CELDT (administered in Kindergarten) for distinguishing ELL from Initially Fluent English Proficient (IFEP) students. Outcomes examined included standardized test scores, course grades, and whether students enrolled in gate-keeper courses (e.g., Algebra) in the normative year (e.g., 8th grade). Regression discontinuity analyses showed that for students who were near the cutoff score for ELL and IFEP classification, being initially classified as ELLs was not a disadvantage. ELLs outperformed IFEPs in English Language Arts and Mathematics in early elementary grades; this difference disappeared in later grades, and the two groups showed equivalent performance. The patterns of differences and similarities between ELLs and IFEPs did not depend on whether students were more skilled in listening or speaking. Among students who were initially near the cutoff for being classified as ELL, students who retained their ELL classification for a long term (at least five years) showed lower academic performance and developed English proficiency more slowly than students who were reclassified as IFEP in early years (before five years.) On average, students retaining their ELL classification for a long term tended to have lower initial CELDT scores, lower parent education levels, lower attendance rates in school, a higher proportion of students who were male, and a higher proportion of students who were designated as needing special education services.
Download or read book Academic Achievers written by Pierre W. Orelus and published by Sense Publishers. This book was released on 2010 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is ironic that our ever-present preoccupation with closing the achievement gap is insufficiently articulated in current federal education policy. To this end, Pierre Orelus' study cogently underscores the fruitfulness of caring teachers' persistence in bridging the all-too-frequent gulf that exists between school and community together with an apprenticeship model that saturates youth in academic discourses. This is an encouraging and inspiring read. Angela Valenzuela, College of Education, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind. Orelus' book provides valuable insights into the resources, including teachers' teaching practices, students' level of motivation, their family values, and the students' academic background, that contribute to academic achievement for English language learners. The author's close examination of what enabled four middle school ELLs to succeed academically illustrates that even students who are labeled "at risk" can succeed with the right support. David Freeman, Ph.D. Professor of Reading and ESL Chair: Department of Language, Literacy, and Intercultural Studies The University of Texas at Brownsville Pierre Orelus draws on his personal experiences as an English-language learner to examine ELL's academic achievement and underachievement. Guadalupe Valdes, Ph.D. Bonnie Katz Tenenbaum Professor of Education Stanford University This book addresses one of the most pressing issues facing US education - how best to support the academic literacy of English Language Learners. Pierre Orelus looks closely at teaching practices that contribute to students' academic growth, and he adds to the mounting evidence of the negative impact of high stakes testing and accountability on teaching, especially for students who are learning English. This is a powerful call to reject the culturally and educationally reductive practices promoted by No Child Left Behind. Professor Pauline Lipman University of Illinois at Chicago Author of High Stakes Education; Inequality, Globalization, and Urban School Reform"
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 The Relationship Between Classroom Instructional Language and Academic Achievement Among English Language Learner Students written by Kristina Leticia Rodriguez and published by . This book was released on 2017 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly one-third of children living in the United States are English language learners (ELLs). These children’s academic achievement lags behind the achievement of their English-proficient peers. As more ELL students enter the public school system, educators require guidance regarding the best practices for closing this gap. A particularly important consideration in this regard relates to the question of whether students’ native languages are used in the classroom, or whether students are instead exposed to English-only instruction. This paper explores the relationship between instructional language and academic achievement among ELL students. Using data from the Early Childhood Longitudinal Study 2011, I find that there is a small, negative, and statistically significant relationship between non-English use in the classroom and reading test scores. I find no relationship between non-English use in the classroom and math test scores.
Download or read book The Relationship Between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 and 11 in Utah Summary Issues Answers REL 2011 No 110 written by Eric W. Crane and published by . This book was released on 2011 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document summarizes a study that examines the relationship between performance on Utah's English proficiency assessment and English language arts and mathematics content assessments by English language learner students and compares the performance of English language learner and non-English language learner students on the content assessments. Two research questions guided the study: (1) What is the distribution of performance of English language learner students in grades 10 and 11 on the Utah Academic Language Proficiency Assessment, compared with their performance on the English language arts and mathematics content assessments of the Utah Performance Assessment System for Students? and (2) How does the performance of English language learner students on the English language arts and mathematics content assessments of the Utah Performance Assessment System for Students compare with that of non-English language learner students, overall and by content standard? The Utah State Office of Education provided student-level datasets of all grade 10 and 11 students who took the language proficiency and content assessments in 2008/09. Findings include: Of grade 10 students who scored below intermediate on the language proficiency assessment, 6 percent scored 3 or 4 (the highest two scores) on the English language arts content assessment; of grade 10 students who scored intermediate on the language proficiency assessment, 14 percent scored 3 or 4 on the English language arts content assessment; and of grade 10 students who scored advanced on the language proficiency assessment, 59 percent scored 3 or 4 on the English language arts content assessment. Of grade 11 students who scored below intermediate on the language proficiency assessment, 1 percent scored 3 or 4 on the English language arts content assessment; of grade 11 students who scored intermediate on the language proficiency assessment, 9 percent scored 3 or 4 on the English language arts content assessment; and of grade 11 students who scored advanced on the language proficiency assessment, 33 percent scored 3 or 4 on the English language arts content assessment. The information from this study is expected to aid the Utah State Office of Education in generating descriptive information about English language learner students' performance on the language proficiency and content assessments, in informing ongoing discussions of rules related to when students should be moved out of English language learner status, and in helping the state agency's curriculum and instruction and assessment programs develop a richer understanding of English language learner students' performance on specific content. [This summary was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd. For the main report, see ED516971.
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 The Relationship Between Language Literacy and ELL Student Academic Performance in Mathematics written by Molly A. Lawon and published by . This book was released on 2017 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth grade ELL students (N = 30) from a rural farming community in Central Washington State. The Washington English Language Proficiency Assessment (WELPA) was used as the independent variable for reading, writing, listening, and speaking. The study found a strong correlation between reading and writing and student math scores, and, a correlation of lesser magnitude between student abilities in listening and speaking and their performance on the math assessments. All findings were statistically significant (t-test
Download or read book The Relationship Between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 and 11 in Utah Issues Answers REL 2011 No 110 written by Eric W. Crane and published by . This book was released on 2011 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the relationship between performance on Utah's English proficiency assessment and English language arts and mathematics content assessments by English language learner students and compares the performance of English language learner and non-English language learner students on the content assessments. Two research questions guided the study: (1) What is the distribution of performance of English language learner students in grades 10 and 11 on the Utah Academic Language Proficiency Assessment, compared with their performance on the English language arts and mathematics content assessments of the Utah Performance Assessment System for Students? and (2) How does the performance of English language learner students on the English language arts and mathematics content assessments of the Utah Performance Assessment System for Students compare with that of non-English language learner students, overall and by content standard? The Utah State Office of Education provided student-level datasets of all grade 10 and 11 students who took the language proficiency and content assessments in 2008/09. Findings include: Of grade 10 students who scored below intermediate on the language proficiency assessment, 6 percent scored 3 or 4 (the highest two scores) on the English language arts content assessment; of grade 10 students who scored intermediate on the language proficiency assessment, 14 percent scored 3 or 4 on the English language arts content assessment; and of grade 10 students who scored advanced on the language proficiency assessment, 59 percent scored 3 or 4 on the English language arts content assessment. Of grade 11 students who scored below intermediate on the language proficiency assessment, 1 percent scored 3 or 4 on the English language arts content assessment; of grade 11 students who scored intermediate on the language proficiency assessment, 9 percent scored 3 or 4 on the English language arts content assessment; and of grade 11 students who scored advanced on the language proficiency assessment, 33 percent scored 3 or 4 on the English language arts content assessment. The information from this study is expected to aid the Utah State Office of Education in generating descriptive information about English language learner students' performance on the language proficiency and content assessments, in informing ongoing discussions of rules related to when students should be moved out of English language learner status, and in helping the state agency's curriculum and instruction and assessment programs develop a richer understanding of English language learner students' performance on specific content. (Contains 5 tables, 10 figures, and 3 boxes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd. For the summary, see ED516972.].
