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1999 2000 Participation And Performance Of English Language Learners Reported In Public State Documents And Web Sites
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Book Synopsis 1999-2000 Participation and Performance of English Language Learners Reported in Public State Documents and Web Sites by : Deb Albus
Download or read book 1999-2000 Participation and Performance of English Language Learners Reported in Public State Documents and Web Sites written by Deb Albus and published by . This book was released on 2002 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis State Assessment Policy and Practice for English Language Learners by : Charlene Rivera
Download or read book State Assessment Policy and Practice for English Language Learners written by Charlene Rivera and published by Routledge. This book was released on 2014-05-12 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of states' assessment policies and practices regarding English language learners. The three studies were supported by OELA, the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students. State Assessment Policy and Practice for English Language Learners is of interest to researchers and professionals involved with the assessment of English language learners; state- and district-level policy makers; and academics, teacher educators, and graduate students in a number of fields, including educational and psychological assessment, testing and measurement, bilingual education, English as a second language, and second language acquisition.
Book Synopsis 1999-2000 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments by : Deb Albus
Download or read book 1999-2000 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments written by Deb Albus and published by . This book was released on 2004 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-Based Assessments, 1999-2000. ELLs with Disabilities Report 1 by : Deb Albus
Download or read book Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-Based Assessments, 1999-2000. ELLs with Disabilities Report 1 written by Deb Albus and published by . This book was released on 2004 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the participation and performance of English language learners with disabilities on the 1999-2000 Minnesota Comprehensive Assessments. For the rest of this report we refer to these students by the term students with limited English proficiency (LEP) who also have disabilities (SLEPD) 1. We wanted to do this as a function of language group (Hmong, Somali, and Spanish) and as a function of disability category (the 12 Minnesota categories not including 504 status) in order to better understand whether there might be specific implications of test performance for the instruction of students within these subgroups.
Book Synopsis Intended and Unintended Consequences of Statewide Testing for ESL Curriculum and Instruction by : Michael Einar Anderson
Download or read book Intended and Unintended Consequences of Statewide Testing for ESL Curriculum and Instruction written by Michael Einar Anderson and published by . This book was released on 2004 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Book Synopsis State Reports on the Participation and Performance of English Language Learners with Disabilities in 2006-2007. Technical Report 54 by : Debra Albus
Download or read book State Reports on the Participation and Performance of English Language Learners with Disabilities in 2006-2007. Technical Report 54 written by Debra Albus and published by . This book was released on 2009 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: No Child Left Behind (NCLB) legislation focuses attention on high expectations for all students in learning grade level academic content, and requires that disaggregated participation and performance data be reported for students with disabilities and English language learners (ELLs). Although not required by law, some states have reported data disaggregated for students with disabilities who are also ELLs. This study summarizes the extent to which states reported these data in 2006-2007, and how the online reporting of participation and performance for these students in 2006-2007 compared to previous years. Eleven appendices are included: (1) Sample Letter Sent to Assessment Directors; (2) Example of Verification Tables Sent to State Assessment Directors; (3) Status of Disaggregated Data (Participation and Performance) for ELLs with Disabilities on Regular State Tests in the Fifty States and Unique States Across 2005-06 and 2006-07; (4) Status of Disaggregated Data (Participation and Performance) for ELLs with Disabilities on Alternate State Assessments in the Fifty States and Unique States for 2005-06 and 2006-07; (5) Status of Disaggregated Data (Participation and Performance) for ELLs with Disabilities on State Assessments Administered to ELLs or in Another Language in the Fifty States and Unique States Across 2005-06 and 2006-07; (6) Disaggregated Participation Information for ELLs with Disabilities on Regular State Assessments for the Fifty States and Unique States for 2006-07; (7) Disaggregated Alternate Assessment Participation Information for ELLs with Disabilities on Regular State Assessments for the Fifty States and Unique States for 2006-07; (08) Disaggregated Regular Assessment Performance Information for ELLs with Disabilities for the Fifty States and Unique States for 2006-07; (09) Disaggregated Alternate Assessment Performance Information for ELLs with Disabilities for the Fifty States and Unique States for 2006-07; (10) Tables With Data for 2002-2003; and (11) Participation and Performance for Students Tested with Accommodations. (Contains 9 figures and 10 tables.).
Book Synopsis Report of the National Reading Panel by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis 2000-2001 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments by : Deb Albus
Download or read book 2000-2001 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments written by Deb Albus and published by . This book was released on 2004 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Yesterday, Today, and Tomorrow by : Roslyn Arlin Mickelson
Download or read book Yesterday, Today, and Tomorrow written by Roslyn Arlin Mickelson and published by Harvard Education Press. This book was released on 2017-11-14 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Yesterday, Today, and Tomorrow provides a compelling analysis of the forces and choices that have shaped the trend toward the resegregation of public schools. By assembling a wide range of contributors—historians, sociologists, economists, and education scholars—the editors provide a comprehensive view of a community’s experience with desegregation and economic development. Here we see resegregation through the lens of Charlotte, North Carolina, once a national model of successful desegregation, and home of the landmark Swann desegregation case, which gave rise to school busing. This book recounts the last forty years of Charlotte’s desegregation and resegregation, putting education reform in political and economic context. Within a decade of the Swanncase, the district had developed one of the nation’s most successful desegregation plans, measured by racial balance and improved academic outcomes for both black and white students. However, beginning in the 1990s, this plan was gradually dismantled. Today, the level of resegregation in Charlotte has almost returned to what it was prior to 1971. At the core of Charlotte’s story is the relationship between social structure and human agency, with an emphasis on how yesterday’s decisions and actions define today’s choices.
Book Synopsis Educational Assessment and Accountability for All Students by : Stephen N. Elliott
Download or read book Educational Assessment and Accountability for All Students written by Stephen N. Elliott and published by . This book was released on 2000 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide provides information about the assessment and inclusion of all students in statewide and district assessment programs. In particular, it focuses on tactics for including students with disabilities in assessment to achieve a more complete picture of student learning and educational accountability. It is designed to help Wisconsin educators become familiar with the state's academic content standards and knowledgeable of the general content of tests in the Wisconsin Student Assessment System, so that they can actualize the requirements of the recently reauthorized Individuals with Disabilities Education Act and the potential of standards-based education for all students. In addition, the book provides detailed information on the state's testing guidelines, the valid use of testing accommodations and alternate assessments, and how to communicate these assessment results to educational stakeholders. Specific chapters include: (1) "Educational Assessment Today"; (2) "Characteristics of Good Assessment"; (3) "Understanding and Using the Wisconsin Student Assessment System"; (4) "Facilitating the Participation of All Students in Assessments"; and (5) "Best Practices in Assessment Programs for Educational Accountability." Appendices include standards for teacher competence in educational assessment of students, guidelines for testing procedures, and a code of fair testing practices in education. (Chapters include references.) (CR)
Book Synopsis English Language Learner Students in U.S. Public Schools by : David Meyer
Download or read book English Language Learner Students in U.S. Public Schools written by David Meyer and published by . This book was released on 2004 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Issue Brief examines growth in the population of English Language Learner (ELL) students in U.S. public schools between the 1994 and 2000 school years. Data are drawn from the Schools and Staffing Surveys (SASS) of 1993-94 and 1999-2000. Nationally, the number of ELL students in public schools increased from approximately two million students in 1993?94 to three million students in 1999?2000. Regionally, over half the national total of U.S. public school ELL students in 1999?2000 were in the West region. The Issue Brief also examined the extent to which ELL students were concentrated in schools in 1999?2000. Nationally in 1999?2000, 62 percent of public school students were in schools with an ELL student population of less than 1 percent of the school population. However, in the West, 19 percent of students were in schools with ELL populations comprising at least 25 percent of the school population; 7 percent of students in the West were in schools comprising over 50 percent ELL students. (Contains 2 tables.).
Book Synopsis The Condition of Education 2019 by : Nces
Download or read book The Condition of Education 2019 written by Nces and published by Claitor's Pub Division. This book was released on 2020-02 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.
Book Synopsis Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools. Executive Summary by : Rosann Tung
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.].
Book Synopsis PAIS International in Print by : Catherine Korvin
Download or read book PAIS International in Print written by Catherine Korvin and published by . This book was released on 2003-05 with total page 2046 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contains bibliographic references with abstracts and subject headings to public and social policy literature and to world politics published in print and electronic formats; international focus.
Book Synopsis Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools. Executive Summary by : Miren Uriarte
Download or read book Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools. Executive Summary written by Miren Uriarte and published by . This book was released on 2011 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners (ELLs), their teachers, and the schools and programs where they are enrolled face a triple challenge: (1) students must be taught and learn English at a level of proficiency high enough to allow them access to academic content; (2) students must be taught and learn academic content at a level comparable to that of English proficient students; and (3) students must actively engage with learning and schools and programs must effectively engage students so that they graduate from high school. "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools" seeks to assess the academic performance of English language learners in Boston Public Schools in relation to these three challenges. It compares the achievement of ELLs with that of other BPS populations defined by English proficiency and assesses the outcomes of ELLs enrolled in different programs and types of schools. This study was commissioned by the Boston Public Schools as part of a process of change set in motion by the intervention of the state and the federal governments on behalf of Boston's English language learners in 2009 and 2010 (MDESE, 2008a; U.S. Department of Justice, 2010). The project was conducted at the request of the Office for English Language Learners (OELL) and is a collaboration among this Office, the Mauricio Gaston Institute for Latino Community Development and Public Policy at the University of Massachusetts Boston, and the Center for Collaborative Education in Boston. The study addresses the following areas: (1) the enrollment patterns of ELLs in Boston between SY2006 and SY2009; (2) the engagement and academic outcomes of ELLs compared to those of other BPS student populations; (3) the engagement and academic outcomes of ELLs in different types of programs and schools of different characteristics; and (4) the analysis of the individual- and school-level factors most relevant to the outcomes of ELLs. In order to address these questions, the study uses a dataset compiled from several data sources and merged especially for this project which includes (1) demographic and enrollment information from the Student Information Management System (SIMS) on each BPS student enrolled for each school year (SY2006 to SY2009); (2) testing data from the Massachusetts Comprehensive Assessment System (MCAS) and for students of limited English proficiency, the Massachusetts English Proficiency Assessment (MEPA); (3) school level variables downloaded from the appropriate MDESE websites and merged with the student level SIMS and testing data in order to conduct analyses at the school level; and (4) program enrollment data available through SIMS and through BPS' OELL. (Contains 10 tables, 2 figures and 19 notes.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For the full report, "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools," see ED540995.].
Book Synopsis Beyond Subgroup Reporting by : Deb Albus
Download or read book Beyond Subgroup Reporting written by Deb Albus and published by . This book was released on 2005 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
