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Exploring The Predictors Of High School Achievement For English Learners And Reclassified Fluent English Proficient Students
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Book Synopsis Exploring the Predictors of High School Achievement for English Learners and Reclassified Fluent English Proficient Students by : Wendy Rebeca Chaves Noguera
Download or read book Exploring the Predictors of High School Achievement for English Learners and Reclassified Fluent English Proficient Students written by Wendy Rebeca Chaves Noguera and published by . This book was released on 2019 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to explore the predictors of high school achievement for ELs and RFEP students. The aim of this research was to explore student variables that predict academic achievement, specifically SES, gender, ethnicity, home language, language proficiency, and special education status.
Book Synopsis Does Reclassification Matter? An Examination of English Learner Status and High School Science Course-taking in One Washington State School District by : Anna Wheeler Van Windekens
Download or read book Does Reclassification Matter? An Examination of English Learner Status and High School Science Course-taking in One Washington State School District written by Anna Wheeler Van Windekens and published by . This book was released on 2019 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examines the science course-taking outcomes and patterns of reclassified English learner (EL) students-a relatively large, yet often overlooked and not fully understood, sub-group. Inspired by the question, "Does reclassification out of English learner status matter for science course-taking?", and the concept of opportunity to learn (OTL), I explore the relationship between reclassification before high school and access to and performance in rigorous, college-preparatory science course-taking in one urban district located in Washington State-a single-criterion reclassification policy context which represents the most common reclassification policy profile across U.S. states. Drawing on panel data from one cohort of students (N = 2,477), I employee descriptive and inferential statistical techniques to answer four research questions comparing the demographics, academic achievement, and rates of access to and performance in different science course tracks of three mutually-exclusive student subgroups: Reclassified ELs (N = 362), Still ELs (N = 227), and Never ELs (N = 1,888). Of most interest are the subgroups' descriptive rates and predicted probabilities of achieving two important science course-taking milestones by the end of high school, and of enrolling in a college or university within one year of high school graduation. Descriptive results confirmed that Reclassified ELs in the district performed very well academically, often better than their Never EL peers, and always better than their Still EL peers. At the same time, by failing to meet the minimum college eligibility requirements for science course-taking, more than three of every ten Still ELs (36%) who attended all four years of high school in the district and successfully made it to Grade 12 were nonetheless apparently ineligible for admission to Washington State four-year public colleges and universities (compared to 13% of Reclassified ELs and 15% of Never ELs). Still ELs also experienced disproportionally high rates of exclusionary tracking, with almost a quarter (23%) not enrolled in any science class in Grade 9 (compared to 4% of Reclassified ELs and 8% of Never ELs). Multilevel models controlling for select student- and school-level factors indicated that Reclassified EL status was positively associated (p
Book Synopsis Culturally and Linguistically Responsive Teaching and Learning (Second Edition) by : Sharroky Hollie
Download or read book Culturally and Linguistically Responsive Teaching and Learning (Second Edition) written by Sharroky Hollie and published by Teacher Created Materials. This book was released on 2017-07-15 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written to address all grade levels, this K-12 classroom resource provides teachers with strategies to support their culturally and linguistically diverse students. This highly readable book by Dr. Sharroky Hollie explores the pedagogy of culturally responsive teaching, and includes tips, techniques, and activities that are easy to implement in today's classrooms. Both novice and seasoned educators will benefit from the helpful strategies described in this resource to improve the following five key areas: classroom management, academic literacy, academic vocabulary, academic language, and learning environment. Grounded in the latest research, this second edition includes an updated reference section and resources for further reading.
Book Synopsis Improving Reading Comprehension of Middle and High School Students by : Kristi L. Santi
Download or read book Improving Reading Comprehension of Middle and High School Students written by Kristi L. Santi and published by Springer. This book was released on 2015-03-04 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.
Book Synopsis High-stakes Test Performance of Limited English Proficient Students in Ohio by : Yoko Miura
Download or read book High-stakes Test Performance of Limited English Proficient Students in Ohio written by Yoko Miura and published by . This book was released on 2006 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined high-stakes test performance of Limited English Proficient (LEP) students under the No Child Left Behind (NCLB) Act of 2001 in Ohio. NCLB identified problems of academic achievement gaps between LEP students and non-LEP students, yet there has been a significant lack of studies concerning the accurate academic assessment of LEP students (August and Hakuta, 1997, Coltrane, 2002). Four research hypotheses were examined with the fourth grade and the sixth grade Ohio Educational Management Information System (EMIS) data in the state reading, writing, and mathematics tests: (1) demographic diversity of LEP students, (2) significant levels of mean differences on high-stakes test performance between LEP students and non-LEP students, (3) interactive or causal relationships among student variables, school variables, and academic achievement, and (4) mixed effects of student and school variables, and their affect on academic achievement. Previous studies from the four most LEP populated states, California, Texas, New York, and Florida offered predictor variables in two levels for this study: the student level and the school level. The student-level variables included longevity, native language, gender, race, SES, migrant status, and English language proficiency, and the school-level variables were campus mobility and campus poverty. Analyses included multilevel, multivariate techniques, the Structural Equation Model (SEM) and the Hierarchical Linear Model (HLM). Among the findings were: (1) LEP students were diverse in race, gender, English proficiency, SES, native language, longevity, and academic achievement in Ohio, (2) there were significant differences in academic performance between LEP students and non-LEP students: LEP students showed lower performance, (3) student background variables did not explain a large portion of academic achievement, (4) more school-level variables need to be investigated, (5) campus poverty had the most influence on academic achievement of individual students, and (6) Hispanic race did not show negative effects on academic achievement, rather, positive effects on the fourth grade writing in high poverty schools. Suggested implications include: (1) schools can maintain high academic achievement with LEP students, (2) class desegregation may improve school achievement, and (3) review of term definitions, monitoring and implementing NCLB policies and funding are recommended.
Book Synopsis Building Academic Language by : Jeff Zwiers
Download or read book Building Academic Language written by Jeff Zwiers and published by John Wiley & Sons. This book was released on 2014-04-07 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Of the over one hundred new publications on the Common Core State Standards (CCSS), this one truly stands out! In the second edition of Building Academic Language, Jeff Zwiers presents a much-needed, comprehensive roadmap to cultivating academic language development across all disciplines, this time placing the rigor and challenges of the CCSS front and center. A must-have resource!” —Andrea Honigsfeld, EdD, Molloy College “Language is critical to the development of content learning as students delve more deeply into specific disciplines. When students possess strong academic language, they are better able to critically analyze and synthesize complex ideas and abstract concepts. In this second edition of Building Academic Language, Jeff Zwiers successfully builds the connections between the Common Core State Standards and academic language. This is the ‘go to’ resource for content teachers as they transition to the expectations for college and career readiness.” —Katherine S. McKnight, PhD, National Louis University With the adoption of the Common Core State Standards (CCSS) by most of the United States, students need help developing their understanding and use of language within the academic context. This is crucially important throughout middle school and high school, as the subjects discussed and concepts taught require a firm grasp of language in order to understand the greater complexity of the subject matter. Building Academic Language shows teachers what they can do to help their students grasp language principles and develop the language skills they’ll need to reach their highest levels of academic achievement. The Second Edition of Building Academic Language includes new strategies for addressing specific Common Core standards and also provides answers to the most important questions across various content areas, including: What is academic language and how does it differ by content area? How can language-building activities support content understanding for students? How can teachers assist students in using language more effectively, especially in the academic context? How can academic language usage be modeled routinely in the classroom? How can lesson planning and assessment support academic language development? An essential resource for teaching all students, this book explains what every teacher needs to know about language for supporting reading, writing, and academic learning.
Book Synopsis An Analysis of High School Mathematics Achievement and English Language Arts Achievement as Predictors of Science Achievement by : Anthony C. Edwards
Download or read book An Analysis of High School Mathematics Achievement and English Language Arts Achievement as Predictors of Science Achievement written by Anthony C. Edwards and published by . This book was released on 2012 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science assessments require students to read and comprehend questions and to solve mathematical problems. The purpose of this study is to determine whether the following variables can be used to predict science achievement: English language arts achievement, mathematics achievement, socioeconomic status (SES), limited English proficiency (LEP) status, and per pupil expenditures. Data were obtained from the Texas Education Agency (TEA). The unit of analysis was the campus level. Bivariate correlations were used to determine the relationship between mathematics achievement and science achievement as well as English language arts achievement and science achievement. Partial correlations were used to determine the relationship between mathematics achievement and science achievement as well as English language arts achievement and science achievement after controlling for SES, LEP status, and per pupil expenditures. Hierarchical multiple linear regression was used to examine the relationship of English language arts achievement and mathematics achievement with science achievement after controlling for socioeconomic status, per pupil expenditures, and LEP status. Bivariate and partial correlation coefficients for English language arts and mathematics achievement and mathematics achievement were significant. However, the bivariate and partial correlation coefficients for mathematics achievement were larger than the bivariate and partial correlation coefficients for English language arts achievement. Regression coefficients for selected predictors of science achievement were significant ( p
Book Synopsis Linguistic Minority Students Go to College by : Yasuko Kanno
Download or read book Linguistic Minority Students Go to College written by Yasuko Kanno and published by Routledge. This book was released on 2012-04-23 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together emerging scholarship on the growing number of college-bound first-generation linguistic minority immigrants in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college.
Download or read book Apples to Manzanas written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Learners are a growing share of U.S. public school students yet little is known about their academic achievement. Previous literature has focused primarily on the effects of different English language tests and test modifications on ELL performance. In contrast, this paper asks the following questions: What school-level characteristics are related to average math achievement test scores for students tested in English? Are the same relationships found for students who are tested in Spanish? Essentially, this paper investigates how school characteristics affect math test scores of English learners compared with how those same characteristics affect traditional students. Using school-level data from Texas that includes both Spanish-language and English-language math assessment scores for 3rd, 4th and 5th grades, and employing both random effects and clustered models, this paper shows that these school characteristics explain very little of the variation in Spanish language test scores. It appears that none of the characteristics explored herein have the same affect on ELLs as they do on traditional English-fluent students. Differences are found in both standard errors and coefficient sizes. In addition, the R-squared values are much larger for the English models in all grades than for the Spanish language models. The largest differences in coefficients are found in the effect of percentage ELL students in a school, teacher experience, and the percent of economically disadvantaged students in a school. Finally, the event of a school meeting the state proficiency standard on the English language math assessment has a strong positive effect on the likelihood of meeting the state proficiency standard on the Spanish language math test.
Book Synopsis Educating Emergent Bilinguals by : Ofelia Garcia
Download or read book Educating Emergent Bilinguals written by Ofelia Garcia and published by Teachers College Press. This book was released on 2018-04-13 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools.
Book Synopsis The Regional Educational Laboratories by :
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:
Book Synopsis Examining the Relationship Between Academic Achievement and English Language Proficiency by : Cynthia Grant Hyacinth
Download or read book Examining the Relationship Between Academic Achievement and English Language Proficiency written by Cynthia Grant Hyacinth and published by . This book was released on 2020 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners continue to be a growing demographic in American schools. Despite this, linguistically diverse students’ academic achievement continues to lag behind their native English-speaking counterparts. Historically, language proficiency measures have measured language proficiency in terms of social English, neglecting the importance of academic language development. Using Cummins’ threshold hypothesis as a framework for distinguishing social English development from academic language development, language proficiency assessments and standardized assessments focused on reading achievement were examined. The purpose of this quantitative, correlational study was to determine if a relationship exists between 5th grade English language learners scores on a state-mandated standardized assessment and a language proficiency exam that measures academic language development. The instruments used to conduct this study were the 5th Grade North Carolina End-of-Grade Reading Test and the World-Class Instructional Design and Assessment (WIDA) Assessing Comprehension and Communication in English State to State (ACCESS) language proficiency exam. Participant scores from a suburban school district in North Carolina during the 2018–2019 school year were used. The results from the study demonstrated there was a significant relationship between academic achievement as measured by the North Carolina EOG reading test and language proficiency as measured by the WIDA ACCESS exam for fifth-grade English language learners. Recommendations for further study include examining English language learners scores across a range of content areas.
Download or read book Resources in Education written by and published by . This book was released on 1992 with total page 1088 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Size and Differences in the Academic Achievement of English Language Learners by : Joseph L. Rodriguez
Download or read book High School Size and Differences in the Academic Achievement of English Language Learners written by Joseph L. Rodriguez and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to determine the relationship of high school size with the academic achievement (id est, reading and mathematics) of English Language Learners enrolled in Texas high schools. In the first journal article, the relationship of high school size and student achievement as function of poverty for English Language Learners was determined. In the second study, the extent to which high school size was related to the academic achievement of English Language Learners by their ethnicity/race was ascertained. Finally, in the third empirical investigation, the relationship between high school size and the academic achievement of English Language Learner boys and girls was examined. Each of these empirical investigations had two years of statewide public school data analyzed. This 2-year analysis of data permitted a determination of the degree to which trends were present in the relationship of high school size with the academic achievement of English Language Learners as a function of their economic status, ethnicity/race, and gender. Method A causal-comparative research design (Johnson and Christensen, 2014) was used for this quantitative study. Previously obtained archival data from the Texas Education Agency Public Education Information Management System for the 2008-2009 and the 2009-2010 school years were utilized. The independent variable in this research study was student enrollment at the high school level in which the University Interscholastic League (2013) conference cutoff numbers for the State of Texas were used to determine school sizes. Findings Statistically significant results were present for a majority of the analyses, with English Language Learners who were enrolled in Large-size high schools having statistically significant better results than English Language Learners who were enrolled in Small-size high schools. The lowest performance in reading and mathematics was present for English Language Learners who were enrolled in Small-size schools. Effect sizes ranged from small to large. Results from this study were congruent with much of the empirical literature. Academic achievement was better for English Language Learners enrolled in Large-size high schools than for English Language Learners in Small-size high schools Implications for policy and recommendations for research were provided.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309455405 Total Pages :529 pages Book Rating :4.3/5 (94 download)
Book Synopsis Promoting the Educational Success of Children and Youth Learning English by : National Academies of Sciences, Engineering, and Medicine
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Book Synopsis Early Predictors of High School Mathematics Achievement by : Robert S. Siegler
Download or read book Early Predictors of High School Mathematics Achievement written by Robert S. Siegler and published by . This book was released on 2012 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.
Book Synopsis Working Towards Proficiency: Investigation of Reclassification and Growth Rates for High School English Learners in an Asset and Research-based English Learner Development Course by : Amy Correia
Download or read book Working Towards Proficiency: Investigation of Reclassification and Growth Rates for High School English Learners in an Asset and Research-based English Learner Development Course written by Amy Correia and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
