Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools. Executive Summary

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Total Pages : 28 pages
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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.].

Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools

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ISBN 13 :
Total Pages : 148 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools by : Miren Uriarte

Download or read book Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools written by Miren Uriarte and published by . This book was released on 2011 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools," of which this report is one part, is a project commissioned by the Boston Public Schools as part of this process of change set in motion by the intervention of the state and the federal governments on behalf of Boston's English language learners. The project is being conducted at the request of the Office for English Language Learners 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 research aspect of this project entails two parts. The first, contained in this report, is a quantitative analysis of enrollment and educational outcomes for Boston's ELLs in SY2009 (with selected analyses of trends between SY2006 and SY2009). This analysis supports aspects of the required monitoring of English language learner programs and provides the district with the 2009 baseline that will support its ongoing assessment of programmatic strengths and weaknesses as it undertakes the brisk process of improvement in the programs offered to English language learners. The project also entails a close, qualitative examination of the practices at four BPS schools which are "beating the odds" in educating ELLs. Detailed case studies of the four schools were conducted: two of the schools performed substantially above the level that would be predicted by their demographic characteristics alone and two showed recent, steady improvement in outcomes controlling for any changes in student demographics. These case studies appear in a companion report entitled "Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools." This report begins with an explanation of the approach taken to conduct the quantitative analysis, followed by its findings regarding the enrollment and demographics of students in different types of programs and schools of different characteristics. This is followed by a discussion of the educational outcomes of LEP students that considers their demographic characteristics, the characteristics of the schools in which they are enrolled, and the types of programs in which they participate. Appended are: (1) Methods; (2) Additional Tables for Chapters III to VIII; (3) Characteristics and Outcomes of LEP Students with Disabilities; and (4) Additional HLM Results. Individual chapters contain endnotes. (Contains 15 figures and 75 tables.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools. Executive Summary," see ED540996.

Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools

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ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools by : Rosann Tung

Download or read book Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools written by Rosann Tung and published by . This book was released on 2011 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is part of a collaborative project entitled "Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools". The companion to this report, entitled "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools", provides a comprehensive analysis of student-, program-, and school-level data from SY2006 to SY2009 to describe the trends in enrollment and educational outcomes for Boston's ELL students in those years. This study follows up and extends the research published in 2009, which analyzed the enrollment and performance of BPS ELL students from SY2003 to SY2006 (Tung et al., 2009) and found (1) a decline in the identification of students as LEP and in their ELL program participation; (2) an increase in LEP student enrollment in special education programs; (3) substantial increases in dropout rates; and (4) large gaps in MCAS pass rates between LEP students and English proficient students. In the present study, the same enrollment and educational outcome indicators are examined, but new analyses are also presented. Appended are: (1) Detailed Methods; (2) ELL Practices Framework Based on Literature Review; and (3) List of Acronyms. (Contains 3 figures, 23 tables and 50 footnotes.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For "Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools. Executive Summary," see ED540998.].

Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools. Executive Summary

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ISBN 13 :
Total Pages : 28 pages
Book Rating : 4.:/5 (16 download)

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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.].

Guided Inquiry Design®

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Publisher : Bloomsbury Publishing USA
ISBN 13 : 1610690109
Total Pages : 203 pages
Book Rating : 4.6/5 (16 download)

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Book Synopsis Guided Inquiry Design® by : Carol C. Kuhlthau

Download or read book Guided Inquiry Design® written by Carol C. Kuhlthau and published by Bloomsbury Publishing USA. This book was released on 2012-06-06 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's students need to be fully prepared for successful learning and living in the information age. This book provides a practical, flexible framework for designing Guided Inquiry that helps achieve that goal. Guided Inquiry prepares today's learners for an uncertain future by providing the education that enables them to make meaning of myriad sources of information in a rapidly evolving world. The companion book, Guided Inquiry: Learning in the 21st Century, explains what Guided Inquiry is and why it is now essential now. This book, Guided Inquiry Design: A Framework for Inquiry in Your School, explains how to do it. The first three chapters provide an overview of the Guided Inquiry design framework, identify the eight phases of the Guided Inquiry process, summarize the research that grounds Guided Inquiry, and describe the five tools of inquiry that are essential to implementation. The following chapters detail the eight phases in the Guided Inquiry design process, providing examples at all levels from pre-K through 12th grade and concluding with recommendations for building Guided Inquiry in your school. The book is for pre-K–12 teachers, school librarians, and principals who are interested in and actively designing an inquiry approach to curricular learning that incorporates a wide range of resources from the library, the Internet, and the community. Staff of community resources, museum educators, and public librarians will also find the book useful for achieving student learning goals.

Resources in Education

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ISBN 13 :
Total Pages : 748 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Improving Schooling for Language-Minority Children

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Publisher : National Academies Press
ISBN 13 : 0309054974
Total Pages : 500 pages
Book Rating : 4.3/5 (9 download)

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Book Synopsis Improving Schooling for Language-Minority Children by : National Research Council and Institute of Medicine

Download or read book Improving Schooling for Language-Minority Children written by National Research Council and Institute of Medicine and published by National Academies Press. This book was released on 1997-05-16 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studiesâ€"from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students.

Improving Schooling for Language-Minority Children

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Publisher : National Academies Press
ISBN 13 : 0309522722
Total Pages : 500 pages
Book Rating : 4.3/5 (95 download)

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Book Synopsis Improving Schooling for Language-Minority Children by : Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students

Download or read book Improving Schooling for Language-Minority Children written by Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students and published by National Academies Press. This book was released on 1997-04-30 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies--from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students.

Research in Education

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ISBN 13 :
Total Pages : 1216 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Research in Education by :

Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Handbook of Reading Disability Research

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Publisher : Routledge
ISBN 13 : 1136980679
Total Pages : 536 pages
Book Rating : 4.1/5 (369 download)

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Book Synopsis Handbook of Reading Disability Research by : Anne McGill-Franzen

Download or read book Handbook of Reading Disability Research written by Anne McGill-Franzen and published by Routledge. This book was released on 2010-09-17 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

Promoting the Educational Success of Children and Youth Learning English

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Publisher : National Academies Press
ISBN 13 : 0309455375
Total Pages : 529 pages
Book Rating : 4.3/5 (94 download)

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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 2017-09-25 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.

An Age of Accountability

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Publisher : Rutgers University Press
ISBN 13 : 197883229X
Total Pages : 140 pages
Book Rating : 4.9/5 (788 download)

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Book Synopsis An Age of Accountability by : John L. Rury

Download or read book An Age of Accountability written by John L. Rury and published by Rutgers University Press. This book was released on 2023-10-13 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: An Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree.

Raising the Achievement of English Language Learners in the Seattle Public Schools

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ISBN 13 :
Total Pages : 126 pages
Book Rating : 4.:/5 (243 download)

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Book Synopsis Raising the Achievement of English Language Learners in the Seattle Public Schools by : Council of the Great City Schools (U.S.)

Download or read book Raising the Achievement of English Language Learners in the Seattle Public Schools written by Council of the Great City Schools (U.S.) and published by . This book was released on 2008 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Resources in Education

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ISBN 13 :
Total Pages : 1096 pages
Book Rating : 4.3/5 (121 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1096 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Bridging the English Learner Achievement Gap

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Publisher : Teachers College Press
ISBN 13 : 0807772283
Total Pages : 209 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis Bridging the English Learner Achievement Gap by : Ray Garcia

Download or read book Bridging the English Learner Achievement Gap written by Ray Garcia and published by Teachers College Press. This book was released on 2015-04-25 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of decades of school reform, the achievement gap between English learners and English-proficient students has narrowed little. This book introduces the Sustainability Frameworka step-by-step process that will help educators at all levels increase school attendance and academic success for ELL students. This reform-navigation tool identifies patterns and trends in the deployment of a reform and subsequently allows leaders to make necessary adjustments to extend, accelerate, or terminate a given reform. Bridging the English Learner Achievement Gap offers a compelling, research-grounded way for schools with a substantial ELL population to successfully accommodate their students.

Educating English Language Learners

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Publisher : Cambridge University Press
ISBN 13 : 1139448986
Total Pages : 10 pages
Book Rating : 4.1/5 (394 download)

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Book Synopsis Educating English Language Learners by : Fred Genesee

Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

1999-2000 Participation and Performance of English Language Learners Reported in Public State Documents and Web Sites

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ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.F/5 ( download)

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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: