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The Relationship Between English Language Proficiency And Academic Achievement Over Time In A Small Urban School District
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Book Synopsis The Relationship Between English Language Proficiency and Academic Achievement Over Time in a Small Urban School District by : Linda M. Walsleben
Download or read book The Relationship Between English Language Proficiency and Academic Achievement Over Time in a Small Urban School District written by Linda M. Walsleben and published by . This book was released on 2010 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study of a small urban school district in Vermont examined the relationship of English language proficiency and academic achievement for a population of 75 English language learners (ELLs) over three years, from grades 3-5 in 2004-2008. The study examined therelationship between English language proficiency as measured by the WIDA ACCESS for ELLs® test and academic achievement in math and reading as measured by the NECAP test over time. The study examined this relationship while also controlling for four student background factors: home language, age on arrival, time in the U.S., and socioeconomic status.
Book Synopsis The Relationship Between Academic Language Proficiency and the Academic Achievement of 9th and 10th Grade English Language Learners in an Urban School District by : Luis Raul Calderon
Download or read book The Relationship Between Academic Language Proficiency and the Academic Achievement of 9th and 10th Grade English Language Learners in an Urban School District written by Luis Raul Calderon and published by . This book was released on 2003 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between English Language Proficiency and Academic Achievement for English Language Learners by : Laura Grisso
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.
Book Synopsis Promoting Academic Achievement Among English Learners by : Claude Goldenberg
Download or read book Promoting Academic Achievement Among English Learners written by Claude Goldenberg and published by Corwin Press. This book was released on 2010-04-14 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Navigate the current research on promoting success among students who speak little or no English and discover specific recommendations for developing effective policies and programs!
Book Synopsis Meeting English Proficiency in an Urban Secondary School by : Sheila Shea
Download or read book Meeting English Proficiency in an Urban Secondary School written by Sheila Shea and published by . This book was released on 2001 with total page 512 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.
Book Synopsis Examining the Academic Achievement and Language Proficiency of English Learners in California by : Renatta Villaseñor DeFever
Download or read book Examining the Academic Achievement and Language Proficiency of English Learners in California written by Renatta Villaseñor DeFever and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: My dissertation examines the language trajectories and academic achievement of English learner students in California. California schools serve about one third of English learners in the U.S., with approximately 1.4 million English learners. In the first paper, I investigate the patterns of language acquisition among English learners during early elementary school years. Using student-level data from three school districts in California, I follow a cohort of kindergarten students for three consecutive academic years and examine the relationship between English language development and various individual student characteristics. The primary goals of the study are to describe the differences in English development trajectories taking into account students' initial English proficiency and evaluate their individual trajectories making comparisons across different groups of English learners. The study finds that gender, grade retention, and late entry to the U.S. are associated with higher growth of English language development. In the second paper, I present an in depth analyses of the Academic Performance Index for English learners across all schools in California. The Academic Performance Index is a school level measure of academic achievement that has been the cornerstone of California's accountability policies for the past decade. I examine the Academic Performance Index for English learners from a variety of perspectives. First, I compare the academic achievement of English learners and non-English learners to describe the gaps in achievement between these two groups. Then, I look at the academic achievement of English learners and non-English learners to compare how schools are doing in terms of meeting the achievement goals stipulated by the state. In the third part, I investigate regional differences in academic achievement taking into consideration demographic factors that likely impact the achievement of English learners including concentrations of poverty, concentrations of English learners, and parental education. In the last part, I report the results of analyses over time and describe how the Academic Performance Index for English learners has changed over five annual reporting cycles (2005-2010). For all analyses in the paper, I present results by grade spans (elementary, middle, and high school). In the third paper, I examine English learner academic achievement in relationship to one important aspect of their school context: the concentration of English learners in schools. The analyses show that concentration of English learner students in schools has an overall negative impact on the test scores of all students. However, the association between English learner concentration in schools and test scores of English learners is weaker, compared to the association between these two aspects for non-English learners. Because concentration of English learners is strongly related to concentration of poverty in schools it is not feasible to evaluate the association between these two aspects of school composition and their separate impact on test scores.
Book Synopsis The Impact of State and District Policies on the Academic Achievement of English Language Learners by : Sima Navid
Download or read book The Impact of State and District Policies on the Academic Achievement of English Language Learners written by Sima Navid and published by . This book was released on 2017 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract THE IMPACT OF STATE AND DISTRICT POLICIES ON THE ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS IN URBAN SCHOOLS By Sima Navid Doctor of Education in Educational Leadership and Policy Studies The purpose of this study was to explore the impact of state and district policies on English Language Learners' academic achievement in urban school classrooms. At the same time, a goal of this study was to examine whether state and district policies hinder or support the academic achievement of English Language Learners in classrooms. Latinos comprise the majority of California's school age population. At the same time, they have the lowest graduation rate and highest dropout rate for students in high schools. The education of Latino English Language Learners (ELLs) must be a priority for educators and lawmakers. The Common Core State Standards require students to use academic language while actively participating in classroom discussions and take the same standardized assessments as their English speaking peers. On the other hand, The English Learner Master Plan requires students with the same English proficiency level to be placed in classrooms together all day for the entire school year. Based on the findings of this study, it is recommended that English speaking role models are needed in order for ELLs to gain English language skills and academic vocabulary. Therefore, keeping low-level ELD students in classrooms with peers of the same English proficiency level does not increase academic achievement. The Structured English Immersion (SEI) classrooms do not support the academic language and vocabulary of ELLs. The ELL students need other English speaking role models such as ELD 5s, Reclassified Fluent English Proficient (RFEP), Initially Fluent English Proficient (IFEP), and English Only (EO) students to demonstrate the correct grammar and academic English.
Book Synopsis A Study of the Predictors of Academic Success of High School English Language Learners in One Tennessee Urban School District by : Sharada Sekar
Download or read book A Study of the Predictors of Academic Success of High School English Language Learners in One Tennessee Urban School District written by Sharada Sekar and published by . This book was released on 2009 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: In consideration of the widening achievement gap between native English speaking and non-English speaking students, the purpose of this study was to determine whether a predictable relationship exists between the academic achievement of English language learners (ELLs) and their background variables. Specifically, this study examined differences in gender, SES (based on free and reduced lunch), ethnicity, length of residence in the USA, and first language, and studied whether any associations existed between these factors and the ELLs' academic performance, as measured by Gateway scores in English II and Algebra I. Intermediate ELL students, grades nine through twelve, who attended schools in a Tennessee Metropolitan School District were the subjects of this study. The study used the archival data of Gateway scores from 2004-2007. Simple linear regression analyses and Analyses of Variance were conducted to test whether there was any association between the variables and the English language learners' performance on the Gateway exams. There were no significant associations between gender and academic achievement or between length of residence in the USA and academic achievement. However, significant differences were found based on the first language and ethnicity of the English language learners. Appended are: (1) ANOVA Table for First Language; and (2) ANOVA Table for Ethnicity. (Contains 10 tables and 3 figures.).
Book Synopsis English Language Learners in Focus by : Yuliya Ardasheva
Download or read book English Language Learners in Focus written by Yuliya Ardasheva and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic achievement of English language learners (ELLs), the fastest growing population in the U.S. schools, deserves greater attention. This non-experimental study investigated the unique contributions-above and beyond other individual difference and school characteristics-of language learning strategies (LLS) to student academic outcomes in a second language (L2). The sample comprised 1,057 ELLs (651 elementary, 275 middle, and 131 high school) attending 38 schools in one urban school district. Descriptive analysis results indicated that ELLs used a large array ofLLS; yet, except for metacognitive strategies, most LLS were reportedly used only at a medium level of frequency. The results also indicated a strong awareness of strategy effectiveness among teachers: A lack of significant correlations between teacher and student LLS ratings, however, suggested that teacher beliefs may not necessarily translate into practice. The results of Structural Equation Modeling analyses identified three positive, instructionally manipulable contributors to ELLs' L2 outcomes: metacognitive strategies, motivation, and native language (L 1) literacy. Whereas metacognitive strategy use appeared to be stable, cognitive strategy use declined as a function of age; memory, social, affective, and compensation strategy use declined as a function of length of residence (LOR). These results confirmed Gardner et al.'s (1997) hypothesis holding that with increased L2 proficiency students may feel less need in using LLS and suggested that age and LOR may moderate the relationships between LLS and L2 outcomes. Hierarchical Linear Modeling results indicated that metacognitive strategies, L 1 literacy, and English proficiency significantly contributed to reading achievement. Controlling for other predictors, lack of prior formal schooling had no negative effect on ELLs' achievement; lack of mother formal education was a negative predictor of mathematics and science-but not reading and social studies-scores. Higher school quality indicators predicted higher academic achievement among ELLs. The overall results suggest that ELLs would benefit from: (a) integrated content, language, and metacognitive strategy instruction; (b) classrooms that stimulate motivation; (c) Ll literacy maintenance; (d) additional L2 support; and (e) placement in higher-performing schools. Additional research is needed to explore the potential moderator effects of age and LOR on the relationships between LLS and L2 outcomes.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Breaking Down the Wall by : Margarita Espino Calderon
Download or read book Breaking Down the Wall written by Margarita Espino Calderon and published by Corwin Press. This book was released on 2019-09-11 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: It was a dark and stormy night in Santa Barbara. January 19, 2017. The next day’s inauguration drumroll played on the evening news. Huddled around a table were nine Corwin authors and their publisher, who together have devoted their careers to equity in education. They couldn’t change the weather, they couldn’t heal a fractured country, but they did have the power to put their collective wisdom about EL education upon the page to ensure our multilingual learners reach their highest potential. Proudly, we introduce you now to the fruit of that effort: Breaking Down the Wall: Essential Shifts for English Learners’ Success. In this first-of-a-kind collaboration, teachers and leaders, whether in small towns or large urban centers, finally have both the research and the practical strategies to take those first steps toward excellence in educating our culturally and linguistically diverse children. It’s a book to be celebrated because it means we can throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets. The authors’ contributions are arranged in nine chapters that become nine tenets for teachers and administrators to use as calls to actions in their own efforts to realize our English learners’ potential: 1. From Deficit-Based to Asset-Based 2. From Compliance to Excellence 3. From Watering Down to Challenging 4. From Isolation to Collaboration 5. From Silence to Conversation 6. From Language to Language, Literacy, and Content 7. From Assessment of Learning to Assessment for and as Learning 8. From Monolingualism to Multilingualism 9. From Nobody Cares to Everyone/Every Community Cares Read this book; the chapters speak to one another, a melodic echo of expertise, classroom vignettes, and steps to take. To shift the status quo is neither fast nor easy, but there is a clear process, and it’s laid out here in Breaking Down the Wall. To distill it into a single line would go something like this: if we can assume mutual ownership, if we can connect instruction to all children’s personal, social, cultural, and linguistic identities, then all students will achieve.
Book Synopsis The Relationship Between Classroom Instructional Language and Academic Achievement Among English Language Learner Students by : Kristina Leticia Rodriguez
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.
Book Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
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:
Book Synopsis Approaches to Inclusive English Classrooms by : Kate Mastruserio Reynolds
Download or read book Approaches to Inclusive English Classrooms written by Kate Mastruserio Reynolds and published by Multilingual Matters. This book was released on 2015-03-02 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms. The author effectively bridges the gap between theory and practice with a critical analysis of practical examples and diverse strategies for the inclusion of English learners into K-12 general education courses. The book also raises controversial questions regarding who is qualified to teach English learners and who is responsible for doing so, looking at the difficulties faced by both general educators and ESL teachers in Inclusive Classrooms. By providing a lens through which both ESL teachers and general educators are able to analyze, compare and contrast a range of widely-employed CBI methods, this book allows teachers to make informed decisions in their EL program development and work with English learners in K-12 schools.
Book Synopsis Projects to Advance Creativity in Education by :
Download or read book Projects to Advance Creativity in Education written by and published by . This book was released on 1969 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt:
