Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-Based Assessments, 2000-2001. ELLs with Disabilities Report 4.

Autor/inn/en	Albus, Deb; Barrera, Manuel; Thurlow, Martha; Guven, Kamil; Shyyan, Vitaliy
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-Based Assessments, 2000-2001. ELLs with Disabilities Report 4.
Quelle	(2004), (45 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Disabilities; Limited English Speaking; State Standards; Academic Standards; Student Participation; Achievement Tests; Mathematics Achievement; Reading Achievement; Grade 3; Grade 5 + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This report focuses on the performance of students with disabilities and limited English proficiency on the Minnesota Comprehensive Assessments (MCAs). The MCAs are used for accountability purposes at the district level for grades 3 and 5 in Reading and Mathematics. Newly developed MCAs in grades 10 (reading) and 11 (mathematics) that were introduced in the 2000-2001 school year are not the focus of this study. The grade 3 and 5 tests are used for tracking progress toward the high academic content standards. Therefore, focusing attention on the performance of this group of students on these tests is important in order to gauge how well they are progressing towards the high grade level standards set for all students. The data analyzed in this report were provided by the Minnesota Department of Children, Families, and Learning (CFL), now the Minnesota Department of Education, through the Minnesota Automated Reporting Student System (MARSS), Minnesota?s data management system. Participation in the 2000-2001 MCAs was examined for the following four groups: (1) students with limited English proficiency who also have disabilities; (2) students with only limited English proficiency; (3) students with disabilities; and (4) all grade 3 students (including those in the previous groups). Statistical results are shown in table form throughout the document. (ERIC).
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://education.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10