Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A Follow-Up Analysis Based upon a Large-Scale Survey of California Elementary Schools Serving High Proportions of Low-Income and EL Students. Report of Findings

Autor/inn/en	Williams, Trish; Perry, Mary; Oregon, Isabel; Brazil, Noli; Hakuta, Kenji; Haertel, Edward; Kirst, Michael; Levin, Jesse
Institution	EdSource, Inc., Palo Alto, CA.; Stanford Univ., CA. School of Education.; American Institutes for Research (CRESS), Kensington, MD.; WestEd, San Francisco, CA.
Titel	Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A Follow-Up Analysis Based upon a Large-Scale Survey of California Elementary Schools Serving High Proportions of Low-Income and EL Students. Report of Findings
Quelle	(2007), (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; English (Second Language); State Standards; Achievement Tests; Student Characteristics; Teaching Methods; Mathematics Achievement; Scores; Comparative Analysis; Low Income Groups; School Surveys; Language Arts; Elementary Schools; Academic Achievement; Academic Standards; Indexes; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Elementary school; Grundschule; Volksschule; Schulleistung; Indexdatei; Kalifornien
Abstract	In Spring 2006 California released its first ever school-level Academic Performance Index (API) scores for English Learners (ELs). These EL-API scores were based on California Standards Tests in English language arts and math taken in the spring of 2005. The new EL-API data make it clear that elementary schools vary widely in their ability to get their English learner students to meet the state's academic content standards in English language arts and mathematics. This is true even among schools that are relatively similar in terms of student ethnicity, parent education level, socio-economic level, and concentration of EL students. Why do these differences in achievement occur among California elementary schools serving similarly high proportions of low-income and EL students? Are the explanations similar or different from those found in a previous study? What, if any, specific instructional practices aimed at EL students might also be having an effect? This report summarizes what the authors found in response to these questions, and constitutes the first analysis of its kind of California elementary school practices and their relationship to the school's English Learner Academic Performance Index. (Contains 10 footnotes, 3 figures, and 1 table.) (ERIC).
Anmerkungen	EdSource. 520 San Antonio Road Suite 200, Mountain View, CA 94040-1217. Tel: 650-917-9481; Fax: 650-917-9482; e-mail: edsource@edsource.org; Web site: http://www.edsource.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10