Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Slama, Rachel; Molefe, Ayrin; Gerdeman, Dean; Herrera, Angelica; Brodziak de los Reyes, Iliana; August, Diane; Cavazos, Linda
Institution	National Center for Education Evaluation and Regional Assistance (ED); Southwest Educational Development Laboratory; Regional Educational Laboratory Southwest (ED)
Titel	Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280
Quelle	(2017), (59 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Hispanic American Students; English Language Learners; Language Proficiency; Time; Cohort Analysis; Grade 1; Public Schools; Reading Tests; Mathematics Tests; Student Characteristics; Low Income Students; Special Education; Elementary School Students; Longitudinal Studies; English (Second Language); Bilingual Education; Gender Differences; Immigrants; Middle School Students; Reading Achievement; Mathematics Achievement; Preschool Education; Grade 3; Grade 8; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Zeit; Kohortenanalyse; School year 01; 1. Schuljahr; Schuljahr 01; Public school; Öffentliche Schule; Lesetest; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school education; Vorschulerziehung; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	English learner students are challenged by the difficult task of learning English concurrently with learning content in areas such as reading and math. English learner students who have not attained proficiency in English or learned core course content by the middle and upper grades may not have the requisite skills to enroll in courses required for high school graduation, placing them at greater risk of dropping out of school before graduation. The lack of a high school diploma could subsequently limit the economic opportunities open to them. Texas, which serves 16 percent of the nation's English learner students (U.S. Department of Education, 2016), provides a unique context for examining the time it takes these students to achieve English proficiency and master core content. Using data from the Texas Education Agency, a study team from Regional Educational Laboratory Southwest examined the average time it took the 2005/06 cohort of grade 1 Hispanic English learner students in Texas public schools to attain English proficiency and to demonstrate at least satisfactory academic performance in reading and math as measured by state standardized assessments. This longitudinal study also examined whether the time it took students to attain these key outcomes differed by enrollment in a public prekindergarten program, initial English language proficiency level, the type of English learner program (English as a Second Language or bilingual), whether a parent had opted the student out of English learner services, and student background characteristics (gender, eligibility for the federal school lunch program, immigrant status, and participation in a special education program). This study demonstrates the use of state historical data to expand knowledge of how English learner students fare in school while classified as English learner students and after reclassification as fluent English proficient. Study results can be used to inform expectations for progress toward English language proficiency for English learner students. (ERIC).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01