Pre-Exit ELL Student Performance: English STAAR and TELPAS, 2016-2017. Research Educational Program Report

Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Pre-Exit ELL Student Performance: English STAAR and TELPAS, 2016-2017. Research Educational Program Report
Quelle	(2017), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Achievement Tests; Standardized Tests; School Districts; Bilingual Education; Bilingual Students; Language of Instruction; English Language Learners; Academic Achievement; Program Effectiveness; Language Proficiency; Developmental Studies Programs; Spanish Speaking; Grade 4; Grade 5; Elementary Secondary Education; Reading Achievement; Writing Achievement; Science Achievement; Mathematics Achievement; Elementary School Students; Grade 3; Texas (Houston) + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; School district; Schulbezirk; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Schulleistung; Language skill; Language skills; Sprachkompetenz; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	English Language Learner (ELL) students in the district's two main bilingual programs (Transitional and Dual Language) are instructed in both English and Spanish. The relative amount of instruction in each language depends on both program and grade level. Students in the Transitional Bilingual Program have the option of entering a pre-exit phase or strand in grades 3 or 4 as long as certain criteria are met. In this phase, English instruction is emphasized while introduction and reinforcement of new concepts are done in the primary language. This report summarizes data from ELLs who are in the pre-exit phase of the district's Transitional Bilingual Program (grades 3 through 5). Included in this report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR) and the Texas English Language Proficiency Assessment System (TELPAS). (ERIC).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01