Academic Achievement Outcomes of Latino English-Language Learners in Texas: A Longitudinal Analysis. Policy Brief

Autor/inn/en	Ren, Han; Cawthon, Stephanie; Wiseman, Amy
Institution	Texas Education Research Center
Titel	Academic Achievement Outcomes of Latino English-Language Learners in Texas: A Longitudinal Analysis. Policy Brief
Quelle	(2016), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Outcomes of Education; English Language Learners; Second Language Learning; English (Second Language); Longitudinal Studies; Elementary School Students; Secondary School Students; Bilingual Education; Individual Differences; Grade 3; Grade 7; Grade 9; Language Proficiency; Hispanic American Students; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Bilingual teaching; Bilingualer Unterricht; Individueller Unterschied; School year 03; 3. Schuljahr; Schuljahr 03; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Language skill; Language skills; Sprachkompetenz; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Texas has one of the highest populations of English Language Learners (ELLs) in the country, with a complex system for ELL identification, program placement, and high-stakes assessment. Spanish-speaking Latino ELLs represent a large proportion of this population in the state of Texas. The long-term academic achievement of ELLs identified in elementary grades and educated in different program placements is not well known. Prior research presents support for Bilingual Education models as most promising for future student achievement. Using strict sampling criteria and analysis of variance (ANOVA) procedures, this study compared student achievement during secondary years, as measured by high-stakes assessments, of demographically similar Latino former-ELLs, long-term ELLs, and non-ELLs who received a variety of language service programming during elementary school. Former-ELLs are students reclassified as English proficiency by the start of secondary education, while long- term ELLs are not reclassified until after 5th grade or not at all. Data was examined from a cohort of 18,188 students enrolled in all 10 major urban school districts in Texas from 3rd to 9th grades, between 2003-2004 and 2009-2010 school years. Math and reading high-stakes test (TAKS) scores during students' 7th and 9th grade years were used as outcome variables, while controlling for students' baseline English proficiency level. (ERIC).
Anmerkungen	Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01