The Need for Nuance: Relationships between EL English Proficiency and Accountability Outcomes

Autor/inn/en	Strong, Kimberly Ann; Escamilla, Kathy
Titel	The Need for Nuance: Relationships between EL English Proficiency and Accountability Outcomes
Quelle	In: Bilingual Research Journal, 43 (2020) 1, S.92-110 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1724572
Schlagwörter	Language Proficiency; Accountability; Academic Achievement; English Language Learners; English (Second Language); Second Language Learning; Metropolitan Areas; Standardized Tests; School Districts; Teacher Qualifications; Data Collection; Data Analysis; Correlation; Scores; Institutional Characteristics; Comparative Analysis; Public Schools; Reports; Colorado (Denver) + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Verantwortung; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ballungsraum; Standadised tests; Standardisierter Test; School district; Schulbezirk; Lehrqualifikation; Data capture; Datensammlung; Auswertung; Korrelation; Public school; Öffentliche Schule; Abschlussbericht; Berichten
Abstract	Federal law requires states and school districts to institute accountability systems that report disaggregated student data to ensure that all children make academic progress. However, one of the mandated categories for disaggregation -- English Learner (EL) -- is reported as a single group despite representing students who are beginning, intermediate, and advanced in their acquisition of English. We argue that such a disaggregation is not sufficiently nuanced and may inadvertently hurt the very students it seeks to serve. Through the analysis of one large metro-area's accountability framework, this paper finds that there is a statistically significant relationship between EL level of English proficiency and school accountability rating that negatively impacts schools with large Intermediate EL populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01