Access to a High Quality Education for English Language Learners. Information Brief

Institution	Mid-Atlantic Equity Center
Titel	Access to a High Quality Education for English Language Learners. Information Brief
Quelle	(2009), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Thinking Skills; Testing Accommodations; Remedial Programs; Program Effectiveness; Educational Quality; English (Second Language); Second Language Learning; English Language Learners; Validity; Disadvantaged Schools; Difficulty Level; National Competency Tests; Access to Education; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Denkfähigkeit; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Förderprogramm; Quality of education; Bildungsqualität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Gültigkeit; Schwierigkeitsgrad; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Research on teaching and learning indicates that all students should be provided with programs, services, and teachers that engage them in rigorous academic work and promote deep disciplinary knowledge and higher order thinking skills (Walqui, 2006; Sanders & Rivers, 1996). Despite research findings on the importance of high quality teachers and programs, English Language Learners (ELL) are often taught by under-qualified teachers and excluded from rigorous academic programs (Birch, 2002; Honig, 1996). ELLs are typically enrolled in high poverty schools that offer remedial programs with limited access to grade-level curriculum and instruction (De Cohen, et al., 2005). Providing test accommodations is an important approach for addressing the inequities in the assessment of ELLs. Appropriate accommodations for ELLs include changes to testing procedures, testing materials, or the testing situation in ways that allow ELLs to participate meaningfully in the assessments. Effective accommodations, when implemented in a systematic manner, can improve the validity of assessment results for ELLS (Acosta, B. et al, 2008; Shafer Willner, L., et al, 2008). (ERIC).
Anmerkungen	Mid-Atlantic Equity Center. George Washington University Center for Equity and Excellence in Education 1555 Wilson Boulevard Suite 515, Arlington, VA 22209. Tel: 800.925.3223; e-mail: maec@ceee.gwu.edu; Web site: http://maec.ceee.gwu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10