Educational Services and Programs for Limited English Proficient Students in Nassau County, New York.

Autor/in	Gittman, Elizabeth
Titel	Educational Services and Programs for Limited English Proficient Students in Nassau County, New York.
Quelle	(1993), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Demography; Educational Needs; Educationally Disadvantaged; Elementary School Students; Elementary Secondary Education; English (Second Language); Grouping (Instructional Purposes); Limited English Speaking; Program Design; Public Schools; Pupil Personnel Services; Regional Characteristics; Remedial Instruction; School Districts; Second Language Instruction; Secondary School Students; Student Characteristics; Student Placement; Surveys; New York + Suchen Sie Ihr Suchwort? Demografie; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Grouping; Gruppenbildung; Programme design; Programmaufbau; Programmplanung; Public school; Öffentliche Schule; Regionaler Faktor; Förderkurs; School district; Schulbezirk; Fremdsprachenunterricht; Sekundarschüler; Schülerpraktikum; Survey; Umfrage; Befragung
Abstract	A survey of 56 Nassau County (New York) school districts elicited information on demographics, assessment, educational records, staffing, program structure, and instructional and support services for limited-English-proficient (LEP) students. Programs surveyed included 20 prekindergarten, 53 elementary, 45 middle/junior high school, and 44 senior high school programs. Highlights of the demographics include the following: a total of 6,562 LEP students scoring below the 40th percentile on a standardized English reading test; 7,137 students speaking 40 native languages; 1,863 eligible for free and reduced lunches; 257 students receiving special education services; 343 receiving speech services; and 1,051 receiving remedial reading services. Assessment instruments used for oral English language, reading, and math proficiency were identified, and concerns regarding assessment were revealed. Unavailability of students records was an important issue for some districts, and placement without records was usually done by English proficiency test scores. Districts commonly employed full-time English-as-a-Second-Language (ESL) teachers to work with LEP students. Pull-out programs were most typical, especially at the elementary level, with self-contained programs or regular ESL periods used in many other cases. Grouping by test performance and grade level were most common. A variety of services are provided for this population, but more are needed. Extensive data tables are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC