Data on LEP Students in State Education Reports. State Assessment Series, Minnesota Report 26.

Autor/inn/en	Liu, Kristi; Albus, Deb; Thurlow, Martha
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	Data on LEP Students in State Education Reports. State Assessment Series, Minnesota Report 26.
Quelle	(2000), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charts; Educational Assessment; Elementary Secondary Education; English (Second Language); Federal Legislation; Immigrants; Language Minorities; Limited English Speaking; Second Language Instruction; Second Language Learning; Student Evaluation; Tables (Data); Minnesota + Suchen Sie Ihr Suchwort? Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Education; assessment; Bewertungssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Immigrant; Immigrantin; Immigranten; Sprachminderheit; Fremdsprachenunterricht; Zweitsprachenerwerb; Schulnote; Studentische Bewertung
Abstract	Title I of the Elementary and Secondary Education Act mandates that state education agencies develop and implement an assessment system that allows for disaggregation of results at state, district, and school levels by gender, race, English proficiency and migrant status. Schools receiving Title I funds must demonstrate "adequate yearly progress" in student progress. The purpose of this report is to examine practices in the reporting of limited-English-proficient (LEP) student performance data throughout the 50 states and the District of Columbia. This was accomplished by examining reports published in 1998 and that included data spanning 1995-96 through 1997-98. This information provides important evidence of the extent to which states are looking at the performance of their LEP students. Overall, LEP students are not performing as well on state assessments as other students. Compared to non-LEP students, LEP students scored consistently lower in the lower grades, which may be expected in part because students are learning both language and content. It is concluded that although states have made progress in including LEP students in statewide assessments, few states publish assessment data specifically on LEP students. Where states do disaggregate the data, there is a lack of consistency in where results are reported (Internet versus published documents), how results are disaggregated (race, ethnicity, LEP status), and what terminology is used to refer to LEP students. This makes the data more difficult to use productively by researchers, administrators, and policymakers. Appendix A includes a list of 72 state accountability reports used in this report. Appendix B includes brief descriptions of information found in the reports, in the same detail provided by the reports. Seven tables and 9 references are included. (KFT)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliot Hall, 75 East River Road, Minneapolis, MN 55455 ($8). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC