Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with Disabilities. ACT Research Report Series, 2012 (1)

Autor/inn/en	Bassiri, Dina; Allen, Jeff
Institution	ACT, Inc.
Titel	Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with Disabilities. ACT Research Report Series, 2012 (1)
Quelle	(2012), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Academic Achievement; Educational Indicators; Accountability; Federal Programs; Educational Improvement; Second Language Learning; English Language Learners; High School Graduates; Achievement Gains; Secondary School Students; Student Evaluation; Longitudinal Studies; Mathematics Achievement; Reading Achievement; Statistical Significance; Educational Legislation; Federal Legislation; ACT Assessment + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Schulleistung; Educational indicato; Bildungsindikator; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Zweitsprachenerwerb; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Achievement gain; Leistungssteigerung; Sekundarschüler; Schulnote; Studentische Bewertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungsrecht; Schulgesetz; Bundesrecht; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Under the current version of the Elementary and Secondary Education Act (ESEA), public schools must show consistent improvement in achievement for all students including English language learners (ELL) and students with disabilities. The assessment of ELL students and students with disabilities can present unique challenges to schools that must make adequate yearly progress (AYP) toward high proficiency rates. Alternatives to accountability systems based on AYP often seek to employ measures of academic "growth". This study used the longitudinal data of 2011 high school graduates who took EXPLORE, PLAN, and the ACT in grades 8, 10, and 11/12, respectively, to examine growth differences for ELL students and students with disabilities. ELL students experienced less-than-expected growth in English and reading, but above-average growth in mathematics. Students with disabilities experienced less than-expected growth in all four subject areas. Most of the growth differences, while statistically significant, were small in magnitude. Appended are: (1) Parameter Estimates for Predicting PLAN scores from EXPLORE; (2) Parameter Estimates for Predicting ACT scores from PLAN; and (3) Parameter Estimates for Predicting ACT scores from EXPLORE. (Contains 3 figures, 7 tables and 11 footnotes.) (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10