The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020

Autor/inn/en	Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.
Institution	Regional Educational Laboratory Northeast & Islands (ED)
Titel	The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020
Quelle	(2014), (59 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Urban Schools; School Districts; Language Proficiency; English (Second Language); Mathematics Achievement; Reading Achievement; Student Characteristics; Special Education; Second Language Programs; Bilingual Education Programs; Transitional Programs; Elementary Secondary Education; Institutional Characteristics; Grouping (Instructional Purposes); Hispanic American Students; Spanish Speaking; Correlation; Connecticut; Connecticut Mastery Testing Program + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Grouping; Gruppenbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Korrelation
Abstract	This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. The following are appended: (1) Literature review; (2) About the Language Assessment Systems Links assessment; (3) Measures of academic achievement; (4) Analysis sample; (5) Analysis methods; (6) Description of variable coding schemes for models; and (7) Regression tables. [This report was written in collaboration with the English Language Learners Alliance. For the companion summary report, "The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021," see ED546481.] (As Provided).
Anmerkungen	Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; e-mail: relneiinfo@edc.org; Web site: http://www.relnei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10