Pathways to Fluency: Examining the Link between Language Reclassification Policies and Student Success. Technical Appendices

Autor/inn/en	Hill, Laura E.; Betts, Julian R.; Chavez, Belen; Zau, Andrew C.; Bachofer, Karen Volz
Institution	Public Policy Institute of California
Titel	Pathways to Fluency: Examining the Link between Language Reclassification Policies and Student Success. Technical Appendices
Quelle	(2014), (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Elementary Secondary Education; Public Schools; English Language Learners; Language Fluency; Classification; Educational Policy; Academic Achievement; School Districts; Longitudinal Studies; Elementary School Students; Middle School Students; High School Students; Standardized Tests; Criteria; Regression (Statistics); Guidelines; Student Attrition; California + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Language skill; Language skills; Sprachkompetenz; Classification system; Klassifikation; Klassifikationssystem; Politics of education; Bildungspolitik; Schulleistung; School district; Schulbezirk; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Standadised tests; Standardisierter Test; Regression; Regressionsanalyse; Richtlinien; Schülerbeurlaubung; Kalifornien
Abstract	Nearly 25 percent of the students attending California's K-12 public schools are English Learners (ELs). Their EL designation is intended to last only as long as they need supplemental language support to succeed in school. Because outcomes for students reclassified as English proficient are much better than for students who remain ELs, policymakers are seeking answers to questions about how quickly EL students should be reclassified, whether reclassification criteria should be standardized, and the links between reclassification and academic success. This report examines reclassification policies and the academic performance of ELs and former ELs in the two largest school districts in California, Los Angeles Unified and San Diego Unified, which together serve approximately 15 percent of the state's EL students. The report uses longitudinal student data over ten years, to follow students from 2nd grade through their 12th grade year. This document contains the following technical appendices: (1) Attrition in LAUSD and SDUSD Student Cohorts; (2) Education Code 313(f) and State Board of Education Reclassification Guidelines; (3) Supplemental Reclassified Student Outcome Figures and Tables; (4) Supplemental Tables for Binding Constraint Analysis; (5) Supplemental Figures for Individual Reclassification Criteria; (6) Regression Estimates for Models Predicting SDUSD Grades; (7) Regression Estimates for Models Predicting Student Success Using Reclassification Criteria; Notes; and About the Authors. [The authors acknowledge additional research support from Joseph M. Hayes. For the full report, see ED561951.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01