ESL Student Performance: English STAAR and TELPAS, 2015-2016. Research Educational Program Report

Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	ESL Student Performance: English STAAR and TELPAS, 2015-2016. Research Educational Program Report
Quelle	(2016), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); English Language Learners; Second Language Instruction; Intensive Language Courses; Academic Achievement; Achievement Tests; Language Tests; Standardized Tests; Program Effectiveness; Elementary Secondary Education; School Districts; Texas (Houston) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Intensivkurs; Sprachkurs; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; Standadised tests; Standardisierter Test; School district; Schulbezirk
Abstract	The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the use of ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day but are in a mainstream instructional setting in other subject areas. The purpose of this report is to provide program staff with a detailed examination of ELLs enrolled in the district's two ESL programs. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), the STAAR End-of-Course (EOC), and the Texas English Language Proficiency Assessment System (TELPAS). Performance data from 2015-2016 appears to show that students in the CB-ESL program performed slightly better than those in the PO-ESL program across some assessments (STAAR reading and mathematics, TELPAS progress), while PO-ESL performed better than CB-ESL on other assessments (TELPAS proficiency, STAAR EOC English I and II). Results for exited ESL students showed students from both programs did well relative to the district, indicating that ESL students were capable of closing the performance gap relative to the district, with exited CB-ESL doing somewhat better than exited PO-ESL students. (ERIC).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01