Less than Four Domains: Creating an Overall Composite Score as an Indicator of English Language Proficiency for English Learners with 504 or Individualized Education Plans. WCER Working Paper No. 2019-3

Autor/inn/en	Porter, Tameka; Cook, H. Gary; Sahakyan, Narek
Institution	University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Titel	Less than Four Domains: Creating an Overall Composite Score as an Indicator of English Language Proficiency for English Learners with 504 or Individualized Education Plans. WCER Working Paper No. 2019-3
Quelle	(2019), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Accountability; English Language Learners; Guidelines; Scores; Language Proficiency; Individualized Education Programs; Models; Educational Indicators; Academic Achievement; Language Tests; Standard Setting; Elementary Secondary Education; Federal Legislation; Second Language Programs + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Verantwortung; Richtlinien; Language skill; Language skills; Sprachkompetenz; Individualized education program; Individualisierendes Lernen; Analogiemodell; Educational indicato; Bildungsindikator; Schulleistung; Language test; Sprachtest; Standardisierung; Bundesrecht
Abstract	The authors illustrate models and procedures that can be applied to calculate overall composite scores in order to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners assessment for state monitoring, achievement, and accountability determinations. As a technical reference, the appendix includes tables and statistical programming code used to compute the different methods. The analyses and results provide clear and concise frameworks for approaching accountability criteria and decisions. (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01