Ninth Grade Newcomers in the Fort Worth Independent School District: Comparisons to Other English Language Learners

Autor/inn/en	Chu, Haiwen; Fong, Anthony B.
Institution	WestEd
Titel	Ninth Grade Newcomers in the Fort Worth Independent School District: Comparisons to Other English Language Learners
Quelle	(2015), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chu, Haiwen) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Immigrants; English Language Learners; English (Second Language); Second Language Learning; Special Needs Students; Academic Support Services; High School Students; Grade 9; Language Usage; English for Academic Purposes; Teacher Role; Caring; Spanish Speaking; Middle School Students; Language Proficiency; Graduation Rate; Gender Differences; Socioeconomic Status; Student Characteristics; Student Diversity; Classification; Texas (Fort Worth) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sonderpädagogischer Förderbedarf; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Sprachgebrauch; Lehrerrolle; Care; Pflege; Sorge; Betreuung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Language skill; Language skills; Sprachkompetenz; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Classification system; Klassifikation; Klassifikationssystem
Abstract	This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The focus of this report is on comparisons between ninth grade newcomers and other groups of English language learners (ELLs). Analyses compare newcomers to 1) long-term ELLs who were classified in the elementary grades, 2) "recent" ELLs who were classified as ELLs during middle school and coded as immigrants in the ninth grade, 3) "recent" ELLs classified during middle school who were not immigrants. The report focuses on initial English language proficiency, reclassification, and graduation outcomes, three areas of interest identified by an earlier descriptive report.At the beginning of their time in the district, newcomers are more ethnically and linguistically diverse than their non-immigrant counterparts. Newcomers also start out with lower levels of English language proficiency than other ELLs. In the intervening years, newcomers are reclassified as English proficient at less than half the rate of other ELLs. By the end of four years, however, non-immigrant recent ELLs end up graduating at a rate similar (49%) to newcomers (47%). More research may be needed into why this group ends up with outcomes lower than both immigrant recent ELLs and long-term ELLs. The fact that immigrant recent ELLs were able to graduate at a rate slightly higher (64%) than long-term ELLs (61%) may suggest immigrant students need more time enrolled in the district to graduate, including four full years in a comprehensive high school. More research is necessary to understand how programs can more effectively serve newcomers and ELLs and support them towards high school graduation. [This report was prepared as part of Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE), a Researcher-Practitioner Partnership funded by the Institute of Education Sciences.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01