State K-12 Funding Formula for English Learner Weights and English Learner Student Achievement: A Public Policy Analysis

Autor/in	Cordova, Juan Manuel
Titel	State K-12 Funding Formula for English Learner Weights and English Learner Student Achievement: A Public Policy Analysis
Quelle	(2023), (80 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-5363-4
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; State Aid; Funding Formulas; Accountability; Language Proficiency; Low Achievement; Academic Achievement; Weighted Scores + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Funding; Finanzierung; Verantwortung; Language skill; Language skills; Sprachkompetenz; Unterdurchschnittliche Leistung; Schulleistung
Abstract	The English Learner population (EL) in the United States continues to grow, with more than 5 million students currently identified as English Learner students. While districts and schools were held accountable for their English Learner students under the No Child Left Behind Act[superscript 4], the Every Student Succeeds Act (ESSA)[superscript 5] requires the building of English proficiency rates into accountability frameworks for Title I. With each student group's learning attainment impacting a school's performance within accountability systems, a school with high overall achievement but low English Learner achievement could be targeted for improvement and potentially be designated a Comprehensive School. As most State funding formulas frequently provided additional revenue to serve students with increased needs, it was critical to look at the extra funding to determine its impact on accelerating English Learner student performance. This study examined state funding formulas and the weights provided for English Learner students, to determine whether there existed a relationship between the weights and English Learner student achievement as measured by the National Assessment of Education Progress (NAEP). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01