Achievement of English as New Language Learners in Monitor Status: A Cross Sector Comparison from Denver

Autor/inn/en	Clayton, Grant; Clayton, Christina; Carpenter, Dick M., III; Ecks, Gregory B.
Titel	Achievement of English as New Language Learners in Monitor Status: A Cross Sector Comparison from Denver
Quelle	In: Journal of School Choice, 13 (2019) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2018.1559419
Schlagwörter	Charter Schools; English Language Learners; School Choice; Grade 6; Attendance; Academic Achievement; Mathematics Achievement; Reading Achievement; Classification; Middle School Students; Colorado (Denver) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Choice of school; Schulwahl; School year 06; 6. Schuljahr; Schuljahr 06; Anwesenheit; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Classification system; Klassifikation; Klassifikationssystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study uses administrative data to measure the effect of attending a charter school in Denver, Colorado on the achievement of reclassified English as New Language (ENL) students during their monitor period in the mainstream classroom environment. We utilize school choice data from Denver's Common Enrollment System (CES) to control for each school a family selected entering grade six, a typical time for a structural move, in order to better control of unobserved variable bias. Results indicate charter attendance increases achievement in mathematics and English on state testing. Charter school success in the CES environment provides insights for districts serving large numbers of ENL students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01