Sentences with phrase «ell achievement»

Findings showed that Success for All, Direct Instruction, and English Language and Literacy Acquisition all had positive effects on ELL achievement.

Although white test - takers and ELL test - takers are largely not educated in the same public schools, there are public schools that educated both white and ELL students.8 To gauge how much of the ELL achievement gap is due to white students and ELL students attending different schools, this section of the report measures the difference in math proficiency, based on the state assessment tests, between ELL students and white students who attend the same schools.

She specializes in high - impact literacy, ELL achievement, 21st century learning, and leading effective job - embedded professional learning at scale.

Further, the highest ELL achievement quintile schools» regular program funding per pupil advantage also doubled during this time from $ 500 to $ 1000 per pupil.

Schools in the highest ELL achievement quintile had approximately 70 percent more ELL students meet or exceed 10th grade TAKS (all tests), 25 percent more ELL students participate in advanced courses, 25 percent more ELL students who were college ready (both math and English) and 25 percent more ELL students graduate from high school than schools in the bottom ELL achievement quintile.

The highest ELL achievement quintile schools» total general funds expenditure per pupil advantage over the lowest ELL achievement quintile schools doubled from approximately $ 400 per pupil in 2010 to approximately $ 800 per pupil in 2012.

These readings highlight the role of individual (Gay, 2002) and organizational cultural competency (Bustamante, 2009) on ELL achievement.

These readings highlight the role of school in ELL achievement.

Data Use Improves ELL Achievement: • «Similar English Learner Students, Different Results: Why Do Some Schools Do Better?»

Not exact matches

Study results indicate that English - language learners (ELLs) in bilingual / ESL programs perform better in reading and math achievement compared to ELLs in English mainstream programs.

Achievement; growth; four - and six - year graduation rates; progress in English - language proficiency, English language proficiency in schools with sufficient numbers of ELLs

So with the number of ELLs projected to keep growing, educators face an urgent imperative to vastly improve achievement for English - learners.

And yes, more ELL students might require more teachers to produce the same achievement.

There is a plausibility to this argument, but special education and ELL can neither account for the 50 % increase in teachers nor can they be ignored when considering the stagnation in student achievement.

• Close achievement gap for blacks, Hispanics, ELL, and students with disabilities by 20 percent on the NAEP exams

After achievement of ELL students improved, the State argued that the original circumstances had changed and that the State should be released from judicial supervision.

It's also true that CMOs sometimes serve fewer special needs and ELL students and students with severe behavior challenges than their district counterparts, so achievement studies have to take that into account.

Students who are identified as English language learners (ELLs) can participate in language assistance programs to help ensure that they attain English proficiency and meet the same academic content and achievement standards that all students are expected to meet.

This Web site provides access to information — publications, educational materials, and the work of experts in the field — that promotes high achievement for ELLs.

This suggests that the lag in test score achievement of ELL students is attributable in part to the characteristics of the public schools they attend.

It has been shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English - speaking peers in academic domains and that the achievement gap tends to increase the higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008).

This report quantifies the extent of ELL concentration in low - achieving public schools and the degree to which this isolation is associated with the large achievement gap in mathematics between ELL students and other major student groups.

The study also reports «large positive impacts on the academic achievements of ELL and special education students».

This presentation examines the number of years it takes ELLs to reclassify as former ELLs, and then examines their academic performance using new data from the Washington Achievement Index.

At grade 4, the achievement gap between non-ELL and ELL students is 36 points.

Achievement Gaps, Central Texas ELL Collaborative, College Success, Elementary School, English Language Learners, Equity, Ethnicity, High School, Initiative - E3 ExcELL, Middle School, Presentation, Teacher Effectiveness

For others this is not a new task, but one that needs dramatic improvement given the significant gaps in achievement between ELLs and non-ELLs.

Rather than «blaming» ELL students for, assumed low achievement, these articles force students to address issues in schools and leadership.

Attend this web seminar to learn from educators at St. Martini Lutheran School, an innovative school with an 85 percent Latino population in Milwaukee, Wisconsin, about the success they've had combining face - to - face instruction with online learning to drive math achievement for their ELL students.

Closing the Achievement Gap While Accessing the NJ Standards with ELLs — Michelle Land & Noreen Drucker

Compared with native English speakers, ELLs have higher dropout rates and demonstrate significant achievement gaps on state and national assessments (Snow & Biancarosa, 2003; White House Initiative on Educational Excellence for Hispanic Americans, 1999).

These findings are just the tip of the iceberg in terms of what Exact Path can do to impact achievement and support all kinds of learners, including ELLs.

Taft, a predominately low - income school, had with effort raised its students» low achievement scores over 10 years, and some teachers feared that the sudden influx of ELLs would roll back hard - earned gains.

This lack of attention hinders ELLs» literacy development and their academic achievement.

As a Title One, English Language Learner (ELL) magnet school, we have always been challenged to raise the expectations for our students in an effort to decrease the achievement gap.

Part of that focus was closing the achievement gap at our high - poverty, high - ELL elementary school.

In particular, the growing number of ELL students could cause the achievement gap to continue to widen if more attention is not paid to student needs.

These growing and diverse student groups require educators to draw upon new resources and tools to close the achievement gap between ELLs and non-ELLs.

According to García, «A vast body of research has documented a direct link between ELL students achievement and the expertise and experience of the classroom teacher,» and that «To be effective, teachers must provide a classroom environment with ample opportunity for students to practice academic language thoughtfully and meaningfully» (García 2010, p. 8).

One notable exception: By 5th grade, higher numbers of Latino ELLs in bilingual programs reached the «mid-basic» level of achievement on the state's English / language arts exam than their Latino ELL peers in English - immersion.

The achievement gap continues to grow as ELL students have the highest secondary school dropout rates and alarmingly low college placement rates.

Although Congress intended to improve academic achievement by all students, especially English language learners (ELL), students in poverty, and students with disabilities, the NCLB accountability framework became seriously flawed.

This study seeks to identify the characteristics and learning experiences of general education teachers who are differentially effective at promoting math achievement among ELLs compared to non-ELLs.

Expect High Comparable Achievement: Schools must establish high comparable achievement and performance goals and expectations for ELL students compared to non-ELLs at the sAchievement: Schools must establish high comparable achievement and performance goals and expectations for ELL students compared to non-ELLs at the sachievement and performance goals and expectations for ELL students compared to non-ELLs at the state level.

The fact that this charter chain enrolls fewer ELL students, students in poverty, and students with special needs probably does account for any higher achievement as measured by standardized tests.

The struggle to communicate can stymie both content mastery and academic language acquisition in ELLs, widening the achievement gap between them and their native English - speaking peers.

The language acquisition journey of every ELL is different, but incorporating these strategies into your daily lessons will help you promote achievement and minimize frustration for both you and your English Language Learners.

Generate Responsive and Practical Rules and Regulations: The commissioner must ensure that state rules and regulations reflect the spirit and intent of the law as it relates to high comparable achievement for all ELL students.

Provide Appropriate Supplemental Instructional Services: Appropriate supplemental instructional programs and activities must be accessible to ELLs who are not reaching state, district and campus achievement goals.

High quality schooling that provides equal educational opportunities for secondary English language learners (ELLs) must include seven key components: state leadership, oversight and compliance; governance; fair funding; parent and community engagement; student achievement and support; teaching and curriculum quality; and accountability.