Sentences with phrase «english learner data»

«Seeing Clearly: Five Lenses to Bring English Learner Data...

They are: English Language Development, Parent Engagement, Professional Development, Programs and Course Access, Expenditures, District Wide Use of Concentration and Supplemental Grant Funds, School Wide Use of Concentration and Supplemental Grant Funds, Actions and Services, Proportionality, English Learner Data to Inform Goal

Not exact matches

Mavrogordato used state data to estimate reclassification rates for English learners throughout Texas over seven years.

They measured educational outcomes using standardized tests and looked at demographic data, including attendance and suspension; race and ethnicity; free and reduced price lunch status; and participation in gifted education, special education, or programs for English learners.

The data we have also suggest that, at the time they applied, 4.2 percent of charter school applicants were classified as English language learners, while 13.6 percent of New York City's students were classified as such.

They agree that the 4 - year - old law has brought unprecedented attention to those students by requiring schools to isolate test - score data for English - learners.

In the NAEP analysis, the authors estimate student poverty with data from the federal lunch program and estimate additional student characteristics using data on possession of an Individualized Education Program (IEP) and English Language Learner (ELL) status, admittedly a common practice when analyzing education data.

My areas of expertise include: a) literacy and bi-literacy instruction for English Language Learners students of Spanish speaking background, b) use of assistive technology to address the educational needs of students with disabilities, c) research design and analysis of qualitative and quantitative data.

While researching a large data set, which included all fourth graders who took the 2003 MCAS, Martiniello uncovered several math questions that seemed to disfavor English - language learners.

The California Department of Education has announced data that suggests the state's schools were improving by leaps and bounds in helping English - language learners become fluent in the language.

A study of a representative sample of schools in California shows that schools where the principal and the district extensively used test data to improve instruction and student learning had the highest achievement for English - language learners.

But when it comes time for Congress to get down to actual legislative language, members will have to choose whether to open the door to all comers, including states with pitifully low standards (compared to those of the National Assessment of Educational Progress), deficient data and student - tracking systems, and a poor track record on including English language learners and students with disabilities.

In addition to her research based on large - scale testing data, Martiniello interviewed English - language learners using think - aloud protocols to gauge children's interpretation and comprehension of the MCAS math items.

Their report repeatedly refers to federal data showing only 7 English Language Learners (ELL) enrolled in California charter schools.

The federal education law permits the Education Department to use either data from the Census Bureau or data collected by states to distribute the $ 650 million for English - language learners authorized by Title III of the NCLB law to all 50 states, the District of Columbia, and Puerto Rico.

They are assessing data systems and trying to improve academic outcomes for students with special needs and English language learners.

Yet, much of that work depends on a simple, often unstated, assumption: that the short list of control variables captured in educational data systems — prior achievement, student demographics, English language learner status, eligibility for federally subsidized meals or programs for gifted and special education students — include the relevant factors by which students are sorted to teachers and schools.

Nathan Kuder, a fellow with the project working in Boston's Office of Accountability, has helped the district make sense of its data concerning the delivery of services to English language learners.

Perspectives on a Population: English - Language Learners in American Schools offers the most comprehensive, data - driven examination to date of ELL students and youths in the United States.

Drawing predominantly on original data and analysis from the EPE Research Center, each of the report's five main sections examines critical dimensions that define the experiences of English - learners.

This study will investigate the causal effect of EL status on high school students» academic coursework by analyzing extant Massachusetts state data by examining whether English - learner (EL) classification limits students» access to college - preparatory courses in high school.

Also, examine the rewards of data - driven instruction and learn what it takes to launch an effective intervention program that works for young English - language learners.

Charter - school students with - disabilities and English language learners are outperforming their public - school peers on state exams, according to new data.

Suspension Rate and the English Learner Progress Indicators Slides (PDF) These slides cover technical information, such as data sources, calculation methodologies, and rules used to calculate the English Learner Progress and Suspension Rate Indicators

[Content provided by Renaissance] How can districts use data to support English Language Learners?

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

Based on statewide data, researchers Laura Hill and Margaret Weston concluded that reclassified English learners «not only outperform English learner students, but often do better than English - only students» on state standardized tests, with students reclassified in elementary grades doing better than those reclassified in middle and high school.

In its analysis of data, GPSN identified «more than 160,000 low - income students and English language learners who are enrolled in schools whose performance is so dismal that 80 percent of students are learning below grade level.»

In 2012 - 13, about 21 % at the charter were English language learners and 21 % had special needs, city data show.

For example, many states have adopted the research - backed Teaching Strategies GOLD assessment, which prompts teachers to collect observational data ranging from children's physical and social - emotional development to their literacy and math skills.Do - Hong Kim, Richard G. Lambert, and Diane C. Burts, «Evidence of the Validity of Teaching Strategies GOLD ® Assessment Tool for English Language Learners and Children with Disabilities,» Early Education and Development 24 (2013): 574 — 595, doi: 10.1080 / 10409289.2012.701500; Teaching Strategies, Teaching Strategies GOLD Assessment System: A Technical Summary, 2013.

This symposium provides both useful data and exemplary analyses that researchers, states, and districts can replicate within their own contexts as an aid to more effectively focusing resources and targeting practices to promote English learner success.

Missed Potential: English Language Learners Under - Represented in New York City Career and Technical Education Programs On July 24, 2017, Advocates for Children released this data brief analyzing city and state data showing that English Language Learners (ELLs) are under - represented in career and technical education (CTE) programs at New York City high schools.

Achievement Gaps, Data - Driven Change, English Language Learners, Graduation Rates, Initiative - RAISEup Texas, Media / Press Release, Middle School, Student Assessment - TAKS / STAAR

Collective Impact, Data - Driven Change, Demographics, Educational Leadership, Elementary School, English Language Learners, Equity, Ethnicity, Graduation Rates, Presentation, School Readiness

Achievement Gaps, Collective Impact, Data - Driven Change, Demographics, Educational Leadership, Elementary School, English Language Learners, Equity, Ethnicity, Graduation Rates, Presentation, School Readiness

• Read more: LAUSD's ability to raise test scores for English learners and Latino students comes up short in newest data

About E3 Alliance, College Readiness and Access, College Success, Data - Driven Change, Demographics, Elementary School, English Language Learners, Equity, Ethnicity, Gender, Graduation Rates, High School, Initiative - E3 ExcELL, Initiative - Missing School Matters, Initiative - Ready, Set, K!

Achievement Gaps, College Readiness and Access, Data - Driven Change, Demographics, Elementary School, English Language Learners, Ethnicity, Graduation Rates, High School, Literacy, Media / Press Release, Middle School, The Blueprint for Educational Change

This report authored by Californians Together and funded by The California Community Foundation, reports on data gathered from 40 school districts on English learners grades 6 — 12 and calls upon state policymakers and leaders to provide solutions for these students.

Achievement Gaps, Blog, Collective Impact, Data - Driven Change, English Language Learners, Literacy, Student Assessment - Academic Growth / 3D Growth, Teacher Effectiveness

The index will also use health and safety data to assess student need, such as asthma rates and community violence and trauma, as well as poverty levels and the number of English learners.

Achievement Gaps, Collective Impact, Data - Driven Change, Demographics, Educational Leadership, Elementary School, English Language Learners, Equity, Ethnicity, Gender, Graduation Rates, High School, Middle School, Presentation, School Readiness

New America Foundation released two policy papers that address using data on English Learners (EL) «in light of new flexibilities for setting EL outcomes, goals, and accountability metrics under the federal Every Student Succeeds Act (ESSA).»

Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school districts.

Read article: Data to Measure an Effective Instructional Context for Secondary Level Newcomers and English Learners, by Kristin Grayson, Ph.D., IDRA Newsletter, June - July 2017

Specialties: Instructional leadership development, data - driven instruction, English language learners, college and career readiness, higher education literacy

This article focuses on the data needed to support teachers and English learners who enter U.S. schools as newcomers and as students with interrupted schooling.

Using data is even more critical when students are secondary level newcomers and English learners with interrupted schooling.

Teachers and administrators may feel overwhelmed by the use and analysis of data for English learners (ELs) as is required by the federal guidelines under Title III of the Every Student Succeeds Act.

Educational Experiences of English Learners: Analyses of Extant Data (2016).