Sentences with phrase «language learner achievement»

The limited data on English language learner achievement in public schools in Illinois precluded including the state in the analysis.

Not exact matches

Regents Chancellor Merryl Tisch says while the numbers were not unexpected, she is concerned about the achievement gap based on race, ethnicity and English language learners.

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iAchievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iachievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

In addition to a positive effect on self - regulation, the intervention had a positive effect on math achievement for English language learners.

The intervention also appeared to narrow the achievement gap between English language learners and children proficient in English.

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.

«The WT Grant Scholars Award provides me with a tremendous opportunity and honor, early in my career, to advance the field's knowledge on promoting English - language learners» academic achievement,» Lesaux said.

And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English - language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.

Academic achievement, closing achievement gaps, four - year adjusted cohort graduation rates, «speed to proficiency» of English - language learners

It refers to schools with stubborn achievement gaps or weak performance among «subgroup» students, such as English - language learners or students in special education.

Focus School: A school with persistent achievement gaps or poor performance among «subgroup» students, such as English - language learners or students in special education.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

For states, that means closing gaps in achievement and making sure English - language learners and special education and low - income students have the same access to education as middle - class and upper - class college - bound kids.

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.

Caught in that achievement gap are low - income students, English - language learners, students with disabilities, and students of color.

«In every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learners.

«This appointment supports my deep commitment to generating knowledge to advance the field's ability to promote the academic achievement for all students in urban schools, especially English - language learners,» Lesaux said.

Whether charter schools do a better job than regular schools in closing the achievement gap between English - learners and students who already have a command of the language is expected to be a thread in testimony at a hearing scheduled for Sept. 17 before...

«Nonie Lesaux is an outstanding young scholar, working on a critical education issue — promoting academic achievement in English language learners,» said Harvard Graduate School of Education Dean Kathleen McCartney.

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.

Finally, states can signal that high - achievers matter by making them a visible, trackable «subgroup,» akin to special education students or English language learners, and publishing school grades for their progress and / or achievement.

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.

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.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

The district's English language learners and special education students do still face a significant achievement gap.

[372] Another study found full - day kindergarten helped narrow the achievement gap for dual language learners in particular.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

States set annual district and school targets for grade - level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low - income families), and rate schools and districts on how well they meet the targets.

California's Local Control Funding Formula (LCFF) promised additional resources to low - income students, foster youth and English - language learners, who face persistent achievement gaps.

The results, however, also revealed wide disparities in achievement among student groups, with 65 percent of English language learners, 46 percent... read more

The New York State English as a Second Language Achievement Test (NYSESLAT) continues New York State's efforts to provide English Language Learners with a test that is consistent with the Common Core, the New Language Progressions, and current advances in the field of language assessment.

Caught in that achievement gap are low - income students, English - language learners, students with disabilities, and students of color,» writes Paul Reville.

In the case study, Lavely describes the leadership responsibilities she has accepted and her team's results: A set of classrooms fully proficient in both math and reading — including students in special education and English language learners — and 70 percent of those students ranking in the top two achievement categories on the 2011 — 12 state math exam, up from 52 percent the previous year.

The achievement results are strong, and the pilot schools are doing better than the charter schools at attracting special - education students and English - language learners to their already diverse student populations.

The things still undone after 11 years include a relatively small but stubborn achievement gap, a high dropout rate, and struggling programs for English language learners and special - education students.

States must use the same n - size for all accountability purposes, ensuring that a different n - size can not be selected for including English learners in the English language proficiency indicator than for the Academic Achievement indicator or Graduation Rate indicator.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

Since 2002, there has been a persistent achievement gap between non-English language and English language learners.

A kindergarten class at Geddes Elementary School in Baldwin Park, a dual language school where English learners have closed the achievement gap with native speakers.

English learners also need to have more access to bilingual and dual - language immersion programs as research indicates that dual - language immersion is the most effective model to educate students who have limited English skills and close the achievement gaps between English learners and their peers over the long term.

More notably, Valor's achievement and growth were consistent across diverse subgroups of non-economically disadvantaged, economically disadvantaged, English language learners and students with disabilities.

Increasing Student Achievement through Effective School Leadership: Practitioners» Perspectives explores ways to design support systems for a variety of at - risk student groups including English language learners, immigrant, refugee and low socio - economic students.

Teacher Expectations and Student Achievement Several years ago, Elliot - Cortes and Fox co-wrote a small handbook containing classroom tips for inexperienced teachers to better support all students, including English - language learners and students who struggle in the classroom.

English language learners make up the fastest growing segment of the student population but they are one of the lowest academically performing groups of students, and the achievement gap widens as students progress through school.

This session describes how school administrators, a speech pathologist, and an English - language learner specialist trained staff to increase student language skills and academic achievement through school - wide discourse.

It allows schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven Cambridge IGCSE subjects from five different subject groups, including two different languages.

In this study, Lavely describes the leadership responsibilities she has accepted and her team's results: A set of classrooms fully proficient in both math and reading — including students in special education and English language learners — and 70 percent of those students ranking in the top two achievement categories on the 2011 — 12 state math exam, up from 52 percent the previous year.

What's more, George Mason University professors Virginia Collier and Wayne Thomas have identified dual language programs as the only ones that close achievement gaps between English learners and their peers in the long term.

Schools with similar resources and challenges may produce dramatically different achievement for English language learners.

Small class sizes matter for many reasons including closing achievement gaps, meeting the needs of English language learners, inclusion of students with disabilities, implementation of the Behavior Education Plan, school climate, and building positive relationships in our school communities.