Sentences with phrase «language learners scored»

(The district's English language learners scored about the same as other student groups in the district on state tests in 2008; they were about 16 points behind white students statewide.)

Students with disabilities and English - language learners scored even worse on the tests.

In 2003, nearly 86 percent of fourth - grade English - language learners scored not proficient in math on the Massachusetts Comprehensive Assessment System (MCAS) test.

Not exact matches

The calculated growth is determined by a New York State Education Department (NYSED) formula that factors in poverty, a student's prior test scores, whether a student has repeated a grade, whether a student is an English language learner or a student with disabilities.

The test scores that the Success network touts, Mantell said, «would not be valid» because the network does not educate its fair share of English language learners, students with disabilities and students with behavior problems.

Those who do not master the language and remain English learners tend to score lower on academic tests and graduate high school at lower rates than their native - English speaking peers.

English language learners who participated in the intervention also scored significantly higher in math than their peers in the control group.

One school may be doing fine on test scores but working to reduce chronic absenteeism, while another may be working with a network of schools on improving supports for English language learners.

Participants have lower prior math and reading test scores, more likely to be minority, more likely to be free - lunch eligible, less likely to be from «A» or «B» schools, less likely to be English - language learners

As a result, English language learners may score in the 80th percentile on a word reading test, but in just the 19th percentile on a test of reading comprehension.

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).

In Ontario, schools have raised their test scores and graduation rates by providing resources such as full - time student success teachers, who help English - language learners and other students in need.

State efforts at carrying out requirements to test English - language learners under the No Child Left Behind Act are receiving increased scrutiny, as hundreds of schools across the country fail to meet goals for adequate yearly progress at least in part because of such students» scores.

The recent House and Senate revisions of No Child Left Behind retained both annual testing and the requirement that scores be reported separately for various subgroups of students within each school, including English language learners.

But even if it were true, the recent increase in scores in California are not outcomes of long - term relevance to English - language learners.

Bryant's score on the 1,000 - point API has risen to 820 from 727 four years ago, even though 81 percent of its students qualify for free or reduced - price lunch and 23 percent are English - language learners.

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.

Specifically, we calculate growth for schools based on math scores while taking into account students» prior performance in both math and communication arts; characteristics that include race, gender, free or reduced - price lunch eligibility (FRL), English - language - learner status, special education status, mobility status, and grade level; and school - wide averages of these student characteristics.

Most importantly, English - proficient bilingual students who reported a non-English language as first language attained higher scores in state exams compared to students reported English as their first language and English language learners.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

For example, adjusting for English language learner (ELL) status means that each score reflects the performance the state's ELL students relative to ELL students nationwide.

Students designated as English language learners (ELL) tend to go to public schools that have low standardized test scores.

After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first - year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners.

Trimmed mean of scale scores from WIDA ACCESS for ELLs, for fourth and fifth grade English language learners who have been in the United States for at least three years.

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.

The letter lauds the bill for leaving teacher evaluations up to states and local districts, maintaining collective bargaining rights, improving assessments for English language learners and rolling back No Child Left Behind's punitive accountability system that scores schools and states based on student proficiency.

The higher the percentage of students with English language learning needs (second language learners) in a school the lower the percentage of students scoring proficient or above on state tests.

The letter lauds the bill for leaving teacher evaluations up to states and local districts, maintaining collective bargaining rights, improving assessments for English language learners and rolling back NCLB's punitive accountability system that scores schools and states based on student proficiency.

The rating currently applies to five indicators: scores on math and English language arts tests, suspension rates, graduation rates and English learners» progress in becoming English proficient.

This means, when things such as poverty, race, and English language learners are taken into account and properly controlled for, we are finding that student outcomes on test scores are simply better in the private and charter sector as opposed to traditional public schools.

As a turnaround school, Leto has a student population of 2,287, with 84 percent economically disadvantaged students, 30 percent English - language learners, and a long history of ranking near last place in state test scores.

Test scores in English language arts are up significantly for both English Language Learners and special education students.

These paths provide opportunities for instructors of English teaching methods courses, writing pedagogies courses, and linguistics courses to investigate with teacher candidates issues that are commonly addressed in those three types of courses, like modeling writing, machine scoring, and responding with sensitivity to writers who are English language learners.

The reactions ranged from shocked (in the case of an advocate for English language learners) to constructive (AFT chief Randi Weingarten, who offered a takeaway for other states) to pleased (charter school operator Eva Moskowitz, whose schools posted high scores on the new exams).

California has identified English learners based on how well they do on the language development test but has left it up to districts and students» teachers to also weigh a mix of factors, including teacher judgment, scores on other standardized academic tests and parent consultations.

A validity critique of language program evaluations and analysis of English learner test scores.

Linda Darling - Hammond and colleagues have cautioned that statistical models can not fully adjust for teachers who have a disproportionate number of students with greater challenges, or whose scores on traditional tests may not accurately reflect their learning, such as special education students; English language learners; and those affected by poor attendance, homelessness, or severe problems at home.

States will still be required to test students annually in math and reading in grades three through eight and once in high school and to publicly report the scores according to race, income, ethnicity, disability and whether students are English - language learners.

The study compared the progress of English - learners as they moved from kindergarten through elementary grades and into middle school by looking at their scores on California's annual English - language proficiency tests, the rates at which they were reclassified as English - fluent, and their scores on state exams.

In New York City, thousands of students fall into one of three unique student population categories: English Language Learners, who speak a language other than English at home and score below proficient on English assessments when they enter the school system; District 75 students, who have significant cognitive and physical impairments and require a specialized school setting; and special education students, who have an identified disability and an individualized education plan.

It had come to my attention through research that the Florida accountability system did not include all the test scores for certain students with special needs and some English - language learners.

Meanwhile, the nation's second - largest school district — where students speak 94 languages — is closing in on meeting its goals for improving test scores for English learners and getting more of them to graduation.

Schools with low test scores — due to poverty, high numbers of English - language learners and / or students with disabilities — are particularly vulnerable to scrutiny, micromanagement and excessive testing.

Are you going to remain silent now, as they get ready to fire you because your test scores are not as high as someone wants them to be for your poor kids and your English language learners?

Approximately 45 to 50 percent of low - income, Black, Hispanic, American Indian students, and English language learners (ELL) score below the basic level on the NAEP, while less than 10 percent of high income, White and Asian / Pacific Islanders score below the basic level (NCES, 2001).

Scores for English language learners at charter schools were higher than at traditional schools and magnets.

More than three times as many English language learner students score below the basic level on eighth - grade national math and reading exams as their white, English - proficient peers.

The state has proposed using English language arts and math standardized test scores in grades 3 to 8, science test scores when available, an English learner indicator, high school graduation rates, suspension rates, chronic absenteeism, college and career readiness, school climate, parent engagement and school conditions as part of its evaluation.

Results from the state standardized tests known as Smarter Balanced Assessments taken last spring showed that while many subgroups test scores improved from the previous year, results for LA Unified's English language learners were stagnant.

The study — commissioned by the San Francisco district and conducted by Sean Reardon at Stanford — compared the progress of English - learners as they moved from kindergarten through elementary grades and into middle school by looking at their scores on California's annual English - language proficiency tests, the rates at which they were reclassified as English - fluent, and their scores on state exams.