Sentences with phrase «language minority students in»

Spanish - speaking students — the largest group of language minority students in Washington state — take fewer advanced courses and earn lower grades in those courses than...

General teacher education and development, foundations of education, second language acquisition theory, sociolinguistics, multicultural education, history of language minority students in the U.S. educational system, field supervision of candidates for culturally and linguistically diverse endorsement and MAT degree.

Not exact matches

A five - year quasi-experimental study on K - 12 bilingual education programs offered to language - minority students in U.S. public schools.

We have a majority - minority student population, a large group of English - language learners, and almost 60 percent participation in the free or reduced - price lunch program.

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.

Sydney H. McKenzie, a lawyer for the department, said the state is negotiating with the language - minority groups and has launched an «across - the - board» review of policies that deal with students having limited proficiency in English.

In the language of the federal law: «Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.&raquIn the language of the federal law: «Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.&raquin the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.&raquin order to open its instructional program to these students.»

The study was required by the department's office for civil rights in return for dropping a complaint against the district's program for language - minority students.

One faculty member teaches about issues of power in society (gender and minority status, for example) by asking students to analyze their own cultural perspectives (such as their cultural history, language, and literacy).

Targeted the participation of traditionally underrepresented students in advanced mathematics curriculum, including minorities, those from low SES backgrounds, and second language learners.

Other terms commonly found in the literature include language minority students, limited English proficient (LEP), English as a second language (ESL), and culturally and linguistically diverse (CLD).

Although the average gains of Teach to One students in most demographic sub-groups outperformed national norms — including for language minority, special education, and low - income students — that did not hold true for black students.

The Reagan Administration's proposed amendments to the Bilingual Education Act, which would permit a mix of educational approaches in meeting the needs of language - minority students, was introduced in the Senate last week.

- The school attended - School year - Minority status - Eligibility for free or reduced - cost lunch (a proxy for low socioeconomic status)- Date of birth - Assigned teacher - English language proficiency - Testing exemption status - Test scores on the annual TAAS exam in each year in which the student was enrolled in a Texas school

However, the authors of a new study say that minority students are less likely than similar white peers to be in one of five common disability categories — emotional disturbance, intellectual disability, «other health impairment,» specific learning disability, and speech and language impairment.

«Still, we have large equity gaps with our students in poverty, with our minority students, our students with disabilities and English language learners,» she said.

The vast majority of students at Beulah Park are minority and low - income, and 22 % of students meet or exceed PARCC standards in 4th grade English language arts.

He recently served as a panel member on the National Academy of Science Report on the Overrepresentation of Minority Students in Special Education, and also served as a member of the National Literacy Panel (SRI International and Center for Applied Linguistics) looking at issues in early reading with English language learners.

Education Week examines whether the «widespread worry that states would walk away from making sure that particular groups of students — English - language learners, students in special education, and racial minorities — mattered in their school accountability systems» under ESSA is well founded.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

The No Child Left Behind Act in 2001 included language requiring states to «ensure that poor and minority students are not taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers.»

Her research focuses on issues concerning biliteracy, language and literacy development in bilingual settings, bilingualism, issues of equity in education for language - minority students, and bilingual teacher education.

Beyond GPA and standardized test scores, other factors impede language - minority students» enrollment in advanced courses — the study also found that Spanish - speaking students in Washington have fewer opportunities to take advanced courses.

What do you see as the ideal role of a native or «heritage» language in instruction for language minority students?

What are the demographic characteristics and academic performance outcomes of language minority and English learner students in California public schools?

That measure drew strong opposition from advocates for English - language learners, racial minorities, disadvantaged students and those in special education who saw it as watering down accountability.

«Add to this reduced - ratio programs and the growing diversity of the student population in terms of minority and other - language [non-English-speaking] students, and you have major facilities implications as a result of the programs required to serve students.

This study explores the heterogeneous effects of ESL compared to developmental English on first generation, second generation, and generation 1.5 students as well as other language minority subgroups in order to illuminate which language minority students benefit the most (and the least) from ESL.

By 2012, though, things had changed for the better: Sanger Unified ranked third in achievement gains among California districts with high populations of minority, English language learners and disadvantaged students.

The school is producing more National Merit honorees than ever before and, in the past five years, has doubled the number of students taking and passing advanced placement exams, even as the percentages of low - income students, minority students, and English language learners have increased.

Read the research brief on Teaching Secondary Language Minority Students (www.crede.ucsc.edu/research/llaa/rb4.shtml) to learn four things teachers should do to support language development in secondary school learners; for example, how to help Tommy, a 7th grader who has not been in school since he completed 5th grade in his native country.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

In California State Department of Education, Beyond language: Social and cultural factors in schooling language minority students (231 - 298In California State Department of Education, Beyond language: Social and cultural factors in schooling language minority students (231 - 298in schooling language minority students (231 - 298).

This amendment might have even incentivized schools to try to recruit and enroll more English language learners in order to lock down that funding, as well as to increase overall diversity of the school (schools are penalized if they are not composed of at least 25 % and at most 75 % minority students).

The participation rate of 90 is also required among a number of student subgroups, such as minorities, students whose primary language is not English and children in the foster care system.

In the bilingual public schools of St. Louis, one - fourth of the students during the second half of the 19th century were not of German descent, reminiscent of the present trend of what we call today «two - way dual - language,» a type of bilingual education where students of ethnolinguistic minorities and English - speaking majorities are educated jointly to develop the bilingualism of all.

According to federally funded research, students who are living in poverty, are learning English as a second language, and are from racial and ethnic minority groups are 250 percent less likely to be identified for, and served in gifted programs, even when they perform at a comparable level to children in the program.

Promoting the inclusion of language - minority students in culturally and linguistically relevant assessment systems which, to the extent practicable, assess students in a language and form most likely to yield accurate and reliable information.

Of these, 95.8 percent are economically disadvantaged, 21 percent are homeless, 73.5 percent are minority students, 14 percent are English language learners, and 9.8 percent have individualized education plans as students in special education.

She is interested in expanding literacy practices for language minority students with learning disabilities.

Conduct scholarly research activities and publish in the area of educating linguistic minority students, literacies and second language acquisition / development and theory, and teacher education.

Does the school support language minority students» academic learning in all subject areas as they move toward fluency?

The Rising Readers six - week summer program takes place at six schools in CMS, a district that is home to more than 30,000 language minority students.

As reflected in journals, assignments, and classroom conversations, preservice teachers held negative beliefs about low income, second language, and minority students.

Rather than describe host students in an abstract way as «low - income,» «second language,» «immigrant,» or «minority students,» the preservice teachers saw «buddies,» a Carlos, a Maria, a Guadalupe.

Well the core argument in favor is that NCLB forced schools to report the performance of historically disadvantaged groups — minorities, students with disabilities, English language learners and low - income students.

Courts and Kids tells the surprising story of how state courts, based on the language in state constitutions, threw out unfair school finance systems around the country and ordered measures to improve the performance of poor and minority students.

Schools were deemed to have not made «Adequate Yearly Progress» if too many students in any sub-group — a minority group of sufficient size, students with disabilities, English language learners, the poor — failed either of the state tests in reading or math, in any grade.

The Power of Culture: Teaching Across Language Difference examines the pedagogical and political supports necessary to give language minority students a high - quality education in mainstream classrooms.

Alamance County has seen a decrease in job opportunities and an increase in minority students and English language learners.