Sentences with phrase «learners of academic language»

Not exact matches

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 instAcademic 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 instacademic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

Peisner - Feinberg said the report's conclusions are consistent with FPG's comprehensive review of research on young Latino or Spanish - speaking children, which confirmed last year that widely available public programs help dual - language learners make important academic gains.

A new summary of 12 years of research on North Carolina's pre-kindergarten program for at - risk 4 - year - olds shows that «dual - language learners» make the greatest academic progress in the program.

English learners are more likely to become proficient English speakers if they enter kindergarten with a strong initial grasp of academic language literacy, either in their primary language or in English, a new analysis from Oregon State University has found.

While traditional instruction has focused upon reading words quickly and precisely, Lesaux's research suggests that English language learners need a more focused kind of reading instruction — in the domain of academic language — that continues beyond the early elementary years.

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

Helping English - language learners develop proficiency in academic language has always been a priority for K - 12 educators, and its importance has only been heightened with the advent of the Common Core.

«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.

Forging a home and school partnership between educators and parents of English language learners is integral to their academic advancement.

«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.

English - language learners and children from low - income communities face particular hurdles in acquiring sufficient academic vocabulary to be proficient readers of more complex subjects.

Sarah Dryden - Peterson, an assistant professor at the Harvard Graduate School of Education, found that refugee children — many of them English - language learners — spend a «disproportionate amount of their time learning languages,» which can contribute to falling behind in age - appropriate academic content.»

This is especially true with adolescent English - language learners, who often can not attain academic proficiency in English by the age of a traditional high school graduate.

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 succAcademic 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 succacademic 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

Many of the nation's top education researchers have launched new studies into topics such as how best to teach reading in the academic content areas, how best to teach writing at the high - school level, and how best to support the literacy development of adolescent English language learners.

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.

Academic language is a meta - language that helps learners acquire the 50,000 words that they are expected to have internalized by the end of high school and includes everything from illustration and chart literacy to speaking, grammar and genres within fields.

The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's focus on annual test performance to also consider factors like student academic growth, graduation rates, and rates of proficiency for English language learners.

The language within this activity focuses on the IB attitudes and the Learner Profile traits, thus reinforcing the children's knowledge and understanding of the IB's academic vocabulary.

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.»

For example, the Juniper Garden Project at the University of Kansas has demonstrated instructional practices, such as classwide peer tutoring and cooperative learning, that help African American students, English language learners, and other diverse students become more actively involved in their academic assignments.

The purpose of this study was to evaluate the effectiveness of an instructional intervention in academic science among 5th grade English language learners (ELLs) after one year of placement in comparison to the typical science instruction in the district where the larger research project is being implemented.

Proponents of Prop. 227 say English immersion is essential to students learning the language as quickly as possible, pointing to increases in academic performance by English learners on state tests since the law passed.

I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond academic testing to include «multiple measures of student learning and progress, along with other indicators of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.

The DCPS funding formula does differentiate public funding based on the number of students at each grade level and in different special needs categories, including special education, English language learners, and those «at risk» for academic failure.38 DCPS would not disclose how or if it factors in parental donations when determining school budgets or allocations.39 However, it did report not having a policy to equitably redistribute parent donations or to prohibit these additional dollars from being put toward staffing.40

Educational Concepts Group, Inc. and The Nia Foundation, Inc. support the academic needs of general education, special education and second language learner students.

When these Long Term English Learners (LTEL) fail to advance in their acquisition of academic language, the result is a diminished level of independence.

Cummins (2001) emphasizes the importance of teachers engaging English language learners by using a variety of instructional strategies that connect the learning to the students» own experiences or past learning and that develop academic language.

These learners are typically found in grades 6 — 12, speak a language other than English (usually Spanish), are often orally bilingual but less adept at academic language, have often moved back and forth between their home countries and the United States, have typically received inconsistent language programming, perform below grade level in reading and writing, and have different needs from those of newly arrived language learners.

The amount and scope of academic language used for school work in intermediate grades is overwhelming to many English language learners (ELLs).

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.

Kinsella (2006) further defines English language learner active engagement and the structuring of academic language.

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

As schools and districts work to improve the academic success for a growing number of English language learner and bilingual students, a new study provides insights...

His current research projects investigate the measurement of mathematics academic language load in tests, formative assessment practices for English learners in the science classroom, and the design and use of illustrations as a form of testing accommodation for English learners with an approach that uses cognitive science, semiotics, and sociolinguistics in combination.

The second request (PDF) asks how the department should target research to improve the academic achievement of English language learners.

So much of the discussion on English language learners in U.S. schools focuses on what they don't have (for example, academic English) or what they haven't been able to do (such as graduate in rates comparable to proficient English speakers).

This dynamic professional development series focuses on extending the teacher's knowledge of ESL strategies and sheltered instruction to ensure that the English language learner is engaged in learning the academic content.

Reviewers must have expertise in education evaluation or at least one of the program's absolute priorities (increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting academic outcomes for students with disabilities and English language learners; encouraging parent and family engagement; promoting effective use of technology; serving rural communities; and implementing college - and career - ready standards).

She has authored and coauthored several books on language proficiency standards, academic language in diverse classrooms, assessment and accountability, common language assessment, and assessment of English language learners.

Two of Millspaugh's biggest academic concerns are similar to those at Chillum: the level of rigor and English - language learners» need for more academic language.

Focused on building academic proficiency in English and personalization, Meaningful Student Involvement encourages schools not to set arbitrary, one - size - fits - all timelines that do not take into account the learning needs of individual English language learners.

Judy Elliott is the former Chief Academic Officer of the Los Angeles Unified School District where she was responsible for curriculum and instruction early childhood through adult education, professional development, innovation, accountability and assessment, and programs for all students including English language learners, Standard English learners, students with disabilities, and gifted.

In response to the negative impact on English Learners from over 10 years of «drill and kill», narrowly focused reading and math curricula and limited access to social science, science and the arts, Californians Together has issued a policy brief to delineate research - based teaching practices with policy recommendations for accelerating the language development and academic growth of English Learners.

Teachers of special populations will especially appreciate Buckley's successful strategies for reaching English language learners and children from high - poverty homes who may not have strong foundations for academic discourse.

The Division of English for Speakers of Other Languages / Bilingual Programs (ESOL) has developed rigorous curricula to help elementary, middle, and high school English language learners acquire the academic English that is critical to their success in school.

«I think it's hard to paint charter schools with one broad brush,» said Orin Gutlerner, chief academic officer at Match Charter Public School, where the percentage of English - language learners exceeds the Boston school system's average and its population of students with disabilities is near the system's average.

The app was designed to enable users to measure the listening and speaking skills of young learners, recognising the significance of the oral tradition in Indigenous cultures, and oral language as the foundation for the development of literacy skills and a strong indicator of later reading, writing and overall academic achievement.

These schools, one elementary and one secondary, have seen significant improvement in the performance of their English learners through the use of the SIOP Model of instruction, an approach that addresses both academic language development and access to content.

According to the U.S. Department of Education, 4.85 million English language learners, or ELLs, were enrolled in public schools during the 2012 - 13 academic year, representing nearly 10 percent of the total K - 12 student population.17 Nearly one student in four speaks a language other than English at home — the same is true for only about one in eight teachers.18 Teaching also remains a female - dominated profession.