Sentences with phrase «lower language proficiency»

These types of assessments would be useful for identifying children with lower language proficiency in both languages who may need additional support as they progress through their language and literacy curriculum.

Not exact matches

While the other candidates have all made supportive noises in favor of something that includes legalization before enforcement and expanded low - skill immigration, Huckabee can run on something that combines enforcement - first to be followed by a limited amnesty and shifting future immigration flows in the direction of skills and language proficiency.

Research indicates that children from families of low socioeconomic status (SES) have fallen more than six months behind their more advantaged cohorts in language processing and proficiency skills by the time they are two years old.

Gorman said this may be because the stresses associated with adapting to the U.S. have declined; but since both English - language proficiency and citizenship are associated with higher socio - economic standing, this might also indicate that smoking is lower among the most economically well - off migrants.

It is persistently at the bottom of most national rankings for academic performance and students» well - being, and faces daunting challenges: nearly three quarters of students are from low - income families and some 16 percent have limited English language proficiency.

Many of these schools had higher proportions of students living in challenging circumstances: high poverty and low parent education, or high numbers of students whose first language was neither English nor French and who were struggling with academic language proficiency.

Most English language learners and students with disabilities are exempt, and other low - performing students are permitted to demonstrate reading proficiency through a portfolio of work.

Although the increases were most significant in the lower grades, the number of seventh - grade students with limited English proficiency who scored above the 50th percentile also increased — by 2 percent in language, reading, and spelling and by 3 percent in math.

This low barrier of entry into the makerspace activities will ensure that any of your students — regardless of their academic proficiency level or even whether English is their primary language — can begin making with very little or no teacher facilitation.

The plan sets a target of 66 % of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math assessments.2 These efforts are significant considering New Mexico's historically lower student academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense of urgency to improve.

A school with low proficiency rates for English language learners needs a different kind of support and strategy than a school with low growth rates in 7th and 8th grade math for all students.

- 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

«This is particularly true with dual - language learners and children who have lower levels of English proficiency,» says Peisner - Feinberg.

States must create their own English language proficiency test, identify schools with the lowest - performing English learners and then oversee plans for school improvement.

The Dept. of Education is also «sending West Virginia back to the drawing board» on the state's ESSA plan regarding «how much weight West Virginia gives to different areas of its academic accountability system, whether West Virginia is holding its counties accountable for English - language proficiency and the viability of locally - selected tests in lower grades.»

Children arriving at school with lower levels of oral language proficiency, for whatever reason, are therefore at a distinct disadvantage for learning.

The most far - reaching change requires that states include English language proficiency in their accountability frameworks under Title I, the provision that governs accountability for all low - income students.

Gains in proficiency for low - income students were 8 percentage points in English language arts and 5 percentage points in math, twice the statewide rate of improvement for those students.

In addition, states are required to disaggregate these indicators, excluding English language proficiency, by individual subgroups of students, including those from low - income families, those from major racial and ethnic groups, those with disabilities, and English language learners.

For example, some students, such as English language learners, low - income students, and students with special needs, require additional support to reach proficiency.

There are two kinds of supergroups that are dominating state plans so far: 1) «high - need» groups, which lump together students who have been historically underserved, including students of color, low - income students, students with disabilities, and English learners; and 2) «lowest performing» groups, which include students in the bottom 25 percent or 30 percent of achievement within their school, regardless of demographics, English language proficiency, or disability status.

According to West Virginia MetroNews» Brad McElhinny, West Virginia's final ESSA plan — recently approved by the U.S. Education Department — included several changes based on feedback from the federal agency, including how much weight the state «gives to different areas of its academic accountability system,» whether or not the state properly holds counties accountable for English - language proficiency, and the «viability of locally - selected tests in lower grades.»

This feature is especially important for language learners and low - reading proficiency students.