Sentences with phrase «schooling language minority»

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

Not exact matches

«Ninety three percent of the kids in charter schools are minorities that finally got a chance to succeed, and we shouldn't be kicking them in the butt, pardon my language,» he said.

China has some strong programs when it comes to using the native languages of minority groups for school instruction, according to a report published in 2005 and released online in July by the United Nations Educational, Scientific, and Cultural Organization, or UNESCO.

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

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.

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

The formula included weights for housing prices, minority, English - as a second language learners, children with special needs, children who are permitted free school meals, schools located in rural under - privileged areas, rusting economic areas and with high percentages of «working classes».

We fear that putting students with disabilities, English language learners and minority students into one «super subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.

Education policy must ensure that all learners, including minority language speakers, access school in a language they know.»

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.»

Malcolm Trobe, interim general secretary of the Association of School and College Leaders, said: «We are concerned about the continuing decline in entries to A levels in modern foreign languages, and other «minority» subjects such as music and design and technology.

Does the school communicate with language minority students and their families to ensure that student needs beyond language are met?

Closing the opportunity gap for Language Minority (LM) students begins by approaching these students as emerging bilinguals and building on the language strengths they bring to school.

- 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 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 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 schoolschool

In his book, Bolick describes how he helped orchestrate the mainstream media's first use of civil rights language in defense of school choice while discrediting a voucher opponent as «blocking the schoolhouse door to minority children.»

In Improving Schooling for Minority Children: A Research Agenda, August and Hakuta (1997) state that one research need is «to learn how to increase the number of teachers skilled in working with English - language learners» (p. 269).

Schools must report «adequate yearly progress» for groups that tend to struggle: racial and ethnic minorities, low - income students, English language learners, and those with learning disabilities.

For many poor, language - minority, and dialect - speaking children attending low - performing schools, the odds of learning to read by the end of third grade are far too low.

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.

English as a second language (ESL) services are offered throughout the district both as a component of the Bilingual (Spanish / English) Program as well as to other language - minority students who attend ESL stand - alone schools.

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.

Principals in high - minority schools were much more likely to report decreases in instructional time devoted to languages (29 percent) than were principals in low - minority schools (9 percent).

School effectiveness for language minority students.

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

Segregated minority schools are almost always segregated by poverty as well as race, and sometimes by language as well; they typically have less experienced teachers, less educated and less powerful parents, more untreated student health problems, and many other forms of inequality (Orfield, 2009).

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.

Mitchell and Scarlett are ethnically diverse schools; more than 75 percent of students at the schools identify as minorities, and 30 percent speak a language other than English at home (Arndt, 2012).

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.

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).

Collaboration in recruitment among school districts, institutions of higher education and community is more effective than going at it alone in identifying alternative pools of teacher candidates — those who are experienced, culturally competent and with better understanding of language - minority children.

So we'll continue to get information on how student sub-groups — such as minority populations, dual language learners, and students with learning disabilities — are performing, but we aren't tying those tests to harsh consequences for schools and teachers.

While it is admirable for school districts to promote bilingualism, it is truly a second - tier purpose that mainly does a disservice to the majority minority group in San Jose — the Hispanics at the expense of quality language instruction for numerous other second language groups.

For more than 30 years, the Intercultural Development Research Association has committed to making schools work for all children, especially those children who are historically left behind — low - income students, minority students and those who speak a language other than English.

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.

Improving schooling for language minority children: A research agenda.

Closing the opportunity gap for language minority students begins by approaching these students as emerging bilinguals and building on the language strengths they bring to school.

A national study of school effectiveness for language minority students» long - term academic achievement.

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

They also wanted to show how small schools, like Bronx International, put language minority students on the college track.

Democrats argued that rescinding the rules opens loopholes that states can use to shield poorly performing schools from scrutiny, especially when they fail to serve poor children, minorities, English - language learners and students with disabilities.

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.

Improving schooling for language - minority children: A research agenda.

Support teaching in minority subjects that state schools struggle to make viable — examples given are further maths, coding and languages such as Mandarin, and classics

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.

But the research clearly shows a correlation between school disciplinary policies and dropout rates and that students of ethnic and racial minority status, and for whom English is a second language, tend to be more likely to face disciplinary actions.

However, recently, dual language immersion (DLI) programs have emerged in the country as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all.

Schools that fail to do so will continue to blame students for failing, which will perpetuate the over-identification of minority, English language learning, and economically disadvantaged students into special education.

We fear that putting students with disabilities, English language learners and minority students into one «super-subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.