Sentences with phrase «schooling language minority students»

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

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.

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.

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.

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.»

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

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.

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.

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).

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.

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.

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.

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.

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.

The one public high school that received an A was Davis High, and 10.4 percent of Davis High students are economically disadvantaged, 0.8 percent are English language learners, 7.8 percent are ethnic minorities and 7.7 percent are in special ed.

Many school districts now include behavioral checklists or inventories, nominations, or related techniques to identify gifted and talented minority language students.

The Hartford, Connecticut, program «Encendiendo Una Llama» («Lighting a Flame») has been in operation since 1979 and uses a resource room, an after - school program, and a regular classroom component to provide services for gifted and talented minority language students.

To challenge the labeling of students from minority groups as disabled, assessment must focus on (a) the extent to which children's language and culture are incorporated into the school program, (b) the extent to which educators collaborate with parents in a shared enterprise, and (c) the extent to which children are encouraged to use both their first and second languages actively in the classroom to amplify their experiences in interaction with other children and adults.

Chinese minority students spent time last summer at this school in Southern China's Yunnan province learning their native language.

Most multimedia features minority students, and the website is available in 100 languages, suggesting that Rocketship makes few attempts to subtly select for wealthier, whiter students (Rocketship Schools 2017a).

This attitude is refuted in the film Stand And Deliver, which is based on a true story about several minority language students at an inner - city school in Los Angeles.

Many candidates start the conversation with, «Well, the first school must be a Title I school,» or «I understand that the first school has many second language students and ethnic minorities; it must face extraordinary challenges.»

An assessment of needs, however, revealed that only 143 LEP children were participating in gifted programs, despite the fact that minority language students represent 16.17 % (96,674) of the school - age population.

Oroqen School, Heilongjiang Province, July 2017 At Oroqen schools, the curriculum attempts to counter a dwindling of the ethnic minority's language, working lessons in Oroqen into their students» weekly schedule.