Que Pasa: Are English Language Learning Students Remaining in English Learning Classes Too Long Policy BriefReportar como inadecuado

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Tomas Rivera Policy Institute

English language learners (ELLs) have typically performed worse academically when compared to their English-fluent peers. Studies point to a number of possible causes for ELLs' poor performance, and offer differing recommendations for how best to educate them. This study by the Tomas Rivera Policy Institute (TRPI) demonstrates the significant value of ELLs' transitioning into mainstream English classrooms, and emphasizes the need for action despite the ongoing policy debate over best practices for educating ELLs. The TRPI study is based on analysis of official records provided by the Los Angeles Unified School District for all non-special education students who were in 6th grade in 1999 (N=28,714). This study finds that even after accounting for other important factors, obtaining sufficient English skills to transfer from English learning classes to mainstream English classes (herein referred to as reclassification) results in improved academic performance. A review of the current rates of reclassification for LAUSD schools suggests that the average annual rate of reclassification has not changed significantly in the last decade, suggesting that there are still a large number of ELLs missing out on the academic benefits associated with reclassification. (Contains 3 figures.) [The California Community Foundation provided financial support to conduct the data analysis.]

Descriptors: Grade 6, English (Second Language), Limited English Speaking, Best Practices, Educational Assessment, Educational Indicators, Data Interpretation, Academic Achievement, Achievement Gains, Achievement Gap

Tomas Rivera Policy Institute. University of Southern California, School of Policy, Planning, and Development, Ralph and Goldie Lewis Hall, 650 Childs Way Suite 102, Los Angeles, CA 90089-0626. Tel: 213-821-5615; Fax: 213-821-1976; e-mail: info[at]trpi.org; Web site: http://trpi.org

Autor: Flores, Edward; Painter, Gary; Harlow-Nash, Zachary; Pachon, Harry

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4104&id=ED506966

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