Language Proficiency and Home Languages of Students in New York City Elementary and Middle Schools.Reportar como inadecuado




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This report describes demographic characteristics and educational experiences of New York City's elementary and middle school students by English language proficiency and home language. It compares the characteristics and achievement of students who are limited English proficiency (LEP), most of whom: live in homes where a language other than English is spoken; are English proficient and live in homes where a language other than English is spoken; and are English proficient and live in English speaking homes. It also explores differences among students in the top 10 non-English home language groups. Information comes from 1999-2000 student-level data from the New York City Department of Education. Almost 44 percent of all students are exposed to languages other than English at home. Nearly 170 languages are spoken in students' homes, though 85 percent of students live in homes where English or Spanish is the primary language spoken. LEP students are disproportionately immigrant, poor, and Hispanic compared to English proficient students. About 1 in 10 LEP students and 1 in 20 English proficient non-English at home students is in special education full time. English proficient students exposed to non-English languages at home score markedly higher on standardized tests than the other two groups. Special education rates and test scores vary significantly across the major language groups. (SM)

Descriptors: Academic Achievement, Elementary School Students, Elementary Secondary Education, Hispanic American Students, Immigrants, Language Proficiency, Limited English Speaking, Middle School Students, Middle Schools, Minority Group Children, Student Characteristics, Urban Schools

Taub Urban Research Center, New York University, 4 Washington Square North, New York, NY 10003. Tel: 212-998-7500; Fax: 212-995-3890; Web site: http://www.urban.nyu.edu.









Autor: Stiefel, Leanna; Schwartz, Amy Ellen; Conger, Dylan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7034&id=ED474013







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