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ERIC Number: ED179601
Record Type: RIE
Publication Date: 1979-Apr
Pages: 27
Abstractor: N/A
Reference Count: 0
When is a LESA Student No Longer LESA? Publication No. 78.77.
Curtis, Jonathan; And Others
This paper describes the model employed by the Austin (Texas) Independent School District, developed in response to the Lau v Nichols decision on instruction for limited English speaking ability (LESA) students, to determine when a LESA student is no longer a LESA student. Five other theoretical models are proposed: (1) an expected performance model using nonverbal intellectual functioning, socioeconomic status, and language learning capability measures to predict individual achievement; (2) a compensatory education exit model which would provide special instruction, if necessary, after attaining an appropriate English proficiency functioning level; (3) an optimal instructional placement model to project which type of program would provide the highest rate of academic achievement for a particular type of student; (4) a LESA false positives identification model to identify students who meet exit criteria during one year but who will most likely not meet the criteria the following year; and (5) a simple solution model which would be based on research and measurement to determine when a student has reached an adequate level of English proficiency to function normally in a regular classroom. (MH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers: Austin School District TX; Limited English Speaking Ability; Texas (Austin)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (63rd, San Francisco, CA, April 8-12, 1979)