ERIC Number: ED230032
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Variables Affecting the Performance of ESOL/Bilingual Students in Non-ESOL Classes.
The Montgomery County (Maryland) Public School system is currently in its second year of a multiyear evaluation of the ESOL/bilingual program. The focus of the first year's effort was an analysis of test results and teacher evaluations of the overall classroom performance of over 3,000 students receiving ESOL/bilingual services. Findings were as follows: (1) Student performance in English as measured by the Language Assessment Scale (LAS), published by Linguametrics Group, correlated well with student performance on a Montgomery County developed instrument, the Minimum English Competency (MEC) Test. Correlations of .7 or better were observed for comparable subtests and total scores. (2) For 1,400 students tested in fall and spring of the same school year, statistically significant gains were observed for LAS and MEC results at all grade levels. (3) When teacher evaluations of students' classroom performance were compared to test scores for Asian and Hispanic students, it was found that Asian students were evaluated higher than their Hispanic peers by their teachers, even though the Hispanic students demonstrated as much or more language proficiency on the LAS and MEC. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Maryland (Montgomery County)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 12, 1983).