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Descriptors:
Reading Achievement; Program Effectiveness; Reading Skills; Bilingual Education; Limited English Speaking; State Legislation; English (Second Language); Second Language Learning; Grade 3; Elementary School Students; English Only Movement; Educational Practices

Abstract:
The large number of limited English proficient (LEP) children in U.S. schools and the uncertainty about the impact of bilingual education versus English immersion on their achievement warrant rigorous investigation of the effects of "English immersion laws." We estimated the impact of "Question 2", the Massachusetts English immersion law, and explored whether programs provided to LEP students before and after "Question 2" imparted different language and reading skills. The results suggested that "Question 2" had no substantial effect on third-grade LEP students' reading achievement; there was suggestive evidence that pre- and post-"Question 2" programs might attach emphasis to different subskills. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Multivariate Analysis; Predictor Variables; Graduation; Grade 9; Educational Attainment; Urban Schools; Longitudinal Studies; Dropout Prevention; At Risk Students; Program Effectiveness; Gender Differences; Correlation; College Attendance; Grade 8; Enrollment Trends; Intervention; Attendance Patterns; High School Students; African American Students; Limited English Speaking; Special Education; Socioeconomic Status; Student Behavior

Abstract:
This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and 2005-2006 9th graders forward in time until their on-time graduation year and 1 year past). Sequentially estimated logistic regression hierarchical linear modeling models indicated the strongest predictors of graduation were 9th-grade attendance and course failure, although gender was still significant. Multinomial logistic regression models were used to analyze the relationship between the 4 categories of college enrollment outcomes (enrollment in a 4-year college, enrollment in a 2-year college, graduation with no college enrollment, and nongraduation) and student-level predictor variables, including grade point average (GPA) and 8th-grade test scores. Results suggest that equipping schools to implement interventions to address chronic absenteeism and course failure in 9th grade is a crucial strategy for increasing both high school graduation and college enrollment. (Contains 8 tables and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Surveys; Social Work; Social Science Research; Anglo Americans; Whites; Stranger Reactions; Intergroup Relations; Cultural Awareness; Foreign Countries; Limited English Speaking; Employment; Psychological Patterns; Attitudes; Ethnic Groups; Context Effect; Social Discrimination

Abstract:
Using survey data from 1,036 participants, which included 4 immigrant groups, we examined the factors that influence immigrants' experiences as they interact with nonimmigrant Americans. Logistic and multinomial regression results indicate that non-European immigrants were more likely to report negative experiences with Americans. The odds of reporting negative interactions were lower for African than for Hispanic immigrants. Immigrants who have lived in the United States for 10 years or longer and immigrants who have been involved in community activities were more likely to report negative interactions. Immigrants with employment, perception of lack of cultural understanding, and limited English proficiency also reported positive interaction. The study reinforces the need for social workers to facilitate intergroup relations among diverse populations. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Limited English Speaking; Scores; Grouping (Instructional Purposes); School Districts; Teacher Student Relationship

Abstract:
This paper examines schools' decisions to sort students into different classes and how those sorting processes impact student achievement. There are two potential effects that result from schools creating homogeneous classes--a "tracking effect," which allows teachers to direct their focus to a more narrow range of students, and a peer effect, which causes a particular student"s achievement to be influenced by the quality of peers in his classroom. In schools with homogeneous sorting, both the tracking effect and the peer effect should benefit high performing students. However, the effects would work in opposite directions for a low achieving student; he would benefit from the tracking effect, but the peer effect should decrease his score. This paper seeks to determine the net effect for low performing students in order to understand the full implications of sorting on all students. We use a unique student-level data set from Dallas Independent School District that links students to their actual classes and reveals the entire distribution of students within a classroom. We find significant variation in sorting practices across schools and use this variation to identify the effect of sorting on student achievement. Implementing a unique instrumental variables approach, we find that sorting homogeneously by previous performance significantly improves students' math and reading scores. This effect is present for students across the score distribution, suggesting that the net effect of sorting is beneficial for both high and low performing students. We also explore the effects of sorting along other dimensions, such as gifted and talented status, special education status, and limited English proficiency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigration; School Demography; School Districts; Limited English Speaking; English Language Learners; Educational Needs; Best Practices; Translation; Educational Environment; Parent School Relationship; Social Attitudes; Social Support Groups; School Culture; Supplementary Education; Second Language Learning; Guidance

Abstract:
Fueled by two decades of historic immigration, American demographics are changing. Many school districts are often ill prepared to meet the needs of limited English proficient (LEP) students and families. This Teaching Tolerance booklet points administrators to best practices in the effort to create a supportive learning environment for all students. Here, the authors provide guidance for creating a comprehensive communication plan that puts LEP parents on equal footing with English-speaking parents. The tips will help steer clear of discrimination during student registration and create a leadership checklist to help staff make sure the school environment is welcoming to English language learners (ELLs) and their families. (Contains 6 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Advocacy; Foreign Countries; Medical Services; Caregivers; Mental Retardation; Child Development; Community Services; Family Programs; Cultural Influences; Hispanic Americans; Social Services; Latin Americans; Beliefs; Immigrants; Family Involvement; Barriers; Self Efficacy; Limited English Speaking; Access to Health Care

Abstract:
Community services and supports for children with intellectual disabilities (ID) can ameliorate the negative effects of caregiving and enhance child outcomes. For example, in Central and South America, many children with disabilities are institutionalized with inadequate sanitation and medical care. In the United States, certain demographic factors (e.g., poverty, limited access to healthcare, language barriers, and immigrant status) contribute to the underdiagnosis and poor-quality treatment of Latino families and their children with ID, thus limiting their access to effective community and family supports. This paper utilizes a cultural lens to target advocacy as a mechanism for improving access to local community services and social supports for children with ID. The author examines specific cultural beliefs regarding family support and child development among Latino families, and provides policy recommendations derived from these cultural beliefs that aim to enhance advocacy efforts among Latino caregivers. The author notes that effective advocacy, at the family and at the policy level, can be a useful tool to access crucial community and social supports that enhance child and family outcomes. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; English (Second Language); Discourse Analysis; Second Language Learning; English Language Learners; Limited English Speaking; Classification; State Legislation; English Only Movement; Policy Analysis; Criticism; Legislators; Meetings

Abstract:
Several states, including Arizona, have enacted English-only legislation, within the past decade, impacting the schooling of students who are identified as English language learner (ELLS). As a result, ELLS in Arizona are assigned to a prescriptive program--apart from their fluent English-speaking peers--for 4 h a day, during a time "not normally to exceed 1 year." The ultimate goal is to reclassify ELLs to fluent English proficient (FEP) status, exit them from the program and integrate students into "mainstream" classrooms, where no additional support services are offered. Since language policies are dictating the instructional policy decisions regarding assessment and reclassification of ELLS, the authors argue that it is necessary to critically examine how English-only policies--especially the discourse of policy making--contribute to the shift in the definition of reclassification, its process and ultimately, the consequences for students. Thus, the paper unpacks the shifts in reclassification policy and process; our critical discourse analysis of the legislators' meetings, based on the work of van Leeuwen ("Discourse Commun" 1(1):91-112, 2007), show that although Arizona's ELL Task Force set out to develop an educational policy to prepare ELLS linguistically and academically within one school year, the timeframe (or time limit) took precedence to the academic preparedness of newly reclassified students--a population that is academically vulnerable. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Stakes Tests; School Readiness; Kindergarten; Preschool Education; Young Children; At Risk Students; Predictor Variables; Student Diversity; Limited English Speaking; Ethnicity; Racial Differences; Gender Differences; Child Care; Family Influence; Grade Repetition; Low Achievement; Parents

Abstract:
Concern about kindergarten retention is on the rise within the current climate of high-stakes testing and escalating kindergarten expectations. Kindergarten retention has been linked in previous research to various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status, and male gender. However, these factors are also associated with poor school readiness and low kindergarten performance--the very reasons children are retained in the 1st place. This study teases apart unique and combined predictors of delayed entry into kindergarten and kindergarten retention with a large (n = 13,191) ethnically diverse, at-risk sample of children. Delayed kindergarten entry was rare for this sample but more likely among boys, native English speakers, those with poorer school readiness, less maternal education, and greater resources, and those who attended childcare rather than public school prekindergarten (pre-K) at age 4 years. Boys were more likely to be retained in kindergarten, but only because of their poorer school readiness. After strong effects for age 4 school readiness were controlled, only poverty, ELL status, and preschool program attendance predicted retention. ELL students were less likely to be retained than were native speakers, and those who attended public school pre-K programs were less likely to be retained, compared with those in childcare at age 4 years. After controlling for children's actual performance in kindergarten their 1st time, Caucasian children and children with lower language and social skills at age 4 years were more likely to repeat kindergarten. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Food; Whites; Limited English Speaking; Language Proficiency; Racial Differences; Obesity; Marital Status; Pacific Islanders; Ethnic Groups; Eating Habits; Adults; State Surveys; Body Composition; Classification; Security (Psychology); Age; Gender Differences; Intervention; Comparative Analysis; African Americans; Hispanic Americans; Asian Americans; Cultural Awareness

Abstract:
Objectives: To examine racial/ethnic differences in the dietary behaviors of overweight or obese adults using the 2007 California Health Interview Survey. Method: Data were obtained from the 2007 California Health Interview Survey, a population-based sample of noninstitutionalized adults in California. The sample included 26,721 adults aged 18 years and older whose body mass index status indicated that they were overweight or obese (body mass index [greater than or equal to] 25), with 19,264 non-Hispanic White; 1,749 African American/Black; 1,616 Asian/Pacific Islander; and 4,092 Latino respondents. Respondents were compared with regard to consumption of five categories of food: fruits, vegetables, French fries, soft drinks, and fast-food. Multivariable regression analyses were conducted to examine racial/ethnic differences in dietary behaviors, with and without adjustment for age, gender, nativity, marital status, education, income, and food insecurity. Results: The findings suggested there were significant racial/ethnic differences in food preferences and that English proficiency, in part, explained some of these differences. Overweight/obese African American/Black respondents reported eating fruit (aBeta = -0.73, [95% confidence interval = -1.29, -0.17]) and vegetables (aBeta = -0.71 [-1.18, -0.24]) fewer times per day and fast-food (aBeta = 0.21, [0.04, 0.38]) more times per day compared with their non-Hispanic White counterparts. Irrespective of language proficiency, Asian/Pacific Islanders reported eating significantly less fruit compared with non-Hispanic Whites. Limited English proficient (LEP) Asian/Pacific Islanders were found to eat vegetables (aBeta = 1.41, [0.47, 2.63]) more times per day than non-Hispanic Whites, in contrast to English proficient Asian/Pacific Islanders who were found to eat vegetables (aBeta = -0.64, [-1.11, -0.18]) fewer times per day compared with non-Hispanic Whites. Both LEP and English proficient Latinos ate vegetables less often and drank soft drinks and ate fast-food more often than non-Hispanic Whites. Conclusions: Efforts to intervene with individuals who are overweight or obese must include culturally and linguistically tailored interventions that consider how individuals' dietary behaviors are influenced by their racial/ethnic backgrounds. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; School Effectiveness; Special Needs Students; Limited English Speaking; Low Achievement; Reading Achievement; Mathematics Achievement; Achievement Gains; Middle School Students

Abstract:
The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective teacher hiring, strict behavior norms, and emphasizes traditional reading and math skills. No Excuses charter schools are sometimes said to target relatively motivated high achievers at the expense of students who are more difficult to teach, including limited English proficiency (LEP) and special education (SPED) students, as well as students with low baseline achievement levels. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach. Our analysis focuses on special needs students that may be underserved. The results show average achievement gains of 0.36 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn, with the largest gains coming from the LEP, SPED, and low-achievement groups. Average reading gains are driven almost entirely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn. (Contains 12 tables, 1 figure and 24 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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