ERIC Number: ED179601
Record Type: Non-Journal
Publication Date: 1979-Apr
Reference Count: N/A
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)
Descriptors: Academic Achievement, Compensatory Education, Elementary Secondary Education, English (Second Language), Evaluation Criteria, Evaluation Methods, Evaluation Needs, Language Ability, Language Proficiency, Mainstreaming, Models, Non English Speaking, Research Needs, Special Programs, Student Evaluation, Student Needs, Student Placement, Success
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers - Location: Texas (Austin)