ERIC Number: ED435184
Record Type: RIE
Publication Date: 1997-Nov
Setting Expected Gains for Non and Limited English Proficient Students. NCBE Resource Collection Series.
De Avila, Edward
Programs designed to improve the language proficiency of limited-English-proficient (LEP) students have had mixed results. Much confusion has arisen from variable approaches to what can be expected of the programs. Recently, "expected gain" has become an important concept in documenting the educational development of LEP students, requiring analysis of the relationship between quality of instruction and measurable student outcomes. Key factors in this concept include: assessment outcomes; the setting of reasonable individual expectations and sensitivity to growth; and the effectiveness of instructional practices and programs. Psychological and pedagogical implications follow from each of these factors. A discussion of "expected gain" looks at research on the relationship between LEP student gains in language proficiency and probability of academic success in mainstream programs, the importance of how and when the student enters the program, and the role of appropriate measurement in assessing both expected and actual gain. Additional considerations include quality of instruction, differences inherent in elementary and secondary school levels, and variations in student population. Contains 18 references. (MSE)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Clearinghouse for Bilingual Education, Washington, DC.