ERIC Number: ED436087
Record Type: RIE
Publication Date: 1997-Dec
Reference Count: 0
School Effectiveness for Language Minority Students. NCBE Resource Collection Series, No. 9.
Thomas, Wayne P.; Collier, Virginia
This publication presents a summary of an ongoing collaborative research study that is both national in scope and practical for immediate local decision making in schools. It is written for bilingual and English as a Second Language program coordinators and local school policy makers. The research includes findings from five large urban and suburban school districts in various regions of the United States where large numbers of language minority students attend public schools, with over 700,000 language minority student records collected from 1982-1996. A developmental model of language acquisition for school is explained and validated by the data analyses. The model and findings from this study make predictions about long-term student achievement as a result of a variety of instructional practices. Instructions are provided for replicating this study and validating the findings in local school systems. General policy recommendations and specific action recommendations are provided for decision makers in schools. (Contains 71 references.) (Author/SM)
Descriptors: Academic Achievement, Bilingual Students, Elementary Secondary Education, English (Second Language), Language Minorities, Limited English Speaking, Public Schools, School Effectiveness, Second Language Learning, Urban Schools
National Clearinghouse for Bilingual Education, George Washington University, Center for the Study of Language and Education, 2011 Eye Street, N.W., Suite 200, Washington, DC 20006. Tel: 202-467-0867.
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: National Clearinghouse for Bilingual Education, Washington, DC.