ERIC Number: ED451266
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
ELL Subcommittee Research Studies Progress Report.
New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.
This report describes six studies on the educational progress of students who entered New York City public schools as non-native English speakers, or English language learners (ELLs). Studies examined number of years students were served in bilingual/English as a Second Language (ESL) programs; characteristics of students receiving these services; the longitudinal progress of ELL students; student performance after program completion; ELL high school performance; characteristics of ELLs who came to English speaking schools with little or no formal schooling, who received bilingual/ESL services for several years, and who entered mainstream monolingual classes within 3 years; and characteristics of ELLs' teachers. Although most districts showed relatively low percentages of ELLs who had been served for over 6 years, some showed substantial numbers of long-term ELLs. Bilingual/ELL programs were especially effective for ELLs entering school in kindergarten and grade 1. Relatively strong English and home-language proficiency contributed to ability to meet program exit standards. Late-entry ELLs who reached program exit standards were highly successful in completing high school. ELLs who entered New York City middle schools as sixth graders were far less likely to reach the program exit standard than those who entered in elementary school. Consistency of programmatic approach was significant in determining exit rates. ELL students may require such accommodations as extended time and/or expanded after school tutorials to meet current graduation requirements. (SM)
Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, English (Second Language), Immigrants, Language Minorities, Language Proficiency, Program Effectiveness, Special Needs Students, Student Characteristics, Teacher Characteristics
New York City Board of Education, Division of Assessment and Accountability, 110 Livingston Street, Room 728, Brooklyn, NY 11201. For full text: http://www.nycenet.edu.
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Authoring Institution: New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.