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ERIC Number: ED472203
Record Type: Non-Journal
Publication Date: 2002-Sep
Pages: 73
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Participation and Performance of English Language Learners Reported in Public State Documents and Web Sites, 1999-2000. LEP Projects Report.
Albus, Debra; Thurlow, Martha; Liu, Kristin
This report analyzes information from a study that described how data on English language learners (ELLs) were reported nationwide, investigating ELLs' participation rates in and performance on state assessments. Data are reported for state reading and math tests; state writing, science, and social studies tests; and native language and other state tests. Of 19 states reporting performance for at least one state test, 16 reported both participation and performance for at least one state test, and 7 provided both participation and performance data for every test in every grade on 1999-00 assessments. Comparisons across states were not appropriate, because there was considerable variability between states on types of tests administered, criteria for reaching proficiency, extent of ELL student participation, and reporting of performance. There were performance gaps between ELLs and all students and considerable variability among states in percentage of ELLs attaining state standards. Fewer ELLs scored very high on tests than non-ELLs. ELLs generally did better on math assessments than reading/English language arts (R/ELA) assessments. Slightly more ELLs took R/ELA versions than math versions of native language state tests. Three appendixes present state accountability reports included in the analysis, summary of disaggregated data availability in reports reviewed, and list of acronyms of state tests references in the report. (SM)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.education.umn.edu/NCEO.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (ED), Washington, DC.; George Washington Univ., Arlington, VA. Center for Equity and Excellence in Education.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.