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ERIC Number: ED478074
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 79
Abstractor: N/A
The Impact of Bilingual Education and English as a Second Language Programs on Acquisition of the New York State Learning Standards.
DeMauro, Gerald E.
The advent of universal accountability has provided the opportunity to evaluate the progress of students who have had programs to address limited English proficiency. As part of the New York statewide assessment system, students are identified as belonging to these categories: (1) never having been identified as limited English proficient (LEP); (2) LEP and below the 30th percentile on a test of English reading (with reference to norms based on students in the general or monolingual curriculum); (3) LEP and at or above the 30th percentile; and (4) former LEP students. In general, on the grade 4 and 8 examinations in English Language Arts and Mathematics, former LEP students do not score as well as those who were never identified as LEP. This is counter to theory about the effectiveness of programs for these students. However, in the absence of information about the quality and scope of programs students have had, and in view of the disproportionate representation of LEP students in less affluent school districts, it is impossible to conclude from these data anything about the statewide intervention as a whole. A number of studies have been conducted to control for factors that influence performance: the community type in which students attend school and the representation of LEP students in the school's test taking population. When these factors are controlled, the test scores on the four examinations are much more consistent with bilingual education theory. After controlling for community needs/resource category (a proxy for school district affluence), former LEP students score higher than students who were never identified as LEP. Three appendixes contain analysis of variance summary tables. (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New York State Education Dept., Albany.
Identifiers - Location: New York