ERIC Number: ED497991
Record Type: Non-Journal
Publication Date: 2007-Sep
Reference Count: N/A
Similar English Learner Students, Different Results: Why Do Some Schools Do Better? Summary Report
This report summarizes a research analysis examining instructional practices for positive impact on achievement of low-income, English learner students as measured by the English Learner Academic Performance Index (EL-API) and other achievement tests. The report provides additional interpretive information. Based on research that surveyed teachers and principals in 237 California elementary schools, four broad, interrelated school practices proved significant: (1) Use of assessments and data to inform efforts to improve student achievement; (2) Sufficient resources, in particular adequate and appropriate textbooks for every student, well-maintained facilities, and individual principal perception that the given school's teaching staff has strong teaching skills, academic content knowledge, enthusiasm about teaching, and the ability to raise student achievement; (3) Coherent curriculum and instruction that is aligned with state standards; and (4) Prioritizing of student achievement by both principals and teachers. The study also analyzed a subset of questions about specific EL instructional practices and teacher qualifications. Although not a comprehensive look, the results raise questions about what matters most when it comes to improving the achievement of English learners. Some findings support frequently cited recommendations for EL instruction; others do not. Contains 4 figures.) [For associated Research Brief, see ED496642; for Report of Finding, see ED496646. For corresponding documents of previous version of this analysis: ED491868; ED491576 and ED491595.]
Descriptors: Teacher Qualifications, Textbooks, Teaching Methods, State Standards, Teaching Skills, Principals, Achievement Tests, Academic Achievement, Low Income Groups, English (Second Language), Elementary School Teachers, Educational Improvement, Educational Resources, Educational Environment, Administrator Attitudes, Pedagogical Content Knowledge, Curriculum Development, High Risk Students, Institutional Characteristics, Spanish Speaking, Data Analysis, Teacher Collaboration, Scores
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Publication Type: Reports - Research
Education Level: N/A
Sponsor: S. H. Cowell Foundation, San Francisco, CA.
Authoring Institution: EdSource, Inc., Palo Alto, CA.
Identifiers - Location: California