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ERIC Number: ED507093
Record Type: Non-Journal
Publication Date: 2009-Nov
Pages: 32
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: N/A
A Three-State Study of English Learner Progress. CRESST Report 764
Kim, Jinok; Herman, Joan L.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
In this three-state study, the authors estimate the magnitudes of achievement gaps between English learner (EL) students and their non-EL peers, while avoiding typical caveats in cross sectional studies. The authors further compare the observed achievement gaps across three distinct dimensions (content areas, grades, and states) and report patterns of EL and non-EL achievement gaps within and across states. The study findings suggest that linguistic barriers and long-term EL designation may contribute to the observed achievement gaps. The findings further suggest that the differences in the stringency of state reclassification criteria may influence the reported size of the EL and non-EL achievement gaps between states. Two appendices are included: (1) Specification of Hierarchical Models (HMs) Estimating the Average Achievement Gaps in State Annual Assessments; and (2) Specification of HMs Estimating Relationships between English Language Proficiency (ELP) and Content Area Assessments. (Contains 4 tables, 4 figures and 4 footnotes.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Grade 4; Grade 5; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing