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ERIC Number: ED546480
Record Type: Non-Journal
Publication Date: 2014-Aug
Pages: 59
Abstractor: As Provided
Reference Count: 65
The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020
Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.
Regional Educational Laboratory Northeast & Islands
This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. The following are appended: (1) Literature review; (2) About the Language Assessment Systems Links assessment; (3) Measures of academic achievement; (4) Analysis sample; (5) Analysis methods; (6) Description of variable coding schemes for models; and (7) Regression tables. [This report was written in collaboration with the English Language Learners Alliance. For the companion summary report, "The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021," see ED546481.]
Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Northeast & Islands (ED)
Identifiers - Location: Connecticut
Identifiers - Assessments and Surveys: Connecticut Mastery Testing Program
IES Funded: Yes
Grant or Contract Numbers: ED-IES-12-C-0009
IES Cited: ED551064