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ERIC Number: EJ826948
Record Type: Journal
Publication Date: 2009-Jan-8
Pages: 67
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0277-4232
Portrait of a Population: How English-Language Learners Are Putting Schools to the Test. Quality Counts, 2009
Education Week, v28 n17 Jan 2009
Quality Counts 2009 is the 13th edition of "Education Week's" series of annual report cards tracking state education policies and outcomes. Drawing heavily on data from the Editorial Projects in Education Research Center's annual state policy survey, the report once again offers a comprehensive state-by-state analysis of key indicators of student success. With English-language learners as the special focus of this year's report, it also, for the first time, provides 50-state information on this diverse and growing student subgroup, complemented by explanatory articles from "Education Week" reporters. This special issue of "Education Week" includes the following articles: (1) Immigration Transforms Communities (Lesli A. Maxwell); (2) English-Learners Pose Policy Puzzle (Mary Ann Zehr); (3) ELLs and the Law: Statutes, Precedents (Mark Walsh); (4) Research Hones Focus on ELLs (Debra Viadero); (5) Training Gets Boost (Vaishali Honawar); (6) Screening Students Proves to Be Crucial (Mary Ann Zehr); (7) Weigh Proficiency, Assess Content (Scott J. Cech); (8) Graduation Hurdles Prove High for ELLs (Scott J. Cech); (9) Funding Disparities Squeeze ELL Efforts (Michele McNeil); (10) Grading the States: Securing Progress, Striving to Improve (Amy M. Hightower); (11) Methodology; and (12) Sources and Notes. Individual articles contain references, tables, and figures.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Publication Type: Collected Works - General; Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED564026; ED559979