Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 10 |
Descriptor
Source
Author
| Abedi, Jamal | 3 |
| O'Conner, Rosemarie | 2 |
| Thurlow, Martha | 2 |
| Tung, Stephanie | 2 |
| Albus, Deb | 1 |
| Albus, Debra | 1 |
| Chudowsky, Naomi | 1 |
| Chudowsky, Victor | 1 |
| Collins, Penelope | 1 |
| Conger, Dylan | 1 |
| Guven, Kamil | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 7 |
| Journal Articles | 6 |
| Reports - Evaluative | 5 |
| Numerical/Quantitative Data | 3 |
| Reports - Descriptive | 2 |
| Guides - Non-Classroom | 1 |
| Legal/Legislative/Regulatory… | 1 |
Education Level
| Grade 8 | 14 |
| Grade 4 | 9 |
| Elementary Secondary Education | 8 |
| Elementary Education | 6 |
| Grade 3 | 5 |
| Grade 7 | 5 |
| Middle Schools | 5 |
| Secondary Education | 5 |
| Grade 5 | 4 |
| Grade 6 | 4 |
| Grade 10 | 3 |
| More ▼ | |
Audience
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 3 |
| Elementary and Secondary… | 1 |
| Individuals with Disabilities… | 1 |
| Rehabilitation Act 1973… | 1 |
Assessments and Surveys
| English Proficiency Test | 1 |
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkCollins, Penelope; Tate, Tamara P.; won Lee, Joong; Krishnan, Jenell A.; Warschauer, Mark – Reading and Writing: An Interdisciplinary Journal, 2021
We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from 127 seventh- and eighth-grade classes in an urban school district. Students were randomly assigned one of three source-based essay prompts…
Descriptors: Grade 7, Grade 8, Second Language Learning, Second Language Instruction
Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Snow, Catherine E. – Reading and Writing: An Interdisciplinary Journal, 2017
We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classified as…
Descriptors: Vocabulary Development, High Achievement, Language Minorities, Limited English Speaking
Download full textO'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie – Regional Educational Laboratory Mid-Atlantic, 2012
This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, LEP student…
Descriptors: Achievement Gap, Public Schools, General Education, Language Arts
Lau, Sunny Man Chu – Reading Teacher, 2012
An instructional focus on critical literacy (CL) encourages students to become active readers and writers of cultural texts so that they can create their own meanings in order to shape and transform their social conditions (Lankshear & McLaren, 1993; Shor, 1992). It is, however, seldom pursued with English learners (ELs) because teachers…
Descriptors: Action Research, Second Language Learning, Moral Issues, Grade 7
O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie – Regional Educational Laboratory Mid-Atlantic, 2012
This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, LEP student…
Descriptors: Achievement Gap, Public Schools, Testing Programs, General Education
Abedi, Jamal; Herman, Joan – Teachers College Record, 2010
Background/Context: English language learner (ELL) students are lagging behind because of the extra challenges they face relative to their peers in acquiring academic English language proficiency, and the added burden of learning content in a language in which they are not proficient. The mandated inclusion of ELL students in the nation's…
Descriptors: Reading Comprehension, Second Language Learning, Grade 8, Accountability
Chudowsky, Naomi; Chudowsky, Victor – Center on Education Policy, 2010
This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines progress in raising achievement for English language learners. It also describes the factors that make it difficult to accurately assess what ELLs know and can do. The data for this analysis were collected by CEP with technical support from the…
Descriptors: Testing, Mathematics Tests, Second Language Learning, Scores
Conger, Dylan – Institute for Education and Social Policy, New York University, 2008
The No Child Left Behind Act requires schools to begin testing new English Learners (EL) in English language arts within three years after they enter school and holds schools accountable for their performance on these exams. Yet very little empirical work has examined exactly how long it takes EL students to become proficient in English and how…
Descriptors: Testing, Second Language Learning, Probability, Student Characteristics
Office of English Language Acquisition, US Department of Education, 2008
The biennial report to Congress on the implementation of the Title III state formula grant program provides a snapshot of the status of the U.S. Department of Education's efforts to hold states accountable for ensuring that all limited English proficient (LEP) students attain English language proficiency (ELP) and are achieving in the content…
Descriptors: State Aid, Grants, Limited English Speaking, Language Proficiency
Albus, Deb; Thurlow, Martha – National Center on Educational Outcomes, 2005
Although No Child Left Behind legislation does not require states to report enrollment, participation and performance data for English language learners (ELLs) with disabilities either online or in print-based reports, there is increasing interest in the academic success of this subgroup of students, estimated at about 357,325 nationwide (Zehler,…
Descriptors: Federal Legislation, Second Language Learning, Outcomes of Education, Educational Objectives
Langdon, Henriette W. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2002
This article focuses on factors that impact identification of and services for English-language learners (ELLs) with suspected language-learning disabilities. These factors include (a) home and school environments, (b) the school's philosophy, (c) instructional strategies, and (d) other contextual variables that affect language use. In addition,…
Descriptors: Educational Strategies, Learning Disabilities, Academic Achievement, Second Language Learning
State of Hawaii Department of Education, 2007
The Hawai'i State Assessment is an annual testing program that measures student progress on Hawai'i's reading, writing, and mathematics standards. This handbook provides all Department of Education personnel at the school, complex area, and state levels with information about participation in the Hawai'i State Reading and Mathematics Assessment…
Descriptors: Testing Programs, Student Participation, Disabilities, Mathematics Tests
de Jong, Ester J. – Education Policy Analysis Archives, 2004
With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered "limited English proficient" and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual…
Descriptors: Language Arts, Academic Achievement, Second Language Learning, Accountability
Kato, Kentaro; Albus, Debra; Liu, Kristin; Guven, Kamil; Thurlow, Martha – National Center on Educational Outcomes, University of Minnesota, 2004
Minnesota is one of many states that began development of an English proficiency test before federal requirements were in place to do so. It had decided to put into place a test that would provide the state with a better and more uniform gauge of how its population of English language learners (ELLs) was doing in their acquisition of academic…
Descriptors: Program Effectiveness, Grade 8, Second Language Learning, Grade 5
