Title III is a federal entitlement through the Every Student Succeeds Act (ESSA) that provides supplemental resources for English Language Learners (ELL) and immigrants students who have recently arrived to the U.S. More specifically, Title III funding supports student language acquisition and academic achievement. Depending on the English…

This study examines the language use patterns of students in a math class that is part of a Spanish-English two-way, secondary continuation program. Audio recordings from five class periods were analyzed in order to quantify the opportunities provided for minority language by the teacher, as well as student uptake of those opportunities. This is…

Language is often depicted as the sine qua non of mathematical thinking, a view buttressed by findings of language-of-training effects among bilinguals. These findings, however, have been limited to studies of arithmetic. Nothing is known about the potential influence of language on the ability to learn rules about the relations among variables…

As the United States (U.S.) population continues to change and become racially/ethnically, culturally, linguistically, and economically diverse, so does the population in public schools (Institute of Education Sciences, 2010). Additionally, the number of culturally and linguistically diverse (CLD) students has been overrepresented in the subgroup…

This study presents findings from three cohorts of students--the classes of 2003, 2004, and 2005, in the School District of Philadelphia--that were admitted to the district's career and technical education (CTE) schools through a randomized lottery process. This study takes advantage of this so-called "'natural experiment' to compare high…

This study examines the use of Spanish as the language of instruction with Spanish dominant EL students in a 9th grade Algebra 1 classroom. The study documents conceptions of mathematical symbols at the start and at the end of the academic year of two groups of students; one receiving primary language instruction and another receiving sheltered…

This report provides information on Austin Independent School District's bilingual and English as a Second Language programs implemented in 2016-2017, summarizing the numbers of students served, and students' language acquisition and academic performance.

English as a Second Language (ESL) learners' access and achievement in Algebra I was examined to determine whether ESL students continue to be denied equal opportunity-to-learn (OTL) as a result of unnecessary tracking practices. In this quasi-experiment, a pre-post retrospective comparison group design was used to determine the effects of the…

This study examines the relationship between performance on Utah's English proficiency assessment and English language arts and mathematics content assessments by English language learner students and compares the performance of English language learner and non-English language learner students on the content assessments. Two research questions…

Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…

In California, Algebra I is the 8th grade math content standard. The United States Department of Education found the annual 8th grade General Math California Standards Test to be out of compliance with the federal No Child Left Behind Act of 2001 since it assesses 6th and 7th grade math standards and not Algebra I math content. In response to the…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), California students made gains across the board in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were some declines at the basic achievement level. In terms of…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arkansas showed across-the-board gains--improvements in reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. The gains were quite large in most instances, especially at the…

This paper profiles the student subgroup achievement and gap trends in Oklahoma for 2010. Oklahoma made progress in narrowing achievement gaps for most major subgroups on the End-of-Instruction (EOI) test in Algebra I. Trends in achievement gaps could not be determined for other grades in math, or for any grades in reading, because the state…

This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic,…