Peer reviewedERIC Number: EJ450935
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0162-3737
EISSN: N/A
Available Date: N/A
Achievement Tests and Elementary ESOL Exit Criteria: An Evaluation.
Abella, Rodolfo
Educational Evaluation and Policy Analysis, v14 n2 p169-74 Sum 1992
Examines Dade County (Florida) Public Schools' process for exiting limited English-proficient students (LEPSs) from the English-for-Speakers-of-Other-Languages (ESOL) Program. Results with 500 LEPSs show that exiters perform successfully in regular classrooms. The Stanford Achievement Test discriminated between LEPS and non-LEPS performance on language-related test components. (RLC)
Descriptors: Achievement Tests, Comparative Analysis, Curriculum Evaluation, Elementary Education, English (Second Language), Exit Examinations, Graduation Requirements, Haitians, Hispanic Americans, Language Proficiency, Latin Americans, Limited English Speaking, School Districts, Spanish Speaking, Test Use
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests
Grant or Contract Numbers: N/A
Author Affiliations: N/A
