Reclassification of English Learner Students in California. Technical Appendices

Autor/inn/en	Hill, Laura E.; Weston, Margaret; Hayes, Joseph M.
Institution	Public Policy Institute of California
Titel	Reclassification of English Learner Students in California. Technical Appendices
Quelle	(2014), (82 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; English Language Learners; Language Proficiency; Language Fluency; Academic Achievement; Classification; Achievement Gap; School Districts; Standards; Surveys; Longitudinal Studies; Standardized Tests; Scores; Teacher Attitudes; Elementary Secondary Education; Grade Point Average; Grades (Scholastic); Student Characteristics; Parent Attitudes; California + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; School district; Schulbezirk; Standard; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Standadised tests; Standardisierter Test; Lehrerverhalten; Notenspiegel; Elternverhalten; Kalifornien
Abstract	Former English Learner students who have improved their facility with English to such a degree that they have been reclassified by their school districts as fluent in the English language are among the best performing students in the state. Because these Reclassified Fluent English Proficient (RFEP) students have much better academic outcomes than English Learner (EL) students, policymakers conjecture that reclassifying ELs more quickly might help close the state's persistent achievement gap between EL and non-EL or English only (EO) students. To substantiate this conjecture--and noting that the standards for reclassification currently vary greatly among school districts--policymakers are interested in assessing whether districts with more rigorous reclassification standards have systematically lower reclassification rates, but also better student outcomes, than districts with less rigorous standards. Because districts determine their own reclassification criteria, it is difficult to compare reclassification rates, the progress of ELs, and the outcomes for ELs and RFEPs across school districts throughout the state. The authors hope this report is informative to policymakers interested in Senate Bill 1108, which has as its goal documenting reclassification policies in California's school districts and their link to student outcomes. In this report, the authors are able to overcome the key limitations of previous research through the use of California Longitudinal Pupil Achievement Data System (CALPADS) provided under an arrangement with the California Department of Education (CDE). The data enabled them to track students in each California school district from 2007-08 through 2012-13, excluding students in charter schools. This report provides the first longitudinal analysis of the transition from EL to RFEP status for all California school districts. This document contains the technical appendices for the report: (1) CALPADS Data; (2) Survey Questions; (3) Survey Methods and Findings; (4) Reclassification Rate Model; (5) Reclassification Outcomes Models; and (6) Education Code 313(f) and State Board Guidelines. [The authors received research support from David Ezekiel and Belen Chavez. For the full report "Reclassification of English Learner Students in California," see ED561957.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01