Graduation Rates on ELLs a Mystery

Autor/in	Zehr, Mary Ann
Titel	Graduation Rates on ELLs a Mystery
Quelle	In: Education Week, 29 (2009) 3, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Graduation Rate; Federal Legislation; Federal Regulation; Educational Improvement; Educational Indicators; English (Second Language); Educational Legislation; State Programs; Second Language Instruction; Second Language Learning; Intervention; School Districts; United States + Suchen Sie Ihr Suchwort? Bundesrecht; Bundeskompetenz; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsrecht; Schulgesetz; Regierungsprogramm; Fremdsprachenunterricht; Zweitsprachenerwerb; School district; Schulbezirk; USA
Abstract	Across the country, high school graduation rates are bemoaned with regularity. Many states and districts aren't even tracking the rate for the fastest-growing population of students, or if they are, they aren't telling the public how many English-language learners (ELLs) are leaving school with a diploma. The No Child Left Behind (NCLB) Act was supposed to rectify that. Now, nearly eight years after its passage, 13 states and numerous districts still don't report that information to the public or the U.S. Department of Education. Some of those that do are offering numbers that may not be entirely accurate. The NCLB law specifies that states must report graduation rates for subgroups of students, including ELLs, in their report cards. Subsequent Education Department regulations make clear that school districts must do so as well. Newer regulations, released last October, may force states and districts to be more transparent about the rates, and, at least in theory, put more effort into helping English-learners through school. The new rules require that schools and districts be judged on their graduation rates overall and by subgroup, including ELLs, to determine whether they've met goals for adequate yearly progress, beginning with the 2011-2012 school year. The population of ELLs in the United States has been expanding. As a result, some education experts say that school officials and policymakers must pay attention to the graduation rate for all such students, not just Latinos. About 75 percent of ELLs are Latino. Others contend that the rate for ELLs doesn't mean that much. What's paramount in their view is to find out whether students are acquiring English, and then how well they perform academically during the two or three years after they leave special language-learning programs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10