Limited English Proficient Students' Progress in Acquiring English Proficiency. OREA Evaluation Report.

Autor/inn/en	Torres, Judith Stern; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Limited English Proficient Students' Progress in Acquiring English Proficiency. OREA Evaluation Report.
Quelle	(1989), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education Programs; Dropouts; Elementary Secondary Education; Eligibility; English (Second Language); Federal Programs; Language Proficiency; Limited English Speaking; Longitudinal Studies; Second Language Learning + Suchen Sie Ihr Suchwort? Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Eignung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb
Abstract	A longitudinal study examined how long it took 23,044 limited-English-proficient (LEP) students in grades K-12 in New York City to lose their legally-mandated entitlement to bilingual and English-as-a-Second-Language (ESL) classes. Findings show that although most students in the population of new-entrant LEP students will lose their entitlement after four years, the students in the lower grades are more likely to exceed the minimum English language proficiency level for eligibility, and do so more quickly, than older students. At the high-school level, nearly two-thirds of the students will leave school while still entitled to bilingual/ESL services, although many of the students graduate or transfer to another school. In light of these findings, and a state recommendation that English language proficiency minimums be raised for entitlement, it is suggested that administrators: (1) develop accelerated programs, or programs articulated with jobs or post-high school education, for high school LEP students likely to leave school before achieving English competency; (2) develop programs for students who will continue to score below the entitlement cut-point regardless of how long they may be served; and (3) carefully follow the academic career of formerly entitled students to make sure that they are progressing satisfactorily and provide additional services where necessary. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC