Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A Follow-Up Analysis, Based upon a Large-Scale Survey of California Elementary Schools Serving High Proportions of Low-Income and EL Students. Research Brief

Autor/inn/en	Williams, Trish; Perry, Mary; Oregon, Isabel; Brazil, Noli; Hakuta, Kenji; Haertel, Edward; Kirst, Michael; Levin, Jesse
Institution	EdSource, Inc., Palo Alto, CA.; Stanford Univ., CA. School of Education.; American Institutes for Research (CRESS), Kensington, MD.; WestEd, San Francisco, CA.
Titel	Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A Follow-Up Analysis, Based upon a Large-Scale Survey of California Elementary Schools Serving High Proportions of Low-Income and EL Students. Research Brief
Quelle	(2007), (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; English (Second Language); Teacher Surveys; Spanish Speaking; Elementary Schools; Academic Achievement; Indexes; Scores; State Standards; Achievement Tests; Poverty; Institutional Characteristics; Low Income; Administrator Attitudes; Teacher Attitudes; Educational Strategies; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Grundschule; Volksschule; Schulleistung; Indexdatei; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Armut; Niedriglohn; Lehrerverhalten; Lehrstrategie; Kalifornien
Abstract	In spring 2006 California released its first ever school-level Academic Performance Index (API) scores for English Learners (ELs). These EL-API scores were based on California Standards Tests taken in the spring of 2005, and make it possible to identify how well schools were doing with this student population. It is not unexpected that elementary schools that differ widely with regard to their student poverty and EL demographics also differ widely on the state's API. What is striking, however, is how wide the EL-API gap is between schools that serve similar students (based on California's Schools Characteristics Index or SCI). Why do California elementary schools serving similar proportions of low-income, Spanish speaking EL students differ by over 250 points on California's new EL Academic Performance Index score? What school practices can help explain this API gap? This research brief summarizes the full report, which uses an analysis of principal and teacher survey responses from a random sample of 257 schools, correlated with the EL-API, to address those questions. (ERIC).
Anmerkungen	EdSource. 520 San Antonio Road Suite 200, Mountain View, CA 94040-1217. Tel: 650-917-9481; Fax: 650-917-9482; e-mail: edsource@edsource.org; Web site: http://www.edsource.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10