The Effect of Grade Placement on English Language Learners' Academic Achievement

Autor/in	Conger, Dylan
Titel	The Effect of Grade Placement on English Language Learners' Academic Achievement
Quelle	In: Educational Evaluation and Policy Analysis, 35 (2013) 4, S.395-412 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373713493315
Schlagwörter	English Language Learners; Academic Achievement; Instructional Program Divisions; Enrollment; School Districts; Educational Policy; Birth; Decision Making; Mathematics Achievement; Reading Achievement; English (Second Language); Second Language Learning; Grade Repetition; Immigrants; Achievement Tests; Student Characteristics; Florida + Suchen Sie Ihr Suchwort? Schulleistung; Einschulung; School district; Schulbezirk; Politics of education; Bildungspolitik; Geburt; Decision-making; Entscheidungsfindung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Immigrant; Immigrantin; Immigranten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Many English Language Learners (ELLs) migrate to the United States at older ages and administrators must choose a grade in which to place these new entrants as soon as they register for school. In this study, I estimate the effect of grade placement on the short-term academic performance of ELLs who enroll in the Miami-Dade County Public School system between the ages of 7 and 12 using a district policy that determines grade placement decisions for newcomers by their birthdate relative to September 1. The results suggest some benefits to being placed in the lower of the two grades for students' achievement in mathematics, but no signs of benefits on other academic outcomes, including reading achievement, grade promotion, and exit from ELL status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10