Report on the Participation and Performance of Limited English Proficient Students on Minnesota's Basic Standards Tests, 1999. State Assessment Series, Minnesota Report 30.

Autor/inn/en	Liu, Kristin; Anderson, Michael; Thurlow, Martha
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	Report on the Participation and Performance of Limited English Proficient Students on Minnesota's Basic Standards Tests, 1999. State Assessment Series, Minnesota Report 30.
Quelle	(2000), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Charts; Educational Assessment; Elementary Secondary Education; English (Second Language); Federal Legislation; Immigrants; Language Minorities; Limited English Speaking; Second Language Instruction; Second Language Learning; Student Evaluation; Tables (Data); Minnesota + Suchen Sie Ihr Suchwort? Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Education; assessment; Bewertungssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Immigrant; Immigrantin; Immigranten; Sprachminderheit; Fremdsprachenunterricht; Zweitsprachenerwerb; Schulnote; Studentische Bewertung
Abstract	Title I of the Elementary and Secondary Education Act mandates that state education agencies develop and implement an assessment system that allows for disaggregation of results at state, district, and school levels by gender, race, English proficiency, and migrant status. Schools receiving Title I funds must demonstrate "adequate yearly progress" in student progress. The purpose of this report is to examine data trends in Minnesota's Basics Standards Tests (BSTs), statewide tests of reading and math, for the years 1996-1999 for limited-English- proficient (LEP) students. Several observations are made, including the following: participation for LEP students in the Minnesota BSTs remains high; performance of LEP students remains low, with a persistent though narrowing achievement gap of 20-25% between LEP and non-LEP students; greater gains in mean percentages of items correct are being made by LEP students taking reading texts than math tests, which suggests English-as-a-Second-Language (ESL) teachers may be successful in teaching the reading skills needed on the BST; and, finally, the relative number of Minnesota LEP students taking advantage of test accommodations (i.e. extended testing times, translation of directions, special test settings, etc.) is low. Appendix A, data on "Accommodations and Translations Available to LEP Students on the Minnesota Basic Standards Tests of Math and Reading 1999," eight tables, four figures, and nine references are included. (KFT)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliot Hall, 75 East River Road, Minneapolis, MN 55455; Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO ($8.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC