English Language Learners in America's Great City Schools: Demographics, Achievement and Staffing

Autor/inn/en	Uro, Gabriela; Barrio, Alejandra
Titel	English Language Learners in America's Great City Schools: Demographics, Achievement and Staffing
Quelle	(2013), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; National Competency Tests; Public Schools; English (Second Language); Second Language Learning; Statistical Significance; English Language Learners; Language Proficiency; Urban Areas; Surveys; Native Language; School Districts; Academic Achievement; Classification; Teacher Selection; Scores; Statistical Data; Teaching Methods; Educational Finance; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Urban area; Stadtregion; Survey; Umfrage; Befragung; School district; Schulbezirk; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsfonds
Abstract	English Language Learners (ELLs) are among the fastest-growing demographic group in U.S. public schools. There are numerous recent reports documenting this phenomenon. Some reports estimate the numbers of ELLs enrolled in U.S. public schools, and other reports approximate the growth in ELL enrollment over the past five to ten years. Still, there is wide variation in the reported numbers of ELLs enrolled in U.S. schools--some as wide as 500,000 ELLs. In general, most estimates place the number of these students at around five million. All sources agree that the numbers have increased substantially over the years. The Council of the Great City Schools conducted a comprehensive survey of its 65 district members about the English Language Learners that were enrolled and the instructional services provided to them. The survey collected information on (1) district demographics and languages spoken; (2) instructional staff; (3) achievement data; and (4) financial information. The findings from this survey make up the bulk of this report. In addition, the report drew on data from the National Center for Education Statistics (NCES) Common Core of Data (CCD) and from the National Assessment of Educational Progress (NAEP). Appended are: (1) Full Names of Council Member Districts; (2) Tests Used by the States for Initial Classification of English Language Learners for the 2009-10 School Year; (3) English Language Proficiency Assessments by State, SY2009-10; (4) Entity Determining Hiring Priorities for ELL Teachers by District; (5) Tests of Statistical Significance on Changes and Gaps in NAEP Scores between ELLs, Non-ELLs, and Former ELLs (Large City and National Public Samples; and (6) Districts Responding to Each Question. (Contains 39 tables, 24 exhibits, and 28 footnotes.) (ERIC).
Anmerkungen	Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10