Literaturnachweis - Detailanzeige
Autor/inn/en | Clayton, Grant; Clayton, Christina; Carpenter, Dick M., III; Ecks, Gregory B. |
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Titel | Achievement of English as New Language Learners in Monitor Status: A Cross Sector Comparison from Denver |
Quelle | In: Journal of School Choice, 13 (2019) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1558-2159 |
DOI | 10.1080/15582159.2018.1559419 |
Schlagwörter | Charter Schools; English Language Learners; School Choice; Grade 6; Attendance; Academic Achievement; Mathematics Achievement; Reading Achievement; Classification; Middle School Students; Colorado (Denver) Charter school; Charter-Schule; Choice of school; Schulwahl; School year 06; 6. Schuljahr; Schuljahr 06; Anwesenheit; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Classification system; Klassifikation; Klassifikationssystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin |
Abstract | This study uses administrative data to measure the effect of attending a charter school in Denver, Colorado on the achievement of reclassified English as New Language (ENL) students during their monitor period in the mainstream classroom environment. We utilize school choice data from Denver's Common Enrollment System (CES) to control for each school a family selected entering grade six, a typical time for a structural move, in order to better control of unobserved variable bias. Results indicate charter attendance increases achievement in mathematics and English on state testing. Charter school success in the CES environment provides insights for districts serving large numbers of ENL students. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |