Publications & ProductsSearch Results: (16-30 of 45 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2017200 | Patterns of English learner student reclassification in New York City public schools
This study was designed to describe patterns in reclassification from English learner to English proficient, how the patterns changed over time as students spent more time in New York City (NYC) schools, and how reclassification patterns differed by specific student characteristics. The study utilized existing administrative data for seven cohorts of students who entered New York City public schools as English learner students between the 2003/04 and 2010/11 school years. The seven cohorts were followed for periods ranging from two to nine years, through the 2011/12 school year. The analytic sample included 229,249 students who were initially classified as English learner students. The first research question used the subset of data for students who entered NYC schools as English learner students in kindergarten, with the goal of comparing the probability of reclassification as it changed over grade levels, through the end of grade 7. The second research question used these data combined with the data on students who entered after kindergarten to facilitate comparisons in time to reclassification between students who entered at different grade levels. To address the three student characteristics of interest (grade of entry, initial English proficiency, and disability status), three separate, parallel models were used to investigate the relationship between time to reclassification and each characteristic individually. In the analyses for both research questions, discrete-time survival analyses were used to estimate the probability of reclassification as it changed over time. Approximately half of the students who entered kindergarten in New York City public schools as English learner students were reclassified within four years (that is, by the end of their expected grade 3 year). English learner students who entered New York City public schools in grade 6 or 7 took a year longer to become reclassified than English learner students who entered in kindergarten. |
10/13/2016 |
| REL 2017172 | English learner students' readiness for academic success: The predictive potential of English language proficiency assessment scores in Arizona and Nevada
The purpose of this study was to examine the relationship between the English language proficiency (ELP) assessment scores of English learner students in Arizona and Nevada and the students' subsequent performance on academic content tests in two key subject areas: English language arts (ELA) and mathematics. This study provided analyses focused on two samples of students: a cohort of students who were in grade 3 (elementary) in 2009/10 and a cohort of students who were in grade 6 (middle school) in 2009/10. In general, the study found that the higher the English learner students' English language proficiency level, the higher were their passing rates on the academic content assessments. In order to have at least a 50-percent probability of passing the academic content assessments in the two years following the ELP assessment, grade 6 English learner students in both Arizona and Nevada needed an ELP scale score that exceeded the threshold for English language proficiency, the minimum level for reclassification as fluent English proficient students and placement full time in mainstream, English-only classes. To have a 50-percent probability of passing the academic content assessments, grade 6 English learner students had to score between 1 and 46 scale score points above the reclassification minimum, depending on the state and academic content test. On the other hand, grade 3 English learner students in Arizona and Nevada did not have to reach the proficiency threshold on the initial ELP assessment in order to have a 50-percent or higher probability of passing the ELA and mathematics content tests in the two years following the assessment. To have a 50-percent probability of passing the academic content assessments, grade 3 English learner students could score between 15 and 46 scale score points below the reclassification minimum, depending on the state and academic content test. The probability of passing the ELA and math content tests when scoring at the minimum level for reclassification for grade 3 English learner students was always higher than for those in grade 6: at least 39 percentage points higher in math and at least 55 percentage points in ELA. |
10/13/2016 |
| NCES 2016667REV | Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Public Use Data Files-Household
The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. In September 2017, the PUF was reissued, with an Errata Sheet detailing the revisions. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV). How to get PIAAC Restricted Use Data. |
9/15/2016 |
| NCES 2016668REV | Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Restricted Use Data Files-Household
The PIAAC 2012/14 U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-667REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV). |
9/15/2016 |
| REL 2016154 | The achievement progress of English learner students in Nevada
The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their progress from 2006/07 through 2011/12 on the ELP test, the reading content test, and the math content test as well as student characteristics. The analytic sample included all students identified as English learner students who were enrolled in the state's public schools in the designated grade of the first year of the cohort, progressed to the next grade level each year, and who had the required test data throughout the six years being analyzed. Each cohort consisted of a separate sample of students. The annual cumulative numbers and percentages of English learner students who met each progress criterion were calculated. The analyses were for each English learner grade-level cohort as a whole, as well as separately by the four student characteristics at the start of the study (2006/07): ELP level, designation as eligible for special education services, eligibility for a school lunch program, and gender. Results indicate that after six years, more than 90 percent of the English learner students scored at or above the required level of reclassified as fluent English proficient on the Nevada ELP test. In each of the three grade-level cohorts, the overall cumulative passing percentage was highest for Nevada's ELP test, followed by the reading test, and then the math test. The largest differences in cumulative passing rates were associated with eligibility for special education services and initial ELP level. Higher grade students had lower cumulative passing percentages on all three tests compared to lower grade students. This study's findings identify subgroups of English learner students who may need more support to attain at least the expected minimum levels of academic achievement. All English learner students who are eligible for special education services will likely need additional support to be successful, and this support may need to vary by specific subgroups of learning disabilities. The study's findings also suggest that higher grade students who are eligible for special education services will need different support than what the higher grade students received during the study period if they are going to achieve even minimal levels of academic achievement in reading and math. |
8/25/2016 |
| REL 2016155 | The achievement progress of English learner students in Utah
The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their progress from 2006/07 through 2011/12 on the ELP test, the ELA content test, and the math content test, as well as student characteristics. The analytic sample included all students identified as English learner students who were enrolled in the state's public schools in the designated grade of the first year of the cohort, progressed to the next grade level each year, and who had the required test data throughout the six years being analyzed. Each cohort consisted of a separate sample of students. The annual cumulative numbers and percentages of English learner students who met each progress criterion were calculated. The analyses were for each English learner grade-level cohort as a whole, as well as separately by the four student characteristics at the start of the study (2006/07): ELP level, designation as eligible for special education services, eligibility for a school lunch program, and gender. Results indicate that after six years, more than 90 percent of the English learner students scored at or above the required level of reclassified as fluent English proficient on the Utah ELP test. In each of the three grade-level cohorts, the overall cumulative passing percentage was highest for Utah's ELP test, followed by the ELA test, and then the math test. The largest differences in cumulative passing rates were associated with eligibility for special education services and initial ELP level. Higher grade students had lower cumulative passing percentages on all three tests compared to lower grade students. This study's findings identify subgroups of English learner students who may need more support to attain at least the expected minimum levels of academic achievement. All English learner students who are eligible for special education services will likely need additional support to be successful, and this support may need to vary by specific subgroups of learning disabilities. The study's findings also seem to suggest that higher grade students who are eligible for special education services will need different support than what the higher grade students received during the study period if they are going to achieve even minimal levels of academic achievement in ELA and math. |
8/25/2016 |
| REL 2016149 | Using computer-adaptive assessments of literacy to monitor the progress of English learner students
The purpose of this study was to examine (a) how teachers and school staff individually administer computer-adaptive assessments of literacy to English learner students in grades 3–5, and (b) how they use the assessments to monitor students' growth. Because adaptive assessments maximize precision of information while minimizing time spent gaining it, they are particularly valuable for students whose performance is outside typical grade-level norms such as English learner students. Three elementary schools with high proportions of English learner students participated in the study. Participating students were at the two lowest levels on the state oral language proficiency measure. At the beginning of the year there were 117 participating students and by the end of the year 102 remained at the same school. To address the first question, Regional Educational Laboratory (REL) Southeast staff observed the September training and the fall, winter, and spring administration of the Florida Center for Reading Research Reading Assessment (FRA). To address the second question, teachers and school staff individually administered the FRA to participating students in the fall, winter, and spring. They discussed their observations of students' performance during test administration and students' score reports with REL staff after each assessment period. Findings indicated that teachers in grades 3–5 can be trained to individually administer computer-adaptive assessments of literacy to their English learner students three times a year and to participate in data chats after each assessment period to discuss translation of scores to instruction. The report provides recommendations that may aid districts in implementing such adaptive assessments of literacy to monitor the progress of English learner students. |
6/28/2016 |
| REL 2015092 | Time to Reclassification: How Long Does It Take English Language Learners in the Washington Road Map School Districts To Develop English Proficiency?
Seven high-poverty, diverse districts in Seattle (WA) and South King County are seeking to increase academic proficiency and graduation rates of their English language learner (ELL) students. To meet that goal, the districts have joined together in Road Map for Education Results, which is working with REL Northwest to better understand the needs of their ELL populations. Road Map members specifically want to know how long it takes ELL students in their districts to be reclassified as former ELLs, as well as how this varies by students’ grade level, English proficiency at entry into the U.S. school system, and other student characteristics. |
8/6/2015 |
| REL 2014021 | Stated Briefly: The correlates of academic performance for English language learner students in a New England district
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. Study authors found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. |
8/26/2014 |
| REL 2014020 | The Correlates of Academic Performance for English Language Learner Students in a New England District
This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students’ English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. |
8/26/2014 |
| NCES 2014046REV | Program for the International Assessment of Adult Competencies (PIAAC) 2012 U.S. Restricted Use File (RUF)
The PIAAC U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from the original U.S. PIAAC data collection completed in 2012. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-045REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2014-047). Important note to users: These original 2012 data have been updated, reweighted, and revised with the release of the PIAAC 2012/2014 restricted-use dataset (NCES 2016-668). That dataset should be used for analyses instead of this original version unless you are seeking to reproduce historic analyses. Revision Release: May 2015 |
5/5/2014 |
| NCES 2014045REV | Program for the International Assessment of Adult Competencies (PIAAC) 2012 U.S. Public Use File (PUF)
The PIAAC U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from the original U.S. PIAAC data collection completed in 2012. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2014-047). Important notes to users:
Revision Release: August 2015 |
5/5/2014 |
| NCEE 20124044 | The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools
For report NCEE 2011-4001 The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=78 This file contains data from a rigorous experimental study of the impact of the Collaborative Strategic Reading set of instructional strategies designed to improve the reading comprehension of students with diverse abilities. Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply the strategies to informational text while working in small cooperative learning groups. The goals are to improve reading comprehension and conceptual learning so that academic performance also improves. Because CSR involves changes to teachers' instructional practices, regardless of subject matter, it can be used with a variety of curricula and in a variety of settings. The current study is a randomized controlled trial (RCT) examining the effect of CSR on student reading comprehension. Within each participating linguistically diverse school, grade 5 social studies classrooms were randomly assigned to either the CSR condition (using CSR when delivering social studies curricula) or to the control condition (a business-as-usual condition). Recruitment for the study focused on large urban and suburban districts that serve large numbers of ELL students (25 percent or more) in the Southwest Region. Districts serving large numbers of ELL students were targeted to obtain linguistically diverse schools to address the confirmatory research question and a large enough sample of ELL students to address the exploratory research questions. The final analytic sample included 74 classrooms (37 CSR, 37 control) across 26 schools and 5 districts in Oklahoma and Texas. Parent permission was required for students to participate in data collection for this study, and the final analytic sample included 1,355 students (681 CSR, 674 control). |
6/19/2012 |
| NCES 2012028 | Reading, Mathematics, and Science Achievement of Language-Minority Students in Grade 8
This Issue Brief examines 8th-grade achievement in reading, mathematics, and science for language minority students (i.e., those from homes in which the primary language was one other than English) who began kindergarten in the 1998-99 school year. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), which tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998–99 school year. The analyses present a picture of students’ achievement at the end of the study by focusing on students’ scores on the standardized assessments that were administered in the spring of 2007, when most students were in grade 8. Students are categorized into four groups according to language background and English language proficiency. Additionally, assessment scores are reported by three background characteristics—students’ race/ethnicity, poverty status, and mother’s education—that have been found to be related to achievement. |
4/24/2012 |
| REL 2012108 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in New Jersey
This report describes enrollment and achievement trends of LEP students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math, as measured by statewide assessments administered in grades 3, 4, 8, and 11. The study's main findings include:
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4/24/2012 |
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