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|Public-Use Data Files and Documentation (FRSS 107): Programs and Services for High School English Learners
This file contains data from a fast-response survey titled "Programs and Services for High School English Learners." This survey provides the first nationally representative data on programs and services for high school English learners (ELs). NCES released the results of this survey in the First Look report “Programs and Services for High School English Learners in Public School Districts: 2015 –16” (NCES 2016-150).
Questionnaires and cover letters were mailed to the superintendent of each sampled district in September 2015. The letter stated the purpose of the study and requested that the questionnaire be completed by the person(s) in the district most knowledgeable about programs and services for English learners at the high school level. Respondents were asked to respond for the current 2015–16 school year. Respondents were offered options of completing the survey on paper or online. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2015 and completed in February 2016. The weighted response rate was 89 percent.
Respondents reported about programs and services for high school ELs, including instructional approaches, newcomer programs, online or computer-based programs, and programs or services (e.g., tutoring) designed specifically for high school ELs.
|Programs and Services for High School English Learners in Public School Districts: 2015–16
The 2015–16 survey Programs and Services for High School English Learners provides the first nationally representative data on this topic. This report is based on that survey and presents data on programs and services for high school English learners (ELs), including instructional approaches, newcomer programs, online or computer-based programs, and programs or services (e.g., tutoring) designed specifically for high school ELs. The report provides findings on the use of native language(s) for content instruction, instructional support, materials, and services. Data are presented about the information that districts provide about educational programs or services to ELs ages 18 to 21 seeking to newly enroll in the district, as well as the factors districts consider when providing information about these programs and services to ELs in this group.
|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.
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