|Student and school characteristics associated with academic performance and English language proficiency among English learner students in grades 3–8 in the Cleveland Metropolitan School District
|Cleveland Metropolitan School District (CMSD) has witnessed an increase in the number of English learner students in grades K–12 over recent years, with students coming from more diverse backgrounds in race/ethnicity, countries of origin, and native language. This requires more support from the district to meet diverse needs in terms of languages, cultures, and educational supports. The Cleveland Partnership for English Learner Success—a partnership among CMSD's Multilingual Multicultural Education office, the research office and researchers from Regional Educational Laboratory Midwest—has prioritized identifying English learner student and school characteristics associated with student achievement and language proficiency. This will provide a step toward improving district and school supports for English learner students. Student and school data from 2011/12 through 2016/17 were obtained from the district administrative records. The study examined means and percentages of student and school characteristics and student achievement of English learner students in grades 3–8 from school years 2011/12 through 2016/17. The study team examined these characteristics for English learner students in grades 3–8 each year separately, enabling the team to identify stable patterns while helping to uncover changes over time.
|June 11, 2019
|June 11, 2019
General Ordering Information
|Rachel Garrett, Elisabeth Davis, and Ryan Eisner: American Institutes for Research
|Type of Product:
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