Categories

Category: Language Proficiency

  • High-Stakes Testing: Does the California High School Exit Exam Measure Up?

    1/1/05 - Callet, Valerie J.

    In 2002, President George W. Bush signed the No Child Left Behind Act. In addition to providing additional funding for schools and encouraging local autonomy, the new law focuses on accountability in an attempt to close the achievement gap for all students, leaving no child behind. Perhaps the most striking manifestation of Bush's new law is the amplified attention on high-stakes testing as a means to demonstrate accountability. The California High School Exit Exam (CAHSEE) is California's...

  • Narrowing the Gap: Effects of a Two-Way Bilingual Education Program on the Literacy Development of At-Risk Primary Students

    1/1/04 - López, Maria G., Tashakkori, Abbas

    Children with limited English proficiency are known to be at higher risk of school failure than their peers. Risk starts early, and the achievement lag of these children often widens with age and progression in the educational system. This study attempted to determine the effects of a 2-way bilingual education program on the literacy development of at-risk kindergarten students who had lower English proficiency and were in a higher failure risk bracket than a comparison group who had higher...

  • School readiness of children of immigrants: Does parental involvement play a role?

    1/1/08 - Lahaie, Claudia

    Objectives: Using data from the Early Childhood Longitudinal Survey—Kindergarten Cohort, this article analyzes the link between parental involvement and the school readiness of children of immigrants. Methods: Multivariate regression models estimate the association between parental involvement and the school readiness in English proficiency and math scores of children of immigrants. They also estimate the impact of this association on the gap in math scores between children of...

  • Standardized Achievement Tests and English Language Learners: Psychometrics Issues

    1/1/02 - Abedi, Jamal

    Using existing data from several locations across the U.S., this study examined the impact of students' language background on the outcome of achievement tests. The results of the analyses indicated that students' assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math--a strong indication of the impact of English language proficiency on assessment. Moreover...

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