Categories

Report: What the research says about effective strategies for ELL students

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Categories

STUDENTS, english Language Learners, STUDENTS, culturally and linguistically diverse

Areas

STATE:inquiry on equity in schooling, STATE:inclusive leadership for equity and accountability

Authors

Rhonda Barton

Published

2006, 8/5/2009

Publisher

Northwest Regional Educational Laboratory

Abstract

"Beyond any social implications, the performance of these students can carry a disproportionate amount of weight in an educational era dominated by No Child Left Behind. According to the Urban Institute, two-thirds of ELL students nationally come from low-income families. Consequently, an ELL student who does poorly on state achievement tests can potentially affect a school’s adequate yearly progress standing in as many as three categories: Limited English Proficiency, low income, and racial/ethnic. As the Center on Education Policy (Rentner et al., 2006) points out, “This leads to greater pressure on schools, districts, and states to rapidly increase the English proficiency and academic performance of English language learners in order to improve the performance of three subgroups.” The question then becomes, how is this goal best accomplished?"

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