English Language Proficiency and Progress: Students Receiving English for Speakers of Other Languages Services from 2012 to 2014

Autor/inn/en	Zhao, Huafang; Maina, Nyambura
Institution	Montgomery County Public Schools (MCPS), Office of Shared Accountability
Titel	English Language Proficiency and Progress: Students Receiving English for Speakers of Other Languages Services from 2012 to 2014
Quelle	(2015), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Public Schools; English (Second Language); Language Proficiency; Academic Achievement; English Language Learners; Second Language Learning; Language Tests; Scores; Elementary School Students; Middle School Students; High School Students; Counties; Maryland + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Schulleistung; Zweitsprachenerwerb; Language test; Sprachtest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This is one of several studies conducted by the Office of Shared Accountability that evaluated students identified as eligible for English for Speakers of Other Languages (ESOL) services in Montgomery County (Maryland) Public Schools (MCPS). This study has two major purposes: (1) to examine English proficiency levels and progress in English language acquisition for students eligible for ESOL services from 2012 to 2014; and (2) to describe long-term ESOL students, and students who were eligible for ESOL services but whose parents or guardians refused the services. Since 2012, ESOL students in Maryland are required to take Assessing Comprehension and Communication in English State to State (ACCESS) for English Language Learners (ELLs). This descriptive study examined the distribution of ACCESS for ELLs scores (percentile ranks) among students and one-year or two-year gains on the ACCESS for ELL scores for elementary, middle, and high school students. In addition, the study examined the progress for two groups of students: (1) students who stayed in ESOL for four or more years and were considered at risk of becoming long-term ESOL; and (2) long-term ESOL students who were enrolled in the ESOL program for six or more years. The report includes four recommendations, and the following are appended: (1) Overview of the ESOL Program in MCPS; and (2) 14 additional tables. (ERIC).
Anmerkungen	Montgomery County Public Schools. 850 Hungerford Drive, Rockville, MD 20850. Tel: 301-309-6277; Web site: http://www.mcps.k12.md.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01