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Direct linkGullo, Dominic F. – Early Childhood Education Journal, 2013
Since the passage of No Child Left Behind, data-driven decision making has become one of the central foci in schools in their attempt to attain and maintain adequate levels of student academic performance. The importance of early childhood education is well established with language and literacy proficiency in the early years being viewed as a…
Descriptors: Instructional Improvement, Educational Practices, Educational Policy, Early Childhood Education
Download full textBoyle, Andrea; Taylor, James; Hurlburt, Steven; Soga, Kay – US Department of Education, 2010
"Title III Accountability: Behind the Numbers" (2010) summarizes data reported by states in their Consolidated State Performance Reports (CSPRs) for 2004-05 through 2007-08. The CSPRs are annual reports required under the Elementary and Secondary Education Act (ESEA) that states use to submit information to the U.S. Department of…
Descriptors: Academic Achievement, Politics of Education, Accountability, Language Proficiency
Tanenbaum, Courtney; Anderson, Lindsay – US Department of Education, 2010
"Title III Accountability and District Improvement Efforts: A Closer Look" (2010) summarizes findings from interviews with six Title III Directors and nine Title III district-level directors in the spring of 2009. States and districts were selected in order to collect information from some entities with a long history of serving English…
Descriptors: State Officials, Educational Finance, Academic Achievement, Second Language Learning
Ramsey, Andrea; O'Day, Jennifer – US Department of Education, 2010
"Title III Policy: State of the States" (2010) discusses state implementation of the Title III accountability requirements based on phone interviews with six state Title III Directors in the spring of 2009, interviews with six experts and university-based researchers who work on education for English Learners, and based on earlier data…
Descriptors: Teacher Effectiveness, Federal Legislation, Testing, Second Language Learning
Peer reviewedGandara, Patricia; Merino, Barbara – Educational Evaluation and Policy Analysis, 1993
Data collected at three schools in California with programs for students of limited English proficiency (LEP) suggests that exit rates should not be the focus of evaluations of LEP programs and that schools cannot adequately answer questions about students' academic achievement and English language acquisition by program type. (SLD)
Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, Data Collection
Online Submission, 2002
This report summarizes evaluation results for the Austin Independent School District (AISD) bilingual education and English as a second language programs for the 2001-2002 school year.
Descriptors: Bilingual Education, English (Second Language), English Language Learners, Spanish Speaking
Spearritt, D.; Colman, J. M. – 1983
This document evaluates the Australian Contingency Program for Refugee Children (mainly from Vietnam, Laos, and Kampuchea), which aimed to assist the children's English language acquisition and enable them to be integrated as soon as possible into regular classrooms. Chapters cover the following topics: (1) a description of the program; (2) areas…
Descriptors: Acculturation, Cultural Background, Cultural Differences, Data Collection
