Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 9 |
Descriptor
| English Language Learners | 9 |
| Hierarchical Linear Modeling | 9 |
| Middle School Students | 9 |
| Elementary School Students | 7 |
| High School Students | 5 |
| Academic Achievement | 4 |
| Language Arts | 4 |
| Mathematics Achievement | 4 |
| Racial Differences | 4 |
| Scores | 4 |
| Students with Disabilities | 4 |
| More ▼ | |
Source
| Regional Educational… | 3 |
| American Institutes for… | 1 |
| Developmental Psychology | 1 |
| Educational Research and… | 1 |
| Grantee Submission | 1 |
| TESOL Quarterly: A Journal… | 1 |
| Teachers College Record | 1 |
Author
| Ardasheva, Yuliya | 1 |
| Bohrnstedt, George | 1 |
| Broer, Markus | 1 |
| Forrow, Lauren | 1 |
| Gill, Brian | 1 |
| Gámez, Perla B. | 1 |
| Lesaux, Nonie K. | 1 |
| Li, Mengyi | 1 |
| Park, Bitnara Jasmine | 1 |
| Pineda, Claudia G. | 1 |
| Reardon, Sean F. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 8 |
| Journal Articles | 5 |
| Reports - Descriptive | 1 |
Education Level
| Middle Schools | 9 |
| Elementary Education | 8 |
| Secondary Education | 7 |
| Junior High Schools | 6 |
| High Schools | 4 |
| Grade 8 | 3 |
| Elementary Secondary Education | 2 |
| Grade 10 | 2 |
| Grade 3 | 2 |
| Grade 5 | 2 |
| Grade 6 | 2 |
| More ▼ | |
Audience
Location
| Pennsylvania | 3 |
| Hawaii | 1 |
| Kentucky | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Gates MacGinitie Reading Tests | 1 |
| Language Assessment Scales | 1 |
| National Assessment of… | 1 |
| Strategy Inventory for… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Download full textForrow, Lauren; Starling, Jennifer; Gill, Brian – Regional Educational Laboratory Mid-Atlantic, 2023
The Every Student Succeeds Act requires states to identify schools with low-performing student subgroups for Targeted Support and Improvement or Additional Targeted Support and Improvement. Random differences between students' true abilities and their test scores, also called measurement error, reduce the statistical reliability of the performance…
Descriptors: At Risk Students, Low Achievement, Error of Measurement, Measurement Techniques
Regional Educational Laboratory Mid-Atlantic, 2023
This Snapshot highlights key findings from a study that used Bayesian stabilization to improve the reliability (long-term stability) of subgroup proficiency measures that the Pennsylvania Department of Education (PDE) uses to identify schools for Targeted Support and Improvement (TSI) or Additional Targeted Support and Improvement (ATSI). The…
Descriptors: At Risk Students, Low Achievement, Error of Measurement, Measurement Techniques
Regional Educational Laboratory Mid-Atlantic, 2023
The "Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools" study used Bayesian stabilization to improve the reliability (long-term stability) of subgroup proficiency measures that the Pennsylvania Department of Education (PDE) uses to identify schools for Targeted Support and Improvement (TSI)…
Descriptors: At Risk Students, Low Achievement, Error of Measurement, Measurement Techniques
Zhang, Jizhi; Li, Mengyi; Yee, Darrick; Park, Bitnara Jasmine; Bohrnstedt, George; Broer, Markus – American Institutes for Research, 2020
This study aims to understand the role that reading motivation plays in middle school reading achievement (including achievement gaps) by analyzing the 2015 grade 8 NAEP reading data. The study focuses on identifying the unique effects of student-level reading motivation and aggregated school-level mean reading motivation on reading achievement.…
Descriptors: Reading Motivation, Reading Achievement, Achievement Gap, Reading Tests
Direct linkZarate, Maria Estela; Pineda, Claudia G. – Teachers College Record, 2014
Background/Context: Relying largely on high school measures of home language use, the literature examining immigrant incorporation in schools provides contradictory evidence of home language effects on educational outcomes. More recent research has demonstrated that home language use is dynamic and thus it is important to examine the implications…
Descriptors: Elementary School Students, Language Usage, Immigrants, Family Environment
Gámez, Perla B.; Lesaux, Nonie K. – Developmental Psychology, 2015
This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…
Descriptors: Language Usage, Grade 6, Middle School Teachers, Middle School Students
Valentino, Rachel A.; Reardon, Sean F. – Grantee Submission, 2015
This paper investigates the differences in academic achievement trajectories from elementary through middle school among English Learner students in four different instructional programs: English Immersion, Transitional Bilingual, Developmental Bilingual, and Dual Immersion programs. Comparing students with the same parental preferences but who…
Descriptors: Elementary School Students, Middle School Students, Academic Achievement, English Language Learners
Ardasheva, Yuliya; Tretter, Thomas R. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
This nonexperimental study explored the relationships among individual differences, contextual variables, and reading achievement of English language learners (ELLs) in one large urban school district in the United States. The sample comprised 840 students in Grades 3-8 and 10 nested within 37 schools. Hierarchical linear modeling results indicate…
Descriptors: Individual Differences, English Language Learners, Urban Schools, Language Proficiency
Singh, Malkeet – Educational Research and Evaluation, 2013
Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort's reading performance was investigated from elementary to high school through a…
Descriptors: Reading Tests, Educational Assessment, Measurement, Longitudinal Studies
