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Case Study of the Accommodation Readiness Spiral as an Evaluative Framework for Action Research Plans
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In: Prairie Journal of Educational Research (2018)
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| 2 |
Experiments with Universal CEFR Classification
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In: English Conference Papers, Posters and Proceedings (2018)
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| 3 |
Standardized Language Proficiency Tests in Higher Education
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In: English Publications (2018)
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| 4 |
In Search of Mirrors: An Asian Critical Race Theory Content Analysis of Asian American Picturebooks From 2007 to 2017
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In: Education Publications (2018)
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| 5 |
Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs
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In: Education Publications (2018)
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| 6 |
On a Continuum: Examining Ncore's Influence in the Development of Multicultural Competence in Student Affairs Educators
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In: Education Publications (2018)
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| 7 |
Reframing Rigor: A Modern Look at Challenge and Support in Higher Education
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In: Education Publications (2018)
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| 8 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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| 9 |
Undocumented Hispanic Students in Higher Education: A Phenomenology of Students Struggling to Obtain Educational and Career Goals
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In: Doctoral Dissertations and Projects (2018)
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| 10 |
Finding Their Place: An Ethnographic Study of the Culture of Students Attending a Rural, Self-paced, Alternative Evening High School
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In: Doctoral Dissertations and Projects (2018)
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| 11 |
A Phenomenological Study Examining the Journey of Identity Development for Internationally Adopted Adolescents in the United States
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In: Doctoral Dissertations and Projects (2018)
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| 12 |
Breaking the Cycle: An Ethnographic Study on Hispanic Mothers in Family Drug Court
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In: Doctoral Dissertations and Projects (2018)
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| 13 |
"I Refuse to Die": Exploring the Relationship Between Spirituality and Persistence Among African American PH.D. Students and Graduates
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In: Doctoral Dissertations and Projects (2018)
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| 14 |
A Phenomenological Study of the Lived Experiences of Hispanic Females in Advanced Placement Courses in Southern California High Schools
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In: Doctoral Dissertations and Projects (2018)
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| 15 |
A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High-Poverty High-Minority Rural South Carolina Schools
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In: Doctoral Dissertations and Projects (2018)
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| 16 |
¿Esto Funciona?: Studying the Influences of Peer Tutoring on Student Performance in the Spanish Language-learning Process
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In: Doctoral Dissertations and Projects (2018)
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| 17 |
The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students
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In: Doctoral Dissertations and Projects (2018)
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| 18 |
Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs)
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In: Reports (2018)
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Abstract:
California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels. ; https://digitalcommons.lmu.edu/ceelreports/1006/thumbnail.jpg
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Keyword:
and Multicultural Education; and Research; Bilingual; Educational Administration and Supervision; Educational Assessment; Educational Leadership; Evaluation; Multilingual
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URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1006&context=ceelreports
https://digitalcommons.lmu.edu/ceelreports/4
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| 19 |
Scholastic Liberation: Schools' Impact on African American Academic Achievement
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In: Language Arts Journal of Michigan (2018)
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| 20 |
Strategic Approaches: Academic Success Strategies For At Risk Students
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In: National Youth Advocacy and Resilience Conference (2018)
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