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Indigenous Language Teaching Policy in California/the U.S.: What’s Left Unsaid in Discourse/Funding
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In: Issues in Applied Linguistics, vol 21, iss 1 (2020)
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| 2 |
Should I Stay or Should I Go? Teacher Retention in the Era of Accountability
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Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
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Teacher attitudes toward No Child Left Behind and part 154 in the English as a New language classroom
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Teacher Perceptions of the Common Core Performance Standards
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In: Georgia Educational Researcher (2015)
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| 6 |
A Sociological Perspective of the American Education System
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In: Social Sciences (2014)
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| 7 |
Effect of Reading Recovery on Literacy Needs of Hispanic English Language Learners
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| 8 |
Indiana
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In: Scholarship and Professional Work – Education (2013)
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| 9 |
EMPLOYING A PHENOMENOLOGICAL INQUIRY APPROACH TO EXPLORE A FEW URBAN AFRICAN AMERICAN MATH AND SCIENCE TEACHERS’ PERSPECTIVES ON NCLB AND ASSESSMENTS
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| 10 |
NCLB's effects on teachers' perceptions, satisfaction, and career intentions
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| 12 |
"My Country Looked Like America": Reflections and Experiences of English Language Learners in an Urban Public School ...
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| 13 |
The Effect of the Parent Liaison on Latino Student High School Completion and Parent Involvement
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In: Dissertations (2012)
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| 14 |
"My Country Looked Like America": Reflections and Experiences of English Language Learners in an Urban Public School
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In: Tyler_umbc_0434M_10634.pdf (2012)
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| 15 |
How is No Child Left Behind Affecting Proficient and Advanced Students on the California Star Test in English Language Arts
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In: Ed.D. Dissertations in Leadership for Educational Justice (2012)
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Abstract:
The purpose of this study was to ascertain whether students who enter high school in ninth grade and score proficient or advanced on their CST in English Language Arts remain proficient or advanced 2 years later in 11th grade. The effects of NCLB will be considered as a contributing factor to the difference in student scores. This study was designed to determine what can be changed so that NCLB can better accommodate the needs of high-achieving students. This study examined the relationships between quantifiable variables and student standardized test score outcomes in a population of high school students in 2 High Desert school districts in Southern California. This study utilized a quantitative research design to compare scores of the English Language Arts section of the California STAR test for proficient and advanced students who attended 9th and 11th grades at 2 high schools in 2 Southern California school districts. A quasi experimental design, using pre-post, matched-paired data was employed. Results of the 2009 STAR Test in English Language Arts were used as pretest data in order to set the baseline and were compared to the 2011 data. Dependent t tests, ANOVA, ANCOVA, and regression analysis were used. Quantitative data analysis revealed that there was a strong relationship between student free and reduced lunch status, student GPA, and student honors/AP courses status in regard to continued success on the ELA STAR test. Additionally, there was a significant reduction of scores of both proficient and advanced students in both Districts A and B. Not a formal hypothesis, but discovered through regression analysis, the district in which a student attends school is also a positive predictor for a decreased score 2 years later. Students in District B had a higher probability of a decreased score in 2011. There is great statistical significance in all examined predictors, meaning that changes in the test scores are attributable to the variables between 2009 and 2011. The relationship or correlation which emerged between NCLB and any change in standardized test scores was also discussed.
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Keyword:
education; Educational Leadership; high achieving students; high school; No Child Left Behind; Secondary Education
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URL: https://inspire.redlands.edu/cgi/viewcontent.cgi?article=1053&context=eddissertations
https://inspire.redlands.edu/eddissertations/23
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| 16 |
Educational policies in the United States and implications for English learners Políticas educacionais nos Estados Unidos e suas implicações para aprendizes de inglês
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 2, Pp 311-329 (2012) (2012)
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| 17 |
Status of Latino Education in Massachusetts: A Report
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In: Miren Uriarte (2011)
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| 18 |
Imbalanced literacy? How a US national educational policy has affected English learners and their teachers
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In: Colombian Applied Linguistics Journal, Vol 0, Iss 11, Pp 48-62 (2011) (2011)
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| 19 |
Working within the system: teachers of English learners negotiating a literacy instruction mandate
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In: Pease-Alvarez, Lucinda; Samway, Katharine Davies; & Cifka-Herrera, Carrie. (2010). Working within the system: teachers of English learners negotiating a literacy instruction mandate. Language Policy, 9(4), pp 313-334. doi:10.1007/s10993-010-9180-5. Retrieved from: http://www.escholarship.org/uc/item/3010t3kq (2010)
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| 20 |
The effects of the No Child Left Behind Act on the practice of testing students with limited English proficiency
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