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Contributing factors that enabled Re...

Schao, Thomas Chep.

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Contributing factors that enabled Re-designated Fluent English Proficient (RFEP) students to pass the CAHSEE ELA as first-time takers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Contributing factors that enabled Re-designated Fluent English Proficient (RFEP) students to pass the CAHSEE ELA as first-time takers./
Author:	Schao, Thomas Chep.
Description:	154 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689359
ISBN:	9781321685978

Contributing factors that enabled Re-designated Fluent English Proficient (RFEP) students to pass the CAHSEE ELA as first-time takers.
Schao, Thomas Chep.

Contributing factors that enabled Re-designated Fluent English Proficient (RFEP) students to pass the CAHSEE ELA as first-time takers. - 154 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--California State University, East Bay, 2015.

High school exit exams are intended to demonstrate student academic achievement and performance level deemed ready for career and college. Studies suggested that the implementation of the California High School Exit Examination (CAHSEE) of 2006 in the state has incurred unintended consequences for students of color, African American, Latino, and English Language Learners (ELLs) (Amrein & Berliner, 2002; Betts et al., 2012; DataQuest, 2011; Holme et al., 2010; Jimerson et al., 2008; Rodriguez, 2008). Statewide, ELLs are especially having a formidable challenge passing the English Language Arts (ELA) portion of the CAHSEE as they are being outperformed by all subgroups, except special education students (EdSource, 2008; Garcia, 2012). However, ELLs that performed into Re-designated Fluent English Proficient (RFEP) classification are passing the CAHSEE at a high rate only second to White students. This mixed method study examined the factors that contributed to RFEPs to pass the CAHSEE as first-time takers of the exam in the 10th grade. Findings from quantitative analysis of 102 RFEPs, qualitative analysis of 13 student surveys, and interviews of nine students suggest that RFEPs are resilient and driven learners. They benefited from enriching school programs, encouraging teachers, supportive peers and families, and drew inspirations from the struggles of their parents and communities. The findings further suggest the need to implement effective and targeted instructional programs that encompass a great amount of reading, writing, speaking, listening, and group learning activities to support the English development of ELLs.

ISBN: 9781321685978Subjects--Topical Terms:

529436
Educational leadership.

Contributing factors that enabled Re-designated Fluent English Proficient (RFEP) students to pass the CAHSEE ELA as first-time takers.
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245 1 0 $a Contributing factors that enabled Re-designated Fluent English Proficient (RFEP) students to pass the CAHSEE ELA as first-time takers.
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520 $a High school exit exams are intended to demonstrate student academic achievement and performance level deemed ready for career and college. Studies suggested that the implementation of the California High School Exit Examination (CAHSEE) of 2006 in the state has incurred unintended consequences for students of color, African American, Latino, and English Language Learners (ELLs) (Amrein & Berliner, 2002; Betts et al., 2012; DataQuest, 2011; Holme et al., 2010; Jimerson et al., 2008; Rodriguez, 2008). Statewide, ELLs are especially having a formidable challenge passing the English Language Arts (ELA) portion of the CAHSEE as they are being outperformed by all subgroups, except special education students (EdSource, 2008; Garcia, 2012). However, ELLs that performed into Re-designated Fluent English Proficient (RFEP) classification are passing the CAHSEE at a high rate only second to White students. This mixed method study examined the factors that contributed to RFEPs to pass the CAHSEE as first-time takers of the exam in the 10th grade. Findings from quantitative analysis of 102 RFEPs, qualitative analysis of 13 student surveys, and interviews of nine students suggest that RFEPs are resilient and driven learners. They benefited from enriching school programs, encouraging teachers, supportive peers and families, and drew inspirations from the struggles of their parents and communities. The findings further suggest the need to implement effective and targeted instructional programs that encompass a great amount of reading, writing, speaking, listening, and group learning activities to support the English development of ELLs.
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