東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining English Language Learner P...

Benoit, Jo Ann.

Linked to FindBook

Google Book

Amazon

博客來

Examining English Language Learner Programs in Five New York City Public Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining English Language Learner Programs in Five New York City Public Schools./
Author:	Benoit, Jo Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3578706
ISBN:	9781303729324

Examining English Language Learner Programs in Five New York City Public Schools.
Benoit, Jo Ann.

Examining English Language Learner Programs in Five New York City Public Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 127 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2013.

The number of immigrant students who speak a language other than English has increased 150% since 1990. Immigrant English language learners (ELLs) tend to experience at different learning stages a lack of support in developing a new language and in meeting grade-level benchmarks. This lack of support is caused by many factors within and beyond educators' control. Nevertheless, failing to meet ELL's linguistic needs is likely to contribute to the high school drop out rate. However, former ELLs who successfully complete ELL programs prove to graduate at higher rates than native-English speakers and current ELLs. The purpose of this descriptive study was to research characteristics of ELLs and former ELLs who have succeeded academically and the programs that helped them achieve proficiency in English in the least amount of time, and attain proficiency on the New York State Testing Program (NYSTP) in English Language Arts (ELA) and mathematics. This study focused on five kindergarten-to-Grade-8 New York City public schools. Data were analyzed for 901 current and former ELLs in the five schools from 2004 to 2008. An analysis of NYSTP results, the number of years needed to test out of ELL programs, holdover rates, and each school's language allocation policies suggests a possible link between certain ELL programs and ELLs' success rates. Results of the study were multifold: 50-60% of identified students who achieved proficiency levels and higher on the NYSTP and 57-90% of identified students who received subsidized school lunches were former ELLs; consistency in ELL programs yielded the best scores for current and former ELLs. The review of data revealed ELLs who received mandated services as per New York State's policy for ELL programs while exposed to standards-based curricula, and former ELLs who participated in exam preparation after testing out of ELL programs, scored the highest on NYSTP ELA exams analyzed. The findings of this study contribute to the literature regarding the identification of school programs and practices that effectively impact the academic achievement of ELLs. Further research might examine the effects of these programs and practices on ELLs at different grade levels.

ISBN: 9781303729324Subjects--Topical Terms:

516208
English as a second language.

Examining English Language Learner Programs in Five New York City Public Schools.
LDR:03138nmm a2200289 4500 001 2123766
005 20171009134018.5
008 180830s2013 ||||||||||||||||| ||eng d
020 $a 9781303729324
035 $a (MiAaPQ)AAI3578706
035 $a AAI3578706
040 $a MiAaPQ $c MiAaPQ
100 1 $a Benoit, Jo Ann. $3 3285709
245 1 0 $a Examining English Language Learner Programs in Five New York City Public Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Thomas Gambino.
502 $a Thesis (Ed.D.)--Northcentral University, 2013.
520 $a The number of immigrant students who speak a language other than English has increased 150% since 1990. Immigrant English language learners (ELLs) tend to experience at different learning stages a lack of support in developing a new language and in meeting grade-level benchmarks. This lack of support is caused by many factors within and beyond educators' control. Nevertheless, failing to meet ELL's linguistic needs is likely to contribute to the high school drop out rate. However, former ELLs who successfully complete ELL programs prove to graduate at higher rates than native-English speakers and current ELLs. The purpose of this descriptive study was to research characteristics of ELLs and former ELLs who have succeeded academically and the programs that helped them achieve proficiency in English in the least amount of time, and attain proficiency on the New York State Testing Program (NYSTP) in English Language Arts (ELA) and mathematics. This study focused on five kindergarten-to-Grade-8 New York City public schools. Data were analyzed for 901 current and former ELLs in the five schools from 2004 to 2008. An analysis of NYSTP results, the number of years needed to test out of ELL programs, holdover rates, and each school's language allocation policies suggests a possible link between certain ELL programs and ELLs' success rates. Results of the study were multifold: 50-60% of identified students who achieved proficiency levels and higher on the NYSTP and 57-90% of identified students who received subsidized school lunches were former ELLs; consistency in ELL programs yielded the best scores for current and former ELLs. The review of data revealed ELLs who received mandated services as per New York State's policy for ELL programs while exposed to standards-based curricula, and former ELLs who participated in exam preparation after testing out of ELL programs, scored the highest on NYSTP ELA exams analyzed. The findings of this study contribute to the literature regarding the identification of school programs and practices that effectively impact the academic achievement of ELLs. Further research might examine the effects of these programs and practices on ELLs at different grade levels.
590 $a School code: 1443.
650 4 $a English as a second language. $3 516208
650 4 $a Bilingual education. $3 2122778
690 $a 0441
690 $a 0282
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 1443
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3578706