The achievement progress of English learner students in Nevada

Related Content
Author
Author
Eric Haas Min Huang Loan Tran Airong Yu
Institutional Author
Wested
Journal
IES
Details
Resource Type
Report
Acquisition Number
BE026687
Published Date
01-05-2018 2:53 PM
Published Year
2016
Number of Pages
45
Language(s)
Subscription Only
No
Abstract
This study examined three cohorts of Nevada English learner students over six years. The cohorts were students in kindergarten, grade 3, and grade 6 at the start of the study. Using student scores from the previously administered English Language Proficiency Assessment and the criterionreferenced tests for math and reading, the study team found that at least 65 percent of English learner students in these cohorts were reclassified as fluent English proficient students over the six-year period. English learner students who were eligible for special education services had the lowest cumulative reclassification or passing rates on all three tests. English learner students in higher grades had lower cumulative passing rates on the reading and math content tests than English learner students in lower grades. With the exception of the kindergarten cohort, English learner students performed better on the English Language Proficiency Assessment and math content test than on the reading content test.
Topics
Secondary Education
Research
Research
Reading
Mathematics
English Learners with Special Needs
English Learners
English Learners
Elementary Education
Demographics