Academic Achievement for English Learners: What can we Reasonably Expect?

Cook, H. Gary; Boals, Timothy; Lundberg, Todd

doi:10.1177/003172171109300316

Cited by 30 publications

(16 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Ells' Achievement In Charter Schoolsmentioning

confidence: 99%

“…Not surprisingly, proficiency rates for ELLs on state assessments increase as their language proficiency increases (Cook, Boals, & Lundberg, 2011). Several researchers have found that it takes ELLs at least five years to acquire proficiency in academic English and that the rate of acquisition is influenced by the level of proficiency at which students begin, with students at higher levels of proficiency acquiring English more quickly than students who begin at lower levels of proficiency (Cook et al, 2011;Genesee, Lindholm-Leary, Saunders, & Christian, 2006;Hakuta, Butler, & Witt, 2000). To address these concerns about validity, researchers have recommended that educators use multiple sources of data to assess the academic progress of ELLs, to make decisions based on assessments that are valid and reliable for ELLs, and to take into account, as much as possible, assessments of skills in the home language (Echevarria & Hasbrouck, 2009).…”

Section: Ells' Achievement In Charter Schoolsmentioning

confidence: 99%

“…This is particularly important for ELLs because, as discussed earlier, research has indicated that it takes ELLs at least five years to acquire proficiency in academic English (Cook et al, 2011;Genesee, Lindholm-Leary, Saunders, & Christian, 2006;Hakuta, Butler, & Witt, 2000). By taking advantage of this affordance, charter schools can facilitate the language acquisition process for ELLs by increasing the amount of opportunities they have to produce academic language and receive feedback through interactions with their peers (Gass & Mackey, 2007;Gass & Selinker, 2008;Peregoy & Boyle, 2001).…”

Section: Selected Characteristics Of the Four Schools Featured In Thementioning

confidence: 99%

See 2 more Smart Citations

Exploring quality programs for English language learners in charter schools: A framework to guide future research

Garcia

Morales

2016

EPAA

View full text Add to dashboard Cite

Although there has been a great deal of debate about the effectiveness of charter schools in the research literature, there has been surprisingly little attention paid to English language learners (ELLs) in charter schools. Moreover, the charter school research has predominantly focused on whether or not charter schools are effective rather than how or why high-performing charter schools work, particularly for ELLs. We contend that researchers must expand their focus beyond access and achievement and begin to grapple with questions related to the quality of programs for ELLs in charter schools. To meet an emerging need in the field, we synthesize several strands of existing research—related to charter schools, school improvement, and ELLs in traditional public schools—to propose a five-component framework that describes essential elements of quality programs for ELLs in charter schools. We conclude with a discussion of implications of our framework for research, policy, and practice.

show abstract

Section: Ells' Achievement In Charter Schoolsmentioning

confidence: 99%

Section: Ells' Achievement In Charter Schoolsmentioning

confidence: 99%

Section: Selected Characteristics Of the Four Schools Featured In Thementioning

confidence: 99%

See 1 more Smart Citation

Exploring quality programs for English language learners in charter schools: A framework to guide future research

Garcia

Morales

2016

EPAA

View full text Add to dashboard Cite

show abstract

“…Disciplinary language has three distinctive features: vocabulary, syntax, and discourse (August et al, 2014;Cook, Boals, & Lundberg, 2011;Nagy & Townsend, 2012).…”

Section: Essential Practice Descriptionsmentioning

confidence: 99%

Framing Teaching for Common Core Literacy Standards: SOAR Teaching Frames™ for Literacy

OʼHara¹,

Pritchard²

2016

JPR

View full text Add to dashboard Cite

This article describes the development of the Strategic Observation and Reflection (SOAR) Teaching Frames™ for Literacy and associated rubrics, which are tools for positioning learning and professional growth at the center of teacher effectiveness and evaluation systems. A first phase in the work has been to identify and articulate a set of high impact practices that support implementation of Common Core State Standards (CCSS) and demonstrate growth toward the California Standards for the Teaching Profession. These practices emerged from analyses of data from a number of studies of expert recommendations, observations of classroom instruction, existing instructional practice rubrics with established reliability and validity, and an extensive review of the research literature on effective literacy instruction. The data from these studies pointed to the essential relationships between high leverage essential practices and how they interconnect in effective classroom instruction. To show the interconnectedness of the practices, we have organized them into what we call Essential PracticeFrames. The purpose of the process was to offer teachers and administrators who are currently implementing the CCSS a suite of tools that can be used for a variety of purposes: (1) informal or guided self-assessment of teaching practices; (2) site and district based professional learning initiatives; and (3) formal evaluation of teaching practices.

show abstract

“…It takes time to become proficient in school-based language (Cook et al, 2011;Hakuta et al, 2000) as it involves both language and academic growth. Although the new generation of ELP assessments have a higher assessment quality in comparison with the previous generation of tests (Abedi, 2008b), more work must be done if ELP measures are to inform assessment of ELLs that takes language development and academic growth into account appropriately.…”

Section: B Bunchmentioning

confidence: 99%