Losing Entitlement [microform] : Does Grade Make a Difference / Shelley M. Fischer-Wylie and Judith Stern Torres.
A study examined how long it took 23,044 K-12 limited-English-proficient (LEP) students to lose their legally mandated entitlement to bilingual and English-as-a-Second-Language (ESL) classes. All students had been in an English-language school for one year or less as of spring 1982 and all were foll...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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MARC
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| 100 | 1 | |a Fischer-Wylie, Shelley M. | |
| 245 | 1 | 0 | |a Losing Entitlement |h [microform] : |b Does Grade Make a Difference / |c Shelley M. Fischer-Wylie and Judith Stern Torres. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 32 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED318249. | ||
| 520 | |a A study examined how long it took 23,044 K-12 limited-English-proficient (LEP) students to lose their legally mandated entitlement to bilingual and English-as-a-Second-Language (ESL) classes. All students had been in an English-language school for one year or less as of spring 1982 and all were followed until spring 1986. Three groups roughly corresponding to elementary, middle, and high school grade cohorts were examined. Results show that although most new-entrant LEP students will lose entitlement after 4 years, students in lower grades are more likely to exceed the 20th percentile on the Language Assessment Battery (LAB) and do so more quickly than students in upper grades. At the high school level, nearly two-thirds leave school while still entitled. In light of the results and a recent New York State Education Department recommendation that the entitlement cutoff point be raised to the 40th percentile on the LAB, it is recommended that administrators (1) consider developing accelerated programs or programs articulated with jobs or postsecondary education, for those students still entitled; (2) consider developing programs for students who will score low despite length of service; and (3) monitor academic progress of formerly entitled students and provide services when necessary. (MSE) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Bilingual Education. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a High School Graduates. |2 ericd. |
| 650 | 1 | 7 | |a Language Proficiency. |2 ericd. |
| 650 | 1 | 7 | |a Limited English Speaking. |2 ericd. |
| 650 | 0 | 7 | |a Longitudinal Studies. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Time Factors (Learning) |2 ericd. |
| 700 | 1 | |a Torres, Judith Stern. | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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