The Percentage Of Public Elementary And Secondary School...

A statement of the problem The percentage of public elementary and secondary school students in the United States who were identified as English language learners (ELL) in the 1999-2000 school year was 6.7% of the total school population (U.S. Department of Education, 2000). The increase is in mainly in the Hispanic subpopulation and Hispanic students traditionally perform poorly on national assessments. The No Child Left Behind legislation requires that â€Å"all children will have a fair, equal, and significant opportunity to receive a high-quality education and reach, at a minimum, proficiency† on standardized assessments (Section 1001, p. 15). As ELL student populations increase so does the pressure on teachers and schools to increase the numbers of ELL students who meet state-governed reading proficiency levels. A review of the literature The researchers’ in this study conclude that ELL students participating in secondary-tier interventions using curricula with a direct instruction approach and delivered in small groups presented greater outcomes in student progress on DIBELS assessments and for the Woodcock Reading Mastery test. The researchers cite other reading studies that have used these same assessment methods as giving validity to their use. Their study outcomes further suggest that direct instruction using evidence-based reading practice in small groups of 3-5 students is a teaching method that should be employed by teachers of ELL students in order to increaseShow MoreRelatedThe Importance Of Indiana Content Standard For District Level Educators810 Words   |  4 Pages Title 1 Funding Mr. Katz failed to recognize the importance of Indiana Content Standard for District Level Educators 5.5: â€Å"Ensuring all students full and equitable access to educational programs, curricula, and available supports,† as he has proposed to transfer Title 1 dollars to the Katz Program. The Katz Program focuses on students in Kindergarten who have not been identified as needing additional accommodations through the child find process. This neglects to fulfill the corporation’s responsibilityRead MoreThe Importance Of Indiana Content Standard For District Level Educators806 Words   |  4 PagesMr. Katz failed to recognize the importance of Indiana Content Standard for District Level Educators 5.5: â€Å"Ensuring all students full and equitable access to educational programs, curricula, and available supports,† as he has proposed to transfer Title 1 dollars to the Katz Program. The Katz Program focuses on students in Kindergarten who have not been identifie d as needing additional accommodations through the child find process. This neglects to fulfill the corporation’s responsibility to useRead MoreNclb Thesis800 Words   |  4 Pagesthe No Child Left Behind Act, failing the hopes of students and their families. When the NCLB Act was signed into law by President George W. Bush on January 8, 2002, it was supposed to represent a new beginning in providing quality school education to young people who come from low-income families and who have special needs. Its purpose was to close the achievement gap between groups of students in elementary and high schools. However, many school districts across the country are still having difficultiesRead MorePrivate Schools Vs. Private School Education Essay1746 Words   |  7 Pageshave to decide is if they want their child to go to public or private school. Another thing to consider is, which type of school will provide the best education for their child. However, only some families ha ve this choice, and others don’t. Families that aren’t financially stable might not be able to afford a private school education, even if that’s what they would prefer for their children. From previous experience, I feel as though private schools provide a better education. I do not feel it isRead MoreConnecticut Case Study876 Words   |  4 Pagesdescribes the adjusted cohort graduation rate for public high school students in 2014-15 was 83% nationwide. Connecticut outperforms the national average at 87% (National Center for Education Statistics, 2017). Academically, Connecticut still has an achievement gap, despite court ordered Sheff v. O’Neill ruling requiring integration. Black and Hispanic students adjusted cohort graduation rate was 78% and 75% respectively, while 93% of White students graduated (National Center for Education StatisticsRead MoreLeft Behind Effects1578 Words   |  7 PagesChanges on School Forever: Impact of No Child Left Behind The No Child Left Behind Act of 2001 was â€Å"a United States Act of Congress that reauthorized the Elementary and Secondary Education Act. This act was created to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.† NCLB â€Å"is a federal law that mandates a number of programs aimed at improving U.S. education in elementary, middle, and high schools by increasingRead MoreThe Tucson Unified School District Essay925 Words   |  4 PagesMexican-American studies in schools (Planas, 2015, p. 1). Not only have the schools in Arizona suffered from this discriminatory law, but also the advancement of Mexican-American students. This essay will briefly go over the Tucson Unified School District, the district in the midst of the controversy, and will mainly focus on Pueblo Magnet High School, one of the schools in the Tucson Unified School District that was greatly affected by the ethnic studies law. Pueblo Magnet High School History AccordingRead MoreNo Child Left Behind Act Essay1166 Words   |  5 Pagessigned into law by President George W. Bush on January 8, 2002, is a comprehensive overhaul of the federal governments requirements of state and local education systems (www.nclb.gov). It reauthorizes the Elementary and Secondary Education Act of 1965 and replaces the 1994 Improving Americas Schools Act. 2. General Background Information President Bush has made education his number one domestic priority (www.ed.gov). On January 23, 2001 he sent his NCLB plan for comprehensive education reform toRead MoreThe No Child Left Behind Act Essay2157 Words   |  9 Pagesholding schools accountable for the academic progress of all students. The implication here is that the No Child Left Behind Act focused primarily on states and schools, so as to boost the performance of different groups of students as a way of fulfilling their education rights. The primary agencies associated with the implementation and benefits offered under the policy are federal government, states and schools. They are encouraged to work as a team, so as to effectively ascertain that students areRead MoreReading Instruction For English Language Learners1012 Words   |  5 PagesCulpepper, M., Walton, C. (2007). Secondary-Tier Intervention Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary. Learning Disability Quarterly, 2007 30:153, pp 153-168. doi: 10.2307/30035561. A statement of the problem The percentage of public elementary and secondary school students in the United States who were identified as English language learners (ELL) in the 1999-2000 school year was 6.7% of the total school population (U.S. Department of Education