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|Welcoming, Registering, and Supporting Newcomer Students: A Toolkit for Educators of Immigrant and Refugee Students in Secondary Schools
Meeting the unique educational and social needs of newcomer students (students who were born outside of the United States and have arrived in the country within the past three years) is an ongoing challenge for educators and community stakeholders across the country. This resource toolkit is intended to help educators and other stakeholders identify and use research-based practices, policies, and procedures for welcoming, registering, and supporting newcomer immigrant and refugee students who are attending secondary schools (grades 6-12) in the United States. The research and resources in the toolkit are divided into four areas: welcoming and engaging newcomer immigrant and refugee students, registering newcomer immigrant and refugee students, building educators' capacity to support newcomer immigrant and refugee students, and supporting newcomer immigrant and refugee students. Resources include professional development curricula, policy and implementation guides, evaluation reports, and sample surveys and assessments.
|Academic achievement and classification of students from the Freely Associated States in Guam schools
This report from Regional Educational Laboratory Pacific examines academic achievement, English language learner, and special education classification rates for students from the Freely Associated States (FAS) as compared to other students in Guam. To compare FAS and non-FAS academic achievement and English language learner and special education classification rates, REL Pacific used information about students who took the Stanford Achievement Test, 10th edition (SAT-10) exams during the 2013/14 school year, the only available dataset that included all variables of interest: performance outcomes, ethnicity, and program classification in Guam schools. The study found that more than 21.0 percent of test takers had an FAS ethnicity, and while few test takers scored at proficient or advanced levels on the SAT-10 sub-tests, FAS students were less likely than non-FAS students to receive a proficient or advanced score across all subtests. In addition, 85 percent of FAS test takers were classified as English learner students, compared to 59.5 percent of non-FAS test takers. However, the percentage of test takers classified as special education was lower for FAS students (4.2 percent) than for non-FAS students (5.8 percent).
|Indicator of the Month: High School Dropouts, by Race-Ethnicity and Recency of Migration
In 1997, a greater percentage of Hispanics than non-Hispanics ages 16-24 were born outside the United States. Among this group, the status dropout rate was higher than it was among first- and later-generation Hispanics.
|Participation of Migrant Students in Title I Migrant Education Program (MEP) Summer-Term Projects, 1998
This report provides national data on migrant-education summer-term programs in 1998, based on data collected by the NCES through its Fast Response Survey System. The report uses data from school districts and private organizations that offered summer-term programs for migrant students in 1998. Estimates are presented for the number of programs, their enrollment sizes, and the percentage receiving technical assistance from the state. The report also describes instructional and support services offered by the summer-term programs.
|Schools and Staffing Survey: 1999-2000
This brochure describes the Schools and Staffing Survey (SASS), the largest survey of the characteristics of and conditions in the nationís elementary and secondary schools. SASS collects information on public, charter, private, and Bureau of Indian Affairs schools, including school districts, principals, teachers, and school libraries. Selected topics covered by SASS include, teacher and principal demographics and qualifications, professional development, parent involvement, computer use, migrant education, and programs and services.
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