| Title: | Stated Briefly: The correlates of academic performance for English language learner students in a New England district |
| Description: | This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. Study authors found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. |
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| Cover Date: | August 2014 |
| Web Release: | August 26, 2014 |
| Print Release: | August 26, 2014 |
| Publication #: | REL 2014021 General Ordering Information |
| Center/Program: | REL |
| Associated Centers: | NCEE |
| Authors: | Caroline E. Parker: Education Development Center; Laura M. O’Dwyer: Boston College; Clare W. Irwin: Education Development Center |
| Type of Product: | Stated Briefly |
| Keywords: | |
| Questions: |
For questions about the content of this Stated Briefly, please contact: Amy Johnson. |