scholarly journals Exploring the Impact of a Community School Reform Initiative on the Literacy Achievement of Middle Level English Language Learners

RMLE Online ◽  
2021 ◽  
Vol 44 (4) ◽  
pp. 1-16
Author(s):  
Alia A. Ammar ◽  
Toni A. Sondergeld ◽  
Kathleen Provinzano ◽  
Brian Delaney
Keyword(s):  
English Language Learners ◽  
School Reform ◽  
Language Learners ◽  
English Language ◽  
Middle Level ◽  
Community School ◽  
Literacy Achievement ◽  
Reform Initiative ◽  
The Impact

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

scholarly journals Peddling Pedagogies: The Winners and Losers of a Standardized Testing Economy

2014 ◽  
Vol 100 ◽  
pp. 153-155
Author(s):  
Lucy Arnold Steele
Keyword(s):  
Public Policy ◽  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Urban Students ◽  
Ethnographic Research ◽  
Teacher Roles ◽  
High Stakes ◽  
The Impact

This review compares the ethnographic research of Jessica Zacher Pandya’s Overtested: How High-Stakes Accountability Fails English Language Learners with the programmatic prescriptions of Yvette Jackson’s Pedagogy of Confidence. Both texts are concerned with the impact of standardized testing on urban students, but the focus of each book is quite different in terms of public policy on education and the way teacher roles are construed.

scholarly journals The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

2006 ◽  
Vol 14 ◽  
pp. 13 ◽  
Author(s):  
Wayne E. Wright ◽  
Daniel Choi
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
High Stakes Testing ◽  
High Stakes ◽  
Ell Students ◽  
Sheltered English Immersion ◽  
The Impact ◽  
Sheltered English

This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.

scholarly journals The “Science” of Computing: Inclusive Computing Pathways in Iowa City Community School District

2021 ◽  
Author(s):  
Keyword(s):  
English Language Learners ◽  
School District ◽  
Language Learners ◽  
National Science Foundation ◽  
English Language ◽  
Iowa City ◽  
Community School ◽  
City Community ◽  
Innovative Schools ◽  
K 12

This district overview highlights the work Iowa City Community School District (ICCSD) did over the course of three years to plan, build, and implement computing pathways. ICCSD is a college-town district serving 14,000 students and is rapidly becoming more urban and diverse. As a member of Digital Promise’s League of Innovative Schools, ICCSD applied to participate in the National Science Foundation-funded grant project Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. ICCSD set an equity goal of focusing on improving access to computing for their Black and Latinx students including students designated as English language learners.

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