Patterns of Student Mobility among English Language Learner Students in Arizona Public Schools. Summary. Issues & Answers. REL 2010-No. 093.
Issues & Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educational laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topics change to reflect new issues, as identified through lab outreach and requests for assistance from policymakers and educa-tors at state and local levels and from communities, businesses, parents, families, and youth. All Issues & Answers reports meet Institute of Education Sciences standards for scientifically valid research. views or policies
School expenditures and academic achievement differences between high-ELL-performing and low-ELL-performing high schools
ABSTRACT English Language Learners (ELLs) are one of the fastest-growing K–12 populations across the nation. Educating secondary ELLs poses a unique challenge to U.S. schools. For instance, ELLs tend to experience high rates of poverty and attend segregated, underfunded, and unsafe schools. With the League of United Latin American Citizens vs. Texas case that focuses on the appropriateness and effectiveness of secondary ELL programs as a backdrop, this study explores differences in academic achievement and expenditures between Texas secondary schools with the highest levels of ELL academic achievement and schools with the lowest ELL levels of academic achievement. More specifically, this study examines the following primary questions: (a) What are the achievement results and demographic characteristics of Texas’s top- and bottom-performing schools categorized by the academic performance of ELL students? (b) To what extent do Texas’s top- and bottom-performing schools differ with respect to per-pupil school expenditure by funding category? The study finds that schools with the highest ELL achievement expend much more than schools with the lowest ELL achievement, particularly in regular base programs that are directed toward the basic education/instruction services for all students, not just ELLs.
Creativity profile of university and conservatory dance students.
What are dance students' creative potential, Special personality characteristics and preferences for high energy activities? Using standardized and original paper and pencil instruments, comparisons were made among dance students in university and conservatory settings, college students and art students. The results demonstrated that dance students are creative, show strong preference for dynamic figures, and have distinct personality characteristics. The university dance students differed from the conservatory students in several important ways.