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Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity. Final Report on Limited English Proficient Students.

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Bibliographic Details
Title: Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity. Final Report on Limited English Proficient Students.
Language: English
Authors: Buron, Lawrence, Beecroft, Erik, Bell, Stephen, Price, Cristofer, Gemmen, Eric, Abt Associates, Inc., Bethesda, MD.
Peer Reviewed: N
Page Count: 354
Publication Date: 1998
Sponsoring Agency: Department of Education, Washington, DC. Planning and Evaluation Service.
Document Type: Reports - Descriptive
Descriptors: Academic Achievement, Comparative Analysis, Cross Sectional Studies, Elementary Education, Elementary School Students, English (Second Language), Ethnicity, Family Characteristics, Family Environment, Federal Programs, Language Proficiency, Limited English Speaking, Outcomes of Education, Public Schools, Student Characteristics
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act Title I
Abstract: As a reflection of the importance attached to successfully educating children whose native language is not English, the U.S. Department of Education's longitudinal study of Chapter 1 assistance, "Prospects," includes a component devoted to the analysis of limited-English-proficient (LEP) students. Chapter 1, renamed Title 1 in 1994, is the primary federal program of assistance for educating disadvantaged students. This report is the second of two focused on the LEP population. A cross-sectional description of LEP students and their educational services during the 1991-1992 school year appears in Puma and Moss (1995). That analysis is extended in this report by examining the background characteristics, educational experiences, and academic outcomes of LEP students during the full 4 years of the "Prospects" study, from the school year ending in 1991 to the school year ending in 1994. A nationally-representative sample of public school students in the 3rd grade in the 1990-1991 academic year, and a separate nationally representative sample of public school students in the first grade in the 1991-92 academic year, are tracked through 1994 (Grades 1 to 6) to document the experience of LEP students and contrast it with that of English proficient students. Chapter 1 focuses on defining the LEP population. Chapter 2 discusses the characteristics of LEP students and their families (ethnicity, language, income, family structure). Chapter 3 focuses on educational services for LEP students, and chapter 4 is concerned with the educational outcomes of LEP students, with specific focus in English proficiency, reading, math, and retention in grade. (Author/VWL)
Entry Date: 1999
Accession Number: ED427536
Database: ERIC
Description
Abstract:As a reflection of the importance attached to successfully educating children whose native language is not English, the U.S. Department of Education's longitudinal study of Chapter 1 assistance, "Prospects," includes a component devoted to the analysis of limited-English-proficient (LEP) students. Chapter 1, renamed Title 1 in 1994, is the primary federal program of assistance for educating disadvantaged students. This report is the second of two focused on the LEP population. A cross-sectional description of LEP students and their educational services during the 1991-1992 school year appears in Puma and Moss (1995). That analysis is extended in this report by examining the background characteristics, educational experiences, and academic outcomes of LEP students during the full 4 years of the "Prospects" study, from the school year ending in 1991 to the school year ending in 1994. A nationally-representative sample of public school students in the 3rd grade in the 1990-1991 academic year, and a separate nationally representative sample of public school students in the first grade in the 1991-92 academic year, are tracked through 1994 (Grades 1 to 6) to document the experience of LEP students and contrast it with that of English proficient students. Chapter 1 focuses on defining the LEP population. Chapter 2 discusses the characteristics of LEP students and their families (ethnicity, language, income, family structure). Chapter 3 focuses on educational services for LEP students, and chapter 4 is concerned with the educational outcomes of LEP students, with specific focus in English proficiency, reading, math, and retention in grade. (Author/VWL)