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Houston Independent School District, 2018
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as Every Student Succeeds Act (ESSA). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental support for…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Achievement Tests
Houston Independent School District, 2017
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the "Elementary and Secondary Education Act of 1965" (ESEA), also known as the "No Child Left Behind Act of 2001" (NCLB). ESEA was reauthorized in 2015 as the "Every Student Succeeds…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Achievement Tests
Tragant, Elsa; Victori, Mia – Language Awareness, 2012
In studies dealing with language learning strategies in the school context, the variables of proficiency and age are often difficult to isolate since students accumulate more hours of foreign language instruction as they move up from grade to grade. This study aimed to deal with these two variables independently by analysing learning strategy use…
Descriptors: Grades (Scholastic), High School Students, Age Differences, Learning Strategies
McCormick, Jennifer; Ozuna, Sara M. – Online Yearbook of Urban Learning, Teaching, and Research, 2012
In this article, the authors analyze the evolution of parent advocate education standards that illustrate what parents need to know and do to effectively support their children's learning in 6th-12th grade. Focus groups conducted with parent participants revealed that parents were often unaware of the distinction between helping their child…
Descriptors: Parents, Written Language, Urban Schools, Focus Groups
Houston Independent School District, 2016
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Achievement Tests
Houston Independent School District, 2015
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement, Title I, Part A through providing…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Achievement Tests
Kibler, Amanda – Journal of Education, 2011
This case study analyzed the ways a native Spanish speaker of high-beginning English proficiency and his teacher negotiated an extended writing task in a tenth-grade mainstream humanities course. An "interactional histories" analysis demonstrated the teacher's pedagogical and conversational moves to adapt the academic task and the moves…
Descriptors: Spanish Speaking, Language Proficiency, English Language Learners, Grade 10
Houston Independent School District, 2014
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement, Title I, Part A through providing…
Descriptors: Federal Legislation, Elementary Secondary Education, Educational Legislation, Economically Disadvantaged
Garcia, Carolyn; Pintor, Jessie Kemmick; Lindgren, Sandi – Journal of School Nursing, 2010
Latino girls (Latinas) experience disproportionate rates of emotional distress, including suicidal ideation, which may be indicative of inadequate coping abilities. Prevention of mental health problems, a U.S. public health priority, is particularly critical for Latina adolescents due to lack of access to mental health treatments. The purpose of…
Descriptors: Stress Management, Intervention, School Nurses, Focus Groups
Tello, Jerry; Cervantes, Richard C.; Cordova, David; Santos, Susana M. – Journal of Community Psychology, 2010
The purpose of this study was to describe and evaluate a promising program model, the Joven Nobel curriculum, for Latino male adolescents that promotes positive youth development and addresses prevention of a number of risk-related sexual behaviors within a cultural context. A quasi-experimental design was used that included a pre- and posttest…
Descriptors: Quasiexperimental Design, Adolescents, Sexuality, Cultural Context
Zimmerman, Thomas G.; Johnson, David; Wambsgans, Cynthia; Fuentes, Antonio – ACM Transactions on Computing Education, 2011
This article reports on a public school that is succeeding in encouraging Latino high school students to select Computer Science (CS) as a major. The students attend a charter high school designed to encourage low-income Latino students to attend college and attain proficiency in English, Spanish, and computers. Using data from surveys and by…
Descriptors: High Schools, Private Schools, Intervention, Student Interests
Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James – Annals of Dyslexia, 2006
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in…
Descriptors: Written Language, Intervals, Cognitive Ability, Oral Language
Gossman, Ginger L. – Online Submission, 2009
Quality Teaching for English Learners (QTEL) aimed to improve teacher practice and improve student outcomes at Lanier and International High Schools in AISD. Overall, QTEL was moderately effective based on the myriad of mixed program results.
Descriptors: English Language Learners, International Schools, High School Students, Teacher Effectiveness
Palmer, Barbara C.; Shackelford, Vikki S.; Miller, Sharmane C.; Leclere, Judith T. – Journal of Adolescent & Adult Literacy, 2006
The authors discuss the challenges encountered by English-language learners (ELLs) as they attempt to interpret the figurative language of their new cultures. Providing ELL students with explicit instruction in interpreting figurative language--a bridge to reading comprehension--is a significant goal for teachers who design instruction for…
Descriptors: Educational Strategies, Reading Comprehension, Reading Teachers, Figurative Language
Abella, Rodolfo; Urrutia, Joanne; Shneyderman, Aleksandr – Bilingual Research Journal, 2005
Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part,…
Descriptors: Second Language Learning, Scores, Test Validity, Test Results
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