Download full textERIC Number: ED603924
Record Type: Non-Journal
Publication Date: 2019-Dec
Pages: 48
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
English Learners in Chicago Public Schools: A New Perspective
de la Torre, Marisa; Blanchard, Alyssa; Allensworth, Elaine M.; Freire, Silvana
University of Chicago Consortium on School Research
Previous studies about ELs have reported data on active English Learners--defined as those students who have not yet reached proficiency on a state English test--at a specific moment in time. This study, for the first time, analyzed the long-term trajectories of 18,000 CPS students who began kindergarten as ELs and followed their progress all the way through eighth grade.
Descriptors: Public Schools, Elementary School Students, Middle School Students, English Language Learners, Educational Policy, Academic Achievement, Language Proficiency, Economically Disadvantaged, Low Income Students, Hispanic American Students, Spanish Speaking, Classification, Students with Disabilities, Charter Schools, Preschool Education, Minority Group Students, Language Usage, Attendance, Grade Point Average, High School Students, Grade 8, Student Characteristics, Urban Schools
University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/
Publication Type: Reports - Research-practitioner Partnerships; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Early Childhood Education; Preschool Education; High Schools
Audience: N/A
Language: English
Sponsor: Spencer Foundation
Authoring Institution: University of Chicago Consortium on School Research
Identifiers - Location: Illinois (Chicago)
Identifiers - Assessments and Surveys: Measures of Academic Progress
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/90405
