English Language Learner Program Evaluations
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Joe o'reilly
May 11, 2013, 1:39:01 PM5/11/13
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Share what you are doing to evaluate ELL programs.
Joe o'reilly
May 18, 2013, 11:26:39 AM5/18/13
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Montgomery County did several studies of the English Language
learner Programs during the past several years. They are listed
below.
Shahpar Modarresi
Shahpar_...@mcpsmd.org
Shahpar_...@mcpsmd.org
Outcome Evaluation of the English for Speakers of Other Languages Program in Secondary Schools
Implementation Evaluation of the English for Speakers of Other Languages (ESOL) Program in Secondary Schools
Implementation Evaluation of the English for Speakers of Other Languages (ESOL) Program in Elementary Schools
Outcome Evaluation of the English for Speakers of Other Languages Program in Elementary Schools
Evaluation of Elementary ESOL Program in Title I Schools: Survey of ESOL Teachers
Evaluation of Elementary ESOL Program in Title I Schools: Survey of Non-ESOL Classroom Teachers
Evaluation of the Implementation of Elementary English for Speakers of Other Languages Title I Funded Initiatives: Summary of Data from 2004�2005 Web-based ESOL Services Log
nrba...@gmail.com
May 23, 2013, 8:31:02 AM5/23/13
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On Saturday, May 18, 2013 11:26:39 AM UTC-4, Joe o'reilly wrote:
> Montgomery County did several studies of the English Language learner Programs during the past several years. They are listed below. Shahpar Modarresi Shahpar_...@mcpsmd.orgOutcome Evaluation of the English for Speakers of Other Languages Program in Secondary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2011/Eval_report_for_secondary_ESOL_outcomes.pdfImplementation Evaluation of the English for Speakers of Other Languages (ESOL) Program in Secondary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2012/ESOL%20Secondary%20Implementation%20Evaluation%20Report_Final%20Web.pdfImplementation Evaluation of the English for Speakers of Other Languages (ESOL) Program in Elementary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2010/10.08.26%20ES%20ESOL%20Implementation%20Report.pdf Outcome Evaluation of the English for Speakers of Other Languages Program in Elementary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2010/ESOL%20elementary%20outcome%20evaluation%20report_09.pdf Evaluation of Elementary ESOL Program in Title I Schools: Survey of ESOL Teachershttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2008/Survey%20of%202008%20ESOL%20Teachers%20in%20Title%20I%20Schools.pdfEvaluation of Elementary ESOL Program in Title I Schools: Survey of Non-ESOL Classroom Teachershttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2008/Survey%20of%20Non-ESOL%20Classroom%20Teachers%20in%20Title%20I%20Schools.pdfEvaluation of the Implementation of Elementary English for Speakers of Other Languages Title I Funded Initiatives: Summary of Data from 2004�2005 Web-based ESOL Services Loghttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2007/20042005WebbasedESOLServicesLogbriefFinal.pdf On Saturday, May 11, 2013 10:39:01 AM UTC-7, Joe o'reilly wrote:Share what you are doing to evaluate ELL programs.
The Wake County Public Schools has published a report recently dealing with the extent to which students exit Limited English Proficiency (LEP) status within 4 years of entry. Exit rates vary by when students enter WCPSS (based on students entering in kindergarten, grade 6 or 7, or grade 9). Based on 2008-09 cohorts, LEP students enterring in grades 6 or 7 were most likely to exit LEP status after four years (54%), followed by those entering in kindergarten (39%), and finally those entering in grade 9 (27%). Students scoring higher on the LEP placement test initially have a much better chance of exiting LEP within four years. Students with low initial placement test scores take longer to exit the program if they enter WCPSS at the higher grade levels. Further research will examine the effects of a variety of support services on the exit rates of LEP students in the cohort. http://www.wcpss.net/results/reports/2009/lep-2008-09-cohort.pdf We are now looking at what supports might make a difference.
Questions:
-Does your district have better results than this? New entry students at high school are a particular concern.
-Do your districts offer different supports based on English proiciency levels? What supports do you provide other than traditional ESL programs? -What evidence of effectiveness do you have?
> Montgomery County did several studies of the English Language learner Programs during the past several years. They are listed below. Shahpar Modarresi Shahpar_...@mcpsmd.orgOutcome Evaluation of the English for Speakers of Other Languages Program in Secondary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2011/Eval_report_for_secondary_ESOL_outcomes.pdfImplementation Evaluation of the English for Speakers of Other Languages (ESOL) Program in Secondary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2012/ESOL%20Secondary%20Implementation%20Evaluation%20Report_Final%20Web.pdfImplementation Evaluation of the English for Speakers of Other Languages (ESOL) Program in Elementary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2010/10.08.26%20ES%20ESOL%20Implementation%20Report.pdf Outcome Evaluation of the English for Speakers of Other Languages Program in Elementary Schoolshttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2010/ESOL%20elementary%20outcome%20evaluation%20report_09.pdf Evaluation of Elementary ESOL Program in Title I Schools: Survey of ESOL Teachershttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2008/Survey%20of%202008%20ESOL%20Teachers%20in%20Title%20I%20Schools.pdfEvaluation of Elementary ESOL Program in Title I Schools: Survey of Non-ESOL Classroom Teachershttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2008/Survey%20of%20Non-ESOL%20Classroom%20Teachers%20in%20Title%20I%20Schools.pdfEvaluation of the Implementation of Elementary English for Speakers of Other Languages Title I Funded Initiatives: Summary of Data from 2004�2005 Web-based ESOL Services Loghttp://montgomeryschoolsmd.org/departments/sharedaccountability/reports/2007/20042005WebbasedESOLServicesLogbriefFinal.pdf On Saturday, May 11, 2013 10:39:01 AM UTC-7, Joe o'reilly wrote:Share what you are doing to evaluate ELL programs.
The Wake County Public Schools has published a report recently dealing with the extent to which students exit Limited English Proficiency (LEP) status within 4 years of entry. Exit rates vary by when students enter WCPSS (based on students entering in kindergarten, grade 6 or 7, or grade 9). Based on 2008-09 cohorts, LEP students enterring in grades 6 or 7 were most likely to exit LEP status after four years (54%), followed by those entering in kindergarten (39%), and finally those entering in grade 9 (27%). Students scoring higher on the LEP placement test initially have a much better chance of exiting LEP within four years. Students with low initial placement test scores take longer to exit the program if they enter WCPSS at the higher grade levels. Further research will examine the effects of a variety of support services on the exit rates of LEP students in the cohort. http://www.wcpss.net/results/reports/2009/lep-2008-09-cohort.pdf We are now looking at what supports might make a difference.
Questions:
-Does your district have better results than this? New entry students at high school are a particular concern.
-Do your districts offer different supports based on English proiciency levels? What supports do you provide other than traditional ESL programs? -What evidence of effectiveness do you have?
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