By Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD
Read or Download Assessing Culturally and Linguistically Diverse Students: A Practical Guide PDF
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Additional info for Assessing Culturally and Linguistically Diverse Students: A Practical Guide
A dash (—) indicates that data were either missing or not available from the state. From Kindler (2002, Table 3). Reprinted with permission from the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. 4. 80% Ranking in terms of % growth from 1990– 1991 to 2000–2001 3 32 25 7 31 12 44 34 35 14 9 40 8 27 20 21 11 10 50 36 28 47 42 13 48 19 51 1 5 17 46 43 38 2 45 26 18 4 39 33 16 37 6 30 24 22 41 23 15 29 49 Note. Data from National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (2000a).
S. public schools who taught LEP students during the 1999–2000 academic year. 5 reports the results of their study on national and state levels. 2% of public school teachers taught LEP students during the 1999–2000 academic year. Over half of the teachers in 12 states had instructed LEP students. 7%). SUMMARY This chapter has highlighted four critical factors that school-based practitioners should recognize and understand in relation to the LEP student population in the United States: First, it is important for school-based practitioners to understand how students are identified as LEP in their respective states in order to review, evaluate, and incorporate this information into their reporting and decision-making processes.
In this example, the risk index for Hispanics is larger than it is for whites. When the risk index for a particular ethnic group is greater than it is for whites, this ethnic group will have a greater probability of being identified as MR. If, however, the risk index for a particular ethnic group is less than it is for whites, it means that this ethnic group has a lesser probability of being identified. Composition Index “The composition index is calculated by dividing the number of students of a given racial or ethnic group enrolled in a particular category by the total number of students .