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A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement Final Report: Project 1.1

Northeast U.S. Rural Research Sites - Tables

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Table A-1
1997 Reading, Language, and Math Mean NCE Scores on the CTBS/Terra Nova in English for Bilingual Immersion and Non-immersion Students: Cross-sectional Analyses


Table A-2
1998 Reading, Language, and Math Mean NCE Scores on the CTBS/Terra Nova in English for Bilingual Immersion and Non-immersion Students: Cross-sectional Analyses




Table A-3
1999 Reading, Language, and Math Mean NCE Scores on the Terra Nova in English for Bilingual Immersion and Non-immersion Students: Cross-sectional Analyses






Table A-4
2000 Reading, Language, and Math Mean NCE Scores on the Terra Nova in English for Bilingual Immersion and Non-immersion Students: Cross-sectional Analyses





Table A-5
2000 Reading, Language, and Math Mean NCE Scores on the Terra Nova in English for Students Initially Classified as LEP Compared to Non-LEP Students by Number of Years Attending Bilingual Immersion Program: Quasi-Longitudinal Analyses



Table A-6
Reading Mean NCE Scores on the CTBS/Terra Nova in English for Students Initially Classified as LEP Compared to non-LEP Students by Program Type and by Grade: Longitudinal Analyses










Table A-7
Reading Mean NCE Scores on the CTBS/Terra Nova in English for Students Initially Classified as LEP Compared to non-LEP Students by Program Type: Longitudinal Analyses


Table A-8
Language Mean NCE Scores on the CTBS/Terra Nova in English for Students Initially Classified as LEP Compared to non-LEP Students by Program Type and by Grade: Longitudinal Analyses










Table A-9
Language Mean NCE Scores on the CTBS/Terra Nova in English for Students Initially Classified as LEP Compared to non-LEP Students by Program Type: Longitudinal Analyses


Table A-10
Mathematics Mean NCE Scores on the CTBS/Terra Nova in English for Students Initially Classified as LEP Compared to non-LEP Students by Program Type and by Grade: Longitudinal Analyses







Table A-11
Mathematics Mean NCE Scores on the CTBS/Terra Nova in English for Students Initially Classified as LEP Compared to non-LEP Students by Program Type: Longitudinal Analyses


Table A-12
Repeated Measures ANOVAs on Total Reading Achievement by Program Experience, LEP Status, and Grade in 2000:

Tests of Within-Subjects Effects

Tests of Between-Subjects Effects

Table A-13
Repeated Measures ANOVAs on Total Reading Achievement by Program Experience and LEP Status:

Tests of Within-Subjects Effects

Tests of Between-Subjects Effects

Table A-14
Repeated Measures ANOVAs on Total Language Achievement by Program Experience, LEP Status, and Grade in 2000:

Tests of Within-Subjects Effects

Tests of Between-Subjects Effects

Table A-15
Repeated Measures ANOVAs on Total Language Achievement by Program Experience and LEP Status:

Tests of Within-Subjects Effects

Tests of Between-Subjects Effects

Table A-16
Repeated Measures ANOVAs on Total Mathematics Achievement by Program Experience, LEP Status, and Grade in 2000:

Tests of Within-Subjects Effects

Tests of Between-Subjects Effects

Table A-17
Repeated Measures ANOVAs on Total Mathematics Achievement by Program Experience and LEP Status:

Tests of Within-Subjects Effects

Tests of Between-Subjects Effects

Table A-18
Stepwise Regression Analyses: Effects of Socioeconomic Status and Years in Program on Former LEP Students' Reading Achievement in 2000

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