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

Northwest U.S. Inner City Research Site — Figures

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Figure D-1
Quasi-longitudinal analyses

(See Tables D-1 and D-2 for number of students by primary language and by number of years in program)

Figure D-2
Cross-sectional analyses

Recent-arriving Spanish-speaking students in Two-way Dual Language Immersion Program who took the Spanish Assessment of Basic Education (SABE) to measure their grade-level knowledge until they were proficient enough in English to take the grade-level measures in English

1999 N = 23
2000 N = 25
2001 N = 29

Figure D-3
Oregon Statewide Assessment
Cross-sectional analyses

N = 30

Figure D-4
Oregon Statewide Assessment
Cross-sectional analyses

N = 12

Figure D-5
Oregon Statewide Assessment
Cross-sectional analyses

N = 17

Figure D-6 Oregon Statewide Assessment Cross-sectional analyses

N = 14

Figure D-7
Oregon Statewide Assessment
Cross-sectional analyses

N = 31

Figure D-8
Oregon Statewide Assessment
Cross-sectional analyses

N = 31

Figure D-9
Oregon Statewide Assessment
Cross-sectional analyses

N = 17

Figure D-10
Oregon Statewide Assessment
Cross-sectional analyses

N = 17

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