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
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
