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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 - Tables

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Table D-1
1996-2001 English Scores on the Student Oral Language Observation Matrix (SOLOM)(Measuring Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar) by Number of Years Attending Two-way Dual Language Immersion Program: Quasi-longitudinal Analyses

Table D-2
1996-2001 Spanish Scores on the Student Oral Language Observation Matrix (SOLOM)(Measuring Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar)by Number of Years Attending Two-way Dual Language Immersion Program:Quasi-longitudinal Analyses

Table D-3
2001 English Scores on the Student Oral Language Observation Matrix (SOLOM) by Grade (Measuring Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar):Quasi-Longitudinal Analyses

Table D-4
2001 Spanish Scores on the Student Oral Language Observation Matrix (SOLOM) by Grade (Measuring Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar):Quasi-longitudinal Analyses

Table D-5
1999-2001 Spanish Reading Mean NCE Scores on the Spanish Assessment of Basic Education (SABE) for Recent-arriving Spanish-speaking Students in Two-way Dual Language Immersion Program: Cross-sectional Analyses

Table D-6
1999-2001 Spanish Reading Mean NCE Scores on the SABE for Recent-arriving Spanish-speaking Students in Two-way Dual Language Immersion Program by Grade in 2001:Cross-sectional Analyses



Table D-7
1999-2001 English Reading Mean Scores on the Oregon Statewide Assessment for Grades 3 and 5 by Students' Primary Language: Cross-sectional Analyses

Table D-8
English Reading Mean Scores on the Oregon Statewide Assessment:Frequency Distribution of 2001 Reading Scores for English Speakers in Grade 3

Table D-9
English Reading Mean Scores on the Oregon Statewide Assessment: Frequency Distribution of 2001 Reading Scores for Spanish Speakers in Grade 3

Table D-10
English Reading Mean Scores on the Oregon Statewide Assessment:Frequency Distribution of 2001 Reading Scores for English Speakers in Grade 5

Table D-11
English Reading Mean Scores on the Oregon Statewide Assessment:Frequency Distribution of 2001 Reading Scores for Spanish Speakers in Grade 5

Table D-12
1999-2001 Mathematics Mean Scores on the Oregon Statewide Assessment for Grades 3 and 5 by Students' Primary Language: Cross-sectional Analyses

Table D-13
Mathematics Mean Scores on the Oregon Statewide Assessment:Frequency Distribution of 2001 Mathematics Scores for English Speakers in Grade 3

Table D-14
Mathematics Mean Scores on the Oregon Statewide Assessment:Frequency Distribution of 2001 Mathematics Scores for Spanish Speakers in Grade 3

Table D-15
Mathematics Mean Scores on the Oregon Statewide Assessment:Frequency Distribution of 2001 Mathematics Scores for English Speakers in Grade 5

Table D-16
Mathematics Mean Scores on the Oregon Statewide Assessment Frequency Distribution of 2001 Mathematics Scores for Spanish Speakers in Grade 5

Table D-17
State Department of Education Summary of Reading and Math Achievement Comparing Grant School, the School District, and the State in Grades 3 and 5

Percentage of Hispanic Students Meeting or Exceeding State Standards in 2001

Percentage of White Students Meeting or Exceeding State Standards in 2001

Percentage of Total Students Meeting or Exceeding State Standards in 2001

Table D-18
Summary of 2001 English Reading Mean Scores on the Oregon Statewide Assessment (SWA): Grant Students Meeting State Assessment Standards in English Reading for Grades 3 and 5 by Students' First Language

Table D-19
Summary of 2001 Mathematics Mean Scores on the Oregon Statewide Assessment (SWA):Grant Students Meeting State Assessment Standards in Mathematics for Grades 3 and 5 by Students' First Language

Table D-20
Hierarchical Linear Regression Analyses: Effects of Socioeconomic Status and Years in Bilingual Program on Native-Spanish Speakers' Academic Achievement

Legend: * indicates statistical significance at p<.05
+ indicates practical significance (R2 increment > 5%)

Table D-21
Hierarchical Linear Regression Analyses: Effects of Socioeconomic Status and Years in Bilingual Program on Native-English Speakers' Academic Achievement

Legend: * indicates statistical significance at p<.05
+ indicates practical significance (R2 increment > 5%)

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