A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement Final Report: Project 1.1
South-Central U.S. Large Urban Research Site — Tables
Table C-1
1999 Reading Mean NCE Scores on the Stanford 9 in English
for Students Initially Classified as LEP Compared to Non-LEP Students by Program Type:
Cross-sectional Analyses
| Grade | Native-English Speakers in Mainstream N = 103,887 | Former LEP Students Who Are Graduates of Transitional Bilingual Education N = 3,333 | Former LEP Students Who Are Graduates of ESL Content (No First Language Support) N = 3,655 | Former LEP Students Whose Parents Refused Bilingual/ESL Services N = 1,599 |
| 2 | 49 | 49 | ||
| 3 | 50 | 45 | ||
| 4 | 49 | 51 | 57 | 34 |
| 5 | 50 | 53 | 59 | 32 |
| 6 | 48 | 54 | 55 | 29 |
| 7 | 46 | 48 | 48 | 26 |
| 8 | 47 | 47 | 47 | 28 |
| 9 | 45 | 46 | 43 | 24 |
| 10 | 47 | 45 | 39 | 22 |
| 11 | 49 | 47 | 40 | 25 |
Table C-2
1999 Mathematics Mean NCE Scores on the Stanford 9 in English
for Students Initially Classified as LEP Compared to Non-LEP Students by Program Type:
Cross-sectional Analyses
| Grade | Native-English Speakers in Mainstream N = 103,887 | Former LEP Students Who Are Graduates of Transitional Bilingual Education N = 3,333 | Former LEP Students Who Are Graduates of ESL Content (No First Language Support) N = 3655 | Former LEP Students Whose Parents Refused Bilingual/ESL Services N = 1,599 |
| 2 | 47 | 49 | ||
| 3 | 55 | 52 | ||
| 4 | 55 | 66 | 66 | 45 |
| 5 | 56 | 57 | 69 | 44 |
| 6 | 54 | 61 | 64 | 41 |
| 7 | 46 | 51 | 51 | 34 |
| 8 | 47 | 46 | 49 | 34 |
| 9 | 48 | 49 | 49 | 38 |
| 10 | 48 | 47 | 44 | 34 |
| 11 | 49 | 44 | 41 | 34 |
Table C-3
1999 Reading and Math Mean NCE Scores on the Stanford 9 in English for Native-English Speakers Compared to the Reading and Math Mean NCE Scores on the Aprenda 2 in Spanish
for LEP Students Attending Transitional Bilingual Education: Cross-sectional Analyses
| Grade | Native-English Speakers in Mainstream: 1999 NCE Scores Total Reading in English N = 103,887 | FNative-Spanish Speakers in Bilingual Education: 1999 NCE Scores Total Reading in Spanish N = 19,281 | Native-English Speakers in Mainstream: 1999 NCE Scores Total Math in English N = 103,887 | Native-Spanish Speakers in Bilingual Education: 1999 NCE Scores Total Math in Spanish N = 19,281 |
| 1 | 52 | 56 | 46 | 48 |
| 2 | 49 | 62 | 47 | 56 |
| 3 | 50 | 59 | 55 | 56 |
| 4 | 49 | 52 | 55 | 57 |
| 5 | 50 | 52 | 56 | 54 |
| 6 | 48 | 49 | 54 | 46 |
| 7 | 46 | 54 | 47 | 46 |
| 8 | 47 | 64 | 46 | 56 |
Table C-4
2000 Reading, Math, and Language Mean NCE Scores on the Aprenda 2 in Spanish for Students Initially Classified as LEP Compared by Grade and by Program Type: Developmental Bilingual Education (DBE), Two-way Bilingual Immersion (TWBI), and Transitional Bilingual Education (TBE) Comparison Groups for the DBE and TWBI Schools, and
Native-English Speakers in TWBI: Cross-sectional Analyses
Table C-5
2000 Reading, Math, and Language Mean NCE Scores on the Aprenda 2 in Spanish
for Students Initially Classified as LEP Compared by Program Type and by Number of Years Attending Program: DBE, TWBI and Comparison Groups in TBE: Quasi-Longitudinal Analyses
Table C-6
2000 Reading, Math, and Language Mean NCE Scores on the Aprenda 2 in Spanish
for Students Initially Classified as LEP Compared by Grade, Program Type, and Number of Years Attending Program: DBE, TWBI and Comparison Groups in TBE: Quasi-Longitudinal Analyses
Table C-7
2000 Reading, Math, and Language Mean NCE Scores on the Stanford 9 in English
for Students Initially Classified as LEP Compared by Grade and by Program Type:
Developmental Bilingual Education (DBE), Two-way Bilingual Immersion (TWBI), and
Transitional Bilingual Education (TBE) Comparison Groups for the DBE and TWBI Schools, and Native-English Speakers in TWBI: Cross-sectional Analyses
Table C-8
2000 Reading, Math, and Language Mean NCE Scores on the Stanford 9 in English
for Students Initially Classified as LEP Compared by Grade, Program Type, and Number of Years
Attending Program: DBE, TWBI, and Comparison Groups in TBE: Quasi-Longitudinal Analyses
Table C-9
1999-2000 Reading, Math, and Language Mean NCE Scores on the Stanford 9 in English
for LEP Students Attending Schools with TBE or DBE Services but Placed in the English Mainstream Classes Because Parents Refused Bilingual/ESL Services:
Cross-sectional Analyses
Table C-10
1999-2000 Reading, Math, and Language Mean NCE Scores on the Stanford 9 in English
for LEP students Attending Schools with TBE or DBE Services but Placed in the English
Mainstream Classes Because Parents Refused Bilingual/ESL Services, by Type of School:
Cross-sectional Analyses
Table C-11
1999-2000 Reading, Math, and Language Mean NCE Scores on the Aprenda 2 in Spanish
for Native-English Speakers Attending Two-way Bilingual Immersion Program:
Cross-sectional Analyses
Table C-12
1999-2000 Reading, Math, and Language Mean NCE Scores on the Stanford 9 in English
for Native-English Speakers Attending Two-way Bilingual Immersion Program:
Cross-sectional Analyses
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