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

Southeast U.S. Mid-sized Urban Research Site — Figures

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Figure E-1
Longitudinal Analyses

Former LEPs B Graduates of ESL Content program in mainstream LM but never LEP B Language minority students in mainstream who tested proficient in English upon entry in District E Native-English speakers B Native-English speakers in mainstream

Former LEPs LM but never LEP Native-English speakers

N = 141 N = 342 N = 1,360

Figure E-2
Longitudinal Analyses

Former LEPs B Graduates of ESL Content program in mainstream LM but never LEP B Language minority students in mainstream who tested proficient in English upon entry in District E Native-English speakers B Native-English speakers in mainstream

Former LEPs LM but never LEP Native-English speakers

N = 140 N = 332 N = 1,352

Figure E-3
Longitudinal Analyses

LM but never LEP B Language minority students in mainstream who tested proficient in English upon entry in District E Native-English speakers B Native-English speakers in mainstream

Former LEPs LM but never LEP Native-English speakers

N = 136 N = 335 N = 1,339

Figure E-4
Longitudinal Analyses

FLM but never LEP B Language minority students in mainstream who tested proficient in English upon entry in District E Native-English speakers B Native-English speakers in mainstream

Former LEPs LM but never LEP Native-English speakers

N = 136 N = 331 N = 1,335

Figure E-5
Longitudinal Analyses

Former LEPs B Graduates of ESL Content program in mainstream LM but never LEP - Language minority students in mainstream who tested proficient in English upon entry in District E Native-English speakers B Native-English speakers in mainstream

Former LEPs LM but never LEP Native-English speakers

N = 140 N = 340 N = 1,355

Figure E-6
Quasi-longitudinal analyses

English schooling in U.S. for 3 years; L1 schooling in home country for 7 years English schooling in U.S. for 4 years; L1 schooling in home country for 6 years English schooling in U.S. for 5 years; L1 schooling in home country for 5 years English schooling in U.S. for 6 years; L1 schooling in home country for 4 years English schooling in U.S. for 7 years; L1 schooling in home country for 3 years English schooling in U.S. for 8 years; L1 schooling in home country for 2 years English schooling in U.S. for 9 years; L1 schooling in home country for 1 year

N = 120 N = 96 N = 65 N = 47 N = 38 N = 27 N = 18

(Slight variations in N by subject tested - See Table E-6)

Figure E-7
Quasi-longitudinal analyses

English schooling in U.S. for 1-3 years; L1 schooling in home country for 7-9 years English schooling in U.S. for 4-6 years; L1 schooling in home country for 4-6 years English schooling in U.S. for 7-9 years; L1 schooling in home country for 1-3 years

N = 214 N = 208 N = 83

(Slight variations in N by subject tested - See Table E-7)

Figure E-8
Quasi-longitudinal analyses

All of the students in this figure were:	Years below	grade level upon entry:
Spanish speakers	0 years	N = 182
On free or reduced lunch	1 year	N = 118
At beginning level of English proficiency upon entry	2 years	N = 74
Enrolled in the ESL Content program upon entry	3 years	N = 26
Attended District E for at least 5 years when tested	4 years	N = 23
in 11th grade		(Slight variations in N by subject tested - See Table E-8)

Figure E-9
Quasi-longitudinal analyses

LM-never-LEP Students B Spanish-speaking language minority students in mainstream who tested proficient in English upon entry in District E Former LEP Students B Spanish-speaking graduates of ESL Content program in mainstream

Language minority students:Pay for lunch Reduced lunch Free lunch	N = 428 N = 47 N = 236
Former LEP students:Pay for lunch Reduced lunch Free lunch	N = 182 N = 70 N = 268

Figure E-10
Quasi-longitudinal analyses

LM-never-LEP Students B Spanish-speaking language minority students in mainstream who tested proficient in English upon entry in District E Former LEP Students B Spanish-speaking graduates of ESL Content program in mainstream

Language minority students:	Pay for lunch Reduced lunch Free lunch	N = 420 N = 47 N = 236
Former LEP students:	Pay for lunch Reduced lunch Free lunch	N = 180 N = 70 N = 268

Figure E-11
Quasi-longitudinal analyses

LM-never-LEP Students B Spanish-speaking language minority students in mainstream who tested proficient in English upon entry in District E Former LEP Students B Spanish-speaking graduates of ESL Content program in mainstream

Language minority students:	Pay for lunch Reduced lunch Free lunch	N = 418 N = 47 N = 226
Former LEP students:	Pay for lunch Reduced lunch Free lunch	N = 173 N = 70 N = 260

Figure E-12
Quasi-longitudinal analyses

LM-never-LEP Students B Spanish-speaking language minority students in mainstream who tested proficient in English upon entry in District E Former LEP Students B Spanish-speaking graduates of ESL Content program in mainstream

Language minority students:	Pay for lunch Reduced lunch Free lunch	N = 419 N = 46 N = 226
Former LEP students:	Pay for lunch Reduced lunch Free lunch	N = 172 N = 70 N = 258

Figure E-13
Quasi-longitudinal analyses

LM-never-LEP Students B Spanish-speaking language minority students in mainstream who tested proficient in English upon entry in District E Former LEP Students B Spanish-speaking graduates of ESL Content program in mainstream

Language minority students:	Pay for lunch Reduced lunch Free lunch	N = 424 N = 47 N = 230
Former LEP students:	Pay for lunch Reduced lunch Free lunch	N = 178 N = 70 N = 265

Figure E-14
Quasi-longitudinal analyses

All of the students in this figure were:
Spanish speakers
At beginning level of English proficiency upon entry
Enrolled in the ESL Content program upon entry
Attended District E for at least 5 years when tested in 11^th grade

Females Males

N = 230 N = 290

(Slight variations in N by subject tested - See Table E-14)

Figure E-15
Quasi-longitudinal analyses

All of the students in this figure were:
Spanish-speaking language minority students in mainstream who
tested proficient in English upon entry in District E

Females Males

N = 351 N = 360

(Slight variations in N by subject tested - See Table E-15)

Figure E-16
Cross-sectional analyses

Grade 4:	Grade 8:	Grade 11:
1989N = 1171989	N = 931989	N = 102
1990N = 1271990	N = 1301990	N = 113
1991N = 1601991	N = 1381991	N = 106

Figure E-17
Cross-sectional analyses

Grade 4:	Grade 6:	Grade 9:
1999N = 1781999	N = 2381999	N = 255
2000N = 1722000	N = 2262000	N = 315
2001N = 2132001	N = 2262001	N = 248

Figure E-18
Cross-sectional analyses

Grade 4:	Grade 8:	Grade 11:
1989N = 1171989	N = 931989	N = 102
1990N = 1271990	N = 1301990	N = 113
1991N = 1601991	N = 1381991	N = 106

Figure E-19
Cross-sectional analyses

Grade 4:	Grade 6:	Grade 9:
1999N = 1781999	N = 2381999	N = 255
2000N = 1722000	N = 2262000	N = 315
2001N = 2132001	N = 2262001	N = 248

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