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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 speakers0 yearsN = 182
On free or reduced lunch1 yearN = 118
At beginning level of English proficiency upon entry2 yearsN = 74
Enrolled in the ESL Content program upon entry3 yearsN = 26
Attended District E for at least 5 years when tested4 yearsN = 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 11th 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 = 1171989N = 931989N = 102
1990N = 1271990N = 1301990N = 113
1991N = 1601991N = 1381991N = 106

Figure E-17
Cross-sectional analyses

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

Figure E-18
Cross-sectional analyses

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

Figure E-19
Cross-sectional analyses

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

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