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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 - Tables

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Table E-1
English Reading Mean NCE Scores on the ITBS/TAP for ESL Content Graduates in Grades 8-11: Longitudinal Analyses

Table E-2
Mathematics Mean NCE Scores on the ITBS/TAP for ESL Content Graduates in Grades 8-11: Longitudinal Analyses

Table E-3
Social Studies Mean NCE Scores on the ITBS/TAP for ESL Content Graduates in Grades 8-11: Longitudinal Analyses

Table E-4
Science Mean NCE Scores on the ITBS/TAP for ESL Content Graduates in Grades 8-11: Longitudinal Analyses

Table E-5
Writing Mean NCE Scores on the ITBS/TAP for ESL Content Graduates in Grades 8-11: Longitudinal Analyses

Table E-6
ITBS/TAP Grade 11 Mean NCE Scores for ESL Content Graduates by Subject and by Length of Residence (LOR) in the U.S.: Quasi-longitudinal analyses


Table E-7
ITBS/TAP Grade 11 Mean NCE Scores for ESL Content Graduates by Subject and by Years of Schooling in the U.S., Grouped by 1-3, 4-6, and 7-9 years of English Schooling: Quasi-longitudinal analyses

Table E-8
ITBS/TAP Grade 11 Mean NCE Scores for ESL Content Graduates by Subject and by Lost Schooling in Home Country: Quasi-longitudinal analyses


Table E-9
ITBS/TAP Grade 11 English Reading Mean NCE Scores of Language Minority Students and Former Limited-English-Proficient Students by Socioeconomic Status:Quasi-longitudinal analyses

Table E-10
ITBS/TAP Grade 11 Mathematics Mean NCE Scores of Language Minority Students and Former Limited-English-Proficient Students by Socioeconomic Status:Quasi-longitudinal analyses

Table E-11
ITBS/TAP Grade 11 Social Studies Mean NCE Scores of Language Minority Students and Former Limited-English-Proficient Students by Socioeconomic Status:Quasi-longitudinal analyses

Table E-12
ITBS/TAP Grade 11 Science Mean NCE Scores of Language Minority Students and Former Limited-English-Proficient Students by Socioeconomic Status:Quasi-longitudinal analyses

Table E-13
ITBS/TAP Grade 11 Writing Mean NCE Scores of Language Minority Students and Former Limited-English-Proficient Students by Socioeconomic Status:Quasi-longitudinal analyses

Table E-14
ITBS/TAP Grade 11 Mean NCE Scores of ESL Content Graduates by Gender:Quasi-longitudinal analyses

Table E-15
ITBS/TAP Grade 11 Mean NCE Scores of Non-LEP Language Minority Students by Gender:Quasi-longitudinal analyses

Table E-16
Hierarchical Linear Regression Analyses: Effects of Years of Prior Schooling (YRSCH_IN), Socioeconomic Status (SES1, SES2), Gender (GENDER_D), Years of Lost Schooling (YD_IN), Years of Schooling in English (LOR_YR_T), Age on Arrival (AOA_YR), and Grade Completed in Prior Schooling (GCOMP_N) on Change in Former LEP Student Achievement between Grades 8-11


Table E-17
Hierarchical Linear Regression Analyses: Effects of Grade Completed in Prior Schooling (GCOMP_N), Socioeconomic Status (SES2, SES1), Gender (GENDER_D), Years of Lost Schooling (YD_IN), Years of Schooling in English (LOR_YR_T), Age on Arrival (AOA_YR), and Years of Prior Schooling (YRSCH_IN) on Change in Former LEP Student Achievement between Grades 8-11


Table E-18
Backward Selection Regression Analyses: Summary of Independent Variables Found Significant


Table E-19
1989-1991 ITBS/TAP Reading Mean NCE Scores of Hispanics: Cross-sectional analyses

Table E-20
1999-2001 Stanford 9 Reading Mean NCE Scores of Hispanics: Cross-sectional analyses

Table E-21
1989-1991 ITBS/TAP Mathematics Mean NCE Scores of Hispanics: Cross-sectional analyses

Table E-22
1999-2001 Stanford 9 Mathematics Mean NCE Scores of Hispanics: Cross-sectional analyses

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