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hayes-alternative-instruction-models-2008



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Alternative Instructional Models of Effective Bilingual Education Katherine G Hayes Robert Rueda Susan Chilton Alejandra Velasco and Icela Pelayo This paper presents an overview of classroom life and instruction in selected classrooms within two settings where English learners ELs prosper These settings are noteworthy because student outcomes differ from the outcomes that are normally observed for ELs National testing in 2005 indicated that nearly one half 46 of 4th grade students in the EL category scored below a basic level in mathematics the lowest possible level with nearly three quarters 73 scoring below basic in reading Middle school achievement in mathematics and reading were also very low with more than two thirds 71 of 8th grade ELs scoring below basic in both math and an equal percent of these students scoring below basic in reading Fry 2007 At Metropolitan Elementary and Secondary Academic District MESA 1 the school district in which this study took place only 13 8 of elementary English learners scored proficient or advanced on the 2008 English Language Arts portion of the CST2 and almost one half 46 6 scored far below basic or below basic These numbers are in stark contrast to English Only EO students district wide of whom more than one half 50 2 scored proficient or advanced on the 2008 English Language Arts portion of the CST and about 19 scored far below basic or below basic 3 Conversely at Archimedes and Orquidea Elementary Schools within the MESA District EL students receiving bilingual services have demonstrated strong academic gains either across 1 These pseudonyms are used to maintain the anonymity of the schools and students The CST is the California Standards Test and is a component of the statewide accountability system It tests English Language Arts ELA and is taken by students in grades two through eleven The test is a multiple choice assessment and includes a writing component at grades four and seven 3 It must be noted that 60 4 of the



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