“The Role of Schools in the English-Language-Learner Achievement Gap”
Schools that report low achievement for English-language learners also report low test scores for white and African-American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.
Those characteristics include high pupil-teacher ratios, large enrollments, and high rates of student eligibility for free and reduced-priced lunches.
But the study by Richard Fry, a senior research associate at the Washington based center, also found that when English-learners are not isolated in low-achieving schools, the gap between their test scores and those of other students narrows significantly.
Vol. 27, Issue 43, Page 4