By National Research Council, Division of Behavioral and Social Sciences and Education, Commission on Behavioral and Social Sciences and Education, Committee on National Statistics, Panel to Review Evaluation Studies of Bilingual Education, Stephen E. Fienbe
Bilingual schooling has lengthy been the topic of significant disagreements during this state. This ebook offers a close critique of the 2 greatest stories of U.S. bilingual education schemes. It examines the pursuits of the stories and what may be realized from them. moreover, utilizing those reports as circumstances, this e-book presents instructions on easy methods to plan huge assessment experiences to accomplish beneficial solutions to significant coverage questions about schooling.
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Extra resources for Assessing Evaluation Studies: The Case of Bilingual Education Strategies
The Descriptive Phase Objectives The descriptive phase of the Longitudinal Study had nine objectives: 1. To identify and describe services provided to LM-LEP students in Grades K-6; 2. To determine the sources of funding for the services provided; 3. To estimate the number of LM-LEP students provided special language related services in Grades K-6; 4. To describe the characteristics of students provided instructional services for LM-LEPs; < previous page page_27 next page > < previous page page_28 next page > Page 28 5.
The planned number of districts and the level of district participation appear quite adequate for a study of this nature. Within districts, the school selection procedure gave an initial selection of 536 schools with LM-LEP students. Fourteen of these schools refused to participate, and two were replaced in the sample. This is a high level of participation at the school level. S. schools with respect to their LM-LEP population and services. The school sample was reduced prior to the selection of teachers and students.
The sample sizes, sampling procedures, and response rates for teachers and schools were at least adequate to provide a sound basis for inference from the data collected, although it would have been desirable to have rates calculated with and without replacements for refusals. Two points are worthy of special note. First, estimates based on data from teachers and students do not relate to the whole LM-LEP population, but only to that part of the population from schools that would have been deemed viable for the conduct of the Longitudinal Study.