How Far behind in Math and Reading Are English Language Learners? Report.

By Richard Fry. 2007

167 citations recorded by the source corpus.

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Citations in the corpus

From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida (2011, background): “These trends, combined with the well-documented pattern of underachievement of ELLs on state and national tests ( Fry, 2007 ), point to a clear need to improve the preparation of all teachers to support the achievement of ELLs in U.”
Leveled and Exclusionary Tracking (2016, background): “In other words, access to content is structured for all students based on their prior achievement and the school they attend, but due to the characteristics of ELs and the schools they attend, these structures impact a disproportionate number of ELs (Fry, 2007, 2008).”
Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “…between the home and the school might otherwise be considered less of a barrier to test score performance (Batalova, Fix, & Murray, 2007; Fry, 2007; Sleeter & Grant, 1988).3 Insofar as English proficiency is a necessary but insufficient condition for remedying Hispanic underachievement,…”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “For example, in the United States, where I conducted the present study, 7 in 10 eighth-grade ELL students score below basic levels of proficiency in mathematics (Fry, 2007).”
Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers With Their English Learners and Non-English Learners (2014, methodology): “Based on test scores from the National Assessment of Education Progress (NAEP), 71% of ELs remain below basic in math and Language Arts in eighth grade compared with roughly 20% for non-EL students (Fry, 2007).”
English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “…however: (a) represents a common practice in educational research—at least with respect to the NES-to-ELL academic achievement gap literature (e.g., Fry, 2007, 2008; NCPPHE, 2005; Reardon & Galindo, 2009); (b) reflects federal policies requiring separate tracking of current and former ELLs’…”