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首页> 美国政府科技报告 >What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on English Language Learners
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What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on English Language Learners

机译：在芝加哥公立学校保持正轨和毕业的重要性：关注英语学习者

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One out of every seven students in the Chicago Public Schools (CPS) is designated as an English language learner (ELL), and 30 percent of students in the entire district have been designated as ELLs at some point while enrolled in CPS.1 ELL students face substantial challenges in school. They must learn to speak, read, and write English while they master content knowledge in a range of different subject areas, including English language arts, math, science, and social studies. Many of the policies, programs, and resources targeting the needs of ELL students focus on students in elementary schools. But a growing proportion of ELLs are middle and high school students who have distinctive needs that are often not well met (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005; Ruiz-de-Velasco & Fix, 2000). The academic performance of ELLs in high school reflects their challenges. In general, they have lower grade point averages (GPAs) and earn fewer course credits in core academic subject than non-ELL students (National Center for Education Statistics (NCES), 2011). They are also more likely to drop out of high school than their non-ELL peers (Ruiz-de-Velasco & Fix, 2000). The sobering statistics for ELLs have focused policymakers and practitioners on improving the learning outcomes and graduation rates for high school ELL students. Many have turned to research demonstrating that ninth-grade course performance is highly predictive of whether students are likely to graduate. For the general population, the usefulness of indicators, such as GPA, attendance, course failures, and on-track status, for identifying students who are at risk of dropping out of school is well established; however, there is little evidence about whether these indicators can be used in the same way for ELL students as for the general population.

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