Formative Assessment for English Language Arts
Formative Assessment for English Language Arts

Author: Amy Benjamin

Publisher: Routledge

Published: 2013-09-27

Total Pages: 150

ISBN-13: 1317924177

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This book demonstrates how formative assessments, unlike standardized tests, provide the kind of communication between teachers and students that help teachers make instructional decisions to improve student performance.

ESL Standards for Pre-K-12 Students
ESL Standards for Pre-K-12 Students

Author: Teachers of English to Speakers of Other Languages

Publisher: Teachers of English to Speakers of Other Languages Incorporated

Published: 1997

Total Pages: 180

ISBN-13:

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The guide outlines performance standards for each of three broad goals of English-as-a-Second-Language teaching in elementary and secondary education. The three goals include: use of English to communicate in social settings; use of English to achieve academically in all content areas; and use of English in socially and culturally appropriate ways. Within each of these three goals, three more specific performance standards are enumerated. An introductory section explains the rationale, origins, and use of these standards. Subsequent sections, one for each grade group (pre-K-3, 4-8, 9-12), detail appropriate descriptors and progress indicators for each standard for students at that level. In addition, a brief vignette illustrates their use in the classroom, and some further discussion follows. A glossary is included and supporting documentation is appended. Contains 57 references. (MSE)

Urban Schools
Urban Schools

Author: James Deneen

Publisher: R&L Education

Published: 2011-10-16

Total Pages: 157

ISBN-13: 1610480864

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Urban Schools: Crisis and Revolution describes America's inner-city public schools and the failure of most to provide even a minimally adequate education for their students. With numerous examples, James Deneen and Carm Catanese argue that these failures are preventable. Early chapters document the two-tiered character of American public schools, the tragic consequences of failing schools for millions of students—mostly Black and Hispanic—and the financial costs to American society. In later chapters, Deneen and Catanese describe the special problems of inner-city schools and the changes in school organization and curriculum needed to overcome them. They also provide examples of schools in severely disadvantaged communities in which such changes have enabled students to succeed academically, graduate, and enter college. In the final chapters, the authors examine the public and non-public school options available to urban parents. They discuss school choice, a hotly debated issue in urban education. The book concludes with a plan, consisting of six recommendations, for reforming a failing urban school.