Using program evaluation to inform and improve the education of young English language learners in US schools

Lorena Llosa, Julie Slayton

Research output: Contribution to journalArticle

Abstract

The purpose of this paper is to discuss how program evaluation can be conducted and communicated in ways that meaningfully affect the education of English language learners (ELLs) in US schools. First, the paper describes the Waterford Early Reading Program Evaluation, a large-scale evaluation of a reading intervention implemented in schools with substantial populations of ELLs in a large urban school district in California. Second, using the Waterford evaluation as an example, this paper discusses the conditions necessary for conducting an evaluation that yields useful information about a program's implementation and effectiveness. The paper also highlights the importance of communicating those findings in a clear way so as to be meaningful to stakeholders and decision-makers in order to facilitate the goal of improving the education of young ELLs.

Original languageEnglish (US)
Pages (from-to)35-54
Number of pages20
JournalLanguage Teaching Research
Volume13
Issue number1
DOIs
StatePublished - Jan 31 2009

Fingerprint

English language
evaluation
school
education
decision maker
stakeholder
English Language Learners
Evaluation
Program Evaluation
Education
district
Reading Program
Conducting
Stakeholders
Early Reading
School Districts

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Education

Cite this

Using program evaluation to inform and improve the education of young English language learners in US schools. / Llosa, Lorena; Slayton, Julie.

In: Language Teaching Research, Vol. 13, No. 1, 31.01.2009, p. 35-54.

Research output: Contribution to journalArticle

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