WorldCat Identities

Tung, Stephanie H.

Overview
Works: 25 works in 47 publications in 3 languages and 545 library holdings
Genres: Catalogs  Exhibition catalogs  Essays  Interviews  Photobooks  Pictorial works  History  Self-portraits  Bibliography  Bibliographies 
Roles: Editor, wst, Creator, Author, Curator
Classifications: TR655, 779.092
Publication Timeline
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Most widely held works by Stephanie H Tung
Ai Weiwei : Beijing photographs, 1993-2003 by Weiwei Ai( Book )

4 editions published in 2018 in English and held by 209 WorldCat member libraries worldwide

An autobiography in pictures: photographs taken by Ai Weiwei that capture his emergence as the uniquely provocative artist that he is today. Ai Weiwei: Beijing Photographs 1993-2003 is an autobiography in pictures. Ai Weiwei is China's most celebrated contemporary artist, and its most outspoken domestic critic. In April 2011, when Ai disappeared into police custody for three months, he quickly became the art world's most famous missing person. Since then, Ai Weiwei's critiques of China's repressive regime have ranged from playful photographs of his raised middle finger in front of Tiananmen Square to searing memorials to the more than 5,000 schoolchildren who died in shoddy government construction in the 2008 Sichuan earthquake. Against a backdrop of strict censorship, Ai has become a hero on social media to millions of Chinese citizens. This book, prohibited from publication in China, offers an intimate look at Ai Weiwei's world in the years after his return from New York and preceding his imprisonment and global superstardom. The photographs capture Ai's emergence as the uniquely provocative artist that he is today. There is no more revealing portrait of Ai Weiwei's life in China than this. The book contains more than 600 carefully sequenced images culled from an archive of more than 40,000 photographs taken by Ai: a narrative arc carefully shaped by an artist keenly aware of photography's ability to tell stories. It includes a shattering series of photographs taken between 1993 and 1996 devoted to the final illness and death of Ai's father Ai Qing. The book is a sequel to Ai Weiwei: New York 1983-1993, a privately published book that collected photographs taken by Ai during his years on the New York art scene
Life and dreams : contemporary Chinese photography and media art by Walther Collection( Book )

1 edition published in 2018 in English and held by 135 WorldCat member libraries worldwide

"Since the early 1990s, photography and media art have rapidly come to occupy significant places in Chinese contemporary art. 'Life and Dreams: Contemporary Chinese Photography and Media Art' shows the widespread adoption of photography, video, and digital imaging by successive generations of Chinese artists, as seen in a range of visually inventive and emotionally charged works. Many of them reflect the artists' immediate responses to the unprecedented changes that have swept through China in recent decades, transforming not just the urban landscape, but also key aspects of social relations and everyday life. Some of the most recent media works employ elaborately imaginative and fantasy-driven means to suggest where those changes may ultimately lead the country and its inhabitants."--
Ai Weiwei : New York 1983-1993 by Weiwei Ai( Book )

3 editions published in 2010 in English and Chinese and held by 58 WorldCat member libraries worldwide

"These photos were taken between 1983 and 1994 during the decade I spent living in New York before returning to Beijing. At that time, I didn't really have anything to do. I was just hanging out, whiling away my time everyday by taking pictures of the people I met, places I went, my friends, my neighborhood, the street and the city. In a flash twenty years have passed, and the New York I knew no longer exists. The appearance of the East Village has totally changed, and many of the people in my photographs are no longer in this world. I took these photos casually, and most of my subjects probably don't even realize that they are in them. Today, looking back on the past, I can see that these photographs are facts, but not necessarily true. After all, any reality is just a factor of change - an unconfirmed moment in the slow march of time. The present always surpasses the past, and the future will not care about today."--Ai Weiwei
The Chinese photobook : from the 1900s to the present = Zhongguo she ying shu ji by Martin Parr( Book )

2 editions published in 2016 in English and held by 57 WorldCat member libraries worldwide

Newly revised histories of photography as recorded via the photobook have added enormously to our understanding of the medium's culture, particularly in places that are often marginalized, such as Latin America and Africa. However, until now, only a handful of Chinese books have made it onto historians' short lists. Yet China has a fascinating history of photobook publishing, and The Chinese Photobook reveals for the first time the richness and diversity of this heritage. Now available in a smaller size, this more accessibly priced hardcover edition is based on a collection compiled by Martin Parr and Beijing- and London-based Dutch photographer team WassinkLundgren. And while the collection was inspired initially by Parr's interest in propaganda books and in finding key works of socialist realist photography from the early days of the Communist Party and the Cultural Revolution era, the selection of books includes key volumes published as early as 1900, as well as contemporary volumes by emerging Chinese photographers
WATW, we are the world : photography from China and the Netherlands = Tian xia yi jia : Zhong He lian he she ying zhan( Book )

2 editions published in 2010 in English and held by 52 WorldCat member libraries worldwide

U-turn : 30 years of contemporary art in China (1978-1982)( Book )

1 edition published in 2007 in English and held by 3 WorldCat member libraries worldwide

U-turn : 30 years of contemporary art in China (1983-1987)( Book )

1 edition published in 2008 in English and held by 3 WorldCat member libraries worldwide

Ai Weiwei : New York 1983-1993 = Ai Weiwei : Niuyue 1983-1993 by Weiwei Ai( Book )

1 edition published in 2011 in English and held by 2 WorldCat member libraries worldwide

We are the world( Book )

2 editions published in 2010 in Chinese and English and held by 2 WorldCat member libraries worldwide

A Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in the District of Columbia. Issues & Answers. REL 2012-No. 131 by Rosemarie O'conner( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

This study describes English language learner (ELL) student enrollment trends between 2002/03 and 2008/09 and achievement trends between 2006/07 and 2008/09 in the District of Columbia. Two research questions guide this study: (1) How did the enrollment of ELL students in District of Columbia public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage scoring at the proficient or advanced level) on district assessments in reading and math in grades 3-8 and 10 compare between ELL and non-ELL students in District of Columbia public schools from 2006/07 to 2008/09? The study's main findings on enrollment trends include: (1) From 2002/03 to 2008/09, ELL student enrollment in District of Columbia public schools increased 1.8 percent, while total enrollment decreased 6.3 percent. ELL student enrollment increased from 7.7 percent of total enrollment in 2002/03 to 8.4 percent in 2008/09; (2) From 2005/06 to 2008/09, Spanish speakers accounted for the largest percentage of ELL students, peaking at 74.9 percent in 2005/06. In 2008/09, Spanish (spoken by 60.4 percent of ELL students in the district) had the most speakers, followed by Amharic (2.4 percent), Chinese (2.2 percent), French (1.9 percent), and Vietnamese (1.7 percent). ELL students speaking "other" languages (languages other than the five most common in the district) accounted for 31.5 percent of ELL students in 2008/09; and (3) From 2005/06 to 2008/09, the number and percentage of ELL students speaking Amharic, French, and "other" languages increased, whereas the number and percentage of ELL students speaking Spanish, Chinese, and Vietnamese decreased. The study's main findings on achievement trends include: (1) Between 2006/07 and 2008/09, ELL students' performance in reading increased 1.9-20.5 percentage points in all grades studied (grades 3-8 and 10); (2) Between 2006/07 and 2008/09, ELL students' performance in math increased 14.8-24.0 percentage points in all grades studied (grades 3-8 and 10); (3) ELL students' performance in grade 3 reading was higher than that of non-ELL students in every year studied. ELL students' performance in grade 4 reading was higher than that of non-ELL students in 2006/07. Non-ELL students' performance in grade 4 reading was higher than that of ELL students in 2007/08 and 2008/09, but the achievement gap did not exceed 0.25 percentage point. From 2006/07 to 2008/09, the achievement gap in reading between ELL and non-ELL students widened in grade 8, narrowed in grades 7 and 10, closed in grade 5, and reversed in grade 6 (with ELL students' performance higher than that of non-ELL students); and (4) ELL students' performance in math was higher than that of non-ELL students in grades 3 and 4 in every year studied. From 2006/07 to 2008/09, the achievement gap in math between ELL and non-ELL students narrowed in grade 7 and reversed in grades 5, 6, 8, and 10. By 2008/09, ELL students' performance in math was higher than that of non-ELL students in all grades studied except grade 7. Appended are: (1) Data and methodology; (2) Performance-level descriptions of the District of Columbia Comprehensive Assessment System; (3) Score ranges of the District of Columbia Comprehensive Assessment System; and (4) Percentage of students scoring at the proficient or advanced level in the District of Columbia's assessment program. (Contains 3 boxes, 15 figures, 16 tables and 10 notes.) [For "A Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in the District of Columbia. Summary. Issues & Answers. REL 2012-No. 131," see ED531428.]
A Descriptive Analysis of Enrollment and Achievement Among LimitedEnglish Proficient Students in Maryland. Summary. Issues & Answers. Rel2012-No. 128 by Rosemarie O'conner( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

This study describes limited English proficient (lep) student enrollment and achievement trends in Maryland. Two research questions guide this study: (1) How did the enrollment of lep students in Maryland public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage scoring at the proficient or advanced level) on state assessments in reading and math in grades 3-8 and 10 compare between lep and non-LEP students in Maryland public schools from 2002/03 to 2008/09? The study's main findings on enrollment trends include: (1) From 2002/03 to 2008/09, lep student enrollment in Maryland public schools increased 73.0 percent, whereas total enrollment increased 2.1 percent. During that period, lep student enrollment increased from 3.0 percent of total enrollment to 5.2 percent; (2) From 2002/03 to 2008/09, lep students accounted for a larger percentage of total enrollment in elementary school (grades k-5) than in middle school (grades 6-8) or in high school (grades 9-12). In 2008/09, lep students accounted for 8.2 percent of the elementary school population, 2.7 percent of the middle school population, and 2.5 percent of the high school population; (3) From 2002/03 to 2008/09, Spanish speakers accounted for the largest percentage of lep students, peaking at 59.9 percent in 2004/05. In 2008/09, Spanish (spoken by 56.8 percent of lep students) had the most speakers, followed by French (3.3 percent), Chinese (3.2 percent), Vietnamese (2.3 percent), and Korean (2.2 percent). Lep students speaking "other" languages (languages other than the five most common in the state) accounted for 32.1 percent of lep students in 2008/09; and (4) From 2002/03 to 2008/09, the number and percentage of lep students speaking "other" languages increased, whereas the number and percentage of lep students speaking Korean decreased. The number of lep students speaking Spanish, Chinese, and Vietnamese increased, but the percentage of the lep population speaking them decreased. The number of lep students speaking French increased, but the percentage of the lep population speaking it did not change. The study's main findings on achievement trends include: (1) Between 2002/03 and 2008/09, lep students' performance in reading increased 23.9-55.3 percentage points in all grades studied (grades 3-8 and 10). The increase was higher in grades 3, 4, 5, and 10 than in grades 6, 7, and 8; (2) Between 2002/03 and 2008/09, lep students' performance in math increased 16.4-39.8 percentage points in all grades studied (grades 3-8 and 10). The increase was higher in grades 3, 4, and 5 than in grades 6, 7, 8, and 10; (3) In every year studied, non-LEP students' performance was 12-49 percentage points higher in reading and 11-33 percentage points higher in math; and (4) Between 2002/03 and 2008/09, the achievement gap in reading and math between lep and non-LEP students narrowed in grades 3-5 and grade 10; the achievement gap narrowed in reading in grades 6-8 but widened in math in grades 7 and 8. (Contains 5 notes.) [For the full report, "a Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in Maryland. Issues & Answers. Rel 2012-No. 128," see ed531430.]
A Descriptive Analysis of Enrollment and Achievement AmongLimited English Proficient Students in Maryland. Issues & Answers. Rel 2012-No. 128 by Rosemarie O'Conner( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

This study describes limited English proficient (lep) student enrollment and achievement trends in Maryland. Two research questions guide this study: (1) How did the enrollment of lep students in Maryland public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage scoring at the proficient or advanced level) on state assessments in reading and math in grades 3-8 and 10 compare between lep and non-LEP students in Maryland public schools from 2002/03 to 2008/09? The study's main findings on enrollment trends include: (1) From 2002/03 to 2008/09, lep student enrollment in Maryland public schools increased 73.0 percent, whereas total enrollment increased 2.1 percent. During that period, lep student enrollment increased from 3.0 percent of total enrollment to 5.2 percent; (2) From 2002/03 to 2008/09, lep students accounted for a larger percentage of total enrollment in elementary school (grades k-5) than in middle school (grades 6-8) or in high school (grades 9-12). In 2008/09, lep students accounted for 8.2 percent of the elementary school population, 2.7 percent of the middle school population, and 2.5 percent of the high school population; (3) From 2002/03 to 2008/09, Spanish speakers accounted for the largest percentage of lep students, peaking at 59.9 percent in 2004/05. In 2008/09, Spanish (spoken by 56.8 percent of lep students) had the most speakers, followed by French (3.3 percent), Chinese (3.2 percent), Vietnamese (2.3 percent), and Korean (2.2 percent). Lep students speaking "other" languages (languages other than the five most common in the state) accounted for 32.1 percent of lep students in 2008/09; and (4) From 2002/03 to 2008/09, the number and percentage of lep students speaking "other" languages increased, whereas the number and percentage of lep students speaking Korean decreased. The number of lep students speaking Spanish, Chinese, and Vietnamese increased, but the percentage of the lep population speaking them decreased. The number of lep students speaking French increased, but the percentage of the lep population speaking it did not change. The study's main findings on achievement trends include: (1) Between 2002/03 and 2008/09, lep students' performance in reading increased 23.9-55.3 percentage points in all grades studied (grades 3-8 and 10). The increase was higher in grades 3, 4, 5, and 10 than in grades 6, 7, and 8; (2) Between 2002/03 and 2008/09, lep students' performance in math increased 16.4-39.8 percentage points in all grades studied (grades 3-8 and 10). The increase was higher in grades 3, 4, and 5 than in grades 6, 7, 8, and 10; (3) In every year studied, non-LEP students' performance was 12-49 percentage points higher in reading and 11-33 percentage points higher in math; and (4) Between 2002/03 and 2008/09, the achievement gap in reading and math between lep and non-LEP students narrowed in grades 3-5 and grade 10; the achievement gap narrowed in reading in grades 6-8 but widened in math in grades 7 and 8. Appended are: (1) Data and methodology; (2) lep student enrollment in Maryland by grade level; (3) Performance-level descriptions of the Maryland School Assessment; (4) Score ranges of the Maryland School Assessment; and (5) Percentage of students scoring at the proficient or advanced level in Maryland's assessment program. (Contains 3 boxes, 15 figures, 18 tables and 16 notes.) [For "a Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in Maryland. Summary. Issues & Answers. Rel 2012-No. 128," see ed531425.]
A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in New Jersey. Issues & Answers. REL 2012-No. 108 by Rosemarie O'Conner( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, LEP student enrollment in New Jersey public schools increased 6.6 percent, whereas total student enrollment increased less than 1 percent. During that period, LEP student enrollment increased from 4.5 percent of total student enrollment in 2002/03 to 4.7 percent in 2008/09; (2) LEP students in New Jersey spoke 187 languages in 2008/09, up from 151 in 2002/03. In 2008/09, Spanish (spoken by 66.8 percent of LEP students in the state) had the most speakers, followed by Arabic (2.6 percent), Korean (2.5 percent), and Portuguese (2.0 percent); (3) From 2002/03 to 2008/09, LEP students' performance in language arts literacy increased in all grades studied (grades 3, 4, 8, and 11). The increase was higher for grades 3 (10.9 percentage points) and 4 (21.1 percentage points) than for grades 8 (4.4 percentage points) and 11 (6.2 percentage points); (4) From 2002/03 to 2008/09, LEP students' performance in math increased in all grades studied (grades 3, 4, 8, and 11). The increase was higher for grades 3 (10.5 percentage points) and 4 (22.7 percentage points) than for grades 8 (6.9 percentage points) and 11 (3.9 percentage points); (5) General education students' performance in both language arts literacy and math was higher than LEP students' performance every year from 2002/03 to 2008/09; (6) From 2002/03 to 2008/09, the achievement gap between LEP students and general education students in grades 3 and 4 narrowed in both language arts literacy and math. The achievement gap in grades 8 and 11 narrowed in language arts literacy but widened in math; and (7) In all grades and years studied, FLEP students' performance in language arts literacy and math was higher than that of LEP students but lower than that of general education students. Appended are: (1) Data and methodology; (2) Performance level descriptions for the New Jersey assessments; (3) Percentage of students scoring at the proficient or advanced proficient levels in New Jersey's assessment program; and (4) Annual and average differences among LEP, FLEP, and general education students in New Jersey's testing program. (Contains 3 boxes, 9 figures, 12 tables and 8 notes.) [For "A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in New Jersey. Summary. Issues & Answers. REL 2012-No. 108" see ED531433.]
A Descriptive Analysis of Enrollment and Achievement Among LimitedEnglish Proficient Students in New Jersey. Summary. Issues & Answers. Rel 2012-No. 108 by Rosemarie O'Conner( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

This study describes enrollment and achievement trends of limited English proficient (lep) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between lep and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, lep student enrollment in New Jersey public schools increased 6.6 percent, whereas total student enrollment increased less than 1 percent. During that period, lep student enrollment increased from 4.5 percent of total student enrollment in 2002/03 to 4.7 percent in 2008/09; (2) lep students in New Jersey spoke 187 languages in 2008/09, up from 151 in 2002/03. In 2008/09, Spanish (spoken by 66.8 percent of lep students in the state) had the most speakers, followed by Arabic (2.6 percent), Korean (2.5 percent), and Portuguese (2.0 percent); (3) From 2002/03 to 2008/09, lep students' performance in language arts literacy increased in all grades studied (grades 3, 4, 8, and 11). The increase was higher for grades 3 (10.9 percentage points) and 4 (21.1 percentage points) than for grades 8 (4.4 percentage points) and 11 (6.2 percentage points); (4) From 2002/03 to 2008/09, lep students' performance in math increased in all grades studied (grades 3, 4, 8, and 11). The increase was higher for grades 3 (10.5 percentage points) and 4 (22.7 percentage points) than for grades 8 (6.9 percentage points) and 11 (3.9 percentage points); (5) General education students' performance in both language arts literacy and math was higher than lep students' performance every year from 2002/03 to 2008/09; (6) From 2002/03 to 2008/09, the achievement gap between lep students and general education students in grades 3 and 4 narrowed in both language arts literacy and math. The achievement gap in grades 8 and 11 narrowed in language arts literacy but widened in math; and (7) In all grades and years studied, flep students' performance in language arts literacy and math was higher than that of lep students but lower than that of general education students. (Contains 2 notes.) [For the full report, "a Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in New Jersey. Issues & Answers. Rel 2012-No. 108," see ed531432.]
Writing : the urban calligraphy of New York City by Stephanie H Tung( )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

Tian xia yi jia : Zhong He lian he she ying zhan( Book )

1 edition published in 2010 in Chinese and held by 1 WorldCat member library worldwide

A Descriptive Analysis of Enrollment and Achievement Among EnglishLanguage Learner Students in Pennsylvania. Summary. Issues & Answers. Rel 2012-No. 127 by Rosemarie O'Conner( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

This study describes English language learner (ell) student enrollment and achievement trends in Pennsylvania public schools between 2002/03 and 2008/09. Two research questions guide this study: (1) How did the enrollment of ell students in Pennsylvania public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage scoring at the proficient or advanced level) on state assessments in reading, math, and writing in grades 3-8 and 11 compare between ell and non-ELL students in Pennsylvania public schools from 2004/05 to 2008/09? The study's main findings on enrollment trends include: (1) Although Pennsylvania's total student enrollment fell 2.4 percent between 2002/03 and 2008/09, the enrollment of ell students rose 24.7 percent. Ell student enrollment increased from 2.1 percent of the student population in 2002/03 to 2.7 percent in 2008/09; (2) ell students in Pennsylvania spoke 211 languages in 2008/09, up from 138 in 2002/03. In 2008/09, Spanish (spoken by 57.6 percent of ell students in the state) had the most speakers, followed by English dialects (7.0 percent), Chinese (3.6 percent), Vietnamese (3.2 percent), Arabic (2.6 percent), and Russian (2.3 percent). Ell students speaking "other" languages (languages other than the 18 most common in the state) accounted for 12.2 percent of the ell student population in 2008/09; and (3) Between 2002/03 and 2008/09, the number and percentage of ell students speaking Spanish and English dialects increased, while the number and percentage of ell students speaking Vietnamese, Russian, and "other" languages decreased. The number of ell students speaking Chinese and Arabic increased, but the percentage decreased. The study's main findings on achievement trends include: (1) Between 2004/05 and 2008/09, ell students' performance in reading increased 3.6-10.8 percentage points in grades 3, 4, and 8 but decreased 4.1-9.5 percentage points in grades 5, 6, 7, and 11; (2) Between 2004/05 and 2008/09, ell students' performance in math increased 1.4-3.2 percentage points in grades 3, 4, 6, 7, and 8 but decreased 3.0-5.5 percentage points in grades 5 and 11; (3) Between 2005/06 and 2008/09, ell students' performance in writing decreased 2.5-10.0 percentage points in all grades studied (grades 5, 8, and 11); (4) In every year during the period studied, non-ELL students' performance was 21-55 percentage points higher than that of ell students in reading, math, and writing; (5) In every year during the period studied, ell and non-ELL students' performance in reading was closer in grades 3-5 than in grades 6-8 and 11; ell and non-ELL students' performance in math and writing was closer in grades 3-5 and grade 11 than in grades 6-8; (6) During the period studied, the overall achievement gap in reading, math, and writing between ell and non-ELL students widened in all grades studied except grade 3, where the achievement gap narrowed in reading and math; (7) During the period studied and in all grades studied, the average achievement gap between ell and non-ELL students was narrower in math than in reading and writing. In all grades studied, the average achievement gap between ell and non-ELL students was wider in reading than in writing; and (8) During the period studied, the average achievement gap in reading, writing, and math widened from elementary school (grades 3-5) to middle school (grades 6-8) and high school (grade 11), except in grade 11 math and writing. (Contains 4 notes.) [For the full report, "a Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in Pennsylvania. Issues & Answers. Rel 2012-No. 127," see ed531434.]
Ai Weiwei New York 1983-1993 by John L Tancock( Book )

1 edition published in 2011 in Chinese and held by 1 WorldCat member library worldwide

A Descriptive Analysis of Enrollment and Achievement Among EnglishLanguage Learner Students in Pennsylvania. Issues & Answers. Rel2012-No. 127 by Rosemarie O'conner( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

This study describes English language learner (ell) student enrollment and achievement trends in Pennsylvania public schools between 2002/03 and 2008/09. Two research questions guide this study: (1) How did the enrollment of ell students in Pennsylvania public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage scoring at the proficient or advanced level) on state assessments in reading, math, and writing in grades 3-8 and 11 compare between ell and non-ELL students in Pennsylvania public schools from 2004/05 to 2008/09? The study's main findings on enrollment trends include: (1) Although Pennsylvania's total student enrollment fell 2.4 percent between 2002/03 and 2008/09, the enrollment of ell students rose 24.7 percent. Ell student enrollment increased from 2.1 percent of the student population in 2002/03 to 2.7 percent in 2008/09; (2) ell students in Pennsylvania spoke 211 languages in 2008/09, up from 138 in 2002/03. In 2008/09, Spanish (spoken by 57.6 percent of ell students in the state) had the most speakers, followed by English dialects (7.0 percent), Chinese (3.6 percent), Vietnamese (3.2 percent), Arabic (2.6 percent), and Russian (2.3 percent). Ell students speaking "other" languages (languages other than the 18 most common in the state) accounted for 12.2 percent of the ell student population in 2008/09; and (3) Between 2002/03 and 2008/09, the number and percentage of ell students speaking Spanish and English dialects increased, while the number and percentage of ell students speaking Vietnamese, Russian, and "other" languages decreased. The number of ell students speaking Chinese and Arabic increased, but the percentage decreased. The study's main findings on achievement trends include: (1) Between 2004/05 and 2008/09, ell students' performance in reading increased 3.6-10.8 percentage points in grades 3, 4, and 8 but decreased 4.1-9.5 percentage points in grades 5, 6, 7, and 11; (2) Between 2004/05 and 2008/09, ell students' performance in math increased 1.4-3.2 percentage points in grades 3, 4, 6, 7, and 8 but decreased 3.0-5.5 percentage points in grades 5 and 11; (3) Between 2005/06 and 2008/09, ell students' performance in writing decreased 2.5-10.0 percentage points in all grades studied (grades 5, 8, and 11); (4) In every year during the period studied, non-ELL students' performance was 21-55 percentage points higher than that of ell students in reading, math, and writing; (5) In every year during the period studied, ell and non-ELL students' performance in reading was closer in grades 3-5 than in grades 6-8 and 11; ell and non-ELL students' performance in math and writing was closer in grades 3-5 and grade 11 than in grades 6-8; (6) During the period studied, the overall achievement gap in reading, math, and writing between ell and non-ELL students widened in all grades studied except grade 3, where the achievement gap narrowed in reading and math; (7) During the period studied and in all grades studied, the average achievement gap between ell and non-ELL students was narrower in math than in reading and writing. In all grades studied, the average achievement gap between ell and non-ELL students was wider in reading than in writing; and (8) During the period studied, the average achievement gap in reading, writing, and math widened from elementary school (grades 3-5) to middle school (grades 6-8) and high school (grade 11), except in grade 11 math and writing. Appended are: (1) Data and methodology; (2) Performance-level descriptions of the Pennsylvania System of School Assessment; (3) Score ranges of the Pennsylvania System of School Assessment; and (4) Percentage of students scoring at the proficient or advanced level in Pennsylvania's assessment program. (Contains 3 boxes, 18 figures, 20 tables and 12 notes.) [For "a Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in Pennsylvania. Summary. Issues & Answers. Rel 2012-No. 127," see ed531429.]
 
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Audience level: 0.61 (from 0.41 for The Chines ... to 0.96 for Ai Weiwei ...)

Alternative Names
Tung, Stephanie

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