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Eric.ed.gov – Project Exc-EL (Excellence for English Learners): Final Evaluation Report for the National Evaluation of Investing in Innovation (i3) Fund. NEi3 Evaluation Submission

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The purpose of this evaluation was to understand the development, implementation, and impact of Project Exc-EL (Excellence for English Learners), a school-wide intervention focused on providing teacher professional development and training to better support English learners (ELs) in New York. Project Exc-EL focuses on training teachers to use data to identify EL student needs, creating a school climate focused on college and career readiness, and providing school coaches to support teachers as they serve EL students and their families. Project Exc-EL developed and implemented an enhanced, comprehensive design that addressed the unique and urgent needs of low-incidence EL population school districts — districts that are struggling to provide a comprehensive, rigorous education for the newest members of their communities. The project employed a data-driven, tiered approach to instruction that builds on community partnerships to create personalized, expanded learning opportunities for students. External evaluators conducted an impact and an implementation study to ascertain the outcomes of the project and gauge the fidelity of implementation of the project. The evaluation questions address whether Project Exc-EL increases EL student achievement in math and English Language Arts (ELA), and how the developer implemented the program across four schools. Specifically, the developers implemented the key components related to creating a school culture of college and career readiness, training teachers in data use, and providing school coaches to support teachers. While the developers implemented the project with fidelity, there were no significant differences in math or ELA outcomes of EL students. Given that the focus is on training teachers on data use, building school culture, and providing school coaches for teachers, future research should include intermediate outcomes, or moderators, such as improved teacher instruction and pedagogy, to better understand the mechanisms of student achievement for English learners. [The report was prepared for the UCLA Center X, Northeast Region.]

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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