Reading proficiency

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Reading proficiency

Successive generations of Latinos do tend to outperform their parents, if those parents are very undereducated. Educational progress for Latinos has for the most part stalled at high school, with virtually no progress made beyond that point.

Some scholars have noted that Americanization is bad for immigrants as opposed to immigrants being bad for America. Rather, it is the result of circumstances encountered by Latino students who were born in this country. Dimensions Reading proficiency the Crisis This lack of progress in college completion augurs poorly not just for Latinos, but for the society as a whole.

Almost one in five students across the country is Latino; by one in three will be. These students will form the workforce in the immediate future.

Arizona, Texas, and other states with high percentages of Latinos are also projected to see declines in per capita income over the period, although none so steep as California because of its very large and undereducated Latino population. Cause of the Crisis It would be simplistic to attribute the cause of the Latino education crisis to any single factor.

It's clearly the result of a complex web of social, economic, and educational conditions—inadequate social services, families with exceptionally low human and social capital, a polarizing economy with few entry level jobs that provide a living wage and benefits available to those without higher education or special skills, and schools that lack the resources to meet many students' most basic educational needs.

Language difference is commonly perceived to be the primary educational barrier for Latino students, and, unfortunately, most attention has been placed on debates over what kind of language program to provide.

This distracts educators and others from the more important questions about educational quality. While language Reading proficiency an issue for some Latino students, it's not the critical issue.

A recent study12 found that English Learners primarily Latinos received an inferior education along seven different dimensions, even when compared to other poor and low-income students.

Chief among the educational inequities suffered are teachers unprepared to address their needs. A review of research on effective strategies for supporting the healthy development of children from birth to young adulthood yields a series of target areas for policy development, including— Begin cognitive enrichment early.

Early intervention, if sustained over time, can change the intellectual development of children. The evidence suggests, though, that this early intervention needs to extend beyond the classroom, involving the homes of preschool children, helping their parents to understand the demands of school and how practices in the home can work hand in hand with the goals of schooling.

Most important of all are literacy practices in the home—reading to and with children and also talking to them about ideas and inviting their curiosity about the world. Many low-income Latino parents have come to believe that they cannot help their children learn because they haven't experienced much formal education themselves, or because they don't speak English, and their skills and abilities are often overlooked by schools.

Research shows, however, that such parents can and should be critical educators for their children. Policies that enable them to do so in their primary language—and that support them while they do it—could greatly assist students' learning. There is a critical role for teachers and schools in helping parents to support their children's schooling.

Establish housing policies that help desegregate neighborhoods and schools, and build social capital in the Latino community. It has been argued that housing is the fulcrum of opportunity, linked to many factors critical to the success of adults and children in American society.

Give us this day our daily grind. We love to hate our jobs. But if they're so terrible, why do we carry on doing them? Alice Wignall. Monday February 6, ETS Proficiency Profile Annual Comparative Data Guide. Compare the performance of your students with those of a large group of students at other institutions. MAPT for Reading Score Report-Interpretive Guide — updated March

Such factors include access to good schools, but they also include "wealth, healthy and safe environments, positive peer groups for children, good local health care, convenient access to areas of greatest job growth, high-quality public services, networks to jobs and college, and many other forms of opportunity.

Changing school boundaries, providing racially and SES-balanced magnet schools, and providing transfer opportunities to attend two-way language programs are among the many options schools can employ to help desegregate Latino students.

There are also powerful social policies that can more radically change housing segregation. While such policies are not in the hands of schools to enact, teachers and school districts can give voice to the need for such policies and can cooperate with city and county government to implement them.

A number of attempts have been made at state and regional levels to provide integrated health and social services for low-income students through cooperative arrangements between schools and county and regional health and welfare agencies.

Such efforts have not been without challenges. But there is also evidence that, when implemented well, they can have substantially positive effects on children's physical and mental well-being, which can be at least indirectly related to schooling outcomes.

Schools can spearhead these efforts. Prepare and recruit specifically qualified teachers. Teachers must be given the specialized tools they need to be successful with Latino populations, and, contrary to the oft-heard mantra that good schools are good schools for all children, some additional and different things must be present in schools that serve this population.

Teachers must have skills and the means for communicating with Latino parents and enlisting them as allies. They must be able to communicate with and motivate their Latino students.

Critically, teachers must know how to provide deep, rich, and intellectually challenging instruction that pushes students to excel and, simultaneously, builds on the fund of knowledge that resides in students' communities.

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In the words of Michael Martinez,14 they must be able to cultivate intelligence, not just the acquisition of knowledge. They must be able to help children learn to think deeply and creatively about problems, and they must be able to build on the foundations of learning that students bring with them to school.

This also implies that teachers must be given the autonomy to exercise their professional judgment and expertise in the classroom. Although most Latino students speak English, many come from families and communities that primarily speak Spanish, and most teachers have difficulty communicating with students' families and thus enlisting their support.Familiarize yourself with the Oral Proficiency (OPI) administered by Language Testing International.

Reading proficiency

ETS Proficiency Profile Annual Comparative Data Guide. Compare the performance of your students with those of a large group of students at other institutions. Reading proficiency by third grade is the most important predictor of high school graduation and career success.

Yet every year, more than 80 percent of low-income children miss this crucial milestone.


Launching Young Readers Series. Our PBS series explores reading and writing development in young children. The programs feature top reading experts, best practices in the classroom, support for struggling learners and how parents can help their kids succeed.

§ English Language Proficiency Standards. (a) Introduction. (1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs).

The US Army has several unique programs that require specialized language testing. One of the most dreaded language tests is the Army Oral Proficiency Interview, often referred to as the OPI Test..

The OPI is required for applicants applying for the MAVNI Program or as a 09L Interpreter Translator. What Is The Army Oral Proficiency Interview.

Third-Grade Reading Legislation