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When Schools Have Discretion, Do They Overidentify Students as LEP? - Sun, Timothy
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When Schools Have Discretion, Do They Overidentify Students as LEP? - Taschenbuch

2010, ISBN: 3639195361, Lieferbar binnen 4-6 Wochen Versandkosten:Versandkostenfrei innerhalb der BRD

ID: 9783639195361

Internationaler Buchtitel. In englischer Sprache. Verlag: VDM Verlag, Paperback, 60 Seiten, L=220mm, B=150mm, H=4mm, Gew.=106gr, [GR: 17280 - HC/Sonderpädagogik, Behindertenpädagogik], Kartoniert/Broschiert, Klappentext: Limited English Proficiency (LEP) rates among students in public schools grew by nearly 50% between 1991 and 2005. Much of this increase is driven by a similar increase in the percentage of school-enrolled, school-aged children who spoke a foreign language at home over that time period. However, school districts also receive increased funding when they identify a student as LEP and there is no one definition of what makes a student LEP. Thus, schools may overidentify students to maximize their funding. Previous researchers have found that fiscal incentives lead to higher rates of special education identification, but there is no prior evidence on LEP identification. In this study, to determine if overidentification occurs, I use variation across states and within states over time in the discretion that schools have to identify LEP students. I control for Census-based measures of the percentage of students who speak a foreign language at home, state fixed effects, and time fixed effects. My estimates suggest that schools with discretion overidentify students by as much as 2 percent. Limited English Proficiency (LEP) rates among students in public schools grew by nearly 50% between 1991 and 2005. Much of this increase is driven by a similar increase in the percentage of school-enrolled, school-aged children who spoke a foreign language at home over that time period. However, school districts also receive increased funding when they identify a student as LEP and there is no one definition of what makes a student LEP. Thus, schools may overidentify students to maximize their funding. Previous researchers have found that fiscal incentives lead to higher rates of special education identification, but there is no prior evidence on LEP identification. In this study, to determine if overidentification occurs, I use variation across states and within states over time in the discretion that schools have to identify LEP students. I control for Census-based measures of the percentage of students who speak a foreign language at home, state fixed effects, and time fixed effects. My estimates suggest that schools with discretion overidentify students by as much as 2 percent.

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When Schools Have Discretion, Do They Overidentify Students As Lep? - Timothy Sun
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Timothy Sun:
When Schools Have Discretion, Do They Overidentify Students As Lep? - neues Buch

ISBN: 9783639195361

Limited English Proficiency (LEP) rates among students in public schools grew by nearly 50% between 1991 and 2005. Much of this increase is driven by a similar increase in the percentage of school-enrolled, school-aged children who spoke a foreign language at home over that time period. However, school districts also receive increased funding when they identify a student as LEP and there is no one definition of what makes a student LEP. Thus, schools may overidentify students to maximize their funding. Previous researchers have found that fiscal incentives lead to higher rates of special education identification, but there is no prior evidence on LEP identification. In this study, to determine if overidentification occurs, I use variation across states and within states over time in the discretion that schools have to identify LEP students. I control for Census-based measures of the percentage of students who speak a foreign language at home, state fixed effects, and time fixed effects. My estimates suggest that schools with discretion overidentify students by as much as 2 percent. Books Books ~~ Education & Teaching~~ Special Education ~~ General When-Schools-Have-Discretion-Do-They-Overidentify-Students-As-Lep~~Timothy-Sun VDM Verlag Limited English Proficiency (LEP) rates among students in public schools grew by nearly 50% between 1991 and 2005. Much of this increase is driven by a similar increase in the percentage of school-enrolled, school-aged children who spoke a foreign language at home over that time period. However, school districts also receive increased funding when they identify a student as LEP and there is no one definition of what makes a student LEP. Thus, schools may overidentify students to maximize their funding. Previous researchers have found that fiscal incentives lead to higher rates of special education identification, but there is no prior evidence on LEP identification. In this study, to determine if overidentification occurs, I use variation across states and within states over time in the discretion that schools have to identify LEP students. I control for Census-based measures of the percentage of students who speak a foreign language at home, state fixed effects, and time fixed effects. My estimates suggest that schools with discretion overidentify students by as much as 2 percent.

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When Schools Have Discretion, Do They Overidentify Students as LEP? - An Econometric Analysis of How Incentives and Constraints Affect the Identification of Limited English Proficient (LEP) Students
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When Schools Have Discretion, Do They Overidentify Students as LEP? - An Econometric Analysis of How Incentives and Constraints Affect the Identification of Limited English Proficient (LEP) Students - Taschenbuch

2010, ISBN: 9783639195361

[ED: Taschenbuch / Paperback], [PU: VDM Verlag Dr. Müller], Limited English Proficiency (LEP) rates among students in public schools grew by nearly 50% between 1991 and 2005. Much of this increase is driven by a similar increase in the percentage of school-enrolled, school-aged children who spoke a foreign language at home over that time period. However, school districts also receive increased funding when they identify a student as LEP and there is no one definition of what makes a student LEP. Thus, schools may overidentify students to maximize their funding. Previous researchers have found that fiscal incentives lead to higher rates of special education identification, but there is no prior evidence on LEP identification. In this study, to determine if overidentification occurs, I use variation across states and within states over time in the discretion that schools have to identify LEP students. I control for Census-based measures of the percentage of students who speak a foreign language at home, state fixed effects, and time fixed effects. My estimates suggest that schools with discretion overidentify students by as much as 2 percent., [SC: 0.00], Neuware, gewerbliches Angebot

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When Schools Have Discretion, Do They Overidentify Students as LEP? (An Econometric Analysis of How Incentives and Constraints Affect the Identification of Limited English Proficient (LEP) Students)
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When Schools Have Discretion, Do They Overidentify Students as LEP? (An Econometric Analysis of How Incentives and Constraints Affect the Identification of Limited English Proficient (LEP) Students) - neues Buch

ISBN: 3639195361

ID: 3639195361

EAN: 9783639195361, ISBN: 3639195361, [VD:20100100], Buch (ling.)

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When Schools Have Discretion, Do They Overidentify Students as LEP?

Limited English Proficiency (LEP) rates among students in public schools grew by nearly 50% between 1991 and 2005. Much of this increase is driven by a similar increase in the percentage of school-enrolled, school-aged children who spoke a foreign language at home over that time period. However, school districts also receive increased funding when they identify a student as LEP and there is no one definition of what makes a student LEP. Thus, schools may overidentify students to maximize their funding. Previous researchers have found that fiscal incentives lead to higher rates of special education identification, but there is no prior evidence on LEP identification. In this study, to determine if overidentification occurs, I use variation across states and within states over time in the discretion that schools have to identify LEP students. I control for Census-based measures of the percentage of students who speak a foreign language at home, state fixed effects, and time fixed effects. My estimates suggest that schools with discretion overidentify students by as much as 2 percent.

Detailangaben zum Buch - When Schools Have Discretion, Do They Overidentify Students as LEP?


EAN (ISBN-13): 9783639195361
ISBN (ISBN-10): 3639195361
Gebundene Ausgabe
Taschenbuch
Erscheinungsjahr: 2010
Herausgeber: VDM Verlag
60 Seiten
Gewicht: 0,106 kg
Sprache: eng/Englisch

Buch in der Datenbank seit 23.02.2009 18:58:13
Buch zuletzt gefunden am 09.01.2017 13:30:46
ISBN/EAN: 9783639195361

ISBN - alternative Schreibweisen:
3-639-19536-1, 978-3-639-19536-1


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