Five-Year Study of Proposition 227 Finds No Conclusive Evidence Favoring One Instructional Approach for English Learners

Ron Unz, originator of Proposition 227, claimed, prior to the passage of Prop. 227, that the five percent annual reclassification rate of English learners to fluent English proficient indicated bilingual education was a failure. Critics of Prop. 227 have countered that the annual reclassification rate has changed little since the passage of Prop. 227, indicating the new legislation had no effect on reclassification rates. Unfortunately, the annual reclassification rate does not provide a clear indicator of how long it takes students to be reclassified after entering the school system. To better estimate reclassification rates for English learners in California, cohorts were created to track the same groups of students over time. Ron Unz also claimed that test scores for immigrant students improved dramatically after the passage of Prop. 227. To evaluate his claim, average test scores were calculated by language fluency. Based on statewide data from three different cohorts tracked across four years, Prop. 227 has had no effect on reclassification rates or test scores.

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Scanning Electron Microscopy of the Red Pulp of the Spleen

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s042482010006653x ◽

1971 ◽

Vol 29 ◽

pp. 496-497

Author(s):

Masayuki Miyoshi

Keyword(s):

Electron Microscope ◽

Ringer Solution ◽

Conclusive Evidence ◽

Sinus Wall ◽

Transmission Electron ◽

Type 3 ◽

Cytoplasmic Processes ◽

Splenic Red Pulp ◽

Scanning Electron ◽

Red Pulp

In spite of various attempts, conclusive evidence to explain blood passage in the splenic red pulp does not seem to have been presented. Scanning electron microscope (SEM) observations on the rabbit spleen, originally performed by us, revealed that the sinus was lined by a perforated lattice composed of longitudinally extended rod cells and transverse cytoplasmic processes, and that perforations in the lattice were continuous to the spaces among the stellate reticulum cells of the cord. In the present study the observation was extended to the dog and rat spleens, in which the cord is more developed than in the rabbit in order to clarify the possible differences in the fine structure of the sinus wall. An attempt was also made to examine the development and distribution of macrophage in the blood passage of the red pulp.Spleens were washed and fixed by perfusion with Ringer solution and then with buffered glutaraldehyde. Small tissue cubes were dehydrated with acetone, dried in air and heated with gold. Observations were made by a JEOL SEM Type-3. One air dried tissue cube was cut into small pieces and post fixed with buffered OsO4 for examination under the transmission electron microscope (TEM).

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Histochemical and Ultrastructural Studies of the Digestive Epithelium in a Gastropod Gametolytic Organ

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s143192760000252x ◽

1980 ◽

Vol 38 ◽

pp. 568-569

Author(s):

R. L. Reeder ◽

S. H. Rogers ◽

W. A. Shannon

Keyword(s):

Acid Phosphatase ◽

Genital Tract ◽

Reproductive Tract ◽

Ultrastructural Level ◽

Conclusive Evidence ◽

Digestive Organ ◽

Limited Information ◽

Ultrastructural Studies ◽

Morphological Studies

Numerous morphological studies have dealt with the spermatheca of pulmonate gastropods. This globular organ, which is attached to the female portion of the reproductive tract by a long duct in these monoecious animals, has had various functions ascribed to it. Recent histochemical demonstrations of deoxyribonuclease, ribonuclease, protease, and acid phosphatase have provided, however, conclusive evidence that it is a digestive organ for the degradation of superfluous sperm and genital tract secretions. Only limited information concerning the spermatheca is available at the ultrastructural level, a fact providing the stimulus for the present study of this organ in Sonorella santaritana, a desert mountain snail from Arizona.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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