As a reflection of the importance attached to successfully educating children whose native langua... more As a reflection of the importance attached to successfully educating children whose native language is not English, the U.S. Department of Education's longitudinal study of Chapter 1 assistance, "Prospects," includes a component devoted to the analysis of limited-English-proficient (LEP) students. Chapter 1, renamed Title 1 in 1994, is the primary federal program of assistance for educating disadvantaged students. This report is the second of two focused on the LEP population. A cross-sectional description of LEP students and their educational services during the 1991-1992 school year appears in Puma and . That analysis is extended in this report by examining the background characteristics, educational experiences, and academic outcomes of LEP students during the full 4 years of the "Prospects" study, from the school year ending in 1991 to the school year ending in 1994. A nationally-representative sample of public school students in the 3rd grade in the 1990-1991 academic year, and a separate nationally representative sample of public school students in the first grade in the 1991-92 academic year, are tracked through 1994 (Grades 1 to 6) to document the experience of LEP students and contrast it with that of English proficient students. Chapter 1 focuses on defining the LEP population. Chapter 2 discusses the characteristics of LEP students and their families (ethnicity, language, income, family structure). Chapter 3 focuses on educational services for LEP students, and chapter 4 is concerned with the educational outcomes of LEP students, with specific focus in English proficiency, reading, math, and retention in grade.
The Project on State-Level Child Outcomes is a collaboration among researchers, federal agencies,... more The Project on State-Level Child Outcomes is a collaboration among researchers, federal agencies, foundations, and representatives from state welfare offices to examine child and family well-being in the context of welfare reform. The project originated in the U.S. Department of Health and Human Services (HHS), under the leadership of the Administration for Children and Families (ACF) and the Office of the Assistant Secretary for Planning and Evaluation (ASPE). In an initial phase of the project, HHS awarded one-year planning grants to 12 states to augment their ongoing experimental evaluations of welfare waiver policies with studies of how welfare reform affects children. During the fall of 1996 and the spring of 1997, state and federal representatives, researchers from the firms conducting the state evaluations of adult outcomes (MDRC, Mathematica Policy Research, and Abt Associates), researchers from Child Trends, and members of the National Institute of Child Health and Human Development (NICHD) Family and Child Well-being Research Network, met to establish common terminology for discussing child outcomes, develop a conceptual model for how welfare policies affect child well-being, and choose the factors to be assessed in the evaluations.
Funded in part by a National Governor's Association grant to support state-level poverty reductio... more Funded in part by a National Governor's Association grant to support state-level poverty reduction planning, the Task Force formed in early 2009 and worked through the year evaluating ideas for recommendations. The Task Force was comprised of 31 individuals with diverse professional backgrounds and strong expertise in their respective fields. Additionally, over 1,200 Virginians participated in statewide Act on Poverty public input sessions or contributed through the Task Force's website survey. This report is the culmination of intensive analysis of poverty in Virginia, its causes and potential solutions.
As a reflection of the importance attached to successfully educating children whose native langua... more As a reflection of the importance attached to successfully educating children whose native language is not English, the U.S. Department of Education's longitudinal study of Chapter 1 assistance, "Prospects," includes a component devoted to the analysis of limited-English-proficient (LEP) students. Chapter 1, renamed Title 1 in 1994, is the primary federal program of assistance for educating disadvantaged students. This report is the second of two focused on the LEP population. A cross-sectional description of LEP students and their educational services during the 1991-1992 school year appears in Puma and . That analysis is extended in this report by examining the background characteristics, educational experiences, and academic outcomes of LEP students during the full 4 years of the "Prospects" study, from the school year ending in 1991 to the school year ending in 1994. A nationally-representative sample of public school students in the 3rd grade in the 1990-1991 academic year, and a separate nationally representative sample of public school students in the first grade in the 1991-92 academic year, are tracked through 1994 (Grades 1 to 6) to document the experience of LEP students and contrast it with that of English proficient students. Chapter 1 focuses on defining the LEP population. Chapter 2 discusses the characteristics of LEP students and their families (ethnicity, language, income, family structure). Chapter 3 focuses on educational services for LEP students, and chapter 4 is concerned with the educational outcomes of LEP students, with specific focus in English proficiency, reading, math, and retention in grade.
The Project on State-Level Child Outcomes is a collaboration among researchers, federal agencies,... more The Project on State-Level Child Outcomes is a collaboration among researchers, federal agencies, foundations, and representatives from state welfare offices to examine child and family well-being in the context of welfare reform. The project originated in the U.S. Department of Health and Human Services (HHS), under the leadership of the Administration for Children and Families (ACF) and the Office of the Assistant Secretary for Planning and Evaluation (ASPE). In an initial phase of the project, HHS awarded one-year planning grants to 12 states to augment their ongoing experimental evaluations of welfare waiver policies with studies of how welfare reform affects children. During the fall of 1996 and the spring of 1997, state and federal representatives, researchers from the firms conducting the state evaluations of adult outcomes (MDRC, Mathematica Policy Research, and Abt Associates), researchers from Child Trends, and members of the National Institute of Child Health and Human Development (NICHD) Family and Child Well-being Research Network, met to establish common terminology for discussing child outcomes, develop a conceptual model for how welfare policies affect child well-being, and choose the factors to be assessed in the evaluations.
Funded in part by a National Governor's Association grant to support state-level poverty reductio... more Funded in part by a National Governor's Association grant to support state-level poverty reduction planning, the Task Force formed in early 2009 and worked through the year evaluating ideas for recommendations. The Task Force was comprised of 31 individuals with diverse professional backgrounds and strong expertise in their respective fields. Additionally, over 1,200 Virginians participated in statewide Act on Poverty public input sessions or contributed through the Task Force's website survey. This report is the culmination of intensive analysis of poverty in Virginia, its causes and potential solutions.
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Papers by Erik Beecroft