The Correlates of Academic Performance for English Language Learner Students in a New England District

Title:	The Correlates of Academic Performance for English Language Learner Students in a New England District
Description:	This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students’ English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores.
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Cover Date:	August 2014
Web Release:	August 26, 2014
Print Release:	August 26, 2014
Publication #:	REL 2014020 General Ordering Information
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Caroline E. Parker: Education Development Center; Laura M. O’Dwyer: Boston College; Clare W. Irwin: Education Development Center. In collaboration with the English Language Learners Alliance
Type of Product:	Making Connections
Keywords:	English Language Learners (ELL) English Language Proficiency Schools • in urban locations Special Education
Questions:	For questions about the content of this Making Connections, please contact: Amy Johnson.