Search Results: (1-15 of 45 records)
|WWC 2023001||Dual Language Programs Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on dual language programs. Dual language programs can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language and English. Typically, in dual language programs, classroom teachers instruct students from an early age and over multiple years in both English and a second language called the partner language. These programs vary widely by partner language, primary language of the student population, and duration. Most of the studies examined do not meet WWC standards. Based on the two studies that meet WWC standards, the WWC found moderate evidence that dual language programs positively impacted student literacy achievement in English compared with instructional programs in English only. The WWC found uncertain effects on science and mathematics achievement. More high-quality research is needed to understand the effects of dual language programs in varied contexts.
|REL 2023140||Biliteracy Seals in a Large Urban District in New Mexico: Who Earns Them and How Do They Impact College Outcomes?
New Mexico is one of 48 states that offer a biliteracy seal to high school graduates to recognize their proficiency in a non-English language. The Regional Educational Laboratory Southwest English Learners Research Partnership collaborated with a large urban district in New Mexico to study the characteristics and college readiness of students who earn different types of biliteracy seals (state, district, and global seals) and whether earning a seal improves college outcomes. The study used data from three cohorts of students who graduated from high school in the district from 2017/18 to 2019/20. The study examined the characteristics and college readiness of students who earned different types of seals, the number of students who met some requirements for a seal but did not earn one, and the effect of earning a seal on college outcomes.
|REL 2023144||English learner proficiency in Texas before and during the COVID-19 pandemic
This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3–12 in Texas. In 2020/21, nearly 750,000 students in grades 3–12—approximately one in five Texas students—were English learner students. In accordance with Texas state law and the Every Student Succeeds Act, English proficiency is measured annually using a statewide assessment, the Texas English Language Proficiency Assessment System (TELPAS), which assesses English learner students’ listening, speaking, reading, and writing skills in English. This study focused on TELPAS scores among students who took the test in 2020/21 and compared those scores with a matched cohort of similar students from 2018/19. The study found that, despite missing data because of pandemic-related disruptions to testing, students who took the TELPAS were representative of the overall Texas English learner student population in the years prior to and during the pandemic. The study also found that rates of reclassification from an English learner student to an English proficient student declined between 2017/18 and 2020/21, and trends in the characteristics of reclassified students changed, with lower percentages of students in major urban areas, eligible for the National School Lunch Program, who spoke Spanish at home, and who identified as Hispanic reclassified in 2020/21 than in 2017/18. On average, during the pandemic, English learner students in elementary grades earned meaningfully lower scores on the listening, speaking, and reading domains of the TELPAS than similar students earned before the pandemic, particularly in speaking. The findings for secondary grades were mixed; middle school students earned lower scores in listening and high school students earned higher scores in speaking. Finally, the study did not find evidence that English learner student program models, such as dual-language immersion or content-based English as a second language, were meaningfully associated with English proficiency in 2020/21. Leaders at the Texas Education Agency and Texas school districts could consider focusing recovery resources on elementary schools and to some degree on middle schools and identifying and supporting evidence-based strategies to cultivate proficiency. The Texas Education Agency may consider studying the effect of program models on language proficiency and the relationship between reclassification, shifting English proficiency levels, and changing reclassification standards.
|REL 2022138||Effects of Reclassifying English Learner Students on Student Achievement in New Mexico
This study examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3–8 in New Mexico. State policy in New Mexico bases student reclassification decisions on whether students attain a minimum overall English language proficiency level score of 5.0 on the ACCESS for ELLs (ACCESS) assessment. The study focused on achievement among English learner students in 2014/15–2018/19, a time when the ACCESS underwent a standards setting process to better align its language proficiency scoring scale with the expectations of college- and career-ready standards. After the standards setting, a smaller percentage of English learner students in New Mexico attained English proficiency and were reclassified each year. At the same time, students who scored near the English proficiency level required for reclassification performed above the statewide average in English language arts and math and were more likely to meet state content proficiency standards. However, the study found no effects of reclassification on student achievement either before or after the ACCESS standards setting. In addition, the study found no effect of reclassification on next-year English language arts and math achievement among most groups of students with different characteristics and among most districts in the study. Leaders at the New Mexico Public Education Department could use the findings of this study to consider maintaining the current reclassification threshold. In addition, the state and its districts might want to identify opportunities to strengthen the supports provided to English learner students. This could begin by collecting more systematic information on the education services and supports that English learner students receive leading up to and after they attain English proficiency.
|NCEE 2022007||The Effects of an Academic Language Program on Student Reading Outcomes
Helping English learners and economically disadvantaged students read as well as their more advantaged peers is a struggle for many schools. This study tested a promising program to improve fourth- and fifth-grade students' ability to understand the academic language used in school and support their reading achievement. The supplemental program included reading, speaking, and writing activities for students and training for teachers. About 60 schools were randomly assigned to implement the program for one school year or to continue using their typical strategies. The study compared the average reading performance of the two groups to assess the program's effectiveness.
|REL 2022135||English Language Development Among American Indian English Learner Students in New Mexico
New Mexico’s Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. The study found that most American Indian English learner students were not reclassified as English proficient within five years. Similarly, most American Indian English learner students did not meet grade-level standards on New Mexico state assessments in English language arts and math in grades 3 and 4, regardless of whether they attained English proficiency and were reclassified within five years. However, considerably higher percentages of American Indian English learner students who were reclassified as English proficient met grade-level standards in both English language arts and math compared with students who were not reclassified. Finally, students who attended a school with a bilingual multicultural education program (BMEP) for at least four years were reclassified as English proficient and met grade-level standards on state assessments in English language arts and math at higher rates than students who never attended a school with a BMEP. Staff at the New Mexico Public Education Department, district and school leaders, and teachers can use the findings from this study to determine how best to support English language development among American Indian English learner students.
|REL 2021088||Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification
This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient. Alaska is one of several states where Indigenous students make up a large segment of the EL population. Drawing on Alaska state data from 2011/12 to 2018/19, this study found that roughly a quarter of Alaska Native kindergarten students statewide were classified as EL students. Alaska Native EL students are a diverse group. The Alaska Native EL students in the study spoke 24 different home languages and had varied demographic and education characteristics. Compared with non–Alaska Native EL kindergarten students, Alaska Native EL students had lower English proficiency levels and higher rates of economic disadvantage in a cash-based economy (defined in box 1). The percentage of kindergarten students who were Alaska Native EL students was highest in schools that were rural, schools that had higher rates of economic disadvantage, and schools that employed fewer English as a second language teachers. In interviews, four district leaders shared that identification, classification, service provision, and reclassification practices were the same for Alaska Native EL students as for other Alaska EL students. These interviewees shared that limited financial and human resources compromised the quality and availability of EL supports. However, a review of 26 district EL Plans of Service revealed that less than a third of districts described policies and services directed specifically toward Alaska Native EL students, including heritage language programs, community outreach, and collaboration between Alaska Native education programs and EL programs. Statewide, EL reclassification rates were low for all EL students but especially low among Alaska Native EL students. By the end of grade 7, only 11 percent of Alaska Native EL students had been reclassified compared with 30 percent of non–Alaska Native EL students. This report identifies implications for Alaska, and for other states serving Indigenous EL students, for ensuring that EL education policy, funding, and service provision support Alaska Native and other Indigenous EL students equitably and with excellence.
|REL 2020024||Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification
This study was prompted by the Arizona Department of Education’s interest in learning more about the progress of English learner students toward English proficiency in the early grades. The study examined the English language proficiency and English language arts (ELA) proficiency (reading and writing at grade level) of non-native English speaker students in kindergarten and in grade 3. About 11 percent of 2013/14 kindergartners in Arizona were initially classified as English learner students. At the end of that school year, Arizona retested all non-native English speaker kindergartners after setting a higher threshold for English language proficiency. After reassessment, the proportion of kindergartners classified as English learner students rose to 18 percent. Students initially classified as English language proficient and reclassified as English learner students at the end of kindergarten were no more likely to achieve proficiency by the end of grade 3 than were students initially classified at the basic/intermediate (below proficient) level. This finding suggests that students who were reclassified likely needed English learner services at kindergarten entry. One group of students outperformed native English speakers on grade 3 proficiency assessments: non-native English speakers who were proficient when they entered kindergarten and confirmed as proficient when reassessed at the end of the school year. This finding increases confidence that these non-native English speaker students were appropriately classified as not needing English learner services. A small amount of the variation in English language proficiency and ELA proficiency in grade 3 was attributable to school characteristics, but most of the variation in outcomes was attributable to student characteristics. This suggests that practitioners and policymakers might want to investigate how to reduce gaps in achievement within schools in addition to increasing students’ achievement levels overall. Student characteristics associated with lower outcomes in grade 3 included lower English language proficiency level at kindergarten entry, being eligible for special education services, being a racial/ethnic minority student, and being male. Being socioeconomically disadvantaged was associated with a lower probability of achieving ELA proficiency by the end of grade 3 but not with reaching English language proficiency.
|NCES 2020222||Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Public-use File (PUF)
The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2020-224).
|NCES 2020223||Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Restricted-Use File (RUF)
The PIAAC U.S. 2017 Restricted-use File (RUF) consists of data from the PIAAC 2017 household sample. It contains data for individuals including responses to the background questionnaire and the cognitive assessment. Statistical confidentiality treatments were applied due to confidentiality concerns. In addition to the variables in the public use file, the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted-use license agreement with the National Center for Education Statistics. For more details on the data, please refer to Appendix E of the U.S. PIAAC technical report. (NCES 2019-224).
|REL 2019003||Student and school characteristics associated with academic performance and English language proficiency among English learner students in grades 3–8 in the Cleveland Metropolitan School District
Cleveland Metropolitan School District (CMSD) has witnessed an increase in the number of English learner students in grades K–12 over recent years, with students coming from more diverse backgrounds in race/ethnicity, countries of origin, and native language. This requires more support from the district to meet diverse needs in terms of languages, cultures, and educational supports. The Cleveland Partnership for English Learner Success—a partnership among CMSD's Multilingual Multicultural Education office, the research office and researchers from Regional Educational Laboratory Midwest—has prioritized identifying English learner student and school characteristics associated with student achievement and language proficiency. This will provide a step toward improving district and school supports for English learner students. Student and school data from 2011/12 through 2016/17 were obtained from the district administrative records. The study examined means and percentages of student and school characteristics and student achievement of English learner students in grades 3–8 from school years 2011/12 through 2016/17. The study team examined these characteristics for English learner students in grades 3–8 each year separately, enabling the team to identify stable patterns while helping to uncover changes over time.
|REL 2018286||Initial Spanish proficiency and English language development among Spanish-speaking English learner students in New Mexico
The purpose of this study was to understand whether differences in initial kindergarten Spanish proficiency for English learner students were linked to disparities in attaining English proficiency and academic achievement in reading and math by grades 4 and 5. The study followed two cohorts of Spanish-speaking English learner students from four districts in New Mexico from kindergarten through grades 4 and 5. The 2010 cohort included students enrolled in kindergarten in 2009/10 and followed through grade 5, and represented 25 percent of the Spanish-speaking English learner students enrolled in bilingual programs in the state. The 2011 cohort included students enrolled in kindergarten in 2010/11 and followed through grade 4, and represented 35 percent of the Spanish-speaking English learner students enrolled in bilingual programs in the state. The descriptive study examined cumulative rates of English learner students progressing toward fluent English proficiency. The study also examined students’ demonstration of grade-level readiness on standardized academic assessments in math and English language arts in grades 4 and 5, particularly for those students who were successfully reclassified to fluent English proficient, and how they compared to state averages at the same grade level. Results were reported out according to three different levels of initial kindergarten Spanish proficiency: low, medium and high. The study found that a considerable portion of English learner students in both cohorts started kindergarten at the lowest English proficiency level, but that results favored students who started kindergarten with high Spanish proficiency. Results also indicated that grade-level readiness for grades 4 and 5 on NMPARCC English language arts and math scores for students who achieved English proficiency in grades 4 and 5 were generally lower than statewide averages for all students. However, students with high kindergarten Spanish proficiency were more likely to have higher English proficiency in kindergarten, to be reclassified to fluent English proficient by grades 4 or 5, and to be demonstrate grade-level readiness in English language arts and math in grades 4 and 5 compared to students with low or medium kindergarten Spanish proficiency levels. Results suggest that differentiated annual targets for English language proficiency progress based on results from the kindergarten Spanish proficiency assessment might produce more accurate annual growth targets for English learner students, and that those Spanish proficiency assessments could serve as a flag for targeting students with a higher risk of struggling to gain English and academic proficiency in elementary school.
|REL 2018280||Time to proficiency for Hispanic English learner students in Texas
This study examined the time it took for English learner students in Texas public schools to reach key educational outcomes for the first time, including attaining English proficiency and satisfactory performance on reading and mathematics state assessments. The study also estimated the probability of attaining these outcomes based on several student characteristics (e.g., initial English language proficiency, receipt of special education services, and being overaged at grade 1 entry) and educational experiences (e.g., the type of English learner program: English as a Second Language or bilingual). Historical data from the Texas Education Agency was used to construct a cohort of Hispanic students who entered Texas public schools in grade 1 as English learner students in the 2005/06 school year (85,611 students). Students were followed for up to eight years, through the 2012/13 school year, including while classified as English learner students and after exit from English learner status. Discrete-time survival analyses were used to estimate the probability of attaining outcomes over time.
|REL 2017198||Home Language Survey Data Quality Self-Assessment
Most state departments of education across the U.S. require or recommend that districts use a home language survey as the first step in a multi-step process for identifying students who qualify for English learner student services. However, existing home language surveys may not reveal accurate information about students' language or students' exposure to English language and literacy and, therefore, can actually contribute to the misidentification of English learner students. In response to this challenge, Regional Educational Laboratory Northeast and Islands worked with state and district practitioners to develop the Home Language Survey Data Quality Self-Assessment Tool. This 15-minute self-assessment is designed for use by state leaders who coordinate programs to support students' English language acquisition and achievement in districts, as well as for district leaders who oversee the English learner student identification process in schools. The tool supports the collection of high-quality home language survey data by gathering information from district English learner student coordinators and prompts self-assessment of key practices that impact the quality of home language survey data. The report includes a guiding Data Quality Framework and presents the complete self-assessment tool along with description of how it was developed, how to adapt and administer the self-assessment, and how to engage stakeholders in analyzing and interpreting self-assessment results to identify opportunities for improvement. This engagement at both state and district levels will inform decisions that can contribute to the collection of more accurate data regarding English learner students.
|REL 2017220||Advanced course enrollment and performance in Washington state: Comparing Spanish-speaking students with other language minority students and English-only speakers
This study examined differences in advanced course enrollment and performance for groups of language minority students and native English speakers in Washington state high schools. With data from more than a million students enrolled in Washington state high schools between 2009/10 and 2012/13, the study used regression analysis and calculations of percentages and averages to highlight outcomes for Spanish-speaking students—the largest group of language minority students in the state—and for students from other language backgrounds, including native English speakers. The study found that Spanish-speaking students, regardless of their English learner status, take fewer advanced courses than English-only speakers and speakers of other languages. Spanish-speaking students also earn lower grades in advanced courses than non–Spanish-speaking students, but these differences disappear when students have the same grade point average and test scores in the prior year and attend the same school. In addition, schools with the lowest percentage of Spanish-speaking English learner students offer more advanced courses than schools with higher percentages of these students. The findings suggest that school districts may want to identify gaps and monitor progress toward the goal of equitable advanced course offerings for all students. In doing so, they should take into account the fact that language minority students are a heterogeneous group and that different supports and approaches may be needed for students who speak different languages.
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