Time to proficiency for Hispanic English learner students in Texas

Title:	Time to proficiency for Hispanic English learner students in Texas
Description:	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.
Online Availability:	Download, view and print the report as a pdf file. (682KB)
Cover Date:	November 2017
Web Release:	November 3, 2017
Print Release:	November 3, 2017
Publication #:	REL 2018280 General Ordering Information
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Rachel Slama, Iliana Brodziak de los Reyes, Ayrin Molefe, Diane August, Dean Gerdeman, Linda Cavazos, and Angelica Herrera: American Institutes for Research
Type of Product:	Making Connections
Keywords:	English Language Learners (ELL) English Language Proficiency States
Questions:	For questions about the content of this Making Connections, please contact: Amy Johnson.