achievement among english language learners

Where Are We? What Can We Do?Atlanta, GA

May, 2014

Copyright 2014 The Education Trust

Achievement Among English

Language Learners:

© 2014 THE EDUCATION TRUST

Nationwide, nearly

4,700,000 English learners are enrolled in

public schools.

Source: National Center for Education Statistics, Digest of Education Statistics 2012, 2013, Table 47, http://nces.ed.gov/programs/digest/d12/.

Source:


Rapid growth in English language learner

enrollment nationwide

4,118,918

4,693,818

3,000,000

3,400,000

3,800,000

4,200,000

4,600,000

5,000,000

2002-2003 2010-11

Nu

mb

er

of

En

glish

la

ng

ua

ge

le

arn

ers

English language learner enrollment in U.S. public schools

14%

National Center for Education Statistics, Digest of Education Statistics 2012, 2013, Table 47, http://nces.ed.gov/programs/digest/d12/.

Source:


Nearly 1 in 10 U.S. public school students is

an English learner

9.8%

90.2%

2010-11 School Year

Participating in English language learner programs Not participating in English language learner programs


Source:


Nearly 1 in 3 students in California is an

English learner, compared to just 1 in 100

in West Virginia

29%

1%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Ca

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Ne

va

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w M

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ia

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ers

ey

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ee

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an

ia

Ma

ine

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cky

Ala

ba

ma

Mo

nta

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Mis

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io

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w H

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ire

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Mis

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st V

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Pe

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tota

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nro

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t

English learners (2011)



Sample data suggest that most

English learners are in elementary

grades – but substantial numbers

are in upper grades, too.

Source:


In a sample of urban districts, 2 in 3 English

learners are found in elementary schools

64%

16%

20%

0%

10%

20%

30%

40%

50%

60%

70%

K-5 6-8 9-12

Pe

rce

nt

of

En

glish

le

arn

ers

Distribution of English learners by grade span (2009-10)

The Council of Great City Schools, English language learners in America’s great city schools: Demographics, achievement, and staffing, 2013.

Note: Data includes only the 36 urban districts that reported information on English learner enrollment by grade span.


Most English learners were born in

the United States.

Source:


Most school-aged English learners were

born in the United States

74%

26%

Birthplace of school-aged Limited English Proficient children

Born in the U.S. Not Born in the U.S.

Migration Policy Institute, “Limited English Proficient Population of the United States,” 2013, http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states.

Source:


Far more secondary-grade ELLs were born

outside of the U.S. – but in both elementary and

secondary schools, most are native born

24%

44%

59%

27%

18%

29%

0%

10%

20%

30%

40%

50%

60%

70%

PK-5 6-12

Pe

rce

nt

of

En

glish

La

ng

ua

ge

Le

arn

ers

Nativity and Generation of English Language Learners,

by grade span (2000)

First Generation Second Generation Third Generation

Capps, R., et al., The new demography of America’s schools: Immigration and the No Child Left Behind Act, 2005, The Urban Institute.

Note: First-generation students were born outside of the U.S., second-generation students were born in the U.S. but have parents who were born outside the U.S.;

and third-generation students were born in the U.S. and have parents who were born in the U.S.


Most U.S.-born English learners are

of Hispanic descent.

Source:


Of school-aged English learners born in the

U.S., almost 70% are of Hispanic origin

55%

4% 3%

8%

29%

0%

10%

20%

30%

40%

50%

60%

Mexican origin Puerto Rican/Puerto

Rican Origin

Salvadoran origin Other Hispanic

origin

Non-Hispanic origin

Pe

rce

nt

of

U.S

.-b

orn

Lim

ite

d E

ng

lish

Pro

fici

en

t

child

ren

ag

ed

5-1

7

Ethnic backgrounds of U.S.-born Limited English Proficient

school-aged children (2011)

Migration Policy Institute, “Limited English Proficient Population of the United States,” 2013, http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states.


But within racial and ethnic groups,

Asian students are actually most

likely to be struggling to speak

English.

Source:


About 1 in 6 Asian children struggles to

speak English

1% 1%

4%

16%

8%

14%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

White African

American

American

Indian/Alaska

Native

Asian Pacific Islander Latino

Pe

rce

nt

of

sch

oo

l-a

ge

d c

hild

ren

wh

o s

pe

ak

an

oth

er

lan

gu

ag

e a

t h

om

e a

nd

ha

ve d

iffi

cult

y

spe

akin

g E

ng

lish

School-aged children who speak another language at home and have

difficulty speaking English (2011)

Childstats.gov Forum on Child and Family Statistics, America’s children: Key national indicators of well-being, 2013, Table FAM5, http://childstats.gov/americaschildren/index.asp.


Are English learners achieving at

high levels in key grades and

subjects?

No!

English learners lag far behind non-

English learners in both reading and

math.

Source:


69%

29%

24%

34%

7%

37%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

English Language Learner Non-English Language

Learner

Pe

rce

nta

ge

of

Stu

de

nts

Grade 4 Reading – By English Learner Status

(National Public 2013)

Proficient/Advanced

Basic

Below Basic

4th Grade Reading:

Nationwide, English learners over twice as likely

to show below basic skills

National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/.

Source:


69%

25%

25%

39%

5%

36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

English Language Learner Non-English Language

Learner

Pe

rce

nta

ge

of

Stu

de

nts

Grade 8 Math – By English Learner Status

(National Public 2013)

Proficient/Advanced

Basic

Below Basic

8th Grade Math:

More than 2/3 of English learners have skills

below the basic level



And there’s been little improvement

in performance in the past decade.

Source:


Stagnant scores for English learners;

widening gaps with non-ELLs

186 187

219225

160

170

180

190

200

210

220

230

240

250

260

270

2003 2005 2007 2009 2011 2013

Ave

rag

e S

cale

Sco

re

National Public – Grade 4 NAEP Reading

English Language Learner Not English Language Learner

National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 238; Basic Scale Score = 208).

Source:


Little change in percentage of English

learners with below basic reading skills

72% 73%70% 71% 70% 69%

0%

20%

40%

60%

80%

100%

2003 2005 2007 2009 2011 2013

Pe

rce

nta

ge

of

Stu

de

nts

at

Be

low

Ba

sic

Grade 4 Reading – English Learners (National Public)


Source:


No change in percentage of ELLs with

proficient or advanced reading skills

7% 7% 7%6%

7% 7%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

2003 2005 2007 2009 2011 2013

Pe

rce

nta

ge

of

Stu

de

nts

at

Ad

van

ced

Grade 4 Reading – English Learners (National Public)


Source:


English learners scores rising slightly – but

gaps widening

241245

278

286

210

220

230

240

250

260

270

280

290

300

310

2003 2005 2007 2009 2011 2013

Ave

rag

e S

cale

Sco

re

National Public – Grade 8 NAEP Math

English Language Learner Not English Language Learner


Source:


Slight decline in the percentage of English

learners with below basic math skills

74%71% 70% 72% 72%

69%

0%

20%

40%

60%

80%

100%

2003 2005 2007 2009 2011 2013

Pe

rce

nta

ge

of

Stu

de

nts

at

Be

low

Ba

sic

Grade 8 Math – English Learners (National Public)


Source:


No change in percentage of ELLs with

proficient or advanced math skills

5%6% 6%

5% 5% 5%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

2003 2005 2007 2009 2011 2013

Pe

rce

nta

ge

of

Stu

de

nts

at

Ad

van

ced

Grade 8 Math – English Learners (National Public)


Differences among the states?

People naturally want to use NAEP to understand how states compare to each other with respect to educating English

learners to high levels.


And states do vary widely in terms

of both performance and

improvement over time.

Source:


130

140

150

160

170

180

190

200

210

220

230

Ave

rag

e S

cale

Sco

re

Grade 4 – NAEP Reading (2013)


Wide variation in average English learner performance

by state


NAEP Grade 4 Reading –

English Language Learners

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

States with the Biggest Gains in Mean Scale Scores

(2003 – 2013)

State Gain

Ohio 31

Maryland 13

Minnesota 12

Kansas 12

Note: On average, mean scale scores in reading for English learners increased by 1 point from 2003 to 2013.

Source:


Scale Scores by State – English Learners

180

190

200

210

220

230

240

250

260

270

280

Ave

rag

e S

cale

Sco

re

Grade 8 – NAEP Math (2013)

National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 299; Basic Scale Score = 262)


NAEP Grade 8 Math –

English Language Learners

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

States with the Biggest Gains in Mean Scale Scores

(2003 – 2013)

State Gain

Ohio 20

Texas 16

Kansas 13

Hawaii 13

Note: On average, mean scale scores in math for English learners increased by 4 points from 2003 to 2013.


However, state comparisons must be

made with extreme caution. extreme caution. extreme caution. extreme caution.


Some states exclude many English

learners from the assessment

because school authorities

determine that these students can’t

fairly be assessed.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s e

xclu

de

d f

rom

ass

ess

me

nt


National Center for Education Statistics, 2013 reading assessment report card: summary data tables for national and state sample sizes, participation rates, and

proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Reading.pdf.

Wide variation in exclusion rates


And others assess large proportions

with accommodations – like

providing students with bilingual

test booklets or with additional time

to take the assessment.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s a

sse

sse

d w

ith

acc

om

mo

da

tio

ns




Some states provide most ELLs with

accommodations; others do so for few ELLs


Still others assess most English

learners without accommodations –

that is, under the same conditions as

native English speakers.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s a

sse

sse

d w

ith

ou

t a

cco

mm

od

ati

on

s




Some states – like CA – assess most ELLs without

accommodations on NAEP; others – like FL – assess few

this way


As a result, states look very different

in terms of how – and whether –

English learners are assessed.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s


Excluded Assessed with accommodations Assessed without accommodations



Wide variations between states in how English learners

are assessed on NAEP


Take, for example, the three states

with the highest 4th grade reading

performance for English learners on

NAEP.


English learners in Maryland, South

Carolina, and Ohio have very similar

performance.

Source:


207 206 205

130

140

150

160

170

180

190

200

210

220

230

Maryland South Carolina Ohio

Ave

rag

e S

cale

Sco

re



English learners demonstrate similar reading

performance in MD, SC, and OH


But these states are very different in

how they assess English learners.

Source:


61%

7% 4%

27%

81%

22%

13% 12%

75%

0%

20%

40%

60%

80%

100%

MD OH SC

Pe

rce

nt

of

ELL

s





MD excludes most of its English learners; OH assesses most

with accommodations; and SC assesses most without

accommodations


The patterns are much the same—

though less pronounced--in 8th

grade math.


Some variation in states’ exclusion

rates.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s e

xclu

de

d f

rom

ass

ess

me

nt


National Center for Education Statistics, 2013 math assessment report card: summary data tables for national and state sample sizes, participation rates, and

proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Math.pdf.

NAEP exclusion rates for English learners

vary widely across states


Wide differences in the proportion

of English learners assessed with

accommodations.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s a

sse

sse

d w

ith

acc

om

mo

da

tio

ns




Some states, like NY, assess many ELLs with

accommodations; others, like CA, don’t


And wide variation in terms of

assessing students without

accommodation.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s a

sse

sse

d w

ith

ou

t a

cco

mm

od

ati

on

s




Some states assess many ELLs without

accommodations on NAEP; others assess few this way


Add it all together, and states again

look very different in how they treat

their English learners.

Source:


0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

ELL

s





Wide variations between states in how English learners

are assessed on NAEP


In the three states with the highest

math performance for English

learners, performance looks similar.

Source:


Similar math performance for English learners in

SC, AR, and KS

271

265262

180

190

200

210

220

230

240

250

260

270

280

South Carolina Arkansas Kansas

Ave

rag

e S

cale

Sco

re


National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 299; Basic Scale Score = 262)


But we again see big differences in

how English learners are assessed.

Source:


4% 5%

62%

30%

39%

34%

68%

56%

0%

20%

40%

60%

80%

100%

Arkansas Kansas South Carolina

Pe

rce

nt

of

ELL

s





AR assesses most of its English learners with

accommodations; KS and SC assess most without

accommodations


So, before comparing state

performance on NAEP, it’s crucial to

understand how state assessment

policies differ.


Performance in High School and

Thereafter?


Graduation rates can be challenging

to compare across states.

Even though states are now

supposed to be using the cohort

graduation rate, some have been

doing so longer than others.

And we know that state reporting of

cohort graduation rates gets better

each year.


However, there are wide differences

in terms of how well states do at

graduating their English learners in

four years.

That’s according to states’ own reporting.

Source:


83%

23%

0%

20%

40%

60%

80%

100%

Ad

just

ed

Co

ho

rt G

rad

ua

tio

n R

ate

Class of 2012

EDFacts/Consolidated State Performance Report, 2011-12: http://www2.ed.gov/admins/lead/account/consolidated/index.html.

Wide variation in 4-year cohort graduation rates for

English learners


In general, students who are not native

English speakers perform slightly below

native English speakers in reading and

writing on the SAT – but slightly above

native speakers in math.


However, we don’t know how many

non-native English speakers take the

SAT – or who these students are.

Source:


Higher reading and writing, lower math

scores for native English speakers

508 495512

479 478509

462 468

526

0

100

200

300

400

500

600

700

800

Critical Reading Writing Math

Me

an

Sca

le S

core

Mean Score by First Language Learned

English English and Another Language Another Language

The College Board, “2013 College-Bound Seniors: Total Group Profile Report,” 2013.

Source:


Bottom Line: English Learners

• Perform significantly below other students in both reading and math; gaps flat or growing;

• Complete fewer academic and advanced academic courses in high school;

• Considerably less likely to graduate from high school;

• Less likely to be “college ready” upon graduation, except in math.

Does it have to be this way?


Across the country, there are

schools that are doing a much better

job than schools serving the same

kinds of kids.


Some are in states and districts that

have historically served large

numbers of English learners…


Dr. Carlos J. Finlay Elementary SchoolMiami-Dade, Florida

• 511 students in grades PK – 5

• 98% Latino

• 87% Low Income

• 57% English Language

Learners

Source: Florida Department of Education

Note: Data are for 2012-2013 school year.

Source:


Outperforming the State

at Finlay Elementary

Florida Department of Education

63%

40%33%

18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Math Reading

Pe

rce

nt

Lev

el

3 a

nd

Ab

ov

e

English Learners – Grade 3 (2013)

Finlay Florida


Halle Hewetson Elementary SchoolLas Vegas, NV

• 962 students in grades PK – 5

– 85% Latino

– 7% African American

• 100% Low Income

• 71% Limited English

Proficient

Source: Nevada Department of Education

Note: Data are for 2010-2011 school year



89%86%

71%79%

57%

78%

47%

77%

0%

20%

40%

60%

80%

100%

English

Learner

Not English

Learner

English

Learner

Not English

Learner

Pe

rce

nta

ge

Me

ets

or

Exc

ee

ds

Sta

nd

ard

s

Grade 4 (2013)

Halle Hewetson

Nevada

Math Reading

High Performance

at Halle Hewetson Elementary



Exceeding Standards at

Halle Hewetson Elementary

5%12%

18%

29%

33%

36%

44%

23%

0%

20%

40%

60%

80%

100%

Halle Hewetson Nevada

Pe

rce

nta

ge

of

Stu

de

nts

English Learners – Grade 3 Math (2013)

Exceeds Standards

Meets Standards

Approaches Standards

Emergent/Developing


Imperial High SchoolImperial, CA

• 1,024 students in grades 9 – 12

– 77% Latino

– 18% White

• 43% Low Income


Proficient

Source: California Department of Education

Note: Data are for 2012-13 school year. LEP counts are based on the NCLB definition.

Source:


Outperforming the state at

Imperial High School

688715 707

735 733

781

586 586 590 604 612627 639 651

400

450

500

550

600

650

700

750

800

850

900

2005 2006 2007 2008 2009 2010 2011 2012

Ave

rag

e S

cale

Sco

re

Base API – English Learners

Imperial California

California Department of Education

Note: English learners are defined as those currently identified as and English learner based on the results of the California English Language Development Test, or a

reclassified fluent-English-proficient student who has not scored at the proficient level or above on the CST or CMA in English Language Arts three times after

being reclassified. In 2012, 237 students were included in Imperial’s English learner subgroup for the API, representing about 33% of students included in the

school’s API. In 2007 and 2008, API for English learners was not reported for Imperial High School. California data reflect English learners in grades 9-12 only.


Others are in states and districts that

have experienced rapid growth in

their English learner population…


De Queen Elementary SchoolDe Queen, Arkansas

• 555 students in grades 3 – 5

• 67% Latino

• 27% White

• 77% Low Income


Proficient

Source: Arkansas Department of Education



90%

97% 95% 97%94%

87%

70%71%

82% 80% 79% 77%

62%

49%

0%

20%

40%

60%

80%

100%

Grade 3

Literacy

Grade 3

Math

Grade 4

Literacy

Grade 4

Math

Grade 5

Literacy

Grade 5

Math

Grade 5

Science

Pe

rce

nta

ge

Pro

fici

en

t o

r A

dva

nce

d

Limited English Proficient Students (2013)

De Queen Arkansas

Exceeding the State at De Queen

Elementary



62%

81%

52%

64%

58%52%

17%

38%

48%

38%42%

34%

23%

7%

0%

20%

40%

60%

80%

100%

Grade 3

Literacy

Grade 3

Math

Grade 4

Literacy

Grade 4

Math

Grade 5

Literacy

Grade 5

Math

Grade 5

Science

Pe

rce

nta

ge

Ad

van

ced

Limited English Proficient Students (2013)

De Queen Arkansas

Advanced performance at

De Queen Elementary




De Queen Elementary

2%3%

16%17%

34%

81%

48%

0%

20%

40%

60%

80%

100%

De Queen Arkansas

Pe

rce

nta

ge

of

Stu

de

nts

English Learners – Grade 3 Math (2013)

Advanced

Proficient

Basic

Below Basic




De Queen Elementary

1% 4%5%

18%

35%

43%

58%

34%

0%

20%

40%

60%

80%

100%

De Queen Arkansas

Pe

rce

nta

ge

of

Stu

de

nts

English Learners – Grade 5 Literacy (2013)

Advanced

Proficient

Basic

Below Basic


These schools differ dramatically in their

size, location, and the students they

serve.

But when it comes to educating ELs,

they have certain things in common.


• Emphasis on vocabulary and writing• “We focus a lot on academic vocabulary…even if they can

communicate with their peers, they need to be able to

participate in the classroom.” – Principal, Laurel Street Elementary

School (Compton, CA)

• “We find vocabulary they may not know to help them

understand the story – pictures, kid-friendly explanations…” – Principal, De Queen Elementary School (De Queen, AR)

• “We have a comprehensive approach to writing that begins

in kindergarten. How to incorporate academic language,

how to structure writing, how to flow from sections, how to

engage the reader. Now we’re shifting from narrative into

expository and persuasive writing under Common Core.” –Principal, Laurel Street Elementary School (Compton, CA)


• Extra time and additional supports• “For low-level ELL students, experts came in to help

students. They pulled some students out before or after

school to give additional language sessions for a chance to

develop more.” – Principal, Halle Hewetson Elementary School (Las Vegas,

NV)

• “Extended time really helped.” – Principal, Graham Road Elementary

School (Falls Church, VA)

• “In their regular classroom, they receive regular support.

They have additional time, a Spanish-English dictionary. We

coordinate with classroom teachers.” – Principal, De Queen

Elementary School (De Queen, AR)

• “We specifically target our ELLs at the beginning of the

year…they get the first wave of tutoring.” – Principal, Laurel Street

Elementary School (Compton, CA)


These elements are in addition to what

other successful schools are also doing:

• Clear/shared focus

• High standards and expectations for students

and teachers

• Collaboration

• Aligned curriculum and assessments

• Careful monitoring of student performance

So, what is getting in the way?

Do English learners have adequate

opportunities to learn?

Quality Teachers?

The most critical resource of all

Truth is, we don’t know nearly enough.

While most teachers will, at some point, have English learners in their classroom, not all are prepared… • The National Council on Teaching Quality says that 3 in 4

elementary education programs fail to adequately instruct teaching candidates on early reading strategies for ELLs.

• And only 1 in 20 elementary education program adequately covers both early reading strategies for ELLs and the five essential components of effective reading instruction generally.

• Only about 1 in 4 teachers have participated in professional development on teaching LEP or ELL students in the past year.

• In 2010, 33 states reported providing some professional development for mainstream teachers of English learners.

• These opportunities ranged from invitations to participate in state professional development for EL teachers to collaborating with universities to offer appropriate coursework.

Adequate Funding?

Because English learners are often concentrated in high-poverty and high-

minority districts, they’re likely to be found in states and districts with lower per pupil

spending.

Source:


Funding Gaps Between States

Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.

Gap

High-Poverty versus

Low-Poverty States

–$2,278

per student

High-Minority versus

Low-Minority States

–$2,330

per student

Source:


Funding Gaps Between Districts: National inequities in

state and local revenue per student

Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.

Gap

High-Poverty versus

Low-Poverty Districts

–$773

per student

High-Minority versus

Low-Minority Districts

–$1,122

per student


And, in fact, English learners are

concentrated in states with lower

per pupil spending.

Source:


States with the largest concentrations of English

learners are among the lowest-spending states

Percent of students who are English learners

Tota

l p

er

pu

pil

exp

en

dit

ure

s

TX

CA

Course-taking opportunities?


Few students are still categorized as

English learners by the time they

graduate from high school.

Only 2% of graduates in the High School Transcript Study are

classified as ELLs.


But these students differ notably

from non-ELL graduates.


They earn fewer credits overall…

Source:


By high school graduation, English learners

have accumulated fewer credits.

14.36

26.27

15.99

27.20

0.00

5.00

10.00

15.00

20.00

25.00

30.00

Core Credits Total

Ave

rag

e n

um

be

r o

f cr

ed

its

ea

rne

d

Graduates in the Class of 2009

English Learner Not an English Learner

National Center for Education Statistics, High School Transcript Study Data Explorer, http://nces.ed.gov/nationsreportcard/hstsdata/.


Fewer credits in most core subjects…

Source:


By the time they graduate, ELLs have

earned fewer credits in nearly all subjects

3.77

1.48

3.74

2.94

3.91

0.75

4.38

2.12

3.92

3.50

4.19

0.34

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

English Fine Arts Math Science Social Studies Special Education

Ave

rag

e n

um

be

r o

f cr

ed

its

ea

rne

d





And fewer credits in high-level

courses.

Source:


By graduation, English learners have also

earned far fewer credits in high-level

courses

0.83

0.35

0.06 0.04

0.42

3.90

1.10

0.19 0.20

2.44

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

Advanced Courses Advanced Placement AP/IB Math AP/IB Science Honors Courses

Ave

rag

e n

um

be

r o

f cr

ed

its

ea

rne

d





Moving Forward:

Source:


Key Questions States Need to Answer

about English Learners• Who are my EL’s? How many; what

languages and what levels? How long in US schools?

• Where are they? Numbers growing?

• Do they have adequate opportunities to learn? How do you know?

• How are they performing?

• What do reclassification rates look like? What happens post reclassification?

Source:


EL experts have identified at least distinct four

categories of English learners in the secondary grades:

• High school students who arrive in the U.S. proficient in

their native language but with limited or no English skills

• High school students who were born in the U.S. or who

arrived as young children – who have been educated in

U.S. schools but continue to be designated as ELLs

• Students who arrive in the U.S. in the middle school years

with limited literacy in their native language

• High school students who arrive in the U.S. with limited

literacy in their native language, limited exposure to

academic skills, and little or no proficiency in English

Source:


Policy issues states need to consider

regarding English Learners?• Criteria for identification and reclassification;

• Standards and assessments, including ELP

exams;

• Supports for Els and their teachers;

• Weighting EL subgroup performance in

accountability;

• Teacher preparation and certification;

• Communication with parents and families.

One final thought

Data on generations and language

generally encouraging, but…

Source:


Far more secondary-grade ELLs were born

outside of the U.S. – but in both elementary and

secondary schools, most are native born

24%

44%

59%

27%

18%

29%

0%

10%

20%

30%

40%

50%

60%

70%

PK-5 6-12

Pe

rce

nt

of

En

glish

La

ng

ua

ge

Le

arn

ers

Nativity and Generation of English Language Learners,

by grade span (2000)

First Generation Second Generation Third Generation

Capps, R., et al., The new demography of America’s schools: Immigration and the No Child Left Behind Act, 2005, The Urban Institute.

Note: First-generation students were born outside of the U.S., second-generation students were born in the U.S. but have parents who were born outside the U.S.;

and third-generation students were born in the U.S. and have parents who were born in the U.S.

Washington, D.C. Metro Detroit, MI

202/293-1217 734/619-8009

Oakland, CA

510/465-6444

Download this presentation and learn more about the

Education Trust.

www.edtrust.org

achievement among english language learners

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