Addressing Achievement Gaps: The Language Acquisition and Educational Achievement of English-Language Learners. ETS Policy Notes. Volume 16, Number 2, Summer 2008 (original) (raw)
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Learning Point Associates North Central Regional Educational Laboratory, 2005
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Review of" Has Progress Been Made in Raising Achievement for English Language Learners?
Learners?, finds that some states have seen increases in the number of English language learners (ELLs) meeting proficiency standards under No Child Left Behind (NCLB), while others have seen decreases. The report notes some limitations in the data it uses. The CEP report, however, has some specific weaknesses in its research methods that undermine its findings. The CEP report seriously underestimates the significance of language of instruction as a source of error in ELL achievement test scores. Further, it errs in implying that its findings justify an inference of a causal relationship between observed changes in percentages of ELLs meeting achievement benchmarks and improvements in academic achievement for ELLs. Given the limitations in the data, it is inappropriate to draw conclusions from the data summarized in the CEP report.
NCLB and English Language Learners: Challenges and Consequences
Theory Into Practice, 2010
This article highlights key issues surrounding the assessment and accountability mandates of No Child Left Behind (NCLB) for English language learners (ELLs). The policy requires highstakes testing of ELLs in English-a language that these students, by definition, have not yet mastered. After offering background on current federal education legislation, this article shares findings from a word frequency analysis of actual statewide exams. This analysis reveals that even academic content tests are linguistically complex, using words likely unknown by an ELL, which clarifies why testing poses unique challenges for this student population. Analyses of recent ELL performance data on high-stakes tests are also provided, which document why these students and
Education and Urban Society, 2007
Since its inception, America's system of public education has faced many challenges. One of its more important challenges has been how to teach children from diverse backgrounds and cultures. As a society that prides itself on a democratic ideology, cultural diversity and schooling are not trivial issues. One of the more significant diversity topics has been the presence of Englishlanguage learners (ELL) in American public schools. This article introduces the topic of ELL students and the education and education-related issues surrounding ELL students. For researchers and policy makers deeply steeped in the issues surrounding ELL students, the issues and concerns raised in this article are familiar. However, for the vast majority of other researchers and policy makers, these issues are not familiar and may have important impact on their own research agendas.
English Language Learners (ELL)
Immigrant students who come to the United States without legal documentation are known as “undocumented students.” Most of these immigrant students are learning English in addition to their native or first language. The term English Language Learners (ELLs) has been developed by scholars to replace the previous term of English as a Second Language (ESL) student. The change in term reflects the understanding that some immigrant students know more than two languages. Depending on the English proficiency of the student and the educational resources available from the school system, students may be placed into various models of Bilingual Education Programs. If the students have sufficient English proficiency, then they might participate in “mainstream” classes and education.
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This article reviews findings from scientific research that has been conducted in the United States since 1980 on the educational outcomes of English language learners (ELLs). The studies selected for review here are a subset of a more comprehensive body of research conducted during this period that is reported in Genesee, Lindholm-Leary, Saunders, and Christian (in press). Major findings on the oral language, literacy, and academic achievement of ELLs are discussed in 3 separate sections of this article, in addition to a discussion of the gaps and shortcomings in current research in each domain. Recommendations for future research are also presented, including the need for sustained theory-driven research that examines the longitudinal development of and influences of instruction on the oral language, literacy, and academic skills of diverse groups of ELLs across the K-12 span.
The Achievement Progress of English Learner Students in Nevada. REL 2016-154
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This study examined three cohorts of Nevada English learner students over six years. The cohorts were students in kindergarten, grade 3, and grade 6 at the start of the study. Using student scores from the previously administered English Language Proficiency Assessment and the criterionreferenced tests for math and reading, the study team found that at least 65 percent of English learner students in these cohorts were reclassified as fluent English proficient students over the six-year period. English learner students who were eligible for special education services had the lowest cumulative reclassification or passing rates on all three tests. English learner students in higher grades had lower cumulative passing rates on the reading and math content tests than English learner students in lower grades. With the exception of the kindergarten cohort, English learner students performed better on the English Language Proficiency Assessment and math content test than on the reading cont...