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


Northeast & Islands


This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner students in one urban district in New England. The study found that English learner students with individualized education programs had English proficiency scores significantly lower than the mean for all English learner 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 English learner program attended and students' English proficiency, math, or reading scores.

Publication Type:

Making Connections

Online Availability:
Publication Date:
August 2014