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The achievement progress of English learner students in Nevada

To understand the learning trajectories of the growing numbers of English learner students in the West, especially those who struggle to pass state English language arts and math content tests, this study followed three cohorts of English learner students in Nevada over six school years, 2006–2007 through 2011–2012, to assess their progress in English proficiency and their academic progress in English language arts and math content knowledge.

Key findings from the study include:

  • More than 90 percent of Nevada’s English learner students scored at or above the required level for reclassification as fluent English proficient students over a period of six school years.
  • The overall cumulative passing percentage was highest for Nevada's English Language Proficiency test, followed by the reading test, and then the math test.
  • English learner students who were eligible for special education services had the lowest passing rates on all three tests.
  • In general, English learner students in higher grades had lower cumulative passing rates on all three tests than students in lower grades.

This study's findings identify subgroups of English learner students who may need more support to attain at least the expected minimum levels of academic achievement. All English learner students who are eligible for special education services will likely need additional support to be successful, and this support may need to vary by specific subgroups of learning disabilities.

Details

Area
Examining ELs' Academic Outcomes

Publication Type
Report

Publication Date
August 1, 2016