Search Results: (1-15 of 131 records)
|WWC 2023001||Dual Language Programs Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on dual language programs. Dual language programs can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language and English. Typically, in dual language programs, classroom teachers instruct students from an early age and over multiple years in both English and a second language called the partner language. These programs vary widely by partner language, primary language of the student population, and duration. Most of the studies examined do not meet WWC standards. Based on the two studies that meet WWC standards, the WWC found moderate evidence that dual language programs positively impacted student literacy achievement in English compared with instructional programs in English only. The WWC found uncertain effects on science and mathematics achievement. More high-quality research is needed to understand the effects of dual language programs in varied contexts.
|REL 2023140||Biliteracy Seals in a Large Urban District in New Mexico: Who Earns Them and How Do They Impact College Outcomes?
New Mexico is one of 48 states that offer a biliteracy seal to high school graduates to recognize their proficiency in a non-English language. The Regional Educational Laboratory Southwest English Learners Research Partnership collaborated with a large urban district in New Mexico to study the characteristics and college readiness of students who earn different types of biliteracy seals (state, district, and global seals) and whether earning a seal improves college outcomes. The study used data from three cohorts of students who graduated from high school in the district from 2017/18 to 2019/20. The study examined the characteristics and college readiness of students who earned different types of seals, the number of students who met some requirements for a seal but did not earn one, and the effect of earning a seal on college outcomes.
|REL 2023144||English learner proficiency in Texas before and during the COVID-19 pandemic
This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3–12 in Texas. In 2020/21, nearly 750,000 students in grades 3–12—approximately one in five Texas students—were English learner students. In accordance with Texas state law and the Every Student Succeeds Act, English proficiency is measured annually using a statewide assessment, the Texas English Language Proficiency Assessment System (TELPAS), which assesses English learner students’ listening, speaking, reading, and writing skills in English. This study focused on TELPAS scores among students who took the test in 2020/21 and compared those scores with a matched cohort of similar students from 2018/19. The study found that, despite missing data because of pandemic-related disruptions to testing, students who took the TELPAS were representative of the overall Texas English learner student population in the years prior to and during the pandemic. The study also found that rates of reclassification from an English learner student to an English proficient student declined between 2017/18 and 2020/21, and trends in the characteristics of reclassified students changed, with lower percentages of students in major urban areas, eligible for the National School Lunch Program, who spoke Spanish at home, and who identified as Hispanic reclassified in 2020/21 than in 2017/18. On average, during the pandemic, English learner students in elementary grades earned meaningfully lower scores on the listening, speaking, and reading domains of the TELPAS than similar students earned before the pandemic, particularly in speaking. The findings for secondary grades were mixed; middle school students earned lower scores in listening and high school students earned higher scores in speaking. Finally, the study did not find evidence that English learner student program models, such as dual-language immersion or content-based English as a second language, were meaningfully associated with English proficiency in 2020/21. Leaders at the Texas Education Agency and Texas school districts could consider focusing recovery resources on elementary schools and to some degree on middle schools and identifying and supporting evidence-based strategies to cultivate proficiency. The Texas Education Agency may consider studying the effect of program models on language proficiency and the relationship between reclassification, shifting English proficiency levels, and changing reclassification standards.
|REL 2022138||Effects of Reclassifying English Learner Students on Student Achievement in New Mexico
This study examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3–8 in New Mexico. State policy in New Mexico bases student reclassification decisions on whether students attain a minimum overall English language proficiency level score of 5.0 on the ACCESS for ELLs (ACCESS) assessment. The study focused on achievement among English learner students in 2014/15–2018/19, a time when the ACCESS underwent a standards setting process to better align its language proficiency scoring scale with the expectations of college- and career-ready standards. After the standards setting, a smaller percentage of English learner students in New Mexico attained English proficiency and were reclassified each year. At the same time, students who scored near the English proficiency level required for reclassification performed above the statewide average in English language arts and math and were more likely to meet state content proficiency standards. However, the study found no effects of reclassification on student achievement either before or after the ACCESS standards setting. In addition, the study found no effect of reclassification on next-year English language arts and math achievement among most groups of students with different characteristics and among most districts in the study. Leaders at the New Mexico Public Education Department could use the findings of this study to consider maintaining the current reclassification threshold. In addition, the state and its districts might want to identify opportunities to strengthen the supports provided to English learner students. This could begin by collecting more systematic information on the education services and supports that English learner students receive leading up to and after they attain English proficiency.
|NCEE 2022007||The Effects of an Academic Language Program on Student Reading Outcomes
Helping English learners and economically disadvantaged students read as well as their more advantaged peers is a struggle for many schools. This study tested a promising program to improve fourth- and fifth-grade students' ability to understand the academic language used in school and support their reading achievement. The supplemental program included reading, speaking, and writing activities for students and training for teachers. About 60 schools were randomly assigned to implement the program for one school year or to continue using their typical strategies. The study compared the average reading performance of the two groups to assess the program's effectiveness.
|NCES 2022144||Condition of Education 2022
The Condition of Education 2022 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|REL 2022135||English Language Development Among American Indian English Learner Students in New Mexico
New Mexico’s Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. The study found that most American Indian English learner students were not reclassified as English proficient within five years. Similarly, most American Indian English learner students did not meet grade-level standards on New Mexico state assessments in English language arts and math in grades 3 and 4, regardless of whether they attained English proficiency and were reclassified within five years. However, considerably higher percentages of American Indian English learner students who were reclassified as English proficient met grade-level standards in both English language arts and math compared with students who were not reclassified. Finally, students who attended a school with a bilingual multicultural education program (BMEP) for at least four years were reclassified as English proficient and met grade-level standards on state assessments in English language arts and math at higher rates than students who never attended a school with a BMEP. Staff at the New Mexico Public Education Department, district and school leaders, and teachers can use the findings from this study to determine how best to support English language development among American Indian English learner students.
|REL 2022122||Supporting Integrated English Learner Student Instruction: A Guide to Assess Professional Learning Needs Based on the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide
This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students. It comprises two tools—the Teacher Self-Reflection Tool and the Classroom Observation Tool—and outlines a 10-step process to help districts align their professional learning decisions with the data collected from these tools.
|WWC 2022004||Pathway to Academic Success Project Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the Pathway to Academic Success Project. The Pathway to Academic Success Project trains teachers to improve the reading and writing abilities of English learners who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include setting goals, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing. Based on the research, the WWC found that implementing the Pathway to Academic Success Project has potentially positive effects on writing quality, writing conventions, and literacy achievement, compared with business-as-usual professional development and English language arts instruction.
|NCES 2021144||Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|REL 2021088||Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification
This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient. Alaska is one of several states where Indigenous students make up a large segment of the EL population. Drawing on Alaska state data from 2011/12 to 2018/19, this study found that roughly a quarter of Alaska Native kindergarten students statewide were classified as EL students. Alaska Native EL students are a diverse group. The Alaska Native EL students in the study spoke 24 different home languages and had varied demographic and education characteristics. Compared with non–Alaska Native EL kindergarten students, Alaska Native EL students had lower English proficiency levels and higher rates of economic disadvantage in a cash-based economy (defined in box 1). The percentage of kindergarten students who were Alaska Native EL students was highest in schools that were rural, schools that had higher rates of economic disadvantage, and schools that employed fewer English as a second language teachers. In interviews, four district leaders shared that identification, classification, service provision, and reclassification practices were the same for Alaska Native EL students as for other Alaska EL students. These interviewees shared that limited financial and human resources compromised the quality and availability of EL supports. However, a review of 26 district EL Plans of Service revealed that less than a third of districts described policies and services directed specifically toward Alaska Native EL students, including heritage language programs, community outreach, and collaboration between Alaska Native education programs and EL programs. Statewide, EL reclassification rates were low for all EL students but especially low among Alaska Native EL students. By the end of grade 7, only 11 percent of Alaska Native EL students had been reclassified compared with 30 percent of non–Alaska Native EL students. This report identifies implications for Alaska, and for other states serving Indigenous EL students, for ensuring that EL education policy, funding, and service provision support Alaska Native and other Indigenous EL students equitably and with excellence.
|REL 2020024||Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification
This study was prompted by the Arizona Department of Education’s interest in learning more about the progress of English learner students toward English proficiency in the early grades. The study examined the English language proficiency and English language arts (ELA) proficiency (reading and writing at grade level) of non-native English speaker students in kindergarten and in grade 3. About 11 percent of 2013/14 kindergartners in Arizona were initially classified as English learner students. At the end of that school year, Arizona retested all non-native English speaker kindergartners after setting a higher threshold for English language proficiency. After reassessment, the proportion of kindergartners classified as English learner students rose to 18 percent. Students initially classified as English language proficient and reclassified as English learner students at the end of kindergarten were no more likely to achieve proficiency by the end of grade 3 than were students initially classified at the basic/intermediate (below proficient) level. This finding suggests that students who were reclassified likely needed English learner services at kindergarten entry. One group of students outperformed native English speakers on grade 3 proficiency assessments: non-native English speakers who were proficient when they entered kindergarten and confirmed as proficient when reassessed at the end of the school year. This finding increases confidence that these non-native English speaker students were appropriately classified as not needing English learner services. A small amount of the variation in English language proficiency and ELA proficiency in grade 3 was attributable to school characteristics, but most of the variation in outcomes was attributable to student characteristics. This suggests that practitioners and policymakers might want to investigate how to reduce gaps in achievement within schools in addition to increasing students’ achievement levels overall. Student characteristics associated with lower outcomes in grade 3 included lower English language proficiency level at kindergarten entry, being eligible for special education services, being a racial/ethnic minority student, and being male. Being socioeconomically disadvantaged was associated with a lower probability of achieving ELA proficiency by the end of grade 3 but not with reaching English language proficiency.
|NCES 2020144||The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|WWC 2020010||Intervention Report Word Generation: English Language Learners
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Word Generation for English learners. Word Generation is a supplemental program that aims to improve students’ reading comprehension by building students’ vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. Word Generation consists of a series of interdisciplinary units with daily lessons focused on a high-interest topic to increase student engagement. Based on the research, the WWC found that implementing Word Generation may result in little or no change in the reading comprehension or English language proficiency of English learners in grades 4-7.
|NCES 2019050||ECLS-K:2011 Public-Use Kindergarten-Fifth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This public-use data file includes data from every round of data collection: the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; the spring of 2015, when most of the students were in fourth grade, and the spring of 2016, when most of the students were in fifth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
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