Academic Achievement for ELLs

Tags: Curriculum; Reading; Writing;

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Copyright 2007 by the National Council of Teachers of English. Used with permission. Olson, C.B. and Land, R. (2007). A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School. Research in the Teaching of English, 41(3), http://www.ncte.org/pubs/journals/rte/articles/126617.htm.

Tags: Asian ELL Students; Intervention; Parent Involvement and Outreach / PTA;

Target Population: All

Research Questions the Report Poses:

• What are the characteristics and data demographics of Asian Americans in the state of Washington?
• How can Asian American ELLs be better served to improve English proficiency, school achievement, and student outcomes?

Findings:

• They speak more than 100 languages and dialects with 40% speaking a language other than English as their primary language. The five largest language groups are Vietnamese, Korean, Chinese-Cantonese, Tagalog, and Khmer (Cambodian).
• There is much variability when it comes to income, family education, English proficiency, etc across the groups (ie: While 36.8% of Asian Americans hold a bachelor's degree or higher, only 6.6% of Cambodians do so, compared to 67% and 58% of Taiwanese and Asian Indians, respectively.)
• More than 30% of Asian Americans receive Free/Reduced Price Lunch and 14% are enrolled in Transitional Bilingual Instruction Program (TBIP).
• Asian American ELL students are underserved, undersupported, and experience academic difficulties. Only one third of Asian Non–Native English speakers are in ELL programs and few receive language assistance services in their native language.
• Asian American students experience alienation and marginalization in schools to varying degrees, but WASL data reveal that Filipino American and Southeast Asian American students are most at risk.

Policy Recommendations:

• Adopt a data collection, research, and evaluation plan.
• Create a seamless pipeline pre–k through 16, incorporating co-curricular activities and community involvement.
• Use a broader range of measurements to evaluate student performance.
• Foster culturally responsive approaches and practices.
• Adopt effective ell programs, including highly–trained and quality teachers.
• Engage Asian American families in schools with informational meetings and translated print materials.
• Strengthen school–community partnerships.

• Read the Full Report

Hune, S. and D. Takeuchi. (2008). Asian Americans in Washington State: Closing Their Hidden Achievement Gaps. A report submitted to The Washington State Commission on Asian Pacific American Affairs. Seattle, WA: University of Washington.

• Go to full report

Ascher, Carol and Maguire, Cindy. (2007). Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth Graders to Timely Graduation and College Enrollment. Annenberg Institute for School Reform at Brown University.

Tags: Curriculum; Instructional Programs;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What methods and programs can teachers and schools best use to help ELLs acquire both the English language and general academic competency simultaneously?

Findings:

• Some of the most important qualities in the exemplary schools are: explicit instruction, interactive learning environments, collaborative learning for language and reading development, and student engagement via culturally relevant and age-appropriate lessons and materials.
• The vast majority of schools either officially require teachers be certified in bilingual or ESL, or choose to employ a high number of staff trained in such.
• Professional development and effective instructional strategies are the two factors considered most important at all age levels (elementary, middle, high school).
• The greatest reported challenge to teaching ELLs was parent-school connections, such as the language barrier and low parent involvement.

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Rivera, M. O., Francis, D. J., Fernandez, M., Moughamian, A. C., Lesaux, N. K., & Jergensen, J. (2010). Effective practices for English language learners. Principals from five states speak. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Language Proficiency; Phonics; Phonological Awareness; Placement; Spelling; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: In spite of the debate over bilingual versus English-only education, the fundamental question remains: What are the best ways to teach English literacy to English language learners, and what rate of achievement in English is realistic to expect?

Findings:

• ELLs need the same kind of reading instruction that works for native speakers, more of it, and they need to be watched carefully so they get help adjusted to their language development needs as soon as they encounter problems;
• ELL students can learn basic English reading skills in two years, but their chances of falling behind later in school are greater than native English speaking children;
• There is no evidence that the extra teaching that ELLs need can be effectively offered in "pullout" programs that are not closely integrated with the main literacy program;
• ELLs benefit from lengthening the school day and/or year; and
• ELLs need teachers who can deliver reading instruction shown to be most effective, and these teachers need intensive professional development

Policy Recommendations:

• Give English language learners extra time and instruction in literacy, either through longer school days or extended years;
• Assign the best teachers to English learners and provide professional development in effective teaching strategies;
• Use proven techniques for teaching basic word recognition skills, including phonics and phonological awareness;
• Provide lots of practice reading and frequent assessments to pinpoint children's reading strengths and weaknesses;
• Provide structured academic conversation, built around books and other subject matter activities to build vocabulary and comprehension; and
• Provide several years of intensive, high-quality instruction to help students master the vocabulary, comprehension, and oral language skills that will make them fully fluent in speaking, reading, and writing English.

• Download research brief (89KB PDF)*

Resnick, L.B., Ed. (2004). English Language Learners: Boosting Academic Achievement. Research Points, 2(1). American Educational Research Association: Washington DC.

Tags: Books and Other Reading Materials; Curriculum; Differentiated Instruction; Intervention; Language Proficiency; Motivation; Parent Involvement and Outreach / PTA; Reading;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: What strategies or programs can educators adopt to create schools in which ELLs learn and thrive?

Findings:
A comprehensive system of schooling for ELLS includes the following nine elements:

• High quality and accessible preschool education
• Supports for newcomers to meet needs of transition
• A comprehensive program of English Language development
• A program providing full access to challenging curriculum
• High quality instruction and materials
• Inclusive and affirming school climate
• Valid, comprehensive, and useful assessments
• Strong family and community partnerships
• Schools structured to meet the particular needs of English learners.

Policy Recommendations:

• Invest in building a qualified educator workforce;
• Build a meaningful accountability system for English learners;
• Assure that educators have the materials they need to deliver high quality English Language Development;
• Demonstrate new models of successful schools for English learners

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University of California

Linguistic Minority Research Institute

4722 South Hall

Santa Barbara, CA 93106-3220

Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.

Tags: Content Areas: Math; Intervention; Language Proficiency; Latino ELL Students; Rights, Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: How Far Behind in Math and Reading are English Language Learners?

Findings:

• The ELL achievement gap widens at higher grades.
• Nationally, ELL students tend to trail further behind their peers in reading than in math.

Policy Recommendations:
None given

• Link to Full Report

To order a hard copy of the report, contact:
n/a

Fry, R. (2007). How Far Behind in Math and Reading are English Language Learners? Pew Hispanic Center: Washington, D.C.

Tags: Comprehension; Language Proficiency; Transfer of Literacy Skills;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: How long does it take English language learners to develop oral proficiency and academic proficiency in English?

Findings:

• Rapid English language acquisition is unrealistic.
• The two California districts used in the sample are considered the most successful teaching English to limited English proficient students. In these high performing districts:
  • Oral proficiency takes 3 to 5 years to develop; and
  • Academic English proficiency takes 4 to 7 years to develop

Policy Recommendations:
California should begin a longitudinal survey to track the normative development of ELL students.

• Read the Full Report

To order a hard copy of the report, contact:
The University of California Linguistic Minority Research Institute University of California, Santa Barbara 4722 South Hall, MC 3220 Santa Barbara, CA 93106-3220

Hakuta, K., Butler, Y.G., and Witt, D. (2000, January). How long does it take English language learners to develop oral proficiency and academic proficiency in English? Stanford, CA: University of California Linguistic Minority Research Institute.

Tags: Comprehension; Instructional Programs; Intervention; Language Proficiency; Latino ELL Students; Placement; Writing;

Target Population: Middle, High School, Post-Secondary

Research Questions the Report Poses: What issues should states consider to improve schooling for English language learners?

Findings:

• ELLs need high quality instruction focused on advanced literacy skills and not just on language acquisition; and
• Immersion-only programs lead to increased special education placements
• Latino ELLs are overrepresented in special education and lower tracked classrooms;

Policy Recommendations:

• States and districts need to redesign literacy work for ELLs in high schools to change from remediation to academic enrichment; and
• States and districts need to ensure that ELLs participate in rigorous, college preparation courses and receive support so that they can succeed in these courses

• Link to Full Report

To order a hard copy of the report, contact:
n/a

Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and districts in developing a coherent policy Framework. National High School Center .

Tags: Intervention; Parent Involvement and Outreach / PTA;

Target Population: All

Research Questions the Report Poses:

• What are the main patterns of K–12 experience for immigrant youth?
• What is the "immigrant paradox" and how broadly applicable is it?

Findings:

• The "immigrant paradox" is the trend that that immigrant youth enjoy academic advantages in the relative absence of the socioeconomic advantages, such as high parental education and income, which are usually associated with school success.
• This apparent advantage, however, is more pronounced among the children of Asian and African immigrants than other groups, among boys than girls, and in secondary than elementary school.
• With support from families, schools, and communities, therefore, fluency in multiple languages has academic advantages that likely factor into the immigrant paradox.
• Overall, strong family ties and parental attachment and support are resources for immigrant youth, providing the security and assistance they need to meet the challenges of school, even though this support comes in less obvious means.
• Although many immigrant youth more problematic schools that pose academic risks that could impair academic performance, such risks seem to affect these immigrant youth less than students with native–born parents, suggesting that they may be more resilient in problematic schools than their peers.
• Indeed, ECLS–K teachers rated the children of both Hispanic and Asian immigrants as better adjusted than children of U.S.–born white, Asian, Hispanic, and black parents.

Policy Recommendations:

• Targeting the Latino population is one way for policy makers to address numerous kinds of educational disparities. Moreover, given the many community and family strengths of Latin American immigrants, this population has potential to respond positively to interventions targeting these related disparities.
• Efforts by policy makers to promote college–going among immigrant youth must focus on coursework as well as on other areas of college preparation that require inside knowledge, such as knowing how to apply for aid.
• Because a lack of contact between immigrant families and schools might contribute to immigrant risks and undercut immigrant advantages, efforts to open dialogue between the two could be valuable.
• Policy–makers should seek to increase parental involvement by initiating efforts grounded in the lives of families, flexible to language and schedule barriers.

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Crosnoe, R. and Lopez Turley, R. "K–12 Educational Outcomes of Immigrant Youth." Immigrant Children 21 (1). The Future of Children. Retrieved from: http://www.futureofchildren.org/futureofchildren/publications/journals/article/index.xml?journalid=74&articleid=543.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Instructional Programs; Intervention; Language of Instruction; Language Proficiency;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: The report uses the example of Coachella school district's legal battle to examine whether state assessments are appropriate accountability measures for English language learners.

Findings:
N/A

Policy Recommendations:
N/A

• Purchase Report

Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.

Tags: Language Proficiency; Latino ELL Students; Motivation; Reading; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses:

• Who are immigrant students and students who do not speak English well?
• Where are they from, and what is their family background (social, economic, linguistic, etc.)?
• How well do they do in school?
• Do their literacy levels prepare them to take part in higher education and a skilled workforce?"

Findings:

• ELL populations are growing faster than general student populations
• The growth of ELL populations in different states varies widely
• Students in California are more likely to be "linguistically isolated" than students across the country or in the other three states studied
• 57% of ELLs across the country were born in the United States
• 70% of ELLs in grades 6-12 speak Spanish
• NAEP data examined for 8th grade ELLs shows that only 4% and 6% of ELLs scored proficient in reading and math, respectively
• ELLs performed radically different on state math and reading assessments from state to state
• There is a wide achievement gap between ELL and non-ELL students on the 8th grade NAEP as well as state standardized tests
• Former ELL students and non-ELL students scored roughly the same on NAEP and state assessments

Policy Recommendations:

• "Reexamine whether Census data accurately capture the [ELL] population"
• "Examine how varying state exclusion rates for ELL students affect NAEP results"
• "Explore the literacy trajectories of former [ELL] students"
• "Document how states vary in their testing and monitoring practices for ELL students who parents opt out of language instruction services"
• "Leverage the research opportunities that multi-state English proficiency tests offer for analyzing ELL outcomes"

• Read the Full Report

To order a hard copy of the report, contact:
http://www.migrationpolicy.org/pubs/index.php

Batalova, J., Fix, M., and Murray, J. (2007). Measures of Change: The Demography and Literacy of Adolescent English Learners. Migration Policy Institute, Carnegie Corporation of New York: New York, NY.

Tags: Differentiated Instruction; Language Proficiency; Placement;

Target Population: middle and high school

Research Questions the Report Poses: What policy steps should occur in California to improve the education of secondary English Language Learners?

Findings:
A number of themes emerged from the panel discussants including:

• the need for identifying ELL students better; inadequate existing programs for ELL secondary students;
• the need for more teachers and administrators who are knowledgeable about the needs of secondary ELL students; and
• the importance of advocacy and staying on-message to improve ELL education.

Policy Recommendations:
The report adopts five policy steps that should occur including:

• Convene a panel of experts;
• Promote pilot programs;
• Develop an effective ELL assessment system;
• Establish a committee in the CA legislature to recruit and retain highly skilled ELL teachers and administrators; and
• Organize a summit to bring attention and focus to the need for improved ELL secondary education.

• Read the Full Report

To order a hard copy of the report, contact:
NA

Maxwell-Jolly, J., Gandara, P. & Benavidez L. M. (2005). Promoting academic literacy among secondary English language learners: A synthesis of research and practice. Davis, CA: UC Davis School of Education.

Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Curriculum; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA; Placement; Rights, Parents; Rights, Students;

Target Population:

• All students in preschool, elementary, middle or high school in the Latino community.
• Parents of students attending preschool, elementary, middle or high school in the Latino community.

Research Questions the Report Poses: This article raises the question of the importance of the No Child Left Behind Act to improve the education for limited English proficient students in the Latino community.

Findings:

• Limited English Proficiency students are the fastest growing population in elementary schools in the US.
• Limited English proficient students are concentrated in a few states but are spreading rapidly throughout the nation.
• While five states—California, Texas, New York, Florida, and Illinois—are home to almost 70 percent of all LEP students in elementary school, growth in this student population has been more rapid in other destinations.
• The majority of LEP elementary school students are concentrated in a small number of schools: nearly 70 percent of the nation’s LEP students enroll in only 10 percent of elementary schools.
• The incidence of poverty and health problems is significantly higher in high-LEP than in other schools.
• Instructional contexts vary significantly across schools: high-LEP schools are more likely to offer support and remedial programs (pre-K, enrichment, after-school, summer school).
• Native language instruction is more prevalent in high- than low-LEP schools. The difference in use of other LEP-targeted instructional techniques, though significant, is less marked.
• High-LEP schools face more difficulties filling teaching vacancies and are more likely to rely on unqualified and substitute teachers than schools with few or no LEP children.
• High-LEP schools are more likely to be involved in parental outreach and support activities than schools with lower concentrations of LEP students.
• Teachers in high-LEP schools are more likely to hold ESL/bilingual certification in addition to their main certification.
• Teachers in high-LEP schools are more likely to have provisional, emergency, or temporary certification than are those in other schools.
• High-LEP schools have more new teachers than schools with fewer or no LEP students, and these teachers are substantially more likely to be uncertified than those at other schools.
• Teachers in high-LEP schools tend to report receiving more professional development than do teachers in other types of schools.
• There was a great deal of variation in the way districts with high-LEP schools implemented NCLB testing requirements in both subject areas and ELP (English Language Proficiency).
• Parents of ELL students in high-LEP enrollment schools professed to have very little knowledge of the requirements of NCLB.

Policy Recommendations:

• The U.S. Department of Education should make the development of an appropriate English language proficiency test a national priority and require its use by all states and districts.
• States should ensure that (a) policies are in place to conduct subject matter testing of ELL students using appropriate tests and accommodations and (b) reasonable exemptions are granted.
• The inclusion of pre-K education should be considered in the reauthorization of NCLB. While it is evident from our study that NCLB is changing pre-K education in high-LEP schools, including this component of the educational system in the law would enforce and standardize these changes across all districts and states.
• The NCLB provisions for school choice and Supplemental Educational Services (SES) should be reexamined. These provisions do not seem to be having the intended effect and their feasibility and effectiveness should be studied.
• Teacher Quality
• Districts should assume responsibility for the training and professional development of teachers—including bilingual/ESL teachers—to assist them in meeting the NCLB requirements for high-quality teachers. This assistance might include working with local colleges to increase the production of high-quality bilingual/ESL teachers and to offer courses in areas where current teachers need to acquire credits for certification. Local colleges and alternative certification programs should be encouraged to incorporate courses on ELL instruction as part of the required general teacher education curriculum. These courses should be required for certification or employment of all teachers, at least in high-ELL-enrollment districts but preferably in all districts.
• More effective strategies are needed for conducting parental outreach and information efforts with parents of ELL students. Districts and schools must acquire a greater understanding of effective strategies to reach this group of parents, who face many barriers to understanding the requirements of NCLB and their role in supporting its goals.

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To order a hard copy of the report, contact:
The Urban Institute 2100 M Street N.W. Washington, D.C. 20037

Consentino de Cohen, Clemencia and Beatriz Chu Clewell. (2007). Putting English Language Learners on the Education Map: The No Child Left Behind Act Implemented. Washington, D.C. The Urban Institute.

Tags: Curriculum; Intervention;

Target Population: Preschool, Early Education

Research Questions the Report Poses:

• What is the relationship between children's school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade?
• What kindergarten program factors predict the development of nonacademic school readiness skills?
• In particular, is attendance at a full–day program related to nonacademic school readiness?

Findings:

• After controlling for nonacademic readiness at kindergarten, children who had attended a full–day program at kindergarten showed poorer mathematics performance in fifth grade than did children who had attended a part–day kindergarten program.
• Attendance in a full–day kindergarten program was negatively associated with attitudes toward learning, self–control, and interpersonal skills, and was positively related toward internalizing (measured by a scale indicating presence of anxiety, loneliness, low self–esteem, and sadness) and externalizing behaviors.
• With the exception of class size (the effect of which was counterintuitive), few kindergarten program features were related to nonacademic readiness skills.
• Instead, positive home background factors, such as higher income and higher parental involvement with the school, were associated with all five dimensions of nonacademic school readiness skills.
• Higher income and more parental involvement were positively related to a child's attitudes toward learning, self–control, and interpersonal skills and negatively predictive of internalizing and externalizing actions.
• Our analyses reinforce the findings of earlier studies that suggest that full–day kindergarten programs may not enhance achievement in the long term. Furthermore, our study raises the possibility that full–day kindergarten programs may actually be detrimental to mathematics performance and nonacademic readiness skills.
• Our results also suggest that investments in the development of nonacademic school readiness skills may not only raise overall achievement but may also narrow the achievement gap between minority and white students. Indeed, on average, white students enter kindergarten with better nonacademic skills than do blacks and Hispanics.

Policy Recommendations:

• This suggests that interventions that aim to improve family circumstances, including programs designed to enhance parenting may be one way of improving children's academic success.
• Focus on enhancing nonacademic readiness skills of minority students in order to narrow the achievement gap.
• Ultimately, the decision of where policymakers should direct funds needs to be guided by a cost–benefit analysis that compares investments in full–day kindergarten programs with investments in other potential types of interventions, such as those that promote nonacademic readiness skills.

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To order RAND documents or to obtain additional information, contact Distribution Services: Telephone: (310) 451.7002; Fax: (310) 451.6915; Email: order@rand.org

Le, V., Kirby, S.N., Barney, H., Setodji, C.M., Gershwin, D. (2006). "School Readiness, Full–Day Kindergarten, and Student Achievement." Santa Monica, CA: RAND Corporation. Retrieved from http://www.aecf.org/upload/publicationfiles/ec3624j67.pdf.

Tags: Intervention; Rights, Students; Struggling Readers;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What progress has been made in raising achievement among ELLs?

Findings:

• Overall, the study finds that ELLs have made progress in reaching state proficiency benchmarks in reading and math in elementary, middle, and high school, although more gains were made at the elementary and middle school levels. In grade 4, increasing percentages of ELLs have reached three achievement levels-basic, proficient, and advanced- with the highest proportion of states making gains at the proficient level.
• However, according to the study, very large differences in percentages proficient exist between ELLs and non-ELLs. In high school reading, for example, 27 states have differences of more than 30 percentage points between ELLs and non-ELLs, and 18 states have differences of more than 40 percentage points. Differences in test performance for high school students are smaller, however, in math than in reading.

• Read the Full Report

Chudowsky, N. & Chudowsky, V. (2010, April 7). State Test Score Trends Through 2007-08: Has Progress Been Made in Raising Achievement for English Language Learners?. Center on Education Policy (CEP). Retrieved January 6, 2011 from: http://www.cep-dc.org/index.cfm?DocumentSubTopicID=34

Tags: Language Proficiency;

Target Population: K-12 Urban Districts

Research Questions the Report Poses:

• Can we identify school districts that have experienced improved student achievement among ELLs?
• What is the historical, administrative, and programmatic context within which ELL student achievement is improving in these districts?
• What district-level strategies are being used to improve ELL student achievement and reduce disparities between ELL and non-ELLs?
• What is the connection between policies, practices, and strategies at the district level and actual changes in teaching and learning experienced by ELLs in their schools and classrooms?
• In what ways do the experiences and strategies of improving districts differ from those of school systems that serve similar populations, but that have yet to make similar progress?

Findings:

Contextual Features

• Shared Vision for Reform
• Leadership and Advocacy on Behalf of ELLs
• Empowerment of the ELL Office
• External Forces as Catalyst for Reforms

Promising Practices

• Comprehensive Planning and Adoption of Language Development Strategies for ELLs
• Extensive and Continuous Support for Implementation
• A Culture of Collaboration and Shared Accountability
• Hybrid Models of Instructional Management and Local Empowerment
• Strategic School Staffing
• High Quality, Relevant Professional Development
• The Use of Student Data
• Reallocation and Strategic Use of ELL Funds

Limiting Factors

• No Coherent Vision or Strategy for the Instruction of ELLs System-wide
• Site-Based Management without Support, Oversight, or Explicit Accountability for Student Progress
• Lack of Access to the General Curriculum
• No Systematic Use of Disaggregated Student Data
• Inconsistent Leadership
• No Systemic Efforts to Build ELL Staff Capacity
• Compartmentalization of ELL Departments and Staff
• The ELL Office Lacked Capacity and Authority

Policy Recommendations:

Contextual Recommendations

• Develop clear instructional vision and high expectations for ELLs
• Approach external pressure to improve services for ELLs and other students as an asset rather than a liability
• Incorporate accountability for ELLs organizationally into the broader instructional operation of the school district
• Empower strong ELL program administrators to oversee progress
• Pursue community support for initiatives designed to accelerate achievement among English language learners

Strategic and Instructional Recommendations

• Review general education and ELL programs to ensure that there is an explicit focus on building academic literacy and cultivating English language development
• Ensure that all teachers of ELLs have access to high quality professional development that provides differentiated instructional strategies, promotes the effective use of student assessment data, and develops skills for supporting second-language acquisition across the curriculum
• Assess district standards for hiring, placing, and retaining teachers, paraprofessionals, and staff members who work directly with ELLs to ensure that these students have access to highly qualified personnel
• Conduct a comprehensive assessment of the level of access that ELLs have to the entire spectrum of district course offerings, including gifted and talented programs and special education
• Ensure that resources generated by and allocated for English language learners are properly and effectively expended to provide quality ELL instruction and services
• Develop a system for tracking multiple measures of ELLs' educational progress

• Read the Full Report

To order a hard copy of the report, contact:
The Council of the Great City Schools 1301 Pennsylvania Avenue, NW Suite 702 Washington, DC 20004 202-393-2427 202-393-2400 (fax)

Horowitz, A.R., et al. (2009). Succeeding with English Language Learners: Lessons learned from the Great City Schools. Washington, D.C.: The Council of the Great City Schools.

Target Population: Early Education

Research Questions the Report Poses: What is the impact of full–day kindergarten on the academic achievement and English language acquisition of ELLs?

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To access the full article one must subscribe to the journal or a database that features it.

Cannon, J.S., Jacknowitz, A., Painter, G. (2011). "The effect of attending full–day kindergarten on English learner students." Journal of Policy Analysis and Management. 30 (2): 287–309. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/pam.20560/abstract.

Tags: Content Areas: Math; Intervention; Language Proficiency;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What is the extent of ELL concentration in low-achieving public schools, and to what degree does this isolation contribute to the large achievement gap in math between ELLs and other student groups?

Findings:

• The achievement gap between ELLs and English-speakers is significantly larger in schools where the concentration (%) of ELLs is high, as opposed to narrower gaps in schools with a lower proportion of ELLs.
• Therefore lag in test score achievement of ELLs is attributable in part to the characteristics of the public schools they attend.
• White and black students who attend the public schools in which ELL students are concentrated are doing worse than their peers who attend public schools with few English language learner students. (for example, in California, 75% of white 3rd graders and 46% of black 3rd graders performed at or above state math proficiency, in schools below the "minimum threshold level" of ELLs, whereas only 67% white and 34% black achieved the same in schools with more ELLs (above that minimum threshold level).
• Nationally, the ELL student population is expected to grow rapidly, from 12.3 million in 2005 to a projected 17.9 million in 2020; a significant portion of these children of immigrants will likely require ELL services.
• In the 5 states with large ELL student populations, the proportion of ELL students scoring at or above math proficiency is often below that of black students. (e.g. 22% of 8th grade ELLs in Texas versus 44% of black 8th graders.)
• In both elementary and middle school grades in these states ELL students are much less likely than white students to score at or above math proficiency, with gaps in the double-digits.
• Common composition of the public schools with ELL concentrations: in central cities, higher enrollment than other public schools in the same state, higher student-to-teacher ratios, greater proportion of students qualifying for free or reduced-price school lunches, more likely designated a Title I school (large proportion of economically disadvantaged, receive federal funding).

• Read the Full Report

Richard Fry. The Role of Schools in the English Language Learner Achievement Gap. Washington, DC: Pew Hispanic Center, June 2008. Retrieved from: http://pewhispanic.org/files/reports/89.pdf