In September 2011, Colorín Colorado launched an informal ELL policy survey online.
Some highlights from the survey results follow below. 46 educators from 20+ states answered questions about their own district policies and shared questions about state and federal policies.
Which of the following best describes your role?
- 54.5% — ESL educator
- 20.5% — ELL program director
- 9.1% — Classroom teacher
- 6.8% — Higher education faculty
- 6.8% — Bilingual educator
What age are the students that you work with? Check all that apply.
- 71.7% — Early elementary
- 67.4% — Kindergarten
- 63.0% — Upper elementary
- 45.7% — Middle school
- 39.1% — High school
Which state is your district in?
- District of Columbia
- New Jersey
- New York
- North Carolina
- South Carolina
My district has this kind of policy.
- 49.3% — Language policy
- 82.9% — ELL assessment policy
- 39.0% — ELL grading policy
- 92.7% — ELL program exit policy
Content/classroom teachers are aware of this policy.
- 48.0% — Language policy
- 76.0% — ELL assessment policy
- 52.0% — ELL grading policy
- 60% — ELL program exit policy
Administrators are actively involved in writing this policy.
- 78.6% — Language policy
- 78.6% — ELL assessment policy
- 42.9% — ELL grading policy
- 78.6% — ELL program exit policy
What kinds of ELL data does your school district track?
- 93.0% — Proficiency level
- 83.7% — ELL program exit information
- 83.7% — Home language(s)
- 83.7% — Student assessments: Formal/State-wide
- 60% — Attendance
- 53.5% — Student assessments: Instructional/Classroom-based
- 51.2% — Socio-economic status
- 46.5% — Grades
- 46.5% — Graduation rates
- "'Subgroups' which can overlap such as free and reduced lunch, special education, Hispanic, ESL"
- "Writing portfolios"
- "We have an ESL data team that keeps track of proficiency levels, formal/state-wide assessments and ELL program exit information. The state requires that attendance be tracked, I think."
Which of the following activities have you participated in on behalf of your ELLs?
- 84.6% — Led professional development at the school or district level
- 74.4% — Connected ELL students and families with community/social/medical services
- 71.8% — Served on a school- or district-wide committee as an "ELL voice"
- 48.7% — Attended school board meetings
- 25.6% — Wrote a letter to a lawmaker
- 12.8% — Visited local/state lawmakers
- 10.3% — Wrote a letter to the editor
- Presentations to Reading Association and state ESL conferences
- Interact with ELL State Ed. Board Members personally and via email.
- Provide parent outreach, technology and literacy development for ELL community
- Started a program to teach and empower parents to learn English along with parenting skills and life skills. At the same time children were being tutored in an adjacent classroom.
- Work on the Latino Education Advisory Council on behalf of students including ELLs.
Which policies do you think affect have the strongest impact on your work with ELLs?
- 71.7% — District/local program policies
- 60.9% — State policies
- 39.1% — Federal education policies
- 37.0% — Teacher quality/evaluation policies
- "The oversight by the state, for good or bad, drives a lot of what we do as a district. I would be interested in information about how states interpret federal rules and regulations and how that often looks quite different state to state."
- "When parents are empowered they can contribute meaningfully to ensuring quality language instruction. Many times they are not empowered and language programs are cut without their knowing."