Nine percent of the Northwest Region's public school students are English language learners (ELLs). The overall achievement of ELL students in the Northwest is low in both reading and mathematics. For example, on the 2009 National Assessment of Educational Progress, only 2 percent of Northwest ELL students in grade 8 were proficient in reading and only 3 percent were proficient in mathematics (compared to 36 percent in reading and 40 percent in math for non-ELL students).
This study examines statewide results on the Idaho English Language Assessment (IELA), the federally mandated annual assessment Idaho administers to all limited English proficient (LEP) students. It documents the distribution of LEP students across English proficiency levels on the IELA in 2010 and compares it with results for 2007. It shows how the distribution varied for LEP students by grade spans in listening, speaking, reading, writing, and comprehension. It also compared results across subgroups of LEP students based on gender, participation in the free or reduced-price lunch program, Spanish as the primary language, enrollment in a U.S. public school for the first time in the previous 12 months, migrant status, and enrollment in special education.
Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities
This report aims to help school districts deal with the challenges of newly enrolling or rapidly increasing English language learner populations. The descriptive study offers background information and shares the experiences of districts that have addressed similar challenges in providing services and infrastructure to support the success of English language learner students.
New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments
Using assessment results of grade 5 and grade 8 English language learner students in three Northeast and Island Region states, this report finds that the English language domains of reading and writing (as measured by a proficiency assessment) are significant predictors of performance on reading, writing, and mathematics assessments and that the domains of reading and writing (literacy skills) are more closely associated with performance than are the English language domains of speaking and listening (oral skills).
Processes and Challenges in Identifying Learning Disabilities Among English Language Learner Students in three New York State Districts
This study examines the strategies that three New York State districts used to identify learning disabilities among ELL students. The study finds more differences in the prereferral process than in the referral process. Further analysis suggests five interrelated elements that appear to be important for avoiding the misidentification of learning disabilities among ELL students: adequate professional knowledge, effective instructional practices, effective and valid assessment and interventions, interdepartmental collaborative structures, and clear policy guidelines.