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Where Are We? What Can We Do?Atlanta, GA
May, 2014
Copyright 2014 The Education Trust
Achievement Among English
Language Learners:
© 2014 THE EDUCATION TRUST
Nationwide, nearly
4,700,000 English learners are enrolled in
public schools.
Source: National Center for Education Statistics, Digest of Education Statistics 2012, 2013, Table 47, http://nces.ed.gov/programs/digest/d12/.
Source:
© 2014 THE EDUCATION TRUST
Rapid growth in English language learner
enrollment nationwide
4,118,918
4,693,818
3,000,000
3,400,000
3,800,000
4,200,000
4,600,000
5,000,000
2002-2003 2010-11
Nu
mb
er
of
En
glish
la
ng
ua
ge
le
arn
ers
English language learner enrollment in U.S. public schools
14%
National Center for Education Statistics, Digest of Education Statistics 2012, 2013, Table 47, http://nces.ed.gov/programs/digest/d12/.
Source:
© 2014 THE EDUCATION TRUST
Nearly 1 in 10 U.S. public school students is
an English learner
9.8%
90.2%
2010-11 School Year
Participating in English language learner programs Not participating in English language learner programs
National Center for Education Statistics, Digest of Education Statistics 2012, 2013, Table 47, http://nces.ed.gov/programs/digest/d12/.
Source:
© 2014 THE EDUCATION TRUST
Nearly 1 in 3 students in California is an
English learner, compared to just 1 in 100
in West Virginia
29%
1%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Ca
lifo
rnia
Ne
va
da
Ne
w M
exi
co
Te
xas
Co
lora
do
Ala
ska
Ha
wa
ii
Ore
go
n
Un
ite
d S
tate
s
Flo
rid
a
Wa
shin
gto
n
Dis
tric
t o
f C
olu
mb
ia
Illi
no
is
Ka
nsa
s
Ne
w Y
ork
Uta
h
Ari
zon
a
Vir
gin
ia
No
rth
Ca
rolin
a
Ne
bra
ska
Ma
ssa
chu
sett
s
Ark
an
sas
Okla
ho
ma
Ida
ho
De
law
are
Co
nn
ect
icu
t
Rh
od
e I
sla
nd
Ma
ryla
nd
Min
ne
sota
So
uth
Ca
roli
na
Wis
con
sin
Ge
org
ia
Ind
ian
a
Iow
a
Ne
w J
ers
ey
So
uth
Da
ko
ta
Mic
hig
an
Te
nn
ess
ee
No
rth
Da
ko
ta
Wyo
min
g
Pe
nn
sylv
an
ia
Ma
ine
Ke
ntu
cky
Ala
ba
ma
Mo
nta
na
Mis
sou
ri
Oh
io
Ne
w H
am
psh
ire
Ve
rmo
nt
Lou
isia
na
Mis
siss
ipp
i
We
st V
irg
inia
Pe
rce
nt
of
tota
l st
ud
en
t e
nro
llm
en
t
English learners (2011)
National Center for Education Statistics, Digest of Education Statistics 2012, 2013, Table 47, http://nces.ed.gov/programs/digest/d12/.
© 2014 THE EDUCATION TRUST
Sample data suggest that most
English learners are in elementary
grades – but substantial numbers
are in upper grades, too.
Source:
© 2014 THE EDUCATION TRUST
In a sample of urban districts, 2 in 3 English
learners are found in elementary schools
64%
16%
20%
0%
10%
20%
30%
40%
50%
60%
70%
K-5 6-8 9-12
Pe
rce
nt
of
En
glish
le
arn
ers
Distribution of English learners by grade span (2009-10)
The Council of Great City Schools, English language learners in America’s great city schools: Demographics, achievement, and staffing, 2013.
Note: Data includes only the 36 urban districts that reported information on English learner enrollment by grade span.
© 2014 THE EDUCATION TRUST
Most English learners were born in
the United States.
Source:
© 2014 THE EDUCATION TRUST
Most school-aged English learners were
born in the United States
74%
26%
Birthplace of school-aged Limited English Proficient children
Born in the U.S. Not Born in the U.S.
Migration Policy Institute, “Limited English Proficient Population of the United States,” 2013, http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states.
Source:
© 2014 THE EDUCATION TRUST
Far more secondary-grade ELLs were born
outside of the U.S. – but in both elementary and
secondary schools, most are native born
24%
44%
59%
27%
18%
29%
0%
10%
20%
30%
40%
50%
60%
70%
PK-5 6-12
Pe
rce
nt
of
En
glish
La
ng
ua
ge
Le
arn
ers
Nativity and Generation of English Language Learners,
by grade span (2000)
First Generation Second Generation Third Generation
Capps, R., et al., The new demography of America’s schools: Immigration and the No Child Left Behind Act, 2005, The Urban Institute.
Note: First-generation students were born outside of the U.S., second-generation students were born in the U.S. but have parents who were born outside the U.S.;
and third-generation students were born in the U.S. and have parents who were born in the U.S.
© 2014 THE EDUCATION TRUST
Most U.S.-born English learners are
of Hispanic descent.
Source:
© 2014 THE EDUCATION TRUST
Of school-aged English learners born in the
U.S., almost 70% are of Hispanic origin
55%
4% 3%
8%
29%
0%
10%
20%
30%
40%
50%
60%
Mexican origin Puerto Rican/Puerto
Rican Origin
Salvadoran origin Other Hispanic
origin
Non-Hispanic origin
Pe
rce
nt
of
U.S
.-b
orn
Lim
ite
d E
ng
lish
Pro
fici
en
t
child
ren
ag
ed
5-1
7
Ethnic backgrounds of U.S.-born Limited English Proficient
school-aged children (2011)
Migration Policy Institute, “Limited English Proficient Population of the United States,” 2013, http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states.
© 2014 THE EDUCATION TRUST
But within racial and ethnic groups,
Asian students are actually most
likely to be struggling to speak
English.
Source:
© 2014 THE EDUCATION TRUST
About 1 in 6 Asian children struggles to
speak English
1% 1%
4%
16%
8%
14%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
White African
American
American
Indian/Alaska
Native
Asian Pacific Islander Latino
Pe
rce
nt
of
sch
oo
l-a
ge
d c
hild
ren
wh
o s
pe
ak
an
oth
er
lan
gu
ag
e a
t h
om
e a
nd
ha
ve d
iffi
cult
y
spe
akin
g E
ng
lish
School-aged children who speak another language at home and have
difficulty speaking English (2011)
Childstats.gov Forum on Child and Family Statistics, America’s children: Key national indicators of well-being, 2013, Table FAM5, http://childstats.gov/americaschildren/index.asp.
© 2014 THE EDUCATION TRUST
Are English learners achieving at
high levels in key grades and
subjects?
No!
English learners lag far behind non-
English learners in both reading and
math.
Source:
© 2014 THE EDUCATION TRUST
69%
29%
24%
34%
7%
37%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
English Language Learner Non-English Language
Learner
Pe
rce
nta
ge
of
Stu
de
nts
Grade 4 Reading – By English Learner Status
(National Public 2013)
Proficient/Advanced
Basic
Below Basic
4th Grade Reading:
Nationwide, English learners over twice as likely
to show below basic skills
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/.
Source:
© 2014 THE EDUCATION TRUST
69%
25%
25%
39%
5%
36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
English Language Learner Non-English Language
Learner
Pe
rce
nta
ge
of
Stu
de
nts
Grade 8 Math – By English Learner Status
(National Public 2013)
Proficient/Advanced
Basic
Below Basic
8th Grade Math:
More than 2/3 of English learners have skills
below the basic level
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/.
© 2014 THE EDUCATION TRUST
And there’s been little improvement
in performance in the past decade.
Source:
© 2014 THE EDUCATION TRUST
Stagnant scores for English learners;
widening gaps with non-ELLs
186 187
219225
160
170
180
190
200
210
220
230
240
250
260
270
2003 2005 2007 2009 2011 2013
Ave
rag
e S
cale
Sco
re
National Public – Grade 4 NAEP Reading
English Language Learner Not English Language Learner
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 238; Basic Scale Score = 208).
Source:
© 2014 THE EDUCATION TRUST
Little change in percentage of English
learners with below basic reading skills
72% 73%70% 71% 70% 69%
0%
20%
40%
60%
80%
100%
2003 2005 2007 2009 2011 2013
Pe
rce
nta
ge
of
Stu
de
nts
at
Be
low
Ba
sic
Grade 4 Reading – English Learners (National Public)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/.
Source:
© 2014 THE EDUCATION TRUST
No change in percentage of ELLs with
proficient or advanced reading skills
7% 7% 7%6%
7% 7%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
2003 2005 2007 2009 2011 2013
Pe
rce
nta
ge
of
Stu
de
nts
at
Ad
van
ced
Grade 4 Reading – English Learners (National Public)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/.
Source:
© 2014 THE EDUCATION TRUST
English learners scores rising slightly – but
gaps widening
241245
278
286
210
220
230
240
250
260
270
280
290
300
310
2003 2005 2007 2009 2011 2013
Ave
rag
e S
cale
Sco
re
National Public – Grade 8 NAEP Math
English Language Learner Not English Language Learner
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 299; Basic Scale Score = 262).
Source:
© 2014 THE EDUCATION TRUST
Slight decline in the percentage of English
learners with below basic math skills
74%71% 70% 72% 72%
69%
0%
20%
40%
60%
80%
100%
2003 2005 2007 2009 2011 2013
Pe
rce
nta
ge
of
Stu
de
nts
at
Be
low
Ba
sic
Grade 8 Math – English Learners (National Public)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/.
Source:
© 2014 THE EDUCATION TRUST
No change in percentage of ELLs with
proficient or advanced math skills
5%6% 6%
5% 5% 5%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
2003 2005 2007 2009 2011 2013
Pe
rce
nta
ge
of
Stu
de
nts
at
Ad
van
ced
Grade 8 Math – English Learners (National Public)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/.
Differences among the states?
People naturally want to use NAEP to understand how states compare to each other with respect to educating English
learners to high levels.
© 2014 THE EDUCATION TRUST
And states do vary widely in terms
of both performance and
improvement over time.
Source:
© 2014 THE EDUCATION TRUST
130
140
150
160
170
180
190
200
210
220
230
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Reading (2013)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 238; Basic Scale Score = 208).
Wide variation in average English learner performance
by state
© 2014 THE EDUCATION TRUST
NAEP Grade 4 Reading –
English Language Learners
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
States with the Biggest Gains in Mean Scale Scores
(2003 – 2013)
State Gain
Ohio 31
Maryland 13
Minnesota 12
Kansas 12
Note: On average, mean scale scores in reading for English learners increased by 1 point from 2003 to 2013.
Source:
© 2014 THE EDUCATION TRUST
Scale Scores by State – English Learners
180
190
200
210
220
230
240
250
260
270
280
Ave
rag
e S
cale
Sco
re
Grade 8 – NAEP Math (2013)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 299; Basic Scale Score = 262)
© 2014 THE EDUCATION TRUST
NAEP Grade 8 Math –
English Language Learners
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
States with the Biggest Gains in Mean Scale Scores
(2003 – 2013)
State Gain
Ohio 20
Texas 16
Kansas 13
Hawaii 13
Note: On average, mean scale scores in math for English learners increased by 4 points from 2003 to 2013.
© 2014 THE EDUCATION TRUST
However, state comparisons must be
made with extreme caution. extreme caution. extreme caution. extreme caution.
© 2014 THE EDUCATION TRUST
Some states exclude many English
learners from the assessment
because school authorities
determine that these students can’t
fairly be assessed.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s e
xclu
de
d f
rom
ass
ess
me
nt
Grade 4 – NAEP Reading (2013)
National Center for Education Statistics, 2013 reading assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Reading.pdf.
Wide variation in exclusion rates
© 2014 THE EDUCATION TRUST
And others assess large proportions
with accommodations – like
providing students with bilingual
test booklets or with additional time
to take the assessment.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s a
sse
sse
d w
ith
acc
om
mo
da
tio
ns
Grade 4 – NAEP Reading (2013)
National Center for Education Statistics, 2013 reading assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Reading.pdf.
Some states provide most ELLs with
accommodations; others do so for few ELLs
© 2014 THE EDUCATION TRUST
Still others assess most English
learners without accommodations –
that is, under the same conditions as
native English speakers.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s a
sse
sse
d w
ith
ou
t a
cco
mm
od
ati
on
s
Grade 4 – NAEP Reading (2013)
National Center for Education Statistics, 2013 reading assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Reading.pdf.
Some states – like CA – assess most ELLs without
accommodations on NAEP; others – like FL – assess few
this way
© 2014 THE EDUCATION TRUST
As a result, states look very different
in terms of how – and whether –
English learners are assessed.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s
Grade 4 – NAEP Reading (2013)
Excluded Assessed with accommodations Assessed without accommodations
National Center for Education Statistics, 2013 reading assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Reading.pdf.
Wide variations between states in how English learners
are assessed on NAEP
© 2014 THE EDUCATION TRUST
Take, for example, the three states
with the highest 4th grade reading
performance for English learners on
NAEP.
© 2014 THE EDUCATION TRUST
English learners in Maryland, South
Carolina, and Ohio have very similar
performance.
Source:
© 2014 THE EDUCATION TRUST
207 206 205
130
140
150
160
170
180
190
200
210
220
230
Maryland South Carolina Ohio
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Reading (2013)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 238; Basic Scale Score = 208).
English learners demonstrate similar reading
performance in MD, SC, and OH
© 2014 THE EDUCATION TRUST
But these states are very different in
how they assess English learners.
Source:
© 2014 THE EDUCATION TRUST
61%
7% 4%
27%
81%
22%
13% 12%
75%
0%
20%
40%
60%
80%
100%
MD OH SC
Pe
rce
nt
of
ELL
s
Grade 4 – NAEP Reading (2013)
Excluded Assessed with accommodations Assessed without accommodations
National Center for Education Statistics, 2013 reading assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Reading.pdf.
MD excludes most of its English learners; OH assesses most
with accommodations; and SC assesses most without
accommodations
© 2014 THE EDUCATION TRUST
The patterns are much the same—
though less pronounced--in 8th
grade math.
© 2014 THE EDUCATION TRUST
Some variation in states’ exclusion
rates.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s e
xclu
de
d f
rom
ass
ess
me
nt
Grade 8 – NAEP Math (2013)
National Center for Education Statistics, 2013 math assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Math.pdf.
NAEP exclusion rates for English learners
vary widely across states
© 2014 THE EDUCATION TRUST
Wide differences in the proportion
of English learners assessed with
accommodations.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s a
sse
sse
d w
ith
acc
om
mo
da
tio
ns
Grade 8 – NAEP Math (2013)
National Center for Education Statistics, 2013 math assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Math.pdf.
Some states, like NY, assess many ELLs with
accommodations; others, like CA, don’t
© 2014 THE EDUCATION TRUST
And wide variation in terms of
assessing students without
accommodation.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s a
sse
sse
d w
ith
ou
t a
cco
mm
od
ati
on
s
Grade 8 – NAEP Math (2013)
National Center for Education Statistics, 2013 math assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Math.pdf.
Some states assess many ELLs without
accommodations on NAEP; others assess few this way
© 2014 THE EDUCATION TRUST
Add it all together, and states again
look very different in how they treat
their English learners.
Source:
© 2014 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Pe
rce
nt
of
ELL
s
Grade 8 – NAEP Math (2013)
Excluded Assessed with accommodations Assessed without accommodations
National Center for Education Statistics, 2013 math assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Math.pdf.
Wide variations between states in how English learners
are assessed on NAEP
© 2014 THE EDUCATION TRUST
In the three states with the highest
math performance for English
learners, performance looks similar.
Source:
© 2014 THE EDUCATION TRUST
Similar math performance for English learners in
SC, AR, and KS
271
265262
180
190
200
210
220
230
240
250
260
270
280
South Carolina Arkansas Kansas
Ave
rag
e S
cale
Sco
re
Grade 8 – NAEP Math (2013)
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ (Proficient Scale Score = 299; Basic Scale Score = 262)
© 2014 THE EDUCATION TRUST
But we again see big differences in
how English learners are assessed.
Source:
© 2014 THE EDUCATION TRUST
4% 5%
62%
30%
39%
34%
68%
56%
0%
20%
40%
60%
80%
100%
Arkansas Kansas South Carolina
Pe
rce
nt
of
ELL
s
Grade 8 – NAEP Math (2013)
Excluded Assessed with accommodations Assessed without accommodations
National Center for Education Statistics, 2013 math assessment report card: summary data tables for national and state sample sizes, participation rates, and
proportions of SD and ELL students identified, http://nationsreportcard.gov/reading_math_2013/files/Tech_Appendix_Math.pdf.
AR assesses most of its English learners with
accommodations; KS and SC assess most without
accommodations
© 2014 THE EDUCATION TRUST
So, before comparing state
performance on NAEP, it’s crucial to
understand how state assessment
policies differ.
© 2014 THE EDUCATION TRUST
Performance in High School and
Thereafter?
© 2014 THE EDUCATION TRUST
Graduation rates can be challenging
to compare across states.
Even though states are now
supposed to be using the cohort
graduation rate, some have been
doing so longer than others.
And we know that state reporting of
cohort graduation rates gets better
each year.
© 2014 THE EDUCATION TRUST
However, there are wide differences
in terms of how well states do at
graduating their English learners in
four years.
That’s according to states’ own reporting.
Source:
© 2014 THE EDUCATION TRUST
83%
23%
0%
20%
40%
60%
80%
100%
Ad
just
ed
Co
ho
rt G
rad
ua
tio
n R
ate
Class of 2012
EDFacts/Consolidated State Performance Report, 2011-12: http://www2.ed.gov/admins/lead/account/consolidated/index.html.
Wide variation in 4-year cohort graduation rates for
English learners
© 2014 THE EDUCATION TRUST
In general, students who are not native
English speakers perform slightly below
native English speakers in reading and
writing on the SAT – but slightly above
native speakers in math.
© 2014 THE EDUCATION TRUST
However, we don’t know how many
non-native English speakers take the
SAT – or who these students are.
Source:
© 2014 THE EDUCATION TRUST
Higher reading and writing, lower math
scores for native English speakers
508 495512
479 478509
462 468
526
0
100
200
300
400
500
600
700
800
Critical Reading Writing Math
Me
an
Sca
le S
core
Mean Score by First Language Learned
English English and Another Language Another Language
The College Board, “2013 College-Bound Seniors: Total Group Profile Report,” 2013.
Source:
© 2014 THE EDUCATION TRUST
Bottom Line: English Learners
• Perform significantly below other students in both reading and math; gaps flat or growing;
• Complete fewer academic and advanced academic courses in high school;
• Considerably less likely to graduate from high school;
• Less likely to be “college ready” upon graduation, except in math.
Does it have to be this way?
© 2014 THE EDUCATION TRUST
Across the country, there are
schools that are doing a much better
job than schools serving the same
kinds of kids.
© 2014 THE EDUCATION TRUST
Some are in states and districts that
have historically served large
numbers of English learners…
© 2014 THE EDUCATION TRUST
Dr. Carlos J. Finlay Elementary SchoolMiami-Dade, Florida
• 511 students in grades PK – 5
• 98% Latino
• 87% Low Income
• 57% English Language
Learners
Source: Florida Department of Education
Note: Data are for 2012-2013 school year.
Source:
© 2014 THE EDUCATION TRUST
Outperforming the State
at Finlay Elementary
Florida Department of Education
63%
40%33%
18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Math Reading
Pe
rce
nt
Lev
el
3 a
nd
Ab
ov
e
English Learners – Grade 3 (2013)
Finlay Florida
© 2014 THE EDUCATION TRUST
© 2014 THE EDUCATION TRUST
Halle Hewetson Elementary SchoolLas Vegas, NV
• 962 students in grades PK – 5
– 85% Latino
– 7% African American
• 100% Low Income
• 71% Limited English
Proficient
Source: Nevada Department of Education
Note: Data are for 2010-2011 school year
© 2014 THE EDUCATION TRUST
Source: Nevada Department of Education
89%86%
71%79%
57%
78%
47%
77%
0%
20%
40%
60%
80%
100%
English
Learner
Not English
Learner
English
Learner
Not English
Learner
Pe
rce
nta
ge
Me
ets
or
Exc
ee
ds
Sta
nd
ard
s
Grade 4 (2013)
Halle Hewetson
Nevada
Math Reading
High Performance
at Halle Hewetson Elementary
© 2014 THE EDUCATION TRUST
Source: Nevada Department of Education
Exceeding Standards at
Halle Hewetson Elementary
5%12%
18%
29%
33%
36%
44%
23%
0%
20%
40%
60%
80%
100%
Halle Hewetson Nevada
Pe
rce
nta
ge
of
Stu
de
nts
English Learners – Grade 3 Math (2013)
Exceeds Standards
Meets Standards
Approaches Standards
Emergent/Developing
© 2014 THE EDUCATION TRUST
© 2014 THE EDUCATION TRUST
Imperial High SchoolImperial, CA
• 1,024 students in grades 9 – 12
– 77% Latino
– 18% White
• 43% Low Income
• 32% Limited English
Proficient
Source: California Department of Education
Note: Data are for 2012-13 school year. LEP counts are based on the NCLB definition.
Source:
© 2014 THE EDUCATION TRUST
Outperforming the state at
Imperial High School
688715 707
735 733
781
586 586 590 604 612627 639 651
400
450
500
550
600
650
700
750
800
850
900
2005 2006 2007 2008 2009 2010 2011 2012
Ave
rag
e S
cale
Sco
re
Base API – English Learners
Imperial California
California Department of Education
Note: English learners are defined as those currently identified as and English learner based on the results of the California English Language Development Test, or a
reclassified fluent-English-proficient student who has not scored at the proficient level or above on the CST or CMA in English Language Arts three times after
being reclassified. In 2012, 237 students were included in Imperial’s English learner subgroup for the API, representing about 33% of students included in the
school’s API. In 2007 and 2008, API for English learners was not reported for Imperial High School. California data reflect English learners in grades 9-12 only.
© 2014 THE EDUCATION TRUST
© 2014 THE EDUCATION TRUST
Others are in states and districts that
have experienced rapid growth in
their English learner population…
© 2014 THE EDUCATION TRUST
De Queen Elementary SchoolDe Queen, Arkansas
• 555 students in grades 3 – 5
• 67% Latino
• 27% White
• 77% Low Income
• 59% Limited English
Proficient
Source: Arkansas Department of Education
© 2014 THE EDUCATION TRUST
Source: Arkansas Department of Education
90%
97% 95% 97%94%
87%
70%71%
82% 80% 79% 77%
62%
49%
0%
20%
40%
60%
80%
100%
Grade 3
Literacy
Grade 3
Math
Grade 4
Literacy
Grade 4
Math
Grade 5
Literacy
Grade 5
Math
Grade 5
Science
Pe
rce
nta
ge
Pro
fici
en
t o
r A
dva
nce
d
Limited English Proficient Students (2013)
De Queen Arkansas
Exceeding the State at De Queen
Elementary
© 2014 THE EDUCATION TRUST
Source: Arkansas Department of Education
62%
81%
52%
64%
58%52%
17%
38%
48%
38%42%
34%
23%
7%
0%
20%
40%
60%
80%
100%
Grade 3
Literacy
Grade 3
Math
Grade 4
Literacy
Grade 4
Math
Grade 5
Literacy
Grade 5
Math
Grade 5
Science
Pe
rce
nta
ge
Ad
van
ced
Limited English Proficient Students (2013)
De Queen Arkansas
Advanced performance at
De Queen Elementary
© 2014 THE EDUCATION TRUST
Source: Arkansas Department of Education
Exceeding Standards at
De Queen Elementary
2%3%
16%17%
34%
81%
48%
0%
20%
40%
60%
80%
100%
De Queen Arkansas
Pe
rce
nta
ge
of
Stu
de
nts
English Learners – Grade 3 Math (2013)
Advanced
Proficient
Basic
Below Basic
© 2014 THE EDUCATION TRUST
Source: Arkansas Department of Education
Exceeding Standards at
De Queen Elementary
1% 4%5%
18%
35%
43%
58%
34%
0%
20%
40%
60%
80%
100%
De Queen Arkansas
Pe
rce
nta
ge
of
Stu
de
nts
English Learners – Grade 5 Literacy (2013)
Advanced
Proficient
Basic
Below Basic
© 2014 THE EDUCATION TRUST
© 2014 THE EDUCATION TRUST
These schools differ dramatically in their
size, location, and the students they
serve.
But when it comes to educating ELs,
they have certain things in common.
© 2014 THE EDUCATION TRUST
• Emphasis on vocabulary and writing• “We focus a lot on academic vocabulary…even if they can
communicate with their peers, they need to be able to
participate in the classroom.” – Principal, Laurel Street Elementary
School (Compton, CA)
• “We find vocabulary they may not know to help them
understand the story – pictures, kid-friendly explanations…” – Principal, De Queen Elementary School (De Queen, AR)
• “We have a comprehensive approach to writing that begins
in kindergarten. How to incorporate academic language,
how to structure writing, how to flow from sections, how to
engage the reader. Now we’re shifting from narrative into
expository and persuasive writing under Common Core.” –Principal, Laurel Street Elementary School (Compton, CA)
© 2014 THE EDUCATION TRUST
• Extra time and additional supports• “For low-level ELL students, experts came in to help
students. They pulled some students out before or after
school to give additional language sessions for a chance to
develop more.” – Principal, Halle Hewetson Elementary School (Las Vegas,
NV)
• “Extended time really helped.” – Principal, Graham Road Elementary
School (Falls Church, VA)
• “In their regular classroom, they receive regular support.
They have additional time, a Spanish-English dictionary. We
coordinate with classroom teachers.” – Principal, De Queen
Elementary School (De Queen, AR)
• “We specifically target our ELLs at the beginning of the
year…they get the first wave of tutoring.” – Principal, Laurel Street
Elementary School (Compton, CA)
© 2014 THE EDUCATION TRUST
These elements are in addition to what
other successful schools are also doing:
• Clear/shared focus
• High standards and expectations for students
and teachers
• Collaboration
• Aligned curriculum and assessments
• Careful monitoring of student performance
So, what is getting in the way?
Do English learners have adequate
opportunities to learn?
Quality Teachers?
The most critical resource of all
Truth is, we don’t know nearly enough.
While most teachers will, at some point, have English learners in their classroom, not all are prepared… • The National Council on Teaching Quality says that 3 in 4
elementary education programs fail to adequately instruct teaching candidates on early reading strategies for ELLs.
• And only 1 in 20 elementary education program adequately covers both early reading strategies for ELLs and the five essential components of effective reading instruction generally.
• Only about 1 in 4 teachers have participated in professional development on teaching LEP or ELL students in the past year.
• In 2010, 33 states reported providing some professional development for mainstream teachers of English learners.
• These opportunities ranged from invitations to participate in state professional development for EL teachers to collaborating with universities to offer appropriate coursework.
Adequate Funding?
Because English learners are often concentrated in high-poverty and high-
minority districts, they’re likely to be found in states and districts with lower per pupil
spending.
Source:
© 2014 THE EDUCATION TRUST
Funding Gaps Between States
Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
Gap
High-Poverty versus
Low-Poverty States
–$2,278
per student
High-Minority versus
Low-Minority States
–$2,330
per student
Source:
© 2014 THE EDUCATION TRUST
Funding Gaps Between Districts: National inequities in
state and local revenue per student
Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
Gap
High-Poverty versus
Low-Poverty Districts
–$773
per student
High-Minority versus
Low-Minority Districts
–$1,122
per student
© 2014 THE EDUCATION TRUST
And, in fact, English learners are
concentrated in states with lower
per pupil spending.
Source:
© 2014 THE EDUCATION TRUST
States with the largest concentrations of English
learners are among the lowest-spending states
Percent of students who are English learners
Tota
l p
er
pu
pil
exp
en
dit
ure
s
TX
CA
Course-taking opportunities?
© 2014 THE EDUCATION TRUST
Few students are still categorized as
English learners by the time they
graduate from high school.
Only 2% of graduates in the High School Transcript Study are
classified as ELLs.
© 2014 THE EDUCATION TRUST
But these students differ notably
from non-ELL graduates.
© 2014 THE EDUCATION TRUST
They earn fewer credits overall…
Source:
© 2014 THE EDUCATION TRUST
By high school graduation, English learners
have accumulated fewer credits.
14.36
26.27
15.99
27.20
0.00
5.00
10.00
15.00
20.00
25.00
30.00
Core Credits Total
Ave
rag
e n
um
be
r o
f cr
ed
its
ea
rne
d
Graduates in the Class of 2009
English Learner Not an English Learner
National Center for Education Statistics, High School Transcript Study Data Explorer, http://nces.ed.gov/nationsreportcard/hstsdata/.
© 2014 THE EDUCATION TRUST
Fewer credits in most core subjects…
Source:
© 2014 THE EDUCATION TRUST
By the time they graduate, ELLs have
earned fewer credits in nearly all subjects
3.77
1.48
3.74
2.94
3.91
0.75
4.38
2.12
3.92
3.50
4.19
0.34
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
English Fine Arts Math Science Social Studies Special Education
Ave
rag
e n
um
be
r o
f cr
ed
its
ea
rne
d
Graduates in the Class of 2009
English Learner Not an English Learner
National Center for Education Statistics, High School Transcript Study Data Explorer, http://nces.ed.gov/nationsreportcard/hstsdata/.
© 2014 THE EDUCATION TRUST
And fewer credits in high-level
courses.
Source:
© 2014 THE EDUCATION TRUST
By graduation, English learners have also
earned far fewer credits in high-level
courses
0.83
0.35
0.06 0.04
0.42
3.90
1.10
0.19 0.20
2.44
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
Advanced Courses Advanced Placement AP/IB Math AP/IB Science Honors Courses
Ave
rag
e n
um
be
r o
f cr
ed
its
ea
rne
d
Graduates in the Class of 2009
English Learner Not an English Learner
National Center for Education Statistics, High School Transcript Study Data Explorer, http://nces.ed.gov/nationsreportcard/hstsdata/.
© 2014 THE EDUCATION TRUST
Moving Forward:
Source:
© 2014 THE EDUCATION TRUST
Key Questions States Need to Answer
about English Learners• Who are my EL’s? How many; what
languages and what levels? How long in US schools?
• Where are they? Numbers growing?
• Do they have adequate opportunities to learn? How do you know?
• How are they performing?
• What do reclassification rates look like? What happens post reclassification?
Source:
© 2014 THE EDUCATION TRUST
EL experts have identified at least distinct four
categories of English learners in the secondary grades:
• High school students who arrive in the U.S. proficient in
their native language but with limited or no English skills
• High school students who were born in the U.S. or who
arrived as young children – who have been educated in
U.S. schools but continue to be designated as ELLs
• Students who arrive in the U.S. in the middle school years
with limited literacy in their native language
• High school students who arrive in the U.S. with limited
literacy in their native language, limited exposure to
academic skills, and little or no proficiency in English
Source:
© 2014 THE EDUCATION TRUST
Policy issues states need to consider
regarding English Learners?• Criteria for identification and reclassification;
• Standards and assessments, including ELP
exams;
• Supports for Els and their teachers;
• Weighting EL subgroup performance in
accountability;
• Teacher preparation and certification;
• Communication with parents and families.
One final thought
Data on generations and language
generally encouraging, but…
Source:
© 2014 THE EDUCATION TRUST
Far more secondary-grade ELLs were born
outside of the U.S. – but in both elementary and
secondary schools, most are native born
24%
44%
59%
27%
18%
29%
0%
10%
20%
30%
40%
50%
60%
70%
PK-5 6-12
Pe
rce
nt
of
En
glish
La
ng
ua
ge
Le
arn
ers
Nativity and Generation of English Language Learners,
by grade span (2000)
First Generation Second Generation Third Generation
Capps, R., et al., The new demography of America’s schools: Immigration and the No Child Left Behind Act, 2005, The Urban Institute.
Note: First-generation students were born outside of the U.S., second-generation students were born in the U.S. but have parents who were born outside the U.S.;
and third-generation students were born in the U.S. and have parents who were born in the U.S.
Washington, D.C. Metro Detroit, MI
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510/465-6444
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