Lower Scores Field Debate Over English-Proficiency Test


What is going on in different states an what does it mean for your school? Free downloadable report at https://fs24.formsite.com/edweek/images/Spotlight-ELLs-2017-Sponsored.pdf


What Should Educators Know About DACA? Downloadable Fact Sheet


ExcellentDACA Termination FAQ (1) resource for schools and communities:


US K-12 Corner: How can being bilingual be an asset for white students and a deficit for immigrants?


While many schools promote the study of new languages, many do not promote the maintenance of heritage languages in ESL students.  Why is this?  More at http://hechingerreport.org/how-can-being-bilingual-be-an-asset-for-white-students-and-a-deficit-for-immigrants/

Does English-Language-Learner Classification Help or Hinder Students?


A study answers that it helps them at http://blogs.edweek.org/edweek/learning-the-language/2017/11/does_ELL_classification_help_or_hinder_students.html?cmp=soc-twitter-shr. Excerpt:

Designating early elementary students who are close to being proficient in English as English-language learners can have “significant and positive effects on the academic achievement” of the students, new research concludes.

The study concludes that additional support that students receive as English-learners helps foster higher achievement in language arts and mathematics than students who were on the cusp but were identified as initial English-proficient students—and, as a result, did not receive the extra services.

ESL Corner: Study: ELLs Less Likely to Take Advantage of District School Choice Programs According to a Research Brief


Excerpt: The research brief concludes the findings are proof that “that parents should not be treated as a monolithic group when designing and implementing school choice policies.” at https://blogs.edweek.org/edweek/learning-the-language/2017/11/ELLs_less_likely_to_take_advantage_of_school_choice.html

ESL Corner: Study Tracks Progress of English Learners


At https://www.languagemagazine.com/2017/10/study-tracks-progress-english-learners/



About two-thirds of kindergarten EL students knew and used minimal English when they entered school: 49% of the kindergarten EL students placed at the lowest English language proficiency (ELP) level at entrance to school (ELP Level 1), and an additional 19% placed at ELP Level 2. About 32% of the kindergarteners placed at ELP Levels 3, 4, 5, or 6.

​The percentage of students who were more proficient in English at school entry increased across cohorts between 2008–09 and 2011–12: 27% of students in the 2008–09 cohort placed at ELP Level 3 or above, compared to 41% of students in the 2011–12 cohort.

​ Almost 60% of kindergarten EL students achieved English proficiency within four years of starting school. By the end of first grade, 12% of the ELs who had entered in kindergarten had achieved English proficiency, and an additional 17% were proficient by the end of second grade. By the end of third grade, an additional 30% had reached English proficiency.

Some groups of students were more likely than others to achieve proficiency within four years. English proficiency rates were higher among female students and students who were not identified with a disability. Relative to Spanish speakers, students who spoke Arabic, Chinese, Khmer, or Vietnamese were more likely to achieve English proficiency within four years.

Students who were more proficient in English when they entered school were more likely to reach proficiency within four years: 53% of students who entered at ELP Level 1 reached proficiency within four years, compared to 62% and 68% of students who entered at ELP Levels 2 and 3, respectively.

More students became proficient in oral language than in literacy. Within four years, 81% of kindergarten ELs were proficient in oral language, compared to 63% in literacy. A key driver of the lower proficiency rate in literacy is writing, with a 48% proficiency rate.

The full report can be downloaded at https://3l59p62inu0t2sj11u1hh23l-wpengine.netdna-ssl.com/wp-content/uploads/2017/06/PERC-ELL-Trajectory-Web-version-1.pdf.


Be Prepared in Your Schools: Children whose parents speak a language other than English less likely to enroll in preschool


More at https://edsource.org/2017/many-children-whose-parents-speak-a-language-other-than-english-arent-enrolling-in-preschool/589062

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