English Proficiency Matters: English Language Arts and Math Outcomes of English Language Learners at Different Levels of English Proficiency

• In Event: Poster Session 11
  In Poster Session: Division L Section 5 Poster Session

Abstract

This paper uses student level data from the Boston Public School to discern correlations between English proficiency and performance on the state standardized test. Disaggregating ELLs by English proficiency levels as measured by the state English proficiency assessment, the paper shows that those at the lowest levels of proficiency scored over a standard deviation lower than English proficient students while for those at higher levels of proficiency the difference with English proficient students is much narrower. The paper then follows cohorts of ELLs to gain an understanding of English proficiency trajectories. We recommend that states rely on English proficiency to determine when students participate in accountability tests, rather than length of time in the US.

Authors

• Michael Berardino, University of Massachusetts - Boston

• Miren Uriarte, University of Massachusetts - Boston

• Faye Karp, University of Massachusetts - Boston

• Rosann Tung, Annenberg Institute for School Reform

• Eileen De Los Reyes, Goddard University