English Learners Who Waive Services in a Northeastern District: Profile and Outcomes

• In Event: Collaboration to Improve Educational Opportunities for English Learners in the United States

Abstract

Purpose. The presentation will discuss the formation and development of collaboration between an urban school district and a research organization for the purpose of improving educational opportunities for English learners. In addition, it will summarize this partnership’s findings from an initial quasi-experimental study comparing English proficiency outcomes of English learners (ELs) who received services and eligible students who waived them. The study asked: (1) What are the characteristics of ELs and eligible-but-not-enrolled (ENE) students in the district? (2) How do English proficiency growth rates from kindergarten to third grade differ between ELs and ENEs, after controlling for student characteristics? (3) How does English proficiency status in third grade differ between ELs and ENEs in the district?

Perspectives. Prior research has examined the impact of programs and teaching strategies on English language acquisition and content learning (Francis et al., 2006; Short & Boyson, 2012; Rivera et al., 2010). Studies of EL subgroups have found differences in the effectiveness of EL programs for different types of students, particularly related to initial English proficiency level and time since immigrating to the U.S. (Callahan, Wilkinson, & Muller, 2010). With the WIDA English Language Development Standards widely adopted, WIDA is conducting research into how schools implement those standards in the classroom.
Understanding the characteristics and outcomes of EL students and programs is timely for the district: a 2012 audit by the Council of the Great City Schools recommended a broad set of changes to policies and practices. The district responded by re-examining the definition and focus of EL programs, including the circumstances under which families can opt out. The research partnership contributes relevant research evidence to this process.
Methods. To address the first research question, descriptive statistics were calculated to create a profile of ELs and ENEs for grades K-12. To answer research questions 2 and 3, propensity score matching was used to create a comparable group of ELs with characteristics similar to ENEs at the time of starting kindergarten. The resulting sample consisted of 71 ENE and 100 matched EL. Linear growth modeling was performed to estimate K-3 growth trajectories and third-grade English proficiency status, as measured by ACCESS scores.
Data sources. The district provided administrative data for all students for the years 2010/11-2013/14, including demographics, enrollment, and EL program participation.
Results. Compared to ELs, ENEs were more likely to be U.S.-born, to report English as their home language, and to have an Individualized Education Plan. In third grade, ELs scored 0.45 standard deviations higher than ENEs on average in literacy skills and 0.34 standard deviations higher in oral skills, but these differences were not statistically significant. Growth rates did not differ significantly.
Significance. This evidence about EL and ENE student outcomes informs the district’s ongoing strategic policy decisions. These initial analyses will also serve as the basis for a research plan further examining ways to improve EL outcomes. Beyond this district, the findings contribute to the body of knowledge about outcomes of EL student services in urban school districts.

Authors

• Julie Riordan, Education Development Center, Inc.

• Marco S. Andrade, Providence Schools

• Katherine Shields, Education Development Center, Inc.

• Caroline E. Parker, Education Development Center, Inc.