A Longitudinal Analysis of Long-Term English Language Learners' Academic Performance and Educational Experiences

• In Event: Mixed Methods Approaches to Assessment, Evaluation, and Accountability Effectiveness in Schools: Graduate Student Reports

Abstract

This study examines long-term English Language Learners’ (LTELs) academic performance and educational experiences. By tracking English Language Learner (ELL) students from Kindergarten until high school in a school district, this study shows LTELs’ academic trajectories and their performance in two of reclassification criteria - English Language Proficiency (ELP) and state standardized test in English Language Arts (ELA). The results show that LTELs in general underperform non-LTELs academically and linguistically. The findings also reveal that a considerable number of LTELs were not able to meet ELP reclassification criteria while meeting the performance level of state standardized test-ELA for reclassification. The results of this study provide implications for reclassification and policy for LTELs.

Author

• Nami Shin, University of California - Los Angeles