What's in a Name? Prior Schooling Experiences of "Long-Term" English Learners

• In Event: 66.048 - Public Policy and Educational Practices for Latinx Students

Abstract

English Learners (ELs) who do not become academically proficient in English within an expected time frame are considered “Long-term ELs” or LTELs. Knowing if there are commonalities for LTELs (in terms of past services received, language proficiency over time, and demographics) can allow schools to prospectively address supports. We investigate the factors that contribute to Spanish-speaking ELs’ success and find that students who are in preschool and bilingual programming are more likely to achieve academic English proficiency; conversely, those who are male, have low English reading proficiency in kindergarten, and show little growth in English productive (reading and listening) proficiency, are more likely to be LTEL. Key amongst recommendations is to focus on improving the support of males.

Author

• Patrick D Rich, Denver Public Schools