A Journey of English Learner Students in Arizona: Lessons Learned From Three Studies

• In Event: 42.040 - Helping English Learner Students Thrive: What Studies Show and How States Can Help

Abstract

Objectives. By using findings from three relevant studies, this presentation aims to address three questions for EL students in Arizona: Which students were more likely to be long-term EL students after six years of study? In middle school, for an EL student in grade 6 to pass the statewide content tests at least once from grade 7 to grade 8, what was the required minimum score on ELPA? And what were the four-year graduation rates among five English learner student subgroups and what better explain the variations among them?

Theoretical framework. Previous studies show EL students’ progress in English language proficiency is associated with students’ characteristics. Arizona Department of Education is curious about how EL students’ English proficiency is related with their subsequent content test results. Considering the school experience in U.S. and many other factors, researchers argue that current ELs and former ELs at the secondary level should be further broken down to more differentiated subgroups when examining their academic performance.

Data sources. The data came from student administrative data system in Arizona Department of Education.

Methods. Descriptive analysis and logistic regression were used to address these three questions.

Results.
Which students were more likely to remain as EL students after six years of study when they start as an EL student in Kindergarten?
• Male EL students
• EL students from low-income households
• EL students in special education
• EL students with lower initial level on English language proficiency assessment

To pass the statewide content tests at least once from grade 7 to grade 8, what was the minimum score for an EL student on English language proficiency assessment in grade 6?
• An EL student must be more than proficient in order to have 50 percent of chance passing the content test at least once.
• For an EL student with threshold scale score at proficient level on ELPA, the probability of passing the content test at least once is 32 percent for English language arts and only 15 percent for mathematics.

What were the four-year graduation rates among five English learner student subgroups and what better explain the variations among them?
• The earlier that EL students achieved English proficiency, the higher their graduation rates.
• Student demographic characteristics did not explain much of the variation in graduation rates across the subgroups.
• Academic achievement prior to high school explained most of the differences in graduation rates across the student subgroups and may have been a key factor driving graduation outcomes.
Scientific significance. The three studies cited in this presentation examined the diversity of EL students and how that affects the variations in the EL student outcomes at different stages of schooling. By talking through some of the key findings and their connections, the presentation sketches a roadmap for EL students on the journey of K-12 education in Arizona. It informs educators and policymakers about when interventions or supports should be provided and which EL student groups should be targeted to ensure equal educational opportunity.

Authors

• Min Huang, WestEd

• Eric Haas, California State Polytechnic University - Pomona

• Loan Tran, WestEd

• Niufeng Zhu, WestEd