Exploring the Long-Term English Learner Student Population Using Large-Scale Assessment Data

• In Event: 47.055 - Curricular Policy and Language-Minority Student Inclusion

Abstract

English learner students (ELs) make up 9.4% of K-12 students in the United States. Despite bringing numerous assets to the classroom, ELs continue to experience uneven access to high-quality educational opportunities and significantly poorer outcomes than their never EL peers. Educational outcomes are especially troubling for students who remain classified as ELs for an extended period, or long-term ELs (LTELs). In this study, we leverage large-scale assessment data from 15 U.S. states to explore the size and characteristics of the LTEL population across a much wider range of state contexts than has been considered in prior research. We highlight the need to better understand how complex interactions among demographic, institutional, and policy factors shape their needs and experiences.

Authors

• Narek Sahakyan, University of Wisconsin - Madison

• Sarah Ryan, Wisconsin Center for Education Research