Examination of Long-Term English Learners

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-7 - Educational Assessments and Equity in U.S. Schools

Abstract

A large proportion of English learners (ELs) become long-term English learners (LTELs), who are often both linguistically and academically at risk. However, it remains unclear how they are different from other students in their pre-LTEL period and what student characteristics are associated with their becoming LTEL. Using student-level longitudinal data from one large urban school district, I examine LTELs’ characteristics and their linguistic and academic performance and what factors are related to their becoming LTELs. I find LTELs often have disadvantaged characteristics and underperform non-LTELs across grades. ELs with disability are more likely to become LTELs than other ELs.

Author

• Nami Shin, University of California - Los Angeles