Long-Term English Learners' Performance in English Language Proficiency Assessments

• In Event: Moscone Center West Roundtable Session 3
  In Roundtable Session: Educational Reform and Student Outcomes

Abstract

This study examines English language knowledge and skills that appear to be particularly challenging for long-term English learners (LTELs) using longitudinal annual English language proficiency (ELP) assessment data from five states. Using descriptive and logistic regression analyses, this study investigates specific language skills where LTELs might need more assistance in their pre-LTEL period (before their becoming LTELs). This will reveal how differently or similarly LTELs develop their language skills compared to non-LTELs, while also identifying concrete language skills that this group of students find especially difficult. This information will help us diagnose ELs who are likely to become LTELs so that appropriate supports and interventions can be provided.

Authors

• Nami Shin, University of California - Los Angeles

• Mark Hansen, University of California - Los Angeles

• Edynn Sato, Sato Education Consulting, LLC

• Michelle McCoy, University of California - Los Angeles