What Happens to English Language Students Who Exit ESOL Services in the Second Grade?

• In Event: Policy Dimensions of English Learner Trajectories in School

Abstract

Demographic changes in the distribution of racial and ethnic school-age students necessitates that states evaluate the identification, assessment, and dismissal process for students who are learning English as a Second Language (ESL). A quantitative research design was conducted evaluate the extent that ACCESS for ELLs 2.0 is predictive of future academic success on state mandated math and reading assessments, district math and reading assessments, and math, language arts, and written language coursework for English Language Learners when students exit from English for Speakers of Other Languages (ESOL) services by the end of second grade. Results showed that students who exited ESOL services in the second grade outperformed a comparison group of non-ELL native English speakers on all 18 indicators analyzed.

Authors

• Melissa E. DiDonato

• Mark J. Fenster, Notre Dame of Maryland University

• Christa de Kleine, Notre Dame of Maryland University