What Factors Predict the Likelihood of an English Learner Becoming a Long-Term English Learner?

• In Event: Equity for Bilingual and Dual-Language Education Policy: Considerations for Teacher Preparation and Student Access to Opportunity

Abstract

Long-term English learners (LTELs), or English learners (ELs) who do not reclassify as English proficient after five years in school, are at significant risk for lower academic achievement and high school dropout. This study examined early predictors of an EL student’s likelihood of becoming LTEL in 10 public school districts in the Greater Houston area. Results showed that grade retention and being identified as needing special education services in elementary school placed ELs at the most risk for becoming LTEL. Conversely, ELs who began school with higher English comprehension skills and ELs who participated in a bilingual or dual-immersion program in elementary school were significantly less likely to become LTEL. Implications for policy and practice are discussed.

Authors

• Elizabeth B. Cashiola, Rice University

• Hao Ma, Rice University

• Camila Cigarroa Kennedy, Education Northwest

• Daniel Potter, Rice University