English Learner Identification of Kindergarteners: Case Study of a U.S. District with High Student Enrollment

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 1
  In Roundtable Session: Bridging Global and Local Education: Testing, Digital Skills, and Teacher Impact

Abstract

English learners (ELs) are identified once they enter kindergarten in the U.S. using various tools such as home language surveys and English language proficiency (ELP) screeners. The federal government provides general EL identification policies, but variation exists in how policies are implemented across states and districts. From a larger two-phase study that investigated the EL identification processes across districts in a U.S. state, we present findings from a case study of a district with high EL enrollment. We discuss data from the home language survey, ELP screener scores, and the educator survey and interviews. Educators shared concerns and suggestions for improving the EL identification process. Findings have important implications for future educational policies and practices regarding kindergarten EL identification.

Authors

• Alicia Kim, University of Wisconsin - Madison

• Pauline Ho, Reed College

• Mark Chapman, University of Wisconsin - Madison

• Haeun Kim, University of Melbourne

• Jeanne Beck, ETS