Exiting ELLs in Second Grade: What Is Their Performance in the Third and Fourth Grades?

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Academic Performance: Student-Centered Factors

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, district and teacher assessments in mathematics and reading 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 at time of exit and continued to outperform non-ELL native English speakers through the fourth grade.

Authors

• Melissa DiDonato, Notre Dame of Maryland University

• Mark J. Fenster, Notre Dame of Maryland University

• Christa de Kleine, Notre Dame of Maryland University