Reclassification Rates for High School English Learners in an Asset-Based English Learner Development Course

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Evaluation of Academic Outcomes From School-Based Interventions

Abstract

This study evaluated the impact of an asset and research-based English Learner Development (ELD) course on high school English Learners’ (ELs) likelihood of reaching on an annually-administered state assessment of English language proficiency (ELP). Logistic regression was used to calculate the probability that an EL would reach reclassification while controlling for the student-level variables of gender, lunch status, and time in country. The findings revealed that ELs who participated in the ELD course were 1.6 times more likely to reach reclassification status than ELs who did not. This study has implications for those interested in evaluating EL programming at the local level.

Author

• Amy Elizabeth Correia, University of Rhode Island