Transition Models for English Learners: Are They Being Educated in the Least Restrictive Way?

• In Event: Hilton Roundtable Session 21
  In Roundtable Session: English Language Learners and the Politics of Education Policy

Abstract

This study takes a cultural-historical perspective of the relationship between three typical transitional models (pull-out, inclusion, and sheltered instruction) intended to assist English Learners (ELs) transition to an English-only educational system and their academic outcomes. It addresses the problem of how perseverating gaps remain in student academic outcomes with programs that are not evidenced-based. This rare follow-up study of emergent bilingual learners finds that when compared to ELs who did not receive services, the Reading, ELA, and Math test scores of students who received services remained significantly lower.

Authors

• Pedro R. Portes, University of Georgia

• Melissa Whatley, University of Georgia - Athens

• Manuel S. Gonzalez Canche, University of Pennsylvania