The Road to English Proficiency: Identifying and Supporting Arizona English Learner Kindergartners Through Grade 3

• In Event: On the Road to Equity: Studies of the Impact and Influences of Education Policy

Abstract

To better understand if English learner students were accurately identified and served in Arizona, this study examines the language skills of non-native English speaker students and their literacy proficiency. Using data from 2013/14, a year in which all non-native English speakers in kindergarten were reassessed at the end of the year regardless of their English learner status, the study shows that the reassessment allowed the identification of a larger number of students in need of English learner services than identified at entry. While the reassessment allowed an appropriate identification of students in need of English learner services, results suggest that the current set of English services were not sufficient for helping the majority of students reach proficiency by grade 3.

Authors

• Vanessa Barrat, WestEd

• Lenay D. Dunn, WestEd