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ERIC Number: ED304879
Record Type: RIE
Publication Date: 1989-Feb-11
Pages: 16
Abstractor: N/A
Reference Count: N/A
LEP/FEP Graduation Ratios.
Olsen, Roger E.; McCall, Zaida
A study examined the characteristics of 14 students entering the American school system as non-English-speaking adolescents, yet achieving the level of academic content learning and English language proficiency to earn a high school diploma. The subjects of the study were classified in grade 12 as speaking a language other than English at home and also as limited-English-proficient (LEP). These LEP students had entered the United States at an average age of 14 years 6 months, and entered the school system at an average age of 15 years 2 months. The population received English as a second language (ESL) and bilingual program services for an average of a little over seven quarters. All were fluent and literate in their first languages. The students achieved gains in English language proficiency and nearly a fifth-grade equivalency on three reading and basic skills tests. The LEP students graduated in almost the same proportion as fully English-proficient (FEP) students, and several LEP students required more than one additional year of high school to earn their diplomas. Other findings include: entry level placement may be associated with English language gains and academic achievement, and early and intensive ESL instruction may be more effective for non-English-speakers than for students who speak some English on arrival. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the California Association for Bilingual Education (Anaheim, CA, February 1989).