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ERIC Number: ED561383
Record Type: Non-Journal
Publication Date: 2014-Dec
Pages: 9
Abstractor: ERIC
Reference Count: 15
The Academic Achievement of English Language Learners: Data for the U.S. and Each of the States. Research Brief. Publication #2014-62
Murphey, David
Child Trends
As the U.S. population has become increasingly diverse--a continuing trend led by children--there has been an accompanying rise in the number of children who grow up hearing and learning more than one language. Dual language learners represent an important asset for our nation's future, since those who have fluency in more than one language have access to a broader, and generally higher-paid, set of job opportunities. Moreover, children who are bilingual reap benefits in multiple developmental areas: cognitive, social, and emotional. However, these opportunities can go unrealized when schools and other social institutions lack the understanding required to respond sensitively to the particular needs of dual language learners. This brief compares national trends over time in academic achievement for students who are English language learners (ELLs) and their peers who are not English language learners. The measures used are from the National Assessment of Educational Progress (NAEP): the percentage of fourth-graders scored as performing at a "basic or above" level in reading, and the percentage of eighth-graders scored as performing at a "basic or above" level in mathematics.
Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Annie E. Casey Foundation
Authoring Institution: Child Trends
Identifiers - Location: United States
Identifiers - Assessments and Surveys: National Assessment of Educational Progress