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ERIC Number: ED567496
Record Type: Non-Journal
Publication Date: 2016
Pages: 9
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: N/A
Time to Reclassification: How Long Does It Take English Language Learners in Seven Washington Districts to Develop English Proficiency?
Motamedi, Jason Greenberg
Society for Research on Educational Effectiveness
This study provides a basis for understanding how long it typically takes English language learners (ELLs) in seven Washington school districts to achieve reclassification as former ELLs. Researchers looked at ELLs' grade level and English proficiency at school entry, as well as their gender, home language, race/ethnicity, special education status, and country of birth. The study addresses three research questions: (1) What was the average time taken by ELLs to achieve reclassification?; (2) What was the rate of reclassification by 2012/13 among English learner students?; and (3) How do time to reclassification and rate of reclassification vary by grade level and English proficiency at entry into district schools and by student characteristics of gender, home language, race/ethnicity, special education status, and country of birth? Students who left the districts, graduated, or dropped out of school without being reclassified were excluded from this study. The study population included 17,733 current and former ELLs who were members of eight cohorts that attended schools in the seven districts between kindergarten and grade 5. Researchers used descriptive statistics to calculate the mean number of years it takes ELLs who were members of the eight study cohorts to achieve reclassification as former ELLs and the percentage of cohort members who were reclassified by 2012/13. Results show that it took an average of 3.8 years to achieve reclassification as former ELLs for the 82 percent of ELLs who were reclassified by or before the end of the study period. Of these, about 8 percent achieved reclassification after one year, 28 percent were cumulatively reclassified after two years, 49 percent after three years, and 62 percent after four years of being identified as an English learner student. The remaining 18 percent were still enrolled in a district school and were still considered ELLs in 2012/13, the final year of this study. A figure and tables are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Washington