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Recent studies have documented differences in academic achievement between current and former English learner students. These differences validate calls for more focused analyses of achievement across English learner student subgroups. Specifically, there is interest in examining variation in academic success based on the amount of time a student spends classified as an English learner student and the grade in which the student is reclassified as fluent English proficient. This study responds to this call for more focused analyses by examining the variation in four-year high school graduation rates across five English learner student subgroups in Arizona: (1) Long-term English learner students. Students who were first identified as English learner students in Arizona prior to grade 6 and had not yet been reclassified as fluent English proficient by the time they entered grade 9; (2) New English learner students. Students who were first identified as English learner students in Arizona in grade 6 or later and entered high school designated as English learner students; (3) Recently proficient former English learner students. Former English learner students who had been reclassified as fluent English proficient in Arizona in grades 6-8; (4) Long-term proficient former English learner students. Former English learner students who had been reclassified as fluent English proficient in Arizona in grades 2-5; and (5) Never-English learner students. Students who were either never classified as English learner students in Arizona or who were early English speakers who had been reclassified as fluent English proficient in Arizona prior to grade 2. Using data for a single cohort of Arizona grade 9 students from the class of 2014, the study examined the observed four-year high school graduation rates across these five subgroups and how predicted graduation rates differed across subgroups when students with both similar demographic characteristics and similar prior academic achievement were compared. Findings include: (1) Never-English learner students had the highest observed four-year graduation rate (85 percent), followed by long-term proficient former English learner students (81 percent), recently proficient former English learner students (67 percent), and new English learner students (52 percent). Long-term English learner students had the lowest observed graduation rate (49 percent). Thus, long-term English learner students and new English learner students had the most difficulty graduating within four years of entering grade 9; (2) Student demographic characteristics did not explain much of the variation in graduation rates across subgroups. When students with similar demographic characteristics were compared, the differences in predicted graduation rates between long-term English learner students and other subgroups (except new English learner students) were smaller, though still large, than the differences in observed graduation rates; and (3) Academic achievement before high school explained most of the differences in graduation rates across subgroups and may have been a key factor driving graduation outcomes. When students with both similar demographic characteristics and similar prior academic achievement were compared, differences in graduation rates across subgroups were vastly diminished; (4) The earlier that English learner students achieved English proficiency, the higher their graduation rate. By describing the variation in high school graduation rates across these subgroups, this report may help educators and education policymakers more effectively promote the college and career readiness of current and former English learner students through better targeted supports. The following are appended: (1) Data and methodology; (2) Analytic sample and student demographic characteristics; and (3) Detailed results from regression analysis.

When is the right moment to transition an English learner student from part-time participation in English language development classes into full-time participation in mainstream English-only classes? English learner students should be moved into full-time mainstream English-only classes when they are sufficiently fluent in English to be able to continue to grow in English fluency and subject matter content knowledge and reach expected minimums on state content tests, generally within two years of the transition. Currently, transition criteria center on meeting the English language proficiency levels that each state sets for reclassification of English learner students as fluent English proficient at each grade level. However, no studies describe the extent to which such criteria work as intended. In other words, how ready are English learner students to achieve minimum subject matter content knowledge levels in English language arts and math at the English proficiency level for reclassification as fluent English proficient and placement in mainstream English-only classes? This study examined the relationship between the English language proficiency level of English learner students in Arizona and Nevada and the students' subsequent performance on English language arts and math content tests. It followed two cohorts of students over three years, beginning in 2009/10: one cohort in grade 3 (elementary) and one in grade 6 (middle school). This report describes the percentage of English learner students at each proficiency level who passed the English language arts and math content tests in the two years following the English language proficiency assessment (2010/11-2011/12) as well as the probability that an English learner student would subsequently pass the content tests based on his or her English language proficiency assessment scale score. English learner students at higher proficiency levels had higher passing rates on the academic content tests. For example, in Arizona 58 percent of grade 3 students at the intermediate proficiency level (level 4) in 2009/10 passed the English language arts content test at least once in 2010/11 or 2011/12, compared with 96 percent of grade 3 students at the proficient level (level 5). Grade 3 English learner students in Arizona and Nevada could score below the threshold for English language proficiency in 2009/10 and still have a 50 percent or higher probability of subsequently passing the English language arts and math content tests in 2010/11 or 2011/12. For example, grade 3 English learner students in Nevada could score 25 scale score points below the reclassification threshold and still have a 50 percent or higher probability of passing the English language arts content test in the subsequent two years. But grade 6 English learner students in Arizona and Nevada needed to score above the threshold for reclassification as fluent English proficient. For example, in Nevada, grade 6 English learner students had to score 46 scale score points above the reclassification threshold to have a 50 percent or higher probability of passing the math content test in the subsequent two years. The following are appended: (1) Supporting data tables; (2) Data and methodology; (3) Passing rate probability figures; and (4) Distribution of English language proficiency assessment scale scores.

The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their progress from 2006/07 through 2011/12 on the ELP test, the reading content test, and the math content test as well as student characteristics. The analytic sample included all students identified as English learner students who were enrolled in the state's public schools in the designated grade of the first year of the cohort, progressed to the next grade level each year, and who had the required test data throughout the six years being analyzed. Each cohort consisted of a separate sample of students. The annual cumulative numbers and percentages of English learner students who met each progress criterion were calculated. The analyses were for each English learner grade-level cohort as a whole, as well as separately by the four student characteristics at the start of the study (2006/07): ELP level, designation as eligible for special education services, eligibility for a school lunch program, and gender. Results indicate that after six years, more than 90 percent of the English learner students scored at or above the required level of reclassified as fluent English proficient on the Nevada ELP test. In each of the three grade-level cohorts, the overall cumulative passing percentage was highest for Nevada's ELP test, followed by the reading test, and then the math test. The largest differences in cumulative passing rates were associated with eligibility for special education services and initial ELP level. Higher grade students had lower cumulative passing percentages on all three tests compared to lower grade students. This study's findings identify subgroups of English learner students who may need more support to attain at least the expected minimum levels of academic achievement. All English learner students who are eligible for special education services will likely need additional support to be successful, and this support may need to vary by specific subgroups of learning disabilities. The study's findings also suggest that higher grade students who are eligible for special education services will need different support than what the higher grade students received during the study period if they are going to achieve even minimal levels of academic achievement in reading and math. The following are appended: (1) Nevada programs that provide context for the study; (2) Data and methodology; and (3) Additional findings.

The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their progress from 2006/07 through 2011/12 on the ELP test, the ELA content test, and the math content test, as well as student characteristics. The analytic sample included all students identified as English learner students who were enrolled in the state's public schools in the designated grade of the first year of the cohort, progressed to the next grade level each year, and who had the required test data throughout the six years being analyzed. Each cohort consisted of a separate sample of students. The annual cumulative numbers and percentages of English learner students who met each progress criterion were calculated. The analyses were for each English learner grade-level cohort as a whole, as well as separately by the four student characteristics at the start of the study (2006/07): ELP level, designation as eligible for special education services, eligibility for a school lunch program, and gender. Results indicate that after six years, more than 90 percent of the English learner students scored at or above the required level of reclassified as fluent English proficient on the Utah ELP test. In each of the three grade-level cohorts, the overall cumulative passing percentage was highest for Utah's ELP test, followed by the ELA test, and then the math test. The largest differences in cumulative passing rates were associated with eligibility for special education services and initial ELP level. Higher grade students had lower cumulative passing percentages on all three tests compared to lower grade students. This study's findings identify subgroups of English learner students who may need more support to attain at least the expected minimum levels of academic achievement. All English learner students who are eligible for special education services will likely need additional support to be successful, and this support may need to vary by specific subgroups of learning disabilities. The study's findings also seem to suggest that higher grade students who are eligible for special education services will need different support than what the higher grade students received during the study period if they are going to achieve even minimal levels of academic achievement in ELA and math. The following are appended: (1) Utah programs that provide context for the study; (2) Data and methodology; and (3) Additional findings.

The purpose of this exploratory study was to examine the extent to which a proposed home language survey in California could better identify possible English learner and multilingual students than the current home language survey. The responses to a proposed and current survey were examined for students registering for kindergarten through grade six for 2015/16 in 15 California schools. The responses on the two surveys were then compared to the students' scores on the initial California English language proficiency assessment. Results indicate that on both the current and proposed surveys, nearly all students identified as potential English learners scored below the standard for English proficiency on the initial English language proficiency assessment. Scoring below the standard for English proficiency would designate these students as English learners who would receive specialized language support services. The proposed survey also identified up to 14 percent more students as potential English learners than the current survey. Further, the proposed survey identified nearly 40 percent of the potential English learner students as potential multilingual learners compared to 6 percent of the potential English learner students by the current survey. Results show that the proposed survey provided a more extensive and detailed description of students who are exposed to non-English languages. Additional research may be able to determine whether the additional description provided by the proposed survey could lead to more precise determinations of which students should be designated as English learners and which should be designated as students who are fluent in English as well as one or more other languages. The following are appended: (1) Analytic samples and methodology; (2) Additional findings; and (3) Spanish-language version of the proposed home language survey questions.

The purpose of this study was to understand the learning trajectories of the growing numbers of English learner students in Arizona, especially those who struggle to pass state English language arts and math content tests. This study followed three cohorts of English learner students in Arizona (kindergarten, grade 3, and grade 6) over six school years, 2006/07 through 2011/12, to assess their progress in English proficiency and their academic progress in English language arts and math content knowledge. More than 90 percent of Arizona's English learner students scored at or above the required level for reclassification as fluent English proficient students. Their cumulative passing rate was highest for the English language proficiency test, followed by academic tests in English language arts and math. English learner students who were eligible for special education services had the lowest passing rates on all three tests. In general, English learner students in higher grades had lower cumulative passing rates on all three tests than students in lower grades. Educators might consider devoting additional attention to improving teaching practices and support services to help the English learner student subgroups with the poorest performance (i.e., students in higher grades, students eligible for special education services, students eligible for school lunch programs, and/or and male students). The following are appended: (1) Arizona programs that provide context for the study; (2) Data and methodology; and (3) Additional findings.

While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining best placement for English learner students with learning disabilities, schools, districts, and states struggle with this issue. As a result, English learner students who may or may not have learning disabilities are both over- and underrepresented in special education. This report aims to inform policymakers interested in developing procedures, including the use of guidelines and protocols, for identifying, assessing, and placing English learner students who may or may not have learning disabilities. The report describes (1) the key issues discussed in the research literature and (2) current state procedures for the 20 states with the largest English learner populations. The following are appended: (1) Methods; (2) Research and policy literature reviewed in this report; and (3) State resources related to assessing and supporting English learner students with learning disabilities. An annotated bibliography of references cited in the report and other references related to English learner students who may have learning disabilities is also included.

Across the United States, and in the states served by the Regional Educational Laboratory West (REL West) in particular, there is widespread concern about how to successfully educate the growing number of English language learner (ELL) students, especially those identified as long-term ELL students and those identified as reclassified fluent English proficient (RFEP) students who struggle to score at passing levels on state English language arts (ELA)/reading content tests. This study, which focuses on ELL students in Utah, is one of a series of three companion studies that seek to help Arizona, Nevada, and Utah identify the characteristics of long-term ELL students and Struggling RFEP students. For this study, the authors defined "long-term ELL students" as students who, during the six school years of the study, never scored at or above the levels required on Utah's English language proficiency (ELP) test to be reclassified as fluent English proficient. They compared these long-term ELL students to their ELL peers who did score at or above the levels required on Utah's ELP test to be reclassified as fluent English proficient, whom we refer to as "reclassified fluent English proficient (RFEP) students." "Struggling RFEP students" were defined as ELL students who met the state's ELP requirements for RFEP but did not pass the state ELA or reading content test by the end of year 6 of the study. We compared these Struggling RFEP students to their RFEP peers who did pass the state ELA or reading content test, whom we refer to as "Transitioned RFEP students." The study examined student data from 2006/07-2011/12 to address three research questions: (1) What proportion of ELL students fit the study's definition of long-term ELL students by the end of the six years? What proportion of ELL students fit the study's definition of Struggling RFEP students by the end of the six years? (2) What are the characteristics of long-term ELL students? How are these characteristics different from those of RFEP students? (3) What are the characteristics of Struggling RFEP students? How are these characteristics different from those of the RFEP students who passed their ELA content test at least once by the end of the six years? The study followed three cohorts of ELL students in Utah: a grade K cohort, who started kindergarten in 2006/07; a grade 3 cohort, who started grade 3 in 2006/07; and a grade 6 cohort, who started grade 6 in 2006/07. [This report, and the research on which it is based, were produced on behalf of REL West's English Learner Alliance, whose membership consists of the Arizona State Department of Education, the Nevada State Department of Education, the Utah State Office of Education, and the West Comprehensive Center. For the companion reports, see ED585521 (Arizona) and ED585536 (Nevada).]

Across the United States, and in the states served by the Regional Educational Laboratory West (REL West) in particular, there is widespread concern about how to successfully educate the growing number of English language learner (ELL) students, especially those identified as long-term ELL students and those identified as reclassified fluent English proficient (RFEP) students who struggle to score at passing levels on state English language arts (ELA)/reading content tests. This study, which focuses on ELL students in Nevada, is one of a series of three companion studies that seek to help Arizona, Nevada, and Utah identify the characteristics of long-term ELL students and Struggling RFEP students. For this study, the authors defined "long-term ELL students" as students who, during the six school years of the study, never scored at or above the levels required on Nevada's English language proficiency (ELP) test to be reclassified as fluent English proficient. They compared these long-term ELL students to their ELL peers who did score at or above the levels required on Nevada's ELP test to be reclassified as fluent English proficient, whom we refer to as "reclassified fluent English proficient (RFEP) students." "Struggling RFEP students" were defined as ELL students who met the state's ELP requirements for RFEP but did not pass the state ELA or reading content test by the end of year 6 of the study. We compared these Struggling RFEP students to their RFEP peers who did pass the state ELA or reading content test, whom we refer to as "Transitioned RFEP students." The study examined student data from 2006/07-2011/12 to address three research questions: (1) What proportion of ELL students fit the study's definition of long-term ELL students by the end of the six years? What proportion of ELL students fit the study's definition of Struggling RFEP students by the end of the six years? (2) What are the characteristics of long-term ELL students? How are these characteristics different from those of RFEP students? (3) What are the characteristics of Struggling RFEP students? How are these characteristics different from those of the RFEP students who passed their ELA content test at least once by the end of the six years? The study followed three cohorts of ELL students in Nevada's two largest school districts, Clark County (CCSD) and Washoe County (WCSD): a grade K cohort, who started kindergarten in 2006/07; a grade 3 cohort, who started grade 3 in 2006/07; and a grade 6 cohort, who started grade 6 in 2006/07. [This report, and the research on which it is based, were produced on behalf of REL West's English Learner Alliance, whose membership consists of the Arizona State Department of Education, the Nevada State Department of Education, the Utah State Office of Education, and the West Comprehensive Center. For the companion reports, see ED585521 (Arizona) and ED585540 (Utah).]

Across the United States, and in the states served by the Regional Educational Laboratory West (REL West) in particular, there is widespread concern about how to successfully educate the growing number of English language learner (ELL) students, especially those identified as long-term ELL students and those identified as reclassified fluent English proficient (RFEP) students who struggle to score at passing levels on state English language arts (ELA)/reading content tests. This study, which focuses on ELL students in Arizona, is one of a series of three companion studies that seek to help Arizona, Nevada, and Utah identify the characteristics of long-term ELL students and Struggling RFEP students. For this study, the authors defined "long-term ELL students" as students who, during the six school years of the study, never scored at or above the levels required on Arizona's English language proficiency (ELP) test to be reclassified as fluent English proficient. They compared these long-term ELL students to their ELL peers who did score at or above the levels required on Arizona's ELP test to be reclassified as fluent English proficient, whom we refer to as "reclassified fluent English proficient (RFEP) students." "Struggling RFEP students" were defined as ELL students who met the state's ELP requirements for RFEP but did not pass the state ELA or reading content test by the end of year 6 of the study. We compared these Struggling RFEP students to their RFEP peers who did pass the state ELA or reading content test, whom we refer to as "Transitioned RFEP students." The study examined student data from 2006/07--2011/12 to address three research questions: (1) What proportion of ELL students fit the study's definition of long-term ELL students by the end of the six years? What proportion of ELL students fit the study's definition of Struggling RFEP students by the end of the six years? (2) What are the characteristics of long-term ELL students? How are these characteristics different from those of RFEP students? (3) What are the characteristics of Struggling RFEP students? How are these characteristics different from those of the RFEP students who passed their ELA content test at least once by the end of the six years? The study followed three cohorts of ELL students in Arizona: a grade K cohort, who started kindergarten in 2006/07; a grade 3 cohort, who started grade 3 in 2006/07; and a grade 6 cohort, who started grade 6 in 2006/07. [This report, and the research on which it is based, were produced on behalf of REL West's English Learner Alliance, whose membership consists of the Arizona State Department of Education, the Nevada State Department of Education, the Utah State Office of Education, and the West Comprehensive Center. For the companion reports, see ED585540 (Utah) and ED585536 (Nevada).]