The Hispanic K-12 population is one of the largest and fastest growing populations in the U.S., so there is great concern about bringing those students to proficiency in their English skills. How to teach English to ELL students is a much debated, and researched topic. Recently the Tomas Rivera Policy Institute (TRPI), with financial support from the U.S. Department of Education, conducted a study of the official records from the Los Angeles Unified School District (LAUSD) for all non-special education students who were in 6^th grade in 1999 (n=28,714).

TRPI recently released the results of their study in a report Que Pasa? Are English Language Learning Students Remaining in English Learning Classes too Long? Their research showed that to improve the English skills of ELL students, the students should be reclassified as mainstream English students at least by the time they are in middle-school. The research showed that students who are not reclassified (mainstreamed) generally end up in environments that are not well prepared to provide them with English skills. The study found that when ELL students are put into mainstream English classes, it results in improved academic performance. Students not reclassified generally do poorly. Some people feel that the students’ poor performance occurs because of the limited ability of the students, but other studies point to inferior education in English language learning classes.

Researching the LAUSD data brought out two essential points:

1.       that reclassification into mainstream English classrooms is associated with improved academic outcomes in high school

2.       that reclassification as late as 8^th grade is still significantly associated with improved academic outcomes

Another key point brought out by the data is that a large number of students who are not reclassified by 8^th grade have been in the district since at least first grade – a majority of whom are native born.

In order to track the progress of the students the study used six indicators as signs of progress or lack of progress in academic performance:

1.       SAT9 Math scores in 8^th grade

2.       SAT9 Reading scores in 8^th grade

3.       failing the 9^th grade

4.       dropping out

5.       passing the California High School Exit Exam (CAHSEE)

6.       taking an Advanced Placement AP class

The statistics from the Los Angeles Unified school District was rich in data, and included -

·         Percentage of credentialed teachers in each school

·         Percentage of ELL students in each school

·         Percentage of students who are receiving free or reduced lunch

Of the 28,714 students in sixth grade, 35% (10,019 students) were mainstream English, and 65% (18,695 students) were in ELL classes. Of the 18,695 students, 27.5% (7,882 students) were reclassified by the time they were in 5^th grade; 18.7% (5,361 students) were reclassified by 8^th grade and 19% (5,452 students) were not reclassified by 8^th grade.

Analyses of LAUSD records showed that the majority of ELLs not reclassified by the 8^th  grade were native born and had been ELL students for more than 8 years (54.6%); 21.3% were foreign born and had been ELL students for 8 years or more, and 18.6% were native born and had been ELL students for less than 8 years.

As the TRPI report points out, “These findings emphasize the value of devoting more resources to English language learning in elementary and middle school, in order to improve academic outcomes.” Students, when not reclassified, generally have negative academic outcomes. English language learners who were reclassified in middle school also fared well when compared to students who were not reclassified in 8^th grade as proficient.

It is noted that this research was done with one cohort of students a decade ago and perhaps that lessens the validity of the results. The reclassification rates in LA schools have not changed significantly during that decade. This means that many ELL students are not benefiting from reclassification and are not developing the skills that they need to be productive.

The study makes the following recommendations:

·         Increase resources to assist early English language learning.

o   When elementary or middle school students are reclassified there is generally an improved academic outcome for them as English language learners.

o   Large number of students have been in the schools for many years and have not been reclassified. Research shows that it takes between three and seven years for an ELL student to acquire the skills to be successful in a mainstream class.

·         Persist with English language learning in middle school.

o   Reclassification peaks during 5^th grade but should continue as evidence shows that students who are reclassified during their 7^th or 8^th grade can also greatly benefit.

 

Source: Que Pasa? Are English Language Learning Students Remaining in English Learning Classes Too Long?