The Intersection of Accountability and Language: Can Reading Intervention Replace English Language Development?

Abstract

The language in recent education policy equates academic achievement with reading proficiency for English language learners (ELLs). In response to federal and state accountability efforts focused on reading, California high schools began to substitute reading intervention programs for English language development (ELD) curricula and instruction. This study compared the effect of a reading intervention program to that of a comprehensive ELD program on ELLs' achievement at one California high school. Ultimately, the comparison cohort earned higher achievement test scores than the reading intervention program cohort. Perhaps most striking, however, was the sheer proportion of ELLs excluded from services due to reading levels beyond the program exit level. As educators work to improve ELL achievement, the importance of curricula that meet students at their linguistic and academic level cannot be understated.

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