After Exit: Achievement Patterns of Former English Language Learners.

Abstract

This study examined the achievement patterns of former English Language Learners (ELLs) and explored whether time-related variables (length of program participation, grade level exited, and length of participation in the mainstream classroom) play a significant role in predicting academic achievement patterns for these exited students. The study focused on 40 grade 4 exited students (17 from Bilingual English (BE) and 25 from English as a Second Language (ESL)) and 75 eighth grade exited students (40 BE and 25 ESL) . For fourth grade, the ESL exited students and the district's regular education students showed a similar distribution of scores in the three subject areas, but fewer ESL program students scored at the Proficient level in English Language Arts. Eight graders showed similar achievement patterns for English Language Arts and mathematics, but in science, more ESL exited students fell in to the failing category. More BE exited students scored in the Needs Improvement category than in the Proficient category for mathematics and science, a pattern different from that of regular education students. at fourth grade. Eighth grade exited BE students had scores that diverged from regular education, with more students failing mathematics and science. Achievement patterns for students who had attended a BE program were less sensitive to length of program attendance than those of ESL program students. Findings support the need to move away from a one-model-fitsall approach to more complex ways of meeting the needs of ELLs. (Contains 3 tables and 41 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. After Exit: Achievement Patterns of Former English Language Learners Ester de Jong University of Florida 2413 Norman Hall Gainesville, Florida 32611 edeiong0coe.ufl.edu Paper Presented at the Annual Meeting of the American Educational Research Association (AERA), April 25, 2003, Chicago, Illinois. 0 PERMISSION TO REPRODUCE AND 2 U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION 14rfriisdocument has been reproduced as E. D. Jong CENTER (ERIC) received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OFRI nosit inn nr nnlinv. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

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