ELL Status and Academic Achievement Report
New report examines enrollment history, achievement gaps, and persistence in school for English Language Learners (ELL) students and reclassified ELL students as compared to non-ELL students. The study uses statewide individual-level data sets merged from students’ entry to exit in the state’s public school system for graduate cohorts of 2006, 2007, and 2008. Results show that after accounting for academic achievement, behavioral issues, background, and district contexts, the longer a student is designated as an ELL, the more likely he or she is to drop out. This relationship may suggest that protracted ELL status leads to higher incidence of dropping out of high schools.
The article was published last monthby the National CCenter for Research on Evaluation, Standards, & Student Testing (CRESST) titled “Relationships among and between ELL status, demographic characteristics, enrollment history, and school persistence”
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