Does English-Language-Learner Classification Help or Hinder Students?

Designating early elementary students who are close to being proficient in English as English-language learners can have “significant and positive effects on the academic achievement” of the students, new research concludes.

The study concludes that additional support that students receive as English-learners helps foster higher achievement in language arts and mathematics than students who were on the cusp but were identified as initial English-proficient students—and, as a result, did not receive the extra services.

Nami Shin—a research scientist at CRESST, the National Center for Research on Evaluation, Standards & Student Testing at the University of California, Los Angeles—used results from state mathematics and English language arts exams and grades to examine differences in academic performance between the two groups from kindergarten through 10th grade.

read more ……