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string(9142) "3FTFBSDI#SJFG 0UBLIC 0OLICY )NSTITUTE OF #ALIFORNIA !02), )335% 4HE 0ROGRESS OF %NGLISH ,EARNERS IN #ALIFORNIA 3CHOOLS 7ELL OVER A MILLION STUDENTS WHO ARE UNFAMILIAR WITH THE %NGLISH LANGUAGE ATTEND #ALIFORNIA SCHOOLS CONSTITUTING ABOUT ONE QUARTER OF THE STATES +n POPULATION !LTHOUGH #ALIFORNIA REPRESENTS AROUND PERCENT OF THE NATIONS POPULATION ITS SCHOOLS CONTAIN MORE THAN PERCENT OF THE NATIONS %NGLISH LEARNERS %,S -OST SPEAK 3PANISH BUT OVER OTHER LANGUAGES HAVE BEEN IDENTIFIED )N #ALIFORNIA IMPLEMENTED THE #ALIFORNIA %NGLISH ,ANGUAGE $EVELOPMENT 4EST #%,$4 TO MEASURE %NGLISH PROFICIENCY 3TUDENTS WHO DO NOT SPEAK %NGLISH AT HOME ARE REQUIRED TO TAKE THE EXAM 4HOSE WHO DO NOT SCORE AT PROFI CIENT LEVELS ARE CONSIDERED %NGLISH LEARNERS AND MUST RETAKE THE TEST ANNUALLY UNTIL THEY ARE DESIGNATED &LUENT %NGLISH 0ROFICIENT &%0 %, STUDENTS TEST SCORES IN ACADEMIC SUBJECTS CONSISTENTLY FALL BELOW THOSE OF STUDENTS WHO ARE FAMILIAR WITH %NGLISH 'IVEN THAT PROFICIENCY IN %NGLISH IS VITAL TO SUCCESS IN ACA DEMIC SUBJECTS AND IN THE WORKFORCE BOTH STATE AND FEDERAL POLICYMAKERS CONSIDER %NGLISH PROFICIENCY A MAJOR GOAL FOR %, STUDENTS 4HE FEDERAL GOVERNMENTS .O #HILD ,EFT "EHIND .#," !CT OF ESTABLISHES MANDATES FOR IMPROVING BOTH THE NUMBER OF STUDENTS ACHIEVING GAINS IN %NGLISH PRO FICIENCY AND THE NUMBER WHO ARE RECLASSIFIED AS &%0 )N THEIR REPORT %NGLISH ,EARNERS IN #ALIFORNIA 3CHOOLS #HRISTOPHER *EPSEN AND 3HELLEY DE !LTH ANALYZE HOW EFFECTIVE #ALIFORNIA SCHOOLS ARE IN ACHIEVING BOTH .#," GOALS 4HEY EXAMINE THE SCHOOL LEVEL CHARACTERISTICS THAT SEEM TO AFFECT THE PERCENTAGE OF %, STUDENTS WHO ARE RECLASSIFIED AS &%0 AND THE STUDENT LEVEL CHARACTERISTICS THAT APPEAR TO AFFECT GAINS IN ACHIEVEMENT ON THE #%,$4 !T THE SCHOOL LEVEL THEY FIND THAT ACADEMIC ACHIEVEMENT PLAYS AN IMPORTANT ROLE IN RECLASSIFICATION RATES 4HEY ALSO OBSERVE LOWER RATES OF RECLASSIFICATION IN SCHOOLS THAT HAVE A HIGH PERCENTAGE OF %, STUDENTS AND MORE HOMOGENEITY IN A LANGUAGE SUCH AS 3PANISH SPOKEN AT THE SCHOOL 4HEY SUGGEST THAT THIS HOMOGENEITY MAY DEMONSTRATE THE EFFECTS OF %, PEERS ON RECLASSIFICATION AND THAT IF MORE STUDENTS IN THE SCHOOL SPOKE VARIOUS LANGUAGES AS OPPOSED TO A SINGLE FOREIGN LANGUAGE RECLASSIFICATION RATES WOULD BE HIGHER !T THE STUDENT LEVEL THE AUTHORS FIND THAT ALTHOUGH 3PANISH IS THE DOMINANT FOREIGN LANGUAGE IN #ALIFORNIA SCHOOLS AND IS MORE LIKE %NGLISH THAN MOST OF THE OTHER LANGUAGES 3PANISH SPEAKERS DO NOT DEMONSTRATE THE GREATEST GAINS IN %NGLISH PROFICIENCY 3PEAKERS OF +OREAN -ANDARIN AND 2USSIAN HAVE THE HIGHEST #%,$4 GAINS 4HESE STUDENTS TEND TO HAVE WELL EDUCATED AND HIGH EARNING PARENTS (MONG AND +HMER #AMBODIAN SPEAKERS SHOW MUCH LOWER GROWTH RATES ON THE #%,$4 AND THEIR PARENTS TEND TO HAVE LOWER EDUCATION AND INCOME THAN PARENTS OF CHILDREN SPEAKING OTHER LANGUAGES 3TUDENT $EMOGRAPHICS !S SHOWN IN THE TABLE %, STUDENTS ARE PRESENT THROUGH OUT THE STATE BUT SOME REGIONS HAVE SUBSTANTIALLY MORE THAN OTHERS &OR EXAMPLE THE 3OUTH #OAST ,OS !NGELES /RANGE AND 6ENTURA #OUNTIES IS HOME TO NEARLY HALF OF THE %, STU DENTS IN #ALIFORNIA !ND AS SHOWN IN THE FIGURE %, STUDENTS ARE CONCENTRATED IN THE EARLIER GRADES .UMBER AND ,OCATION OF %, 3TUDENTS &ALL 2EGION .O OF %, 3TUDENTS "AY !REA #ENTRAL #OAST &AR .ORTH )NLAND %MPIRE 3ACRAMENTO -ETRO 3AN $IEGO 3AN *OAQUIN 6ALLEY 3IERRAS 3OUTH #OAST 3/52#% &ALL #%,$4 4OTAL %NROLLMENT OF %, 3TUDENTS %, STUDENTS ARE PRESENT IN SCHOOL DISTRICTS THROUGHOUT THE STATE AND IN MOST REGIONS REPRESENT FROM ONE QUARTER TO ONE THIRD OF THE STUDENT POPULATION ! COMMONLY HELD BELIEF IS THAT %, STUDENTS HAVE LIMITED %NGLISH SKILLS BECAUSE THEY ARE RECENT IMMIGRANTS (OWEVER MOST %, STUDENTS ARE BORN IN THE 5NITED 3TATES OF ' %( ! IMMIGRANT PARENTS 3INCE THE PASSAGE OF 0ROPOSITION IN *UNE WHICH MANDATED %NGLISH IMMERSION CLASSES RATHER THAN BILINGUAL EDUCATION MOST OF THESE STUDENTS ARE ENROLLED IN %NGLISH ,ANGUAGE $EVELOPMENT OR 3PECIALLY $ESIGNED !CADEMIC )NSTRUCTION IN %NGLISH PROGRAMS /NLY PERCENT ARE TAUGHT ACADEMIC SUBJECTS IN THEIR PRIMARY LANGUAGE IE THROUGH BILINGUAL EDUCATION 2ECLASSIFICATION 4O RECLASSIFY A STUDENT FROM %, TO &%0 SCHOOL DISTRICTS USE A COMBINATION OF #%,$4 SCORES ACADEMIC ACHIEVEMENT TEACHER EVALUATION AND PARENTAL CONSULTATION (OWEVER DISTRICTS HAVE GREAT LATITUDE IN HOW THEY WEIGH THESE FACTORS &OR EXAMPLE ONLY ABOUT ONE QUARTER OF THE %NGLISH LEARNERS MEETING BOARD GUIDELINES FOR RECLASSIFICATION ON THE #%,$4 ARE ACTUALLY RECLASSIFIED SUGGESTING THAT THE #%,$4 SCORES 0ERCENTAGE OF 3TUDENTS 7HO !RE %NGLISH ,EARNERS BY 'RADE ' ## % ##() %(% &'$ ("&%&'$ -ORE THAN A THIRD OF ALL STUDENTS BELOW THE FIFTH GRADE IN #ALIFORNIA SCHOOLS LACK %NGLISH PROFICIENCY ARE ONLY ONE CRITERION USED FOR RECLASSIFICATION AND THAT DISTRICT POLICIES PLAY A LARGE ROLE 0OLICIES AIMED AT IMPROV ING BOTH #%,$4 AND ACADEMIC PERFORMANCE ARE LIKELY TO IMPROVE RECLASSIFICATION RATES 4HE AUTHORS ALSO POINT OUT THAT THE ACCOUNTABILITY STAN DARDS IN .#," CREATE COUNTERINCENTIVES WHEN IT COMES TO RECLASSIFYING %, STUDENTS 4HE STANDARDS MANDATE INCREASES IN RECLASSIFICATION RATES BUT ALSO HOLD %, STUDENTS TO THE SAME PERFORMANCE STANDARDS AS %NGLISH SPEAKING STUDENTS ON ACADEMIC CONTENT TESTS 4HE AUTHORS SUGGEST THAT POLICIES DIRECTED TOWARD RECLASSIFICATION SHOULD ATTEMPT TO RESOLVE THIS INCENTIVE DISCREPANCY AND MINIMIZE THE BURDEN ON %, STUDENTS WHEN MEETING ACCOUNTABILITY TARGETS !DDITIONALLY IF DISTRICTS APPLIED STATE RECLASSIFICATION GUIDELINES MORE UNI FORMLY INSTEAD OF ADOPTING INDIVIDUAL STANDARDS THE PROCESS OF RECLASSIFICATION WOULD BE EASIER TO MONITOR AND TO EFFEC TIVELY MODIFY AT THE STATE LEVEL #%,$4 'ROWTH 4HE AUTHORS FOUND THAT FEMALE STUDENTS HAVE HIGHER GROWTH RATES ON THE TEST THAN MALE STUDENTS ESPECIALLY IN ELE MENTARY SCHOOL 3TUDENTS RECEIVING SPECIAL EDUCATION SERVICES HAVE SUBSTANTIALLY LOWER GROWTH THAN OTHER STUDENTS BUT THIS RESULT LIKELY SUGGESTS THAT THIS POPULATION IS DIFFICULT TO EDUCATE NOT THAT SPECIAL EDUCATION SERVICES THEMSELVES HAVE A NEGATIVE EFFECT 3TUDENTS IN BILINGUAL EDUCATION PROGRAMS HAVE LOWER #%,$4 GROWTH THAN STUDENTS IN OTHER PRO GRAMS BUT AGAIN THIS MAY RESULT FROM THE PLACEMENT OF MORE AT RISK STUDENTS IN BILINGUAL EDUCATION PROGRAMS 3TUDENTS WHO RECEIVE 4ITLE ) COMPENSATORY FUNDING FOR DISADVANTAGED STUDENTS ALSO SHOW LESS IMPROVEMENT ON THE #%,$4 FROM YEAR TO YEAR THAN NONDISADVANTAGED STUDENTS &INALLY ACCESS TO TEACHERS WHO ARE AUTHORIZED TO TEACH %, STUDENTS COR RESPONDS WITH SLIGHT IMPROVEMENTS IN #%,$4 GROWTH BUT OTHER TEACHER CHARACTERISTICS SEEM TO HAVE LITTLE IF ANY EFFECT 0OLICY )MPLICATIONS 4HIS STUDY IDENTIFIES SEVERAL CATEGORIES OF STUDENTS WHO ACHIEVE LOWER #%,$4 GAINS THAN OTHERS 5NDERSTANDING THESE DIFFERENCES IN STUDENT DEMOGRAPHICS COULD HELP POLICYMAKERS TARGET %, STUDENTS WHO ARE IN NEED OF SPECIAL ASSISTANCE AND WHO MAY REQUIRE ADDITIONAL RESOURCES OR ATTENTION TO ACHIEVE PROFICIENCY IN %NGLISH %, STUDENTS IN SECONDARY GRADES THROUGH ARE ONE SUCH GROUP THAT MAY BENEFIT FROM A SPE CIAL FOCUS BECAUSE OF THEIR LOWER PROFICIENCY GROWTH 0OLICIES AIMED AT IMPROVING #%,$4 PERFORMANCE ARE LIKELY TO IMPROVE RECLASSIFICATIONS RATES AS WELL !DEQUATE RESOURCES ARE ALSO IMPORTANT FOR RECLASSIFICATION 3CHOOLS WITH LARGE %, POPULATIONS MUST BE ABLE TO UNDERTAKE THE INDIVIDUAL COMPREHENSIVE REVIEW PROCESS NEEDED FOR RECLAS SIFICATION !DDITIONALLY %NGLISH LEARNERS MUST HAVE ACCESS TO TEACHERS AUTHORIZED TO TEACH THEM TO PREPARE FOR RECLASSIFICA TION $ISTRICTS COLLECT MUCH MORE DETAILED DATA THAN THE STATE DOES BUT HAVE FEW RESOURCES AVAILABLE FOR RESEARCH 4HUS THE STATE SHOULD CONSIDER WAYS TO SUPPORT AND USE RESEARCH WITH DISTRICT LEVEL DATA AS WELL AS CONTINUE TO IMPROVE LINKS BETWEEN STATE LEVEL EDUCATION DATASETS 4HIS RESEARCH BRIEF SUMMARIZES A REPORT BY #HRISTOPHER *EPSEN AND 3HELLEY DE !LTH %NGLISH ,EARNERS IN #ALIFORNIA 3CHOOLS PP )3". 8 4HE REPORT MAY BE ORDERED ONLINE AT WWWPPICORG OR BY PHONE AT OR ;OUTSIDE MAINLAND 53= ! COPY OF THE FULL TEXT IS ALSO AVAILABLE AT WWWPPICORG 4HE 0UBLIC 0OLICY )NSTITUTE OF #ALIFORNIA IS A PRIVATE NONPROFIT ORGANIZATION DEDICATED TO INDEPENDENT OBJECTIVE NONPAR TISAN RESEARCH ON ECONOMIC SOCIAL AND POLITICAL ISSUES AFFECTING #ALIFORNIA 05",)# 0/,)#9 ).34)454% /& #!,)&/2.)! 7ASHINGTON 3TREET 3UITE s 3AN &RANCISCO #ALIFORNIA 4ELEPHONE s &AX INFO PPICORG s WWWPPICORG"
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