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Long-Term English Learners: How Is Timing of Reclassification Associated with Middle and High School Outcomes? Research Brief for the Houston Independent School District

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  • Additional Information
    • Availability:
      Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/centers/houston-education-research-consortium
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
      High Schools
      Elementary Education
      Grade 5
      Intermediate Grades
      Grade 8
    • Subject Terms:
      English Language Learners; Middle School Students; High School Students; Classification; Language Proficiency; Outcomes of Education; Advanced Courses; Course Selection (Students); Time to Degree; Dropout Rate; Attendance Patterns; Discipline; Mathematics Achievement; Reading Achievement; Grade 5; Grade 8; Time Factors (Learning)
    • Subject Terms:
      Texas
    • Abstract:
      The number of English learners (ELs) who do not reclassify as English proficient after the first five years of schooling has increased in the Houston area and the state of Texas. ELs are a diverse population of students with varying levels of English proficiency. Many students who begin school as an EL reclassify as English proficient in a timely manner and go on to achieve academic success. Students who remain EL after five years in school are considered "long-term English learners" (LTELs). Previous research has found that LTELs are at risk for negative academic outcomes. The purpose of this brief is to examine middle and high school outcomes of LTELs in the Houston region, with a specific focus on how the timing of reclassification--when an EL student is reclassified as English proficient--was associated with academic achievement and school engagement. The results of this study support previous research showing that EL students who become LTELs are at risk for negative educational outcomes. However, these outcomes can vary based on the number of years a student remains in LTEL status. This brief is part of a larger research project examining characteristics of LTELs, patterns of reclassification, predictors of LTEL status, and outcomes of LTELs in Houston, with particular attention to 10 Houston-area public school districts.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      ED630825