This study presents findings from one high needs school district of the factors that were predictors of long-term elementary (grades 2-6) English language learners (ELLs) progress in English. Data included 1,031 elementary Spanish-speaking students who were continuously enrolled greater than 2.5 years in the district’s language support programs. Regression analysis revealed that Pre-LAS-O English and Spanish total scores contributed significantly (4.2%) to the prediction of current English level. For students taking the LAS-O at entry, variables of entry age of student, English and Spanish total scores were not statistically significant in helping understand current English level. Findings and implications for teachers, district-level data collection, and language policy with respect to NCLB mandates are discussed for those students left behind.
2006 AERA Annual Meeting
Campbell, Anne E. and Johnson, Todd E., "Elementary (Grades 2-6) Long-Term English Language Learners: Factors Related to Acquisition of English" (2006). School of Education and Human Development Faculty Publications. 180.
Campbell, A. & Johnson, T. Elementary (Grades 2-6) long-term English language learners: Factors related to the acquisition of English. American Educational Research Association. AERA Annual Meeting. April 7-11, 2006. San Francisco, California.