Education Policy Analysis Archives (EPAA)
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Publisher
Arizona State University, University of South Florida
Publication Date
August 2006
Abstract
Identification of a language minority learner for placement in a program for English Language Learners (ELLs), and the length of the support program, may have a significant effect on the student's academic achievement. Widespread anecdotal evidence suggests that criteria used to make placement decisions vary widely across the U.S. This study systematically examines related federal laws and guidance, as well as published entry and exit criteria for ELL programs for the 10 states and 10 districts in the U.S. with the largest enrollment of ELLs. For the majority of placement decisions, a measure of English proficiency is used. Very few states and districts rely on multiple sources of information for these decisions. The ramifications of these findings are discussed in light of the language and content demands of the mainstream classroom.
Keywords
Second language acquisition, English language--Study and teaching (Elementary)--Foreign speakers
Extent
32
Volume
14
Issue
20
Language
English; Spanish
Media Type
Journals (Periodicals)
Format
Digital Only
Note
Citation: Ragan, A., & Lesaux, N. (2006). Federal, state, and district level English language learner program entry and exit requirements: Effects on the education of language minority learners. Education Policy Analysis Archives, 14(20). Retrieved [date] from http://epaa.asu.edu/epaa/v14n20/.
Identifier
E11-00493
Creative Commons
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Ragan, Alex and Lesaux, Nonie, "Federal, State, and District Level English Language Learning Program Entry and Exit Requirements: Effects on the Education of Language Minority Learners" (2006). Education Policy Analysis Archives (EPAA). 207.
https://digitalcommons.usf.edu/usf_EPAA/207
