Time to Proficiency for English Learner Students in Texas
*Names in bold indicate Presenter
Building on a longitudinal data set constructed from eight years of Texas Education Agency administrative data, this Regional Educational Laboratory Southwest study provides an example of the use of state historical data to inform realistic expectations for progress toward and attainment of English proficiency. Appropriate and empirically grounded language proficiency and academic achievement expectations for EL students are particularly salient in Texas, where schools serve 16.4 percent of the country’s EL students (U.S. Department of Education, 2016).
We employed discrete-time survival analysis to examine the average time it took the 2005–06 cohort of grade 1 Hispanic EL students in Texas public schools to attain English language proficiency and to demonstrate at least satisfactory academic performance in reading and mathematics, as measured by state assessments. We examined whether the time it took students to attain these key outcomes differed by enrollment in a public prekindergarten program, initial English language proficiency, the type of EL program (English as a second language or bilingual), whether a parent opted the student out of EL services, and student background characteristics (gender, whether a student was eligible for free or reduced-price lunch, immigrant status, and whether a student received special education services).
Study findings will be presented contingent upon approval from the Institute of Education Sciences.