Build long-term systems to track English learner progress, including students who have exited EL status¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The guide recommends developing systems to track and monitor English learner progress, noting that current data collection is "inconsistent and often paints an incomplete picture of these students' experience during and after they achieve English proficiency." Updated systems should track exited students through graduation, collect more information on services received, and further disaggregate data for groups such as SIFE, migrant students, and long-term English learners.

Design Implications¶

Context¶

Requirements¶

• Systems must track exited English learners through graduation and collect information on the type and amount of services English learners receive

Constraints¶

• Current data collection and reporting on English learners is inconsistent and incomplete

Target Learners¶

• English learners, including students with interrupted formal education, migrant students, and long-term English learners

Target Learning Goals¶

• Complete, actionable data on English learner experiences and outcomes

Claims¶

• Longitudinal growth observed for current ELs likely underestimates total-cohort growth because students who reach English proficiency exit and are no longer assessed [+W]

Related Strategies¶

• Disaggregate engagement and performance data by subgroup and regularly evaluate and adjust support plans
• Integrate post-reclassification monitoring and support so students who exit EL status continue receiving integrated support in the general curriculum

Examples¶

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Key Sources¶

• The Next100, UnidosUS, and The Education Trust. (2021). Action Guide: Targeting Resources From the American Rescue Plan to Address the Needs of English Learners. https://eric.ed.gov/?id=ED614289