Adolescent English-language Learners: Challenges and Suggested Solutions Ramping Up Middle Grades Literacy Forum Phoenix, September 28 & 29, 2006 Diane August Center for Applied Linguistics

Credits Findings of the Adolescent English-Language Learner Advisory Panel in a soon-to-be-released report entitled Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners –Staff: Migration Policy Institute, Center for Applied Linguistics, and Alliance for Excellent Education –Support from the Carnegie Corporation of New York Aida Walqui at West-Ed for overview slides

Educational Outcomes: Crisis for Adolescent English-language Learners 96% of 8 th grade English-language learners scored below the basic level on NAEP in 2005 (NCES, 2005) Large discrepancies between English-language learners and English proficient students on NAEP, with the mean for 8 th grade English-language learners considerably below the basic level (Batalova & Fix, 2005)—see next slide Only 20% of English-language learners classified as formerly ‘LEP’ scored at the proficient or advanced levels on the reading portion of NAEP administered in 2005 English-language learners graduate from high school at considerably lower rates than students who are English proficient, 51% compared with 10% who speak English (NCES, 2004)

Average scores of 8th graders in reading by English language proficiency and state: 2003 Batalova & Fix, 2005

Crisis is Nationwide Five states account for over 60% of the English- language learner population in 6 th through 12 th grades: California, Texas, New York, Florida, and Illinois (Batalova & Fix, 2005) However, the states with the fastest growing ELL population are not the same (Capps, Fix, Murray, Ost & Passel, 2005) –North Carolina—500% growth between –Colorado, Nevada, Nebraska, Oregon, Georgia, and Indiana—more than 200% growth between

LEP population by state, Batalova & Fix, 2005

Capps, Fix, Murray, Ost & Passel, 2005

Diversity of the English-language Learner Population While the largest percentage of English-language learners pre-kindergarten- grade 5 are from Mexico, other Latin American countries and the Caribbean—55% 25% are from Asia 17% are from Europe, Canada, and Oceania 5% are from Africa Source: Capps, Fix, Murray, Ost & Passel, 2005

Capps, Fix, Murray, Ost & Passel, 2005

Diversity of the English-language Learner Population 57% of adolescent English-language learners were born in the US and are second or third generation immigrants (Batalova, Fix, & Murray, 2005) –This suggests many English-language learners are not learning the core content in English despite many years in US schools

Diversity of the English-language Learner Population 43% of adolescent English-language learners are foreign born –Some students arrive in the US with strong first language literacy skills and content knowledge while others do not because of poor and interrupted schooling in their home countries –Even those who enter with strong first language skills face challenges because they enter when academic tasks are challenging and there is less time to acquire academic competence in a second language

More LEP adolescents are native than foreign born Batalova & Fix, 2005

Immigrant Youth are Poor Although some adolescent English-language learners live in middle and upper income families 59% of adolescent English-language learners live in families with incomes 185% below the poverty line compared with 28% of adolescents that speak English only (Batalova, Fix, & Murray, 2005)

Challenges Facing to Improving the Literacy of Adolescent English- language Learners Lack of common criteria for identifying English- language learners and tracking their progress Lack of appropriate assessments Inadequate educator capacity for improving literacy in English-language learners Lack of appropriate and flexible program options Lack of a strong and coherent research base on how to build literacy in English-language learners (federal responsibility)

Lack of Common Criteria for Identifying English-language Learners and Tracking their Progress Issues –States and districts vary widely in their definition of an English- language learner and how they determine when these students are declassified as ELL –Adequate background information on these students (e.g. age of enrollment in US schools, levels of first language literacy and content knowledge) is not collected –English-language learners are not tracked once they are declassified Solutions –Develop a common definition statewide, preferably linked to student proficiency data; establish common criteria for declassification; collect adequate background information at the district level, and create systems to track students once declassified

Lack of Appropriate Assessments Issues –NCLB requires English-language learners to take the state math assessment within one year of arrival in US schools and the reading assessment by the second year –Although NCLB allows for accommodations including the use of native language assessments for a limited amount of time, very few states have developed accommodated assessments –Very few good assessments of academic language proficiency Need for good diagnostic assessments and policies to ensure ELLS receive proper instruction Solutions –Seek examples from other states or develop state consortia to improve assessment (WIDA consortium)

Inadequate Educator Capacity for Improving Literacy in English-language Learners Issues –Very few educators have professional development for teaching literacy to adolescent English-language learners, especially within the context of core academic classrooms Possible Solutions –Updating state teacher certification requirements so all credentialed teachers are capable of working with ELLS –Requiring districts with large number of ELLS to provide meaningful, ongoing professional development for teachers in how best to serve these students in content area instruction –Providing specific training for coaches in how to develop literacy in English-language learners

Lack of Appropriate and Flexible Program Options Issues –It is a myth that most adolescent English-language learners can learn core content in a second language in two years Possible Solutions –Provide various instructional models depending on local context to ensure students learn academic content: bilingual programs, sheltered English programs, or newcomer programs –Provide flexible pathways Allot extra instructional time through extending the school year or school day Allow students to take more than 4 years to complete high school Provide flexible scheduling so students can work as they study