Many Wisconsin schools provide specifically targeted English language (EL) programing to their English learner (EL) students to support their academic growth and positive educational outcomes. These schools assess the English proficiency of EL students while they are still in EL programming in order to help educators determine when they are prepared to “exit” EL programming. The purpose of this report is to better understand how “exiting” students out of EL programs affects their future academic achievement. We base our analysis on two main questions: How do academic outcomes differ between students who exit EL programming with various levels of English proficiency? What student or school characteristics predict future academic performance?
Academic Achievement Among English Learners (ELs) in Wisconsin
- Volume or issue no.: Workshop in Public Affairs, PA 869, taught by J. Michael Collins in Spring 2017
- Author(s): Richelle Andrae, Derek Field, Moira Lenox, Max Pardo
- Link to publication: Download PDF
- Client Name: Wisconsin Department of Public Instruction