Fluency in English is part of the foundation necessary for a good quality of life in the United States. The school system must be set up so that students who are in an English language learning [ELL] programs are able to master the language and transition out of the program, as soon as possible, to join the rest of the student body to continue their studies.
An analysis by the Tomás Rivera Policy Institute, appropriately entitled "¿Qué Pasa? Are ELL Students Remaining in English Learning Classes Too Long?" points to delays in reclassifying as "fluent English proficient" students who began school as English language learners so that they can transition into regular academic programs. The detailed study shows that 30% of students who started First Grade as English language learners were still in the same classification eight years later. This situation puts students at greater risk of academic failure, as Ninth Grade is seen as critical for success in High School.
The problem is that students who are not reclassified by school authorities as fluent English proficient are at a disadvantage even when they get to the California High School exit exam.
This reclassification of students is accomplished by a combination of factors, which includes test results, academic achievement, evaluation by teachers and consultations with parents. This is an overly subjective process; other investigations have indicated that only a third of these students who passed the state exams had been reclassified.
What worries us is that in some cases, the concern for maintaining high averages in school exams is more important for some educators than helping English language learners to advance to a higher level and transition to mainstream classes.
There is much that needs to be corrected, beginning with evaluation of the English language learning programs and the process of reclassifying the students. This way, the students will be provided with a basis for success in the future, while also fulfilling the expectations of their parents.
Fluency in English is part of the foundation necessary for a good quality of life in the United States. The school system must be set up so that students who are in an English language learning [ELL] programs are able to master the language and transition out of the program, as soon as possible, to join the rest of the student body to continue their studies.
An analysis by the Tomás Rivera Policy Institute, appropriately entitled "¿Qué Pasa? Are ELL Students Remaining in English Learning Classes Too Long?" points to delays in reclassifying as "fluent English proficient" students who began school as English language learners so that they can transition into regular academic programs. The detailed study shows that 30% of students who started First Grade as English language learners were still in the same classification eight years later. This situation puts students at greater risk of academic failure, as Ninth Grade is seen as critical for success in High School.
The problem is that students who are not reclassified by school authorities as fluent English proficient are at a disadvantage even when they get to the California High School exit exam.
This reclassification of students is accomplished by a combination of factors, which includes test results, academic achievement, evaluation by teachers and consultations with parents. This is an overly subjective process; other investigations have indicated that only a third of these students who passed the state exams had been reclassified.
What worries us is that in some cases, the concern for maintaining high averages in school exams is more important for some educators than helping English language learners to advance to a higher level and transition to mainstream classes.
