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Multilingual Program Portland Public Schools

Educational Programming for English Language Learners. A Longitudinal Study: How are Portland’s English language learners doing in school?. Multilingual Program Portland Public Schools. Longitudinal Study. Purposes:

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Multilingual Program Portland Public Schools

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  1. Educational Programming for English Language Learners A Longitudinal Study: How are Portland’s English language learners doing in school? Multilingual Program Portland Public Schools

  2. Longitudinal Study • Purposes: • To determine the effectiveness of the program in exiting students successfully into the mainstream • To identify students receiving ESL services after five years and develop strategies for accelerating their learning • To evaluate data collected by the district in terms of its sufficiency in (1) meeting accountability requirements, and (2) determining program effectiveness in promoting students’ English language acquisition, academic content preparation, and ability to meet high standards • To discover how well our data correlates with major research findings on English language acquisition

  3. Cohort Group :1999-00 Newly-Enrolled Registrants at Intake Center = 261 Students Grade Level Placements Kindergarten 75 Grade 1 26 Grade 2 15 Grade 3 13 Grade 4 13 Grade 5 20 Grade 6 12 Grade 7 11 Grade 8 16 Grade 9 36 Grade 10 8 Grade 11 9 Grade 12 7 Gender Females 128 Males 133 Ethnic CategoriesAsian 75 Black 119 Hispanic 19 White 49

  4. Language Groups Acholi 14Albanian 5 Amharic 1 Arabic 16 Azande 6 Bulgarian 3 Cantonese 8 Creole 1 English Dialect 8Farsi 5 French 12Japanese 1 Khmer 26Korean 1 Mandarin 1Nuer 10 Pashto 1 Persian 1 Punjabi 1 Romanian 1 Russian 11 Serbo-Croatian 21 Somali 55 Spanish 19 Swahili 1 Tagalog 1 Tamil 1 Thai 2 Tigrinya 1 Tshiluba 3 Vietnamese 25

  5. Current Status of the Cohort Group Active 132 Inactive 129 Dropped Out 14 Moved 76 No show 10 Graduated 29 GradML 14 GradRC 15

  6. Profile of 132 "Active" Students ØEnglish Language Proficiency: Placement Results Language Assessment Scales (LAS) Oral Non-English Speaker (NES) 77 students Limited English Speaker (LES) 26 students Intermediate English Speaker (IES) 29 students Language Assessment Scales (LAS) Reading/Writing Non-literate (NL) 118 students Limited Literate (LL) 8 students Intermediate Literate (IL) 6 students

  7. How long does it take to exit from the ESL program? According to Research Findings of Virginia Collier’s Longitudinal Study • ENGLISH Language Learners (ELLs) with no schooling in their first language take between seven (7) to ten (10) years to reach the language proficiency of native English-speaking peers. • ELLs with two or three years of schooling in their native language take between five (5) to seven (7) years.

  8. Age and Schooling For Foreign Born Language Minority Students Age of entry into U.S. School 5-7 years:At risk.Home language not fully acquired. 8-12 years:Optimum age.Home language fully acquired, to serve as foundation for learning English as a second language. 13-18 years:At risk. Not enough time left in school to catch up with mainstream English-speaking peers if literacy in home language is not at grade level.

  9. Results of Portland Public Schools’ Study

  10. PPS LONGITUDINAL STUDY FINDINGS Based on Grade Level 10 Months = 1 Academic Year

  11. PPS LONGITUDINAL STUDY FINDINGS Based on Oral English Language Proficiency Level Social/Conversational English Only NES: Non-English SpeakerLES: Limited English Speaker FES: Fluent English Speaker (Vocabulary of approximately 500 words) Categories based on Language Assessment Scales (LAS) Oral

  12. PPS LONGITUDINAL STUDY FINDINGS Based on English Language Literacy Level NL: Non-literate (118)LL: Limited literate (8) IL: Intermediate Literate (6)Categories based on Language Assessment Scales (LAS) Reading/Writing

  13. PPS LONGITUDINAL STUDY FINDINGS Full Time ESL: (30) NES = 27 LES = 3 IES = 0 Partially Mainstreamed: (14) NES = 9 LES = 2 IES = 3

  14. PPS LONGITUDINAL STUDY FINDINGS Total number of students in the cohort with preschool experience = 27 Average Stay in the Program

  15. PPS LONGITUDINAL STUDY FINDINGS 2002-03 Grade 3 Average Terra Nova DPME DPME = (1) Does not Meet, (2) Partially Meets, (3) Meets, (4) Exceeds Standards

  16. PPS LONGITUDINAL STUDY FINDINGS There were 29 Students in the cohort who graduated. We were able to contact 23 of them. What are they doing now? 17 – College 4 – Working 1 – Some College 1 – At home Students going to college Deering – 71% Portland – 76% 80% of the cohort high school graduates, whom we were able to contact, went on to college.

  17. LONGITUDINAL STUDY FINDINGS What does the data mean? IMPLICATIONS 1. A percentage of the language minority population is non-English speaking (60% of the cohort) and non-literate in English (90% of cohort). 2. Language minority students are a transient population. 3. The amount of time for language minority students to receive ESL support is below the national average.

  18. 4. Eighty percent (80%) of graduating language minority students go on to post- secondary education.  5. Overall, the ESL support program does an excellent job in preparing language minority students for mainstream learning. 6. Although language minority students meet exit criteria as indicated by the LAU Plan, they still need continued support. 7. Preschool readiness has an enormously positive impact on language minority students (as much as one year).

  19. 8. Quality ESL support at the high school level increases the accessibility of language minority students for post-secondary education (17 out of 23 contacted h.s. grads in longitudinal study.) 9. All language minority students need ongoing, consistent access to regular cognitively challenging academic curriculum in order to improve their competence in math, reading, and writing. 10. Mainstream teachers need to learn more about strategies, techniques, and activities of comprehensible learning in order to help them with all struggling (i.e., language impoverished) students.

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