Patterns of Progress of English Language Learner Students in English Proficiency and English Language Arts: A Longitudinal Analysis

Primary Researchers: Eric Haas, Min Huang, Thomas L. Hanson

The Lennox School District (California) is interested in using the district's longitudinal student data to better understand the patterns of progress over time of English language learner (ELL) students in English language proficiency and academic content achievement in English language arts. This project examines a cohort of approximately 600 students who, as kindergarten students in school year 2002/03, were designated as ELL, following all members of the cohort who remained in Lennox schools through the 2009/10 school year.

The Lennox School District plans to use the results from this project to inform its curriculum and practice in order to maximize the number of ELL students who make expected gains in English language proficiency and reach expected levels of academic content achievement in English language arts.

  • Methodologies: Descriptive
  • Contact info:
    Eric Haas (510) 302-4288

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