English Language Development among American Indian English Learner Students in New Mexico. REL 2022-135. Appendixes

Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: http://ies.ed.gov/ncee/edlabs/regions/southwest/index.asp

Y

19

EDIES91990018C0002

English Language Learners; Second Language Learning; Second Language Instruction; English (Second Language); American Indian Students; Language Proficiency; Kindergarten; Longitudinal Studies; Classification; Instructional Program Divisions; State Standards; Language Arts; Grade 3; Grade 4; Achievement Tests; Mathematics Tests; Elementary School Students; Student Characteristics; Bilingual Education Programs; Multicultural Education; Institutional Characteristics; Achievement Gains; Public Schools; Identification; Statewide Planning; Elementary Secondary Education; Federal Legislation; Educational Legislation

The "English Language Development among American Indian English Learner Students in New Mexico" study examined ways to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. The study found that most American Indian English learner students were not reclassified as English proficient within five years. Similarly, most American Indian English learner students did not meet grade-level standards on New Mexico state assessments in English language arts and math in grades 3 and 4, regardless of whether they attained English proficiency and were reclassified within five years. The results of this study can be used to determine how best to support English language development among American Indian English learner students. This document presents the following two appendixes that accompany the study: (1) Data and methods; and (2) Supporting analyses. [For the full report, see ED618962. For the Study Snapshot, see ED618963.]

ERIC

Yes

https://ies.ed.gov/ncee/rel/Products/Publication/100721

2022

ED618964