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The Massachusetts Department of Elementary and Secondary Education commissioned this paper to explore several questions about students who are English language learners (ELL) in Massachusetts: (1) For how many years is a typical ELL student in Massachusetts classified as limited English proficient (LEP)?; (2) How much variation is there in a the number of years it takes to exit a student from ELL services and LEP status, and does this suggest different policies and practices at the district level?; (3) How do formerly LEP students perform better if they exited LEP status relatively sooner than later; and (4) How predictive are MEPA scores in determining when ELL students transition out of LEP status? This paper reviews the data that bear on these questions to help identify successful approaches for transitioning ELL students out of LEP status and into the general education program. Tables are appended.

Descriptors: English Language Learners, Limited English Speaking, Classification, Student Characteristics, Achievement Tests, Scores, Enrollment, Elementary Secondary Education, Race, Ethnicity, Low Income Students, Disabilities, School Districts, Comparative Analysis, Language Proficiency, Language Tests, English (Second Language)

Massachusetts Department of Elementary & Secondary Education. 350 Main Street, Malden, MA 02148-5023. Tel: 800-439-2370; Tel: 781-338-3000; Web site: http://www.doe.mass.edu









Autor: Massachusetts Department of Elementary and Secondary Education

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1875&id=ED566251







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