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States Classify Long-Term English Learners Very Differently
June 2, 2019

The broadest study ever undertaken of long-term English learners (LTELs) in U.S. public schools underscores the need to better understand how students receive this classification, and why the classification varies widely across and within states.

Since LTEL status may negatively impact future educational opportunities and outcomes, the study recommends a much closer examination of how LTELs are classified across the U.S. which could impact English learner master plans.

Experts on multilingual learners at the University of Wisconsin–Madison conducted the nearly year-long study by using population data from 15 states that track students who remain classified as English learners for five or more years. They found the population of LTEL students varies from two to 24% across the states studied.

Read the full article at https://www.languagemagazine.com/2019/06/02/states-classify-long-term-english-learners-differently/

Read the research brief of the study at https://wida.wisc.edu/sites/default/files/resource/WIDA-Brief-Long-Term-English-Learners%20.pdf