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<h3>EdResearch<span> </span><span style="FONT-WEIGHT: normal; FONT-SIZE: 10pt">UC Santa Barbara</span></h3></td></tr>
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<h2><span style="FONT-SIZE: 10pt; COLOR: #990000"><font size="4">Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners</font></span></h2>
<p class="MsoNormal"><span style="FONT-SIZE: 10pt">By Laurie Olsen</span></p>
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<p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><span style="FONT-SIZE: 10pt; COLOR: black">This report is a wake up call to California educators and policymakers to recognize the large number of English Learner students amassing in California secondary schools who despite many years in our schools and despite being close to the age at which they should be able to graduate, are still not English proficient and have incurred major academic deficits — the “Long Term English Learners.” This publication presents new survey data collected from 40 school districts throughout all regions of California in 2009–2010. It includes information on 175,734 secondary school students, almost o e-third of all secondary school English Learners in the state. It is further informed by existing research literature, and inquiries conducted in California secondary schools. Together, these sources provide an emerging and startling picture of students left behind, parents uninformed, educators unaware, and districts largely stumped about what to do.</span></p>
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<p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><span style="FONT-SIZE: 10pt; COLOR: #404040"><strong>Major findings</strong></span></p>
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<div class="MsoNormal" style="MARGIN: 0in 0in 0pt"><span style="FONT-SIZE: 10pt; COLOR: black">The majority (59%) of secondary school English Learners are “Long Term English Learners” (in United States schools for more than six years without reaching sufficient English proficiency to be reclassified). In one out of three districts, more than 75% of their English Learners are Long Term.</span></div>
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<div class="MsoNormal" style="MARGIN: 0in 0in 0pt"><span style="FONT-SIZE: 10pt; COLOR: black">California school districts do not have a shared definition of “Long Term English Learners.” Most districts lack any definition or means of identifying or monitoring the progress and achievement of this population. Only one in four districts has a formal definition or designation for identifying, counting, serving or monitoring services for these students — and their definitions vary in the number of years considered “normative” for how soon English Learners should have reached proficiency (range from five to ten years).</span></div>
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<div class="MsoNormal" style="MARGIN: 0in 0in 0pt"><span style="FONT-SIZE: 10pt; COLOR: black">English Learners become “Long Term” English Learners in the course of their schooling experience. Several factors seem to contribute to becoming a Long Term English Learner: receiving no language development program at all; being given elementary school curricula and materials that weren’t designed to meet English Learner needs; enrollment in weak language development program models and poorly implemented English Learner programs; histories of inconsistent programs; provision of narrowed curricula and only partial access to the full curriculum; social segregation and linguistic isolation; and, cycles of transnational moves.</span></div>
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<div class="MsoNormal" style="MARGIN: 0in 0in 0pt"><span style="FONT-SIZE: 10pt; COLOR: black">By the time Long Term English Learners arrive in secondary schools, there is a set of characteristics that describe their overall profile. These students struggle academically. They have distinct language issues, including: high functioning social language, very weak academic language, and significant deficits in reading and writing skills. The majority of Long Term English Learners are “stuck” at Intermediate levels of English proficiency or below, although others reach higher levels of English proficiency without attaining the academic language to be reclassified. Long Term English Learners have significant gaps in academic background knowledge. In addition, many have developed habits of non-engagement, learned passivity and invisibility in school. The majority of Long Term English Learners wants to go to college, and are unaware that their academic skills, record and courses are not preparing them to reach that goal. Neither students, their parents nor their community realizes that they are in academic jeopardy.</span></div>
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<p class="MsoNormal"></p></span><span style="FONT-SIZE: 10pt"><a href="http://www.californianstogether.org/" target="_blank">More>></a></span>
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