|
Abstract:
|
Texas has one of the highest populations of English Language Learners (ELLs ) in the U .S . , with a complex system for their placement , education , and assessment . Spanish speaking , Hispanic ELLs represent a large proportion of this population . The long -term academic achievement of these ELLs identified in elementary is not well known , especially under the policy changes of No Child Left Behind . Using Hierarchical Linear Modeling , this study compares student achievement , as measured by high -stakes testing , of Hispanic ELLs enrolled in Bilingual Education , English as a Second Language , and their non -ELL , demographically similar peers . Data will be examined at four time points spanning 3rd -9th grade , to suggest implications of Texas educational policy on student achievement . |