Chinese American Fluent English Proficient Students and School Achievement

Abstract

Abstract Students in California, in 1986, who spoke a language other than English were classified either as fluent English proficient (FEP) or limited English proficient (LEP), depending upon their English skills. Those students classified as FEP were placed in an all English (“regular”) classroom, while those who were identified as LEP were placed in a bilingual instructional program. When LEP students met the criteria established to exit from the bilingual program, they were reclassified to FEP status and mainstreamed into the regular instructional program. The primary purpose of this study was to determine how well initially identified and reclassified Chinese American FEP students were achieving relative to their native, English speaking, nonminority counterparts in the areas of reading, language and mathematics. The secondary goal of the study was to provide an idea of the adequacy of the California standards relating to the identification and reclassification of language minority students. The results of the study indicated significantly higher scores in language and mathematics achievement for Chinese American FEP students when compared with their English speaking, non-minority classmates. However, further analysis showed that socio-economic status affected the achievement levels for some Chinese American students. This finding should caution educators not to generalize that all Chinese American FEP students are achieving in school and that student background characteristics should be taken into consideration when determining educational policies and programs for these students.