How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features

Abstract

Using two states’ longitudinal data, this study tracked long-term English learner (LTEL) students’ performance on an annual English language proficiency (ELP) assessment (the ELPA21) from their pre-LTEL period. We followed English learner (EL) students who were initially classified as EL students in Kindergarten or in Grade 1 until they reached Grade 5. We defined LTEL students as EL students who have not achieved English language proficiency after five years of their initial EL classification. We examined LTEL students’ overall-, domain-, task-, and item-level performance in the ELPA21 and compared how their performances differed from non-LTEL students. We also identified features of items in the Grades 2 through 5 ELPA21 that were particularly challenging for LTEL students. LTEL students showed significantly lower proficiency and slower development in reading and writing than in listening and speaking domains in Grades 2 through 5, suggesting the need for strengthening elementary EL services and targeting instruction for EL students at risk of becoming LTEL students. In addition, findings suggest variability of task types and item features across grade levels that presented more challenges for LTEL students. The findings have implications for EL policies, programs, and instruction, especially for elementary EL students at risk of becoming LTEL students.