One-Way Dual Language Enrichment for ELLs Dr. Leo Gómez – Presenter Texas Commission for Public School Finance Texas Education Agency June 5, 2018
ELL Instructional Models Additive/Enrichment Subtractive/Remedial Dual Language TBE - Late Exit TBE – Early Exit Effective - Two-Way Ineffective Content-Based ESL - One-Way ESL Pullout 2
zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA Why is TBE & ESL Bad for ELLs? Limited use or no use of L1 = limited access to grade-level content & skills Remedial Model = remedial instruction Remedial instruction = watered-down curriculum; ability grouping focus on interventions and language acquisition vs. content Remedial instruction results in poor performance on: Language and Academic tasks District Benchmarks and Standardized Tests Graduation Rates Poor ELL achievement at elementary level significantly impacts school accountability and increases long-term ELLs 3 3
zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA National Research - Long-Term ELL Achievement Average English Reading Performance – ELLs Enrichment Models 70 Two-Way DL 1 60 One-Way DL 2 50 Remedial Models Average Reading Performance – native English Speakers Early Exit BE + 40 3 Content ESL N 4 C 5 Early-Exit + Trad. N = 210,054 30 ESL E 6 Content-Based ESL 20 ESL Pullout 10 No Services 0 0 1 2 3 4 5 6 7 8 9 10 11 (Thomas & Collier, 2002) Note: Program Implementation through 5th Grade only 4
zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA National Research Findings - ELL Achievement… ELLs with limited proficiency in English must NOT be placed in short-term programs of only 1-3 years. In this study and all other research studies following ELLs long term, the minimum length of time it takes to reach grade-level performance in second language (English) is 4-5 years. ELLs with at least 4-5 years of primary language schooling reach grade- level performance in English. As a group, students with limited or no primary language schooling (either in home or host country) are not able to reach grade-level performance in English When ELLs initially attend segregated, remedial programs, these students do not close the achievement gap after reclassification and placement in the English mainstream. Instead, they maintain or widen the gap in later years (Thomas & Collier, 2002) 5
zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA National Research Findings… The number one predictor for long-term academic achievement in English is the extent and quality zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA of L1 schooling (Thomas & Collier, 2002) 6
zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA One-Way DLE for All ELLs! One-Way DLE does not require both language groups One-Way DLE is Strongest Bilingual Education Program All ELLs can be served District-Wide! Reduce Long-Term ELLs! Increase ELL Achievement (elementary & secondary)! Increase Graduation Rates! 7
ELL Reading – Dual Language vs. Early-Exit or ESL 2017 All Grades ELL Approaches Meets Masters Reading – State (AEIS) 67% 36% 19% Dual Language 61% 32% 16% Early-Exit TBE zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA 46% 20% 7% ESL (content-based) 2018 5th Grade ELL # Students Approaches Meets Masters Reading – McAllen ISD 42 92% 77% 44% Dual Language 27 89% 81% 63% Gifted & Talented 76 80% 45% 11% Early-Exit TBE 48 75% 60% 21% Regular Program 1681 83% 62% 31% McAllen ISD – 5th All 8
PHARR-SAN JUAN-ALAMO INDEPENDENT SCHOOL DISTRICT 2016 Middle School Language and Culture Advanced Placement (AP) Data Campus Total 33 32 16 81 Liberty 32 3 49 14 Murphy 13 1 22 8 Austin 22 9 1 32 LBJ 18 3 29 8 RYMS 25 14 39 Alamo 44 26 11 81 Kennedy 25 14 5 44 Escalante 212 125 40 377 Total • A score of 3 is weighed as earning 6 college credit hours • A score of 4 is weighed as earning 9 college credit hours • A score of 5 is weighed as earing 12 college credit hours 9
INDEPENDENT SCHOOL DISTRICT Campus Total 15 15 PSJA ECHS 10 12 PSJA Memorial ECHS 1 1 19 66 3 88 PSJA North ECHS 32 6 38 PSJA Southwest ECHS 25 PSJA T. Jefferson ECHS 1 26 148 179 27 4 Total • A score of 3 is weighed as earning 6 college credit hours • A score of 4 is weighed as earning 9 college credit hours • A score of 5 is weighed as earing 12 college credit hours 10
EOC for DL Ells 100% 96 95% 90% 85% 78% 80% 70% 66% 60% 50% 4096 30% 20% 10% 0% Algebra I Biology US History English I English II · ' • 2015 • 2016 • 2016 All Students • 2016 State Ells - 3 COLLEGE 11 UDY COHlllCHD COMPUIE
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