Long-Term English Learners
Accessing Long-Term English Learner Data
To access district and school-level data about Long Term English Learners, visit DataQuest and conduct a search under “English Learners.”
Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners
In June 2012, Californians Together and the California Comprehensive Assistance Center at WestEd convened a group of educators. From throughout the state, 38 administrators and teachers representing 24 school districts participated in the “Culling the Knowledge: Courses for Long Term English Learners” forum. The purpose was to articulate the collecting emerging knowledge base about how to design and implement effective courses that meet Long Term English Learners’ needs, and to use the lessons learned as guidance for the field. This report shares those lessons.
By Laurie Olsen, Ph.D. | Published by the National Education Association
Written for educators, administrators, and policymakers, this booklet provides a research-based overview on the large number of Long Term English Language Learner students, who despite having been enrolled in United States schools for more than six years, are not progressing towards English proficiency but are continuing to struggle without the English skills needed for academic success.
This report by Dr. Laurie Olsen describes the results of a 40-district survey on “long-term English learners” (LTELs) in California. The report calls on state policymakers and leaders to provide solutions and outlines basic principles and promising approaches for school districts to meet the needs of English Learners more effectively.
Approved in September 2012, AB 2193 defines “long-term English learner” and “English learner at risk of becoming a long-term English learner” and requires the State Department of Education to annually report on the number of pupils in each school district and school who are, or are at risk of becoming, long-term English learners.