The Great City Schools Report on ELLs: Three very short comments
1. "The results showed wide gaps in reading and mathematics between ELLs and non-ELLs."
Comment: If the results did not show gaps between ELLs and non-ELLs, the ELLs would not be ELLs.
2. " …. trend lines suggest that ELLs have not made meaningful progress academically between 2005 and 2011 …".
Comment: We would not expect ELLs as a group to "improve"; when ELLs make sufficient progress, they are reclassified as non-ELL. The group average test score thus stays about the same.
3. "The percentage of ELLs scoring at or above proficient in grade 4 reading in large cities remained stagnant from 2005 to 2011, with only about five to six percent scoring at or above proficient" (p. 73).
Comment: This means that five to six percent have been misclassified. A student who scores proficient or above should not be classified as ELL.
From: English Language Learners in America’s Great City Schools: Demographics, Achievement, and Staffing (Council of the Great City Schools Washington, DC)