Evaluation of North Carolina Educational Programs for English Language Learners
North Carolina Department of Public Instruction staff is collaborating with internationally renowned researchers, Dr. Wayne Thomas and Dr. Virginia Collier to conduct a multi-year study of the performance of English Language Learners (ELLs) in our schools. Their five-stage analysis begins with a needs assessment of academic achievement gaps between ELLs and native English-speaking students. This “Thomas-Collier Test of Equal Educational Opportunity” examines the impact of local programs on all student groups, including the extent to which achievement gaps are closed over time. As this study continues, and LEP program types are clearly implemented with fidelity, educators and policy-makers will be better informed to make decisions about instructional programs.
Year 1 Findings
Thomas-Collier Test of Equal Educational Opportunity
Achievement gaps between ELLs (and Language Minority students who are not
or no longer LEP) and non-ELLs persist throughout all grades.
Most dual language programs in North Carolina adhere to an established framework and are implemented with integrity, thereby providing one LEP program for analysis.
Dual language instruction is favored across all groups and situations.
Effect sizes are consistent with other large-scale research studies.
Dual language programs appear to substantially raise test scores of ELLs and African American students.
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Year 1 Executive Summary
Year 1 Final Report
Year 2 Findings
Overall, Reading and Math scores of students in two-way dual language education are higher for all students regardless of race/ethnicity, socioeconomic, LEP or special education status. In most cases, by middle school, two-way dual language students, regardless of subgroup, are scoring as high in Reading and Math achievement as non-dual language students at least a grade ahead of them
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Year 2 Executive Summary
Year 2 Final Report