English Language Proficiency Levels of Limited English Proficient Students in Idaho. Summary. Issues &amp; Answers. REL 2012-No. 125
Author: Nishioka, Vicki
Date: 2012-01-00
Type: Reports - Research
Subjects: Limited English Speaking,Language Proficiency,Kindergarten,Elementary Secondary Education,Grouping (Instructional Purposes)

This study describes the proficiency levels of limited English proficient (LEP) students and LEP student subgroups on the Idaho English Language Assessment (IELA). The report addresses two research questions: (1) What is the distribution of LEP students across proficiency levels on the total IELA scale and its five domains?; and (2) How does the distribution of proficiency levels differ across LEP student subgroups? Key findings include the following: (1) Most LEP students had an intermediate, early fluent, or fluent level of proficiency. Students at these levels can participate in classroom activities, although they still require support, particularly with the development of academic English; (2) In both kindergarten and grades 1-12 in 2010, the proficiency levels with the smallest percentage of LEP students was at the beginning or advanced beginning levels of proficiency (16.4 percent in kindergarten and 7.6-9.3 percent of students in grades 1-12); (3) In kindergarten, more than half (58 percent) of LEP students were at the early fluent or fluent proficiency level in 2010. More kindergarten LEP students were at the beginning level than at the advanced beginning level; (4) In grades 1-12, the largest percentage of LEP students was at the early fluent or fluent proficiency level, the second largest percentage at the intermediate level, the third largest percentage at the advanced beginning level, and the smallest percentage at the beginning level; (5) There were few differences in the proficiency levels of LEP students across the five IELA domains, with more than half of students at the early fluent/fluent level in each domain. In all grade spans except kindergarten (where the percentage was somewhat larger), fewer than 8 percent of students were at the beginning level in any domain. In elementary school, the writing domain had the largest percentage of students at the beginning level; in middle and high school, speaking had the largest percentage. The pattern of language proficiency for nearly all LEP student subgroups was similar to the pattern in the overall LEP population. Generally, the largest percentage of LEP students was at the early fluent or fluent proficiency level, and the smallest percentage was at the beginning level; and (6) Some LEP student subgroups had achievement patterns that differed from the pattern of the overall LEP student population. In each grade span, more female LEP students than male LEP students scored at the early fluent or fluent level. Except in kindergarten, students new to U.S. schools within the previous 12 months and students in special education had lower levels of English language proficiency than did other LEP student subgroups. [For the full report, &quot;English Language Proficiency Levels of Limited English Proficient Students in Idaho. Issues &amp; Answers. REL 2012-No. 125,&quot; see ED528962.]