Across the United States, and in the states served by the Regional Educational Laboratory West (REL West) in particular, there is widespread concern about how to successfully educate the growing number of English language learner (ELL) students, especially those identified as long-term ELL students and those identified as reclassified fluent English proficient (RFEP) students who struggle to score at passing levels on state English language arts (ELA)/reading content tests (Horwitz et al., 2009; Olsen, 2010; Quality Counts, 2009). This study, which focuses on ELL students in Nevada, is one of a series of three companion studies that seek to help Arizona, Nevada, and Utah identify the characteristics of long-term ELL students and Struggling RFEP students. The study examined student data from 2006/07-2011/12 to compare characteristics of long-term ELL students and reclassified fluent English proficient (RFEP) students.
Long-term English Learners
English Language Arts