The Educational Outcomes of U.S. High School English-Learner Students with Limited or Interrupted Formal Education

Abstract

This paper reports the findings of a study that used school system data and student surveys to examine risk and resilience in the educational outcomes of English learner (EL) students with limited or interrupted formal education (SLIFE) in U.S. high schools. The outcomes included scores on standardized tests of academic achievement and gains in English proficiency over a year. Indicators of limited or interrupted formal education included gaps in grade-relative schooling, low first-language literacy, and low English proficiency on arrival. It found that SLIFE were common among the high school ELs and also that SLIFE were at higher risk of academic failure, but were surprisingly resilient to challenges and fared well if provided with enough support to learn the English they needed for English-only schooling.