Effective Interventions for Long-term English Learners
High school graduation rates for Long Term English Learners—(LTELs) students who after six years in U.S. schools still struggle with English—are nearly 20 percentage points below English learners who have been reclassified as fluent English speakers. The first half of this report explains the factors behind the increasing numbers of LTEL students as well as the academic obstacles that prevent them students from being successful in school. The second half describes successful, research-based programs and support services that are dedicated to addressing the specific needs of these students.
State: California
Document Type: English Learner Resources
Major Area(s) of Work:
Lifecycle Phase: All Lifecycle Phases
School Type: All School Types, Bilingual School/Program
Document Format: pdf
Number of Pages: 46
Language: English
Publication Date: July 2017
Version: Final
Status: Published
