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This study examined English proficiency levels and progress in English language acquisition for students eligible for ESOL services from 2012 to 2014. The distribution of ACCESS for ELLs scores (percentile ranks) among students and one-year or two-year gains on the ACCESS for ELL scores for elementary, middle, and high school students were examined. In addition, the study examined the progress for two groups of students: 1) students who stayed in ESOL for four or more years and were considered at risk of becoming long-term ESOL; and 2) long-term ESOL students who were enrolled in the ESOL program for six or more years.
ELL student performance and growth on ACCESS_Final.pdf (1.2MB PDF)