Progress found in 'English learners'

Statewide test shows 25 percent may already be fluent, ready to move on

California’s first comprehensive test of students with limited English skills suggests that one-fourth of those students already may be fluent and no longer in need of extra language help.

Usually only about 9 percent of students considered “English learners” statewide are moved out of English language classes and support programs each year, a percentage that some educators say may be too low in light of the new test results.

“This would be a good time for the districts to look at the students and to question why they haven’t been reclassified (as fluent),” said Jeanette Spencer, lead consultant for the California English Language Development Test, which was given to 335,000 students for the first time last year.

“It may be benign neglect, but not purposely retarding their progress.”

The preliminary test results have rekindled controversy over when non-native English speakers are ready for mainstream classes taught exclusively in English.

Some educators say they fear the results will increase political pressure to push more students out of English language programs too quickly. But others contend that some districts have not been vigilant enough in identifying students who are ready for all mainstream classes, possibly holding students back academically.

Proposition 227, approved by voters in 1998, limited bilingual education in California, but students still receive a wide range of language support programs. Even students with limited English skills who are taught mostly in English receive extra language help.

How that help comes depends on the school and the district. Some students have an English language development class in addition to a schedule of mainstream academic classes, while others are placed in “sheltered” academic classes with other English learners.

When students are identified as fluent, they lose all that support and are treated like native English speakers. Some students and their parents push to be excused from language classes so they have time for more college prep classes.

Until last year, districts relied on a variety of different tests and other criteria to determine if a student had become fluent in English.

“I think districts were all over the board on redesignation,” said David Dolson, coordinator of immigrant education programs for the state Department of Education. “Some pursued it with too much vigor and some with not enough vigor.”

With the CELDT, the state aimed to gauge student progress with a uniform measure of English skills. Before making a decision whether to designate a student as fluent, districts also must consult with parents and consider teacher evaluations and a basic skills test, such as the Stanford 9.

Most East Bay school districts still are evaluating the results and determining whether to let students who scored high move out of language classes. Results for individual districts are expected to be publicly released by May.

“I think that we, along with a lot of districts, need to examine our redesignation procedures and make sure they are effective,” said Bob Rayborn, director of research and evaluation in the Mt. Diablo school district.

Pleasanton school officials moved 124 students out of language programs — 40 more than last year — after receiving their results. The district receives about $132 each year from the state for each student designated as an “English learner.”

“We feel confident that they have the skills to function as regular primary English language children, so they are on a par with children for whom English is the native language,” said Jane Golden, coordinator of special projects for the district.

One of those students was Leonardo Castaneda, a 15-year-old sophomore at Foothill High.

Leonardo, who spoke no English when he emigrated from Venezuela three years ago, said his English language class made him feel dumb, because “it was the easiest class ever.”

“I feel more free,” he said. “I can take normal classes (now) and feel like a normal kid.”

The preliminary test results suggest that nearly 50 percent of high school seniors getting extra language help may not actually need it.

Dorothy Kruse, program assistant in the West County school district, said moving students out of English language classes too early would be a disservice to the students, whose weak language skills could cause them problems in college or at work.

Students may be fluent at everyday English, educators say, but what they really need to succeed is the “academic English” found in textbooks and essays.

“We don’t want to reclassify a student and find them back on our doorstep the next year, finding that they are floundering,” said Kathy Javdani, chairwoman of the English language development department at Mt. Diablo High.

The notion of academic English is nonsense, said Ron Unz, author of Prop. 227.

“The bottom line is if a student can read English and write English, then he knows English,” he said. “(The bar) is set ridiculously high.”



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