Special Topic Area:
English Language Learners

Introduction

English language learners or ELLs (sometimes also referred to as LEP or students with limited English proficiency) represent one of the fastest growing segments of the K-12 student population in the U.S. Some of these students also have a disability. Counts of the total numbers of ELLs can differ because of state variations in definitions and eligibility criteria.  The most recent estimate in 2003 placed the number of English language learners at roughly 3,977,819 students (Zehler, Fleischman, Hopstock, Stephenson, Pendzick & Sapru, 2003). This number represents a 72% increase from the previous estimate in 1993. According to that same estimate, approximately 9% of these English language learners also receive special education services for a disability. Educational systems are struggling to incorporate this rapidly growing group of students whose needs vary with their language background, English fluency, educational history and mobility rates.  In the past, most instruction and assessment was designed for typically developing students who had fluency in English. The instruction and tests were then adapted in order to better fit the needs of ELLs and ELLs with disabilities.   However, in order to help these students meet the academic achievement requirements of NCLB, their diverse needs must be addressed up front in educational reform efforts, particularly early on in the design and implementation of large-scale assessments.

The work of NCEO has addressed many aspects of assessment and instruction for English language learners and English language learners with disabilities.  In the mid-1990’s the Minnesota Assessment Project (MAP), which was affiliated with NCEO, provided an early examination of one state’s efforts to include English language learners in standards-based reform.  Since that time NCEO’s focus has broadened to include the needs of English language learners with disabilities. Other projects have addressed topics such as the participation and performance of ELLs and ELLs with disabilities in statewide testing programs, accommodations use by these students, the importance of universally designed assessments, inclusive instruction that precedes assessment, etc. The perceptions of students, parents and teachers are interwoven throughout the reports in each topic area.

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NCEO is supported primarily through a Cooperative Agreement (#H326G050007) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on LEP students, is provided by other federal and state agencies. Opinions expressed in this Web site do not necessarily reflect those of the U.S. Department of Education or Offices within it.

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This page was last updated on April 02, 2008