Long-Term English Learners (LTELs): Predictors, Patterns, & Outcomes. Brief 1: Defining LTEL

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dc.contributor.authorCashiola, Lizzy
dc.contributor.authorPotter, Daniel
dc.date.accessioned2024-07-23T14:47:24Z
dc.date.available2024-07-23T14:47:24Z
dc.date.issued2020
dc.description.abstractThis is the first in a series of briefs the Houston Education Research Consortium (HERC) will release on long-term English learners (LTELs). The full study will examine LTELs in Texas, with particular focus on 10 Houston-area public school districts. Currently, there is no formal definition of LTEL in Texas. The purpose of this brief was to compare three common definitions of LTEL (remaining an English learner for more than three years, more than five years, and more than seven years) using seven criteria based on its research and practitioner application to identify the most useful definition. The definition of LTEL as remaining EL after five years satisfied the most criteria. Using this definition of LTEL, HERC will move forward with this study by examining characteristics of LTELs and the schools that serve them, overall patterns of reclassification for ELs and LTELs, and the educational outcomes of LTELs.
dc.identifier.citationCashiola, Lizzy & Potter, Daniel. "Long-Term English Learners (LTELs): Predictors, Patterns, & Outcomes. Brief 1: Defining LTEL." (2020) Rice University Kinder Institute for Urban Research: https://doi.org/10.25611/8VWY-Q215
dc.identifier.digitalLong-term_English_Learners_LTELs-Brief_1_Defining_LTEL
dc.identifier.doihttps://doi.org/10.25611/8VWY-Q215
dc.identifier.urihttps://hdl.handle.net/1911/117386
dc.language.isoeng
dc.publisherRice University Kinder Institute for Urban Research
dc.rightsCopyright ©2020 by Rice University Kinder Institute for Urban Research. All rights reserved.
dc.titleLong-Term English Learners (LTELs): Predictors, Patterns, & Outcomes. Brief 1: Defining LTEL
dc.typeReport
dc.type.dcmiText
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