By Claire Zhao - Claire, a current student at Lakeside School in Seattle, digs into data on English Language Learner (ELL) programs in King County and discusses her findings in a research paper published by the journal, Critical Debates in Humanities, Science and Global Justice.
Abstract
About twelve percent of students enrolled in Washington State schools participate in English Language Learner (ELL) programs, which support over 130,000 students in their journey to achieve English language proficiency and academic success (Learning English in Washington Schools, 2024). While these programs are essential for non-native English speakers, there is noticeable variation in program efficiency across school districts and even among individual schools, as indicated by student graduation rates from the program. This study presents the findings from a statistical analysis of factors influencing ELL program graduation rates in King County, using datasets from the annual Washington State Report Card. The analysis reveals significant negative correlations between English Learner (EL) population size and program graduation rates, and between the proportion of limited-certificated teachers in a school and program graduation rates. Conversely, a significant positive correlation is observed between median income by zip code and program graduation rates. These findings reveal the need for King County to prioritize fully training ELL teachers for placement in schools with high EL populations. Additionally, it indicates that the county should increase funding for low-income schools to help attract and retain qualified ELL teachers. Implementing these changes can enhance program efficiency and improve educational outcomes for all ELL students in King County.
Read on: Access Claire's full research article in Critical Debates in Humanities, Science and Global Justice.