Arkansas reviews English Language Learner program effectiveness and funding strategies
May 03, 2022 | EDUCATION COMMITTEE - SENATE, Senate, Committees, Legislative, Arkansas
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The Arkansas Senate Education Committee meeting on May 3, 2022, highlighted significant developments regarding services for English Language Learner (ELL) students, emphasizing the need for equitable educational opportunities as mandated by federal law. The committee discussed the current state of ELL programs, funding, and student achievement, revealing both challenges and progress in supporting these students.
The meeting began with a presentation detailing the demographic landscape of ELL students in Arkansas, noting that approximately 8% of the total student population are ELL students, with a notable 18% also receiving special education services. The data indicated a decline in the ELL population over the past five years, particularly at the state level, while charter schools saw an increase. Springdale School District was identified as having the highest concentration of ELL students, accounting for 19% of the state's total.
The committee reviewed the processes for identifying and assessing ELL students, which include administering home language surveys and proficiency screeners. It was noted that federal law requires districts to provide tailored support to help ELL students overcome language barriers, ensuring they can participate meaningfully in educational programs. Parents are informed of their child's eligibility for services and have the option to waive them.
Funding for ELL programs was also a focal point, with districts receiving $352 per ELL student in 2021, while spending averaged $400 per student. The majority of these funds were allocated to salaries and benefits for teachers and instructional aides. The committee emphasized the importance of adequate resources and staffing to effectively support ELL students.
Student achievement metrics were discussed, revealing that ELL students scored lower than their non-ELL peers on standardized assessments like the ACT Aspire. In 2021, only 13% of ELL students scored at or above the readiness benchmark in math, compared to 38% of non-ELL students. The committee acknowledged the impact of the COVID-19 pandemic on these results and noted that ELL students are required to continue taking assessments until they meet exit criteria.
The meeting concluded with a literature review of ELL services in other states, highlighting various instructional methods, including bilingual education and sheltered English instruction. Arkansas's recent legislative changes, such as Act 663 of 2021, will allow for the introduction of bilingual programs, marking a significant shift in the state's approach to ELL education.
Overall, the discussions underscored the ongoing efforts to enhance educational outcomes for ELL students in Arkansas, with a commitment to addressing the challenges they face and improving support systems moving forward.
The meeting began with a presentation detailing the demographic landscape of ELL students in Arkansas, noting that approximately 8% of the total student population are ELL students, with a notable 18% also receiving special education services. The data indicated a decline in the ELL population over the past five years, particularly at the state level, while charter schools saw an increase. Springdale School District was identified as having the highest concentration of ELL students, accounting for 19% of the state's total.
The committee reviewed the processes for identifying and assessing ELL students, which include administering home language surveys and proficiency screeners. It was noted that federal law requires districts to provide tailored support to help ELL students overcome language barriers, ensuring they can participate meaningfully in educational programs. Parents are informed of their child's eligibility for services and have the option to waive them.
Funding for ELL programs was also a focal point, with districts receiving $352 per ELL student in 2021, while spending averaged $400 per student. The majority of these funds were allocated to salaries and benefits for teachers and instructional aides. The committee emphasized the importance of adequate resources and staffing to effectively support ELL students.
Student achievement metrics were discussed, revealing that ELL students scored lower than their non-ELL peers on standardized assessments like the ACT Aspire. In 2021, only 13% of ELL students scored at or above the readiness benchmark in math, compared to 38% of non-ELL students. The committee acknowledged the impact of the COVID-19 pandemic on these results and noted that ELL students are required to continue taking assessments until they meet exit criteria.
The meeting concluded with a literature review of ELL services in other states, highlighting various instructional methods, including bilingual education and sheltered English instruction. Arkansas's recent legislative changes, such as Act 663 of 2021, will allow for the introduction of bilingual programs, marking a significant shift in the state's approach to ELL education.
Overall, the discussions underscored the ongoing efforts to enhance educational outcomes for ELL students in Arkansas, with a commitment to addressing the challenges they face and improving support systems moving forward.
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