Briefing: 8% of Arkansas students were English learners in 2021; exit rates and test results vary

Adrian Beck of the Bureau of Legislative Research summarized how Arkansas identifies, serves and measures English language learners (ELLs), highlighting federal legal obligations, program models and student outcomes.

Beck said federal law (Title VI and the Supreme Court case cited in the presentation) requires districts to provide an equal educational opportunity and to take steps beyond offering the same materials to ensure ELL students can participate meaningfully. In Arkansas in 2021 about 8% of students were ELLs, and roughly 18% of those were also in special education; Springdale School District accounted for about 19% of the state's ELL population.

Screening begins with a home language survey and an ELPA21 screener. Placement decisions are made by a district language proficiency and assessment committee using multiple measures, and exit requires ELPA21 proficiency plus two pieces of evidence of academic content proficiency (examples cited: ACT Aspire component scores or a 19 on the ACT as one possible measure). The monitoring period for students who exit was extended to four years under federal Every Student Succeeds Act rules.

On achievement, Beck said ELL students performed worse than non‑ELL peers on the ACT Aspire and NAEP in most comparisons: for example, in 2021 roughly 13% of ELL students scored ready or exceeding in math versus 38% for non‑ELL students; ELA readiness showed a comparable gap. He also noted that statewide ELL growth measures (ELPA21 growth score) averaged about 83.38, which the bureau interpreted as higher than expected growth against prior performance.

Beck said the bureau will follow up with members on certain data requests, including raw counts and NAEP language administration.