Long Term English Language Learners Path to Obtaining a High School Diploma

Abstract \ud Although English language learners are currently the fastest growing group in the United States schools system surprisingly little information is known on the variables linked to the graduation success of these students in particular Long Term English Language Learners (LTELs). This is a longitudinal study of fifteen eighth grade LTELs who were followed for five years up to their senior year. Data obtained through this time was in reference to high school graduation. This analyses shows a strong correlation between reclassification and high school graduation. There were also a number of significant relationships between the academic measures of California Standardized Test, (CST), California English Language Development Test (CELDT), and Grade Point Average (GPA). When comparing academic measures across the grade levels, there were a number of highly significant correlations and these were mostly found in the upper grades. Interestingly, there were much fewer significant correlations between 8th grade academic measures and upper grade measures. From this cohort of fifteen students, only five students (33%) were able to obtain a high school diploma. The sixty seven percent of students would have to find a different venue to finish their high school diploma. Recommendation on implementation of a successful program for Ells was provided in specific to district, school, teacher, student, and families. \ud ???Educatio