Examination of Identification and Placement Decisions Made for K–12 English Learners

This study examines how 476 K–12 educators in 35 U.S. states identify and place English learners in language instruction educational programs. Findings reveal information about these educators, the instruments and information sources they use for decision making, and their perceived appropriateness of the decisions. Results provide practical implications for improving the English learner identification and placement decision at the district and school levels.

October 2018

Author(s): Ahyoung Alicia Kim, Daniella Molle, Jason Kemp, and H. Gary Cook

Access the Working Paper from the WCER website.