On April 8, Partnership researchers Dr. Karen Thompson (Oregon State University), Josh Rew (Oregon Department of Education), and Dr. Ilana Umansky (University of Oregon) presented on the need to report outcomes for current, former, ever, and never English learners. Current ELs are students currently classified as ELs. Former ELs are students who have exited EL services. Ever ELs includes all students ever classified as an EL, and therefore is the current and former EL groups combined. Never ELs are students who  were never classified as an EL. Presenters described the way this reporting approach has been implemented by the Oregon Department of Education, the contexts in which it is being used, and the insights it has generated.Understanding outcomes for English learners (EL) is complicated by the fact that once students develop English proficiency and exit EL services, their outcomes are no longer reported as part of the EL subgroup. As students exit the EL category, the proportion of former ELs increases at higher grade levels, while the proportion of current ELs decreases. Therefore, outcomes for the full group of ever ELs at the secondary level are quite different than outcomes for current ELs, as illustrated in the table above, which compares the percentages of students in each group who are considered on-track to graduate by the end of 9th grade.

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