Navigating the Framework: Evaluating Program Placement for Secondary English Learners in Texas Schools
Background: English learners (ELs) are among the fastest-growing student groups in the United States, yet persistent disparities in language proficiency and academic performance remain, particularly in Texas secondary schools. Despite extensive investment in bilingual and English as a Second Language (ESL) programs, student outcomes vary widely across districts, suggesting that contextual and programmatic factors influencing EL achievement are not fully understood. Purpose: This study examined patterns in EL outcomes across Texas secondary schools to determine how district urbanicity, program model, and contextual factors affect academic achievement, language proficiency, and reclassification. Specifically, the research addressed: (1) How do EL performance outcomes on the State of Texas Assessments of Academic Readiness (STAAR) Reading Language Arts (RLA) assessments vary across district urbanicity classifications? (2) What is the relationship between district-level programmatic and contextual factors with English learner reclassification rates? (3) How are English learners distributed across Texas English Language Proficiency Assessment System (TELPAS) proficiency levels, and what proportion demonstrates annual progress toward English proficiency? Methods: A quantitative descriptive design using archival data from the Texas Education Agency (2021–2025) analyzed statewide patterns in EL academic performance, reclassification, and proficiency. Data were disaggregated by district urbanicity, program type, and demographic characteristics. Results: Results showed significant performance gaps by district type, with rural districts underperforming urban and suburban peers on STAAR RLA assessments at higher proficiency levels. Dual Language Immersion programs yielded reclassification rates v more than 8 times higher than those of other models, while ESL and transitional bilingual programs demonstrated the lowest rates. TELPAS data revealed that although over half of secondary ELs achieved Advanced or Advanced High proficiency, progress rates remained below statewide averages, with demographic disparities evident. Conclusion: Findings underscore how district context and program design jointly shape English learner trajectories. The study highlights the need for data-driven decision-making, equitable access to programs, and targeted professional development to improve EL outcomes statewide.
English Learners, Bilingual Education, Reclassification, Texas Secondary Schools, Program Effectiveness, ESL
Networked Digital Library of Theses and Dissertations