English Language Programs in Oregon: Helping or Inhibiting English Language Learners?
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English Language Learners (ELL’s) face challenges to their educational success because of the added difficulty of non-fluency in the English Language. This paper studies the effect that English programs in Oregon public schools have on the educational outcomes of ELL’s. A regression discontinuity design was utilized to test the effect that treatment with English programming has on ELL students’ outcomes on Math and Reading assessments, and revealed either no economically significant or a negligibly positive effect from English programming on either Reading or Math scores.
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