Unlike other states with large numbers of English-language learners, Texas has not established a single, statewide process for schools to identify and assess these students and redesignate them as fluent in English, according to an examination of states’ policies for English-language learners.
The study—conducted by Boston University political science professor Christine Rossell and published by the Arlington, Va.-based Lexington Institute—notes that because Texas doesn’t require all districts to use a single English-proficiency test to identify a child as having limited proficiency in English, the state differs from the six other states examined in the study. As a consequence, the study points out that it’s possible for a student to be considered an English-language learner in one Texas school district, while being considered fluent in English in another district.
The study examined standards for helping students to achieve English-language proficiency in six states that have the largest numbers of English-language learners in the nation. California has the largest number, followed by Texas, Florida, Arizona, Illinois, and New York. The study also examined Massachusetts.