Disaggregate: English learner

What to know about measurement

In pre-K and K–12, schools must assess students with a home language other than English for their English proficiency. Students who do not meet local English proficiency standards are classified as English language learners, and their proficiency (and status as an English learner) is reassessed each academic year. In addition to tracking students’ current status as an English learner, some systems further disaggregate data by whether a student was ever an English learner (which includes students who have been reclassified), is a newcomer English learner (enrolled for fewer than four years in U.S. schools), or is a long-term English learner (classified as an English learner for more than five years). In postsecondary and workforce contexts, the federal government defines limited English proficiency as “individuals who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English.” These individuals could be entitled to receive language support from federal and state agencies.

English learners might also be referred to as dual language learners, multilingual learners, and emergent bilingual learners. We have opted to use the term English learner for consistency with federal definitions, but we acknowledge that alternative terms are often perceived as more asset-oriented, as they honor students’ native languages and multicompetence. The term “multilingual learner” in particular is gaining traction in the field. For example, Colorado and Rhode Island use “multilingual learner” in statewide reporting on their English Learner populations. A 2023 EdWeek article summarizes how terminology used to describe this student population continues to evolve.