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From Entry to Exit: The Pace of English Learners and Influencing Factors

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Title: From Entry to Exit: The Pace of English Learners and Influencing Factors
Language: English
Authors: Haigen Huang, Kimberly Altair, Justin Mehr
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 13
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: English Learners, Program Length, Time Factors (Learning), Economic Factors, Racial Factors, Race, Special Education, Age Differences, Student Characteristics, Institutional Characteristics, Sex, Public Schools
Geographic Terms: Florida
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act Title I
Abstract: The purpose of this study was to estimate the average time English Learners (ELs) take to exit English Language programs and identify factors associated with their pace of exit. The sample included 25,581 students who were classified as English Learners in Collier County Public Schools before December 31, 2021. Among these students, 20,879 exited the English Language program. We used descriptive analysis to calculate the average number of years students remained in the English Language program. On average, students took approximately three and a half years to exit. To identify factors significantly associated with the time to program exit, we used survival analysis (time-to-event modeling). Our results indicate that student race/ethnicity, special education status, eligibility for free or reduced-price lunch, and age at program entry were significantly associated with exit timing. However, school Title I status and student gender were not significantly related to program exit. [This report was created by Collier County Public Schools.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED677530
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677530
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  Data: <searchLink fieldCode="AR" term="%22Haigen+Huang%22">Haigen Huang</searchLink><br /><searchLink fieldCode="AR" term="%22Kimberly+Altair%22">Kimberly Altair</searchLink><br /><searchLink fieldCode="AR" term="%22Justin+Mehr%22">Justin Mehr</searchLink>
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Length%22">Program Length</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Factors%22">Economic Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Factors%22">Racial Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink>
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  Data: The purpose of this study was to estimate the average time English Learners (ELs) take to exit English Language programs and identify factors associated with their pace of exit. The sample included 25,581 students who were classified as English Learners in Collier County Public Schools before December 31, 2021. Among these students, 20,879 exited the English Language program. We used descriptive analysis to calculate the average number of years students remained in the English Language program. On average, students took approximately three and a half years to exit. To identify factors significantly associated with the time to program exit, we used survival analysis (time-to-event modeling). Our results indicate that student race/ethnicity, special education status, eligibility for free or reduced-price lunch, and age at program entry were significantly associated with exit timing. However, school Title I status and student gender were not significantly related to program exit. [This report was created by Collier County Public Schools.]
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Program Length
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
      – SubjectFull: Economic Factors
        Type: general
      – SubjectFull: Racial Factors
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      – SubjectFull: Race
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Sex
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      – SubjectFull: Public Schools
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      – SubjectFull: Florida
        Type: general
      – SubjectFull: Elementary and Secondary Education Act Title I
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      – TitleFull: From Entry to Exit: The Pace of English Learners and Influencing Factors
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            NameFull: Kimberly Altair
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            NameFull: Justin Mehr
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            – D: 01
              M: 12
              Type: published
              Y: 2025
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