[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-504467-105":59,"doc-detail-504467-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-landscape-of-language-learners-in-californias-mtss-the-state-of-academic-performance","The Landscape of Language Learners in California’s MTSS - The State of Academic Performance","","This brief examines trends in academic performance for English-Learner (EL) classified students in California’s MTSS (Multi-Tiered System of Support), focusing on Math and ELA results from SBAC assessments. EL-classified students show lower test scores than non-EL students, while students who exited EL status as “Reclassified Fluent English Proficient” perform better than other groups, including English-Only students. Policy recommendations emphasize targeted district supports, specialized language instruction, smaller classes, comprehensive services, and educator professional development grounded in evidence-based, culturally responsive practices with continuous progress monitoring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-landscape-of-language-learners-in-californias-mtss-the-state-of-academic-performance/504467/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-landscape-of-language-learners-in-californias-mtss-the-state-of-academic-performance/504467.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What academic areas and assessment system does the brief focus on?","Question",{"text":112,"@type":113},"The brief focuses on Math and ELA academic performance using SBAC assessments (Smarter Balanced Assessment System).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do EL-classified students compare to non-EL and English-Only students?",{"text":117,"@type":113},"EL-classified students have lower test scores than non-EL students, while students reclassified as “Reclassified Fluent English Proficient” perform better than other groups, including English-Only students.",{"name":119,"@type":110,"acceptedAnswer":120},"What policy recommendations are proposed to address disparities?",{"text":121,"@type":113},"The brief recommends targeted support for districts with high concentrations of ELs (including specialized language instruction, smaller class sizes, and comprehensive support services) and professional development for educators on evidence-based instructional practices that improve language acquisition and academic achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504467,1791094823,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","UCLA  \nCA Multi-Tiered System of Support Implementation Pilot Program  \nTitle  \nThe State of Academic Performance  \nPermalink  \n[https://escholarship.org/uc/item/5jw411ct](https://escholarship.org/uc/item/5jw411ct)  \nAuthors  \nLeger, Mary-Louise  \nSantibanez, Lucrecia Obeso, Olivia  \net al.  \nPublication Date  \n2023-06-14  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nThe Landscape of Language Learners in California’s MTSS  \nThe State of Academic Performance  \nMary-Louise Leger, M.S. Ed.  \nLucrecia Santibañez, Ph. D.  \nOlivia Obeso, M.A. Sarah Perez  \nUniversity of California-Los Angeles  \nThe Landscape of Language Learners in California’s MTSS:  \nThe State of Academic Performance  \nCONTENTS  \n01 Summary  \n02 About the Series  \n03 Key Findings  \n10 Conclusion  \n11 Policy Recommendations  \n12 References  \nThe Landscape of Language Learners in California’s MTSS:  \nThe State of Academic Performance  \n1  \nSUMMARY  \nThis brief is part of the Landscape of Language Learners in California’s MTSS (MultiTiered System of Support). It depicts trends related to academic performance, namely trends in English-Learner (EL) classified student1 performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments. California’s multi-tiered system of supports, or CA MTSS, is a comprehensive framework that aligns academic, behavioral, social and emotional learning and mental health supports in a fully integrated system of support to benefit all students.2 By providing a comprehensive and individualized approach to academic support, MTSS can help ELclassified students overcome academic challenges and achieve academic success.  \nThis brief describes trends in academic performance across districts, time, and student groups. The data reveals that EL-classified students have lower test scores than nonEL students—an unsurprising finding given that students are designated in EL status partly due to below-proficient test scores. The data also show, however, that students who have exited EL status—those deemed “Reclassified Fluent English Proficient”—perform better than other students, including English-Only students (EOs).  \nTo address these disparities, policy recommendations are proposed. First, targeted support should be provided to districts with high concentrations of ELs, including resources for specialized language instruction, smaller class sizes, and comprehensive support services.  \nSecond, professional development opportunities should be offered to educators, focusing on evidencebased instructional practices that enhance language acquisition and academic achievement for EL-classified students. The importance of the CA MTSS framework is emphasized as a means to address EL needs and reduce disparities. CA MTSS provides structures, resources, and guidance for identifying and supporting the needs of EL-classified students, emphasizing comprehensive  \nneeds assessments, evidence-based instruction, culturally responsive practices, continuous progress monitoring, and collaboration and coordination among stakeholders.  \nBy implementing targeted policies and leveraging the CAMTSS framework, educational institutions can create an inclusive and supportive environment that promotes the academic success of ELs.  \n1 We understand the deficit-laden connotations of the label “English-Learner classified students” and acknowledge that in other research we have used other terms such as “emergent bilinguals” or “dual language learners.” For purposes of this brief, we refer to students as English-Learner classified students (EL) to indicate the actual classification and not to the person.  \n2 According to the Orange County Department of Education  \nThe Landscape of Language Learners in California’s MTSS:  \nThe State of Academic Performance  \n2  \nABOUT THE SERIES  \nCalifornia is home to the nation’s largest EL population, with over 1.1 million students","cbCaidm70pXKuzPK","https://ap.wps.com/l/cbCaidm70pXKuzPK","pdf",6858825,15,"English","# Summary\n# About the Series\n# Key Findings\n# Conclusion\n# Policy Recommendations\n# References","[{\"question\":\"What academic areas and assessment system does the brief focus on?\",\"answer\":\"The brief focuses on Math and ELA academic performance using SBAC assessments (Smarter Balanced Assessment System).\"},{\"question\":\"How do EL-classified students compare to non-EL and English-Only students?\",\"answer\":\"EL-classified students have lower test scores than non-EL students, while students reclassified as “Reclassified Fluent English Proficient” perform better than other groups, including English-Only students.\"},{\"question\":\"What policy recommendations are proposed to address disparities?\",\"answer\":\"The brief recommends targeted support for districts with high concentrations of ELs (including specialized language instruction, smaller class sizes, and comprehensive support services) and professional development for educators on evidence-based instructional practices that improve language acquisition and academic achievement.\"}]","The Landscape of Language Learners in California’s MTSS - The State of Academic Performance | PDF",1791067683,38]