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National Survey of ELL Student and Teacher Materials

National Survey of ELL Student and Teacher Materials, prepared by Education Market Research and Course Crafters Inc. in 2005, provides an analysis of the estimated $550 million U.S. market for English Language Learner instructional materials for grades K-12.

This report provides an objective look at the ELL market segment based on the results of a detailed survey that was mailed in spring 2005 to a 10-state sample of 21,000 classroom teachers, ESL/ELL teachers, principals, and district ESL/bilingual supervisors working in grades K-5 and 6-12. “English Language Learner (ELL)” was defined for the respondents as “Any student who comes from a home where a language other than English is spoken. These students may or may not have enough proficiency in English to do well academically in all-English instructional settings. Here ELL is intended to encompass students who are categorized as ‘ESOL’, ‘LEP’, ‘ESL’, ‘EL’, or who are in a bilingual classroom.”

National Survey of ELL Student and Teacher Materials identifies the sources of funding for ELL instructional materials, the rankings and market shares of the most popular providers of ESL/ELL core instructional programs, the program features and components that are most important in terms of influencing educators to choose one ELL product over another, and the future needs in terms of effective instructional materials for ELLs.

If you need to know which ELL instructional materials programs and publishers are most popular, how much is being spent, and what the demand is for new ELL materials, you can’t afford to be without National Survey of ELL Student and Teacher Materials.


  • EXECUTIVE SUMMARY
  • INTRODUCTION
  • METHOD
  • ABOUT THE AUTHORS
  • ANALYSIS OF SURVEY RESULTS
    • Percentage Of ELLs In Classrooms, Schools, And Districts
    • Core Instructional Materials Currently Used With ELLs
    • The Need For Supplemental ELL Instructional Materials
    • Important Features Educators Look For In ELL Instructional Materials
    • Standardized Testing Of ELL Students
    • Professional Development Related To The Needs Of ELL Students
    • Purchasing Decisions, Funding Sources, And Spending On ELL Instructional Materials
    • Pressures Faced By Schools With Respect To Meeting The Needs Of ELL Students
  • SUMMARY AND CONCLUSIONS
    • How Big Is The ELL Market?
    • What Categories Of Materials Are Being Purchased?
    • Who Is The Primary Decision-Maker, And Where Does The Funding Come From?
    • Which Core Programs Are Most Frequently Used With ELLs?
    • Which Subject Area Textbooks Are Most Difficult For ELL Students?
    • Is There A Need For Supplemental ELL Instructional Materials?
    • What Program Features Are Educators Looking For In ELL Instructional Programs?
    • What Are The Greatest Pressures Schools Are Facing With Respect To ELL Students?
    • What Is The Profile Of The Ideal ELL Instructional Materials Buyer?
    • What Is The Profile Of The Ideal ELL Instructional Product?
    • What Is The Outlook For The ELL Instructional Materials Market Segment?
    • Stepping Beyond the Data: Inferring Further Conclusions from Survey Results
    • Conclusions
  • ADDITIONAL DATA TABLES
    • Table STATE OF RESIDENCE
    • Table REGION
    • Table E-MAIL ADDRESS
    • Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION
    • Table WITHIN WHICH GRADE SPAN DO YOU CURRENTLY TEACH OR SUPERVISE
    • Table HOW MANY YEARS EXPERIENCE DO YOU HAVE TEACHING/SUPERVISING ENGLISH LANGUAGE LEARNER (ELL) STUDENTS AND/OR PROGRAMS
    • Table IN WHAT TYPE OF AREA IS YOUR SCHOOL/DISTRICT LOCATED
    • Table WHAT SUBJECT(S) DO YOU TEACH
    • Table WHAT PERCENTAGE OF YOUR CLASSROOM STUDENTS ARE ELLS
    • Table WHAT PERCENTAGE OF YOUR SCHOOL STUDENTS ARE ELLS
    • Table WHAT PERCENTAGE OF YOUR DISTRICT STUDENTS ARE ELLS
    • Table HOW ARE ELLS IN YOUR DISTRICT TAUGHT SUBJECT AREA CONTENT
    • Table WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES THE BULK OF THE INSTRUCTIONAL MATERIALS YOU USE FOR ELLS
    • Table WHICH SEPARATE ESL/ELL INSTRUCTIONAL PROGRAM DO YOU USE
    • Table WHICH SUBJECT AREA TEXTBOOKS ARE MOST DIFFICULT FOR YOUR ELL STUDENTS
    • Table WHAT COULD BE DONE TO MAKE THE MOST DIFFICULT SUBJECT AREA TEXTBOOKS MORE USABLE FOR ELLS
    • Table WHICH SUBJECT AREA WOULD YOU SAY THE NEED IS GREATEST FOR SUPPLEMENTAL ELL INSTRUCTIONAL MATERIALS
    • Table AT WHICH GRADE SPAN WOULD YOU SAY THE NEED IS GREATEST FOR SUPPLEMENTAL ELL INSTRUCTIONAL MATERIALS
    • Table WHICH SUPPLEMENTAL MATERIALS FOR ELLS DO YOU USE
    • Table WHY DID YOU CHOOSE THE ELL INSTRUCTIONAL MATERIALS YOU ARE NOW USING IN YOUR CLASSROOM
    • Table WHAT TYPE OF NEW INSTRUCTIONAL MATERIALS WOULD YOU SAY ARE MOST NEEDED FOR ELLS
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT BUILDS BACKGROUND/ASSESSES PRIOR KNOWLEDGE
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT COMPREHENSIBLE/ACCESSIBLE LANGUAGE
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT HANDS-ON ACTIVITIES
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT EXTRA VOCABULARY LEARNING
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT LISTENING ACTIVITIES
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT SPEAKING ACTIVITIES
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT WRITING ACTIVITIES
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT DEVELOPS ACADEMIC LANGUAGE/CONTENT AREA SKILLS
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT DEVELOPS READING/LITERACY SKILLS
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT LANGUAGE FUNCTIONS/GRAMMAR
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT LANGUAGE LEARNING STRATEGIES
    • Table PLEASE RATE EACH OF THE FOLLOWING ELL INSTRUCTIONAL FEATURES IN TERMS OF HOW IMPORTANT THEY ARE IN MEETING THE NEEDS OF ELLS IN YOUR SCHOOL/DISTRICT SUMMARY OF AVERAGES
    • Table WHICH SUBJECT AREA TESTS ARE MOST DIFFICULT FOR YOUR ELL STUDENTS
    • Table WHAT DO YOU DO TO IMPROVE THE RESULTS ELLS ACHIEVE ON STANDARDIZED TESTS
    • Table WHICH GROUP(S) DO YOU CURRENTLY OFFER PROFESSIONAL DEVELOPMENT RELATED TO MEETING THE NEEDS OF ELL STUDENTS
    • Table WHICH VENDORS DO YOU CONSIDER LEADERS IN THE ELL PROFESSIONAL DEVELOPMENT AREA
    • Table WHO IS THE PRIMARY DECISION-MAKER IN YOUR DISTRICT CONCERNING PURCHASES OF ELL INSTRUCTIONAL MATERIALS
    • Table WHAT PERCENTAGE OF THE FUNDING FOR ELL INSTRUCTIOAL MATERIALS COMES FROM EACH OF THESE SOURCES SUMMARY OF AVERAGES
    • Table HOW MUCH WILL YOU SPEND PER YEAR OUT OF YOUR OWN PERSONAL FUNDS TO PURCHASE ELL INSTRUCTIONAL MATERIALS
    • Table ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR ALL ELL INSTRUCTIONAL MATERIALS IN EACH OF THE FOLLOWING CATEGORIES SUMMARY OF AVERAGES
    • Table WHAT ARE THE GREATEST PRESSURES YOUR SCHOOL/DISTRICT IS UNDER WITH RESPECT TO MEETING THE NEEDS OF ELL STUDENTS

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