Ensuring the academic success of ELs requires many different and multi-pronged services and policies.
Immigration and ELL
A new study of California teachers and principals shows that policies and programs that focus on sexual orientation and gender identity are linked to lower bullying, especially in schools that need it the most.
Current accountability systems require that states establish targets for students’ English proficiency development. However, these targets are not always empirically grounded. A recent study uses data from LAUSD to investigate how long it takes students who enter the district as ELs in kindergarten to attain each of six separate criteria necessary to be exit EL services.
Recent research finds that having peers who are Limited English Proficient (LEP) is associated with lower achievement in middle school, particularly for non-LEP students. The overall language mix of LEP students has little if any discernable relationship with achievement. For LEP students, having more LEP peers speak their mother tongue is positively associated with reading achievement and negatively associated with mathematics achievement.
A recently-published study finds that Latino English learner (EL) students enrolled in bilingual programs typically take longer to become proficient in English but more of them reach English proficiency compared to students in all-English classrooms.
In the past decade, the number of Hispanic students taking Advanced Placement courses and exams has increased dramatically. Unfortunately, the majority of Hispanic students from Arizona, California and Texas who take Advanced Placement English exams do not earn passing scores.
Recent research finds that for non-ELL students, having a higher number of ELL classmates is linked to fewer problem behaviors and greater social skills.
A comparison of state policies suggests that California’s move away from bilingual education has had negative consequences for science achievement among English Learners.
Evidence of differences in model performance across student groups calls into question the validity of any model that makes assumptions about student growth trajectories without consideration of student characteristics.
When my family immigrated to the United States and settled in Southern California over 20 years ago, I was identified as an English Leaner (EL) when I enrolled in elementary school. As a fourth grader, I and about a dozen other students sat in the back of the class and worked with a Spanish speaking teacher’s aide, while the rest of the class focused on the teacher at the front of the class conducting the lesson in English. My first two years in the California school system are a blur. I have scattered memories of flashcards with a picture and a descriptive sentence that the teacher’s aide would make us recite daily. I remember seeing a long string of C’s and D’s on my progress report cards at parent-teacher conferences.