This brief explores the characteristics of the high schools that newcomer students choose to attend in the Houston Independent School District (HISD).
Newcomer programs aim to serve newly arrived immigrant students by providing specialized instruction and nonacademic support beyond what is offered in traditional English learner classrooms. In Houston ISD, Las Americas is a standalone program that serves newcomer students in grades 4–8.
This brief examines the outcomes of high school-aged newcomer students—recently arrived immigrant English learners—in the Houston Independent School District (HISD).
This brief evaluates the causal effect of attending Las Americas Middle School on newcomer students’ early high school outcomes.
This study examined English language acquisition among newcomer students in HISD between the 20072008 and 2018-2019 school years. Outcomes examined in the study include end-of-year English proficiency exam scores (TELPAS), reclassification, and course-taking data.
Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling.
Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students.
This report provides a first look at the literacy performance of students in grades K–3 in Massachusetts based on available data from both the 2020/21 and 2021/22 school years.
In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct bein
Thanks to rapid increases in the state's Hispanic and Asian populations, the number of Texas students classified as English Learners has surged in the past decade, from approximately 830,000 in 2010 to more than 1.1 million today. In the charter sector, change has been even more rapid.