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.
This report shares demographic characteristics and educational outcomes of high school newcomers in Massachusetts over time, using longitudinal data from the Massachusetts Department of Elementary and Secondary Education (DESE).
This report examines the number of SEAs that provide guidance in collecting and using students’ prior education experiences in initial enrollment, as well as the specificity of the guidance that SEAs provide.
An important topic in English learner (EL) education is how ELs who are students with interrupted formal education, or SIFE, often face many serious challenges when attending school in the United States. Their educators also often encounter difficulties in meeting SIFE's needs.
This resource is intended to help educators identify and use research-based practices, policies, and procedures for welcoming, registering, and supporting newcomer immigrant and refugee students who are attending secondary schools in the United States, as well as their families (grades 6-12).