The Standards-in-Action (SIA) 2.0 English Learner (EL) Training Institute shows adult educators how to provide college and career readiness (CCR) instruction to ELs.
This is a systematic review of investigating best practices and their effectiveness in improving academic achievement for ELDs in U.S. schools. The selection process identified 17 peer-reviewed articles that shed light on best practices for ELDs.
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.
Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all students.
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.