Resources

Reaching teachers of early multilingual learners through professional development: A systematic literature review

Published Year: 2024Type: Journal
This systematic literature review synthesizes 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design…
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Examining English learner testing, proficiency, and growth: Continued trends since the COVID-19 pandemic

Published Year: 2024Type: Report
This report examines English learners’ testing, proficiency, and growth during the six most recent school years (20182023) to shed light on the continued impact of the COVID-19 pandemic on English…
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Language development policies and practices impacting the college and career readiness of long-term English learners (LTELs) in secondary schools.

Published Year: 2019Type: Journal
Programs and policies related to the education of long-term English learners (LTELs) at the secondary level are often based on the belief that fluency in English is the primary, if not the sole,…
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Creating Equitable Access to Remote Adult ESOL: Multiple Contexts, Distinct Population and Diverse Purposes

Published Year: 2021Type: Brief
This brief describes innovative, remote adult ESOL program practices and designs based on interviews with staff from 34 adult ESOL programs across the US about their use of digital technologies for…
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Published Year:
2023

Many immigrants, including those with emerging literacy skills, have real-world economic needs. This spotlight provides resources and considerations for how adult education programming can support immigrants’ broader economic integration.

Published Year:
2023

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. Through a mix of large- and small-group activities, that instruction simultaneously cultivates ELs' content knowledge and language competence.

Published Year:
2023

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. The results of these studies carry substantial implications for educators, policymakers, and researchers, offering guidance on effectively supporting this diverse student group and creating a conducive learning environment that promotes academic success and inclusivity.

Published Year:
2024

This brief explores the characteristics of the high schools that newcomer students choose to attend in the Houston Independent School District (HISD). Using data from the 2007–2008 through 2018–2019 school years, the study compares the high school enrollment patterns between newcomer students who attended Las Americas, a school dedicated to serving newcomer middle school students, and newcomer students from other HISD middle schools.

Published Year:
2024

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. Given the growth of newly arrived immigrant students in the district, it is important to understand what characteristics predict whether students and families choose to enroll in a newcomer program.

Published Year:
2024

This brief examines the outcomes of high school-aged newcomer students—recently arrived immigrant English learners—in the Houston Independent School District (HISD). Data from the 2007-2008 through 2018-2019 school years show that newcomer students who attended Liberty High School upon arrival in the U.S. had similar levels of academic performance outcomes to their newcomer peers who attended other high schools in HISD.

Published Year:
2024

This brief evaluates the causal effect of attending Las Americas Middle School on newcomer students’ early high school outcomes. Using administrative data from the Houston Independent School District (HISD) spanning the 2007–2008 through 2018–2019 school years, the study examined the academic performance, course-taking patterns, and school engagement of newcomer students who did and did not attend Las Americas. Attending Las Americas increased newcomer students’ English end-of-course (EOC) exam scores and decreased students’ likelihood of receiving disciplinary actions.

Published Year:
2024

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. To address its research questions, the study focused on cohorts of newcomer students in sixth through eighth grades who arrived in HISD between the 2007-2008 and 2017-2018 school years. Student outcomes were examined through the 2018-2019 school year.