Resources

English learners’ access to core content: Academic course enrollment in high school

Published Year: 2024Type: Brief
Using statewide data from Oregon (2013/14–2018/19) and Michigan (2011/12–2014/15), this brief explores the prevalence of EL students’ exclusionary tracking in high school, compared to former and…
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Dual language immersion programs: The state of current research

Published Year: 2024Type: Brief
In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common methods, settings, and…
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Supports for multilingual students who are classified as English learners

Published Year: 2024Type: Dissertation
What research-based practices can district and school leaders use to support the academic success and linguistic development of multilingual students classified as English Learners (ML-ELs)? This…
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Promoting school success for immigrant-origin students

Published Year: 2024Type: Brief
How can schools and districts promote the educational and social-emotional well-being of the diverse population of immigrant-origin students? This brief offers seven evidence-based practices to…
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Published Year:
2024

In Part II of the podcast Dr. Julie Lara presents on the Texas Education Agency’s efforts to implement asset-oriented labels and programing and Patricia Sandoval-Taylor discusses English learner programs and pathways within Tucson Unified School District. These presentations are followed by closing remarks from Dr. Molly Faulkner-Bond.

Published Year:
2024

Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States.

Published Year:
2024

Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it.

Published Year:
2024

This paper presents evidence of the effects of dual language immersion (DLI) programs on the academic outcomes of students in elementary grades. Leveraging enrollment lotteries from four cohorts of DLI applicants across 10 oversubscribed programs, analyses estimate the intent-to-treat effect of access to bilingual education on reading and math test scores. On average, native English-speaking students in Grades 1 through 4 who win access to a DLI program score higher in reading and math by 0.12 and 0.14 SDs, respectively.

Published Year:
2024
Published Year:
2024
Published Year:
2024