New research shows that requiring struggling English-learners to repeat 3rd grade could boost their academic trajectories, helping them learn English faster and take more advanced classes once they reach middle and high school.
"It is imperative that ELs have the same quality of STEM-related learning opportunities as their never EL peers," a new study from the National Academies of Sciences, Engineering, and Medicine concludes. The study, led by a blue-ribbon panel, offers a series of recommendations designed to help schools reach that goal.
Researchers from the National Center for Research on Gifted Education visited elementary and middle schools in three states to study schools that had "exemplary" track records in spotting academically talented ELLs. Nationally, only 2 percent of English-learners are enrolled in gifted and talented programs.
The state's plan for educating English-language learners under the federal Every Student Succeeds Act falls short of equity for the state's 300,000 ELLs, advocates argue. The education secretary and federal education officials see things differently.
Florida is the only state without an Every Student Succeeds Act plan approved by the federal education secretary. Two civil rights groups say things should stay that way, for now.
More than half of states' ESSA plans intentionally set lower academic goals for English-learners, at least seven states have plans that flout key provisions of the federal education law, and nearly 20 percent of state plans allow schools to earn high ratings even if ELLs are struggling, according to new policy briefs.
The dual-language classes paved the way to English-proficiency for non-native speakers. The findings are consistent with other research that touts the benefits of two-way language instruction.
Nationally, there are 18 million children who live with immigrant parents; an estimated 5 million of those children have at least one parent who is undocumented.
The dual-language-learner population in the United States has grown by about 24 percent since 2000, and now represents about 32 percent of children ages 8 and younger.
Arguing that this data is too often misused and misunderstood, two reports offer guidance for educators and advocates who want to fairly treat and evaluate ELLs.
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