This study examined the effect of class sizes on differences in the trajectories of elementary school students' long-term Japanese language achievement by analyzing panel data composed of standardized achievement test scores at five points from around the end of first grade to around the end of fifth grade. The data for 103 schools, 162 classes,…

Graduating high school is an important key predictor of this nation's ability to remain globally competitive and a person's long-term financial and social success. At the macrolevel, graduation rates impact a nation's post-secondary education participation, which has been found to be a key indicator of its ability to compete in a global economy.…

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's bilingual and ESL programs during the…

This longitudinal, quantitative study examined the differences in second language acquisition among "first-" and "second-year" English language learners (ELLs) who attended newcomer and comprehensive middle schools. The study is organized into six cohorts by students entering middle school between 2006 and 2013 then graduating…

The Minnesota Department of Education (MDE) ensures educational equity for multilingual learners through supporting school districts and charter schools to develop, implement and evaluate research-based language instruction educational programs (LIEPs) so that multilingual learners, including students with English learner (EL) status, attain…

The Minnesota Department of Education (MDE) ensures educational equity for multilingual learners through supporting school districts and charter schools to develop, implement and evaluate research-based language instruction education programs so that multilingual learners, including students with English learner status, attain academic language…

There are approximately 200,000 students in Houston Independent School District (HISD), and many of them are recent immigrants who have been in the United States for three years or less. In recent years, the number of immigrant students in the district has increased dramatically, with over 11,000 enrolled in each of the past seven years. In fact,…

Based on several regression specifications that control for a host of covariates, this article demonstrates that the quantity of undergraduate research experience was by far the most important determinant for increased graduation rates at a 100% Hispanic-serving institution. Our finding also shows a causal relationship confirmed by propensity…

District leaders have countless responsibilities, from setting goals for the district to monitoring that all implementations run smoothly and effectively. Among them is ensuring the schools they oversee are adequately preparing their students for graduation and life beyond high school. For language learners high school requirements become…

Background/Context: Students designated as English Learners (ELs) account for 10.4 percent of all students nationwide but have historically been provided unequal access to educational resources (Gándara et al., 2003; National Center for Education Statistics, 2023). Further, education policies are often blind to ELs' strengths and challenges,…

There are close to 200,000 students in Houston Independent School District (ISD), and many of them are recent immigrants who have been in the United States for three years or less. In recent years, the number of immigrant students in the district has increased dramatically, with over 11,000 enrolled in each of the past eight years. In fact, nearly…

This policy brief explores the extent to which students classified as English learners (ELs) are excluded from core content in high school. Using statewide data from Oregon (2013/14-2018/19) and Michigan (2011/12-2014/15), the percentages of current, former, and never ELs enrolled in any class in each core content area were tabulated and gaps in…

The focus of this study is on understanding different indicators of academic performance in high school, college enrollment, and college persistence of English Learners--including variation in attainment among active and former English Learners--to support their path to high school graduation and access to college. To understand the academic…

Recent data from Chicago Public Schools (CPS) show that active English Learners were less likely to graduate from high school (77% did so in 2023) than their peers (85%) and less likely to enroll in college (56% of 2022 English Learners high school graduates enrolled in college compared to 66 percent of their non-English Learners high school…

Data about English Learner (EL) students in the United States are more plentiful than ever. Under the federal "Every Student Succeeds Act of 2015" (ESSA), states must report a wide range of information about their students' English language arts and math standardized test scores, graduation rates, and more. They must also break these…