The purpose of this study was to investigate Spanish-speaking multilingual learner (MLL) students' long-term academic outcomes after participation in an early childhood education (ECE) program with English instruction. The study included 359 Spanish-speaking MLLs who qualified for Free and Reduced Lunch from Grade 1 to Grade 6. Participants…

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and…

In 2006-2007, California revised its English language proficiency (ELP) assessment, the California English Language Development Test (CELDT), which resulted in more stringent criteria and higher cut scores for meeting proficiency. Using regression discontinuity designs and a difference-in-differences approach, this study examines the effects of…

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…

Grade retention, the practice of holding a student back in the same grade, has been a controversial topic in the United States for decades. English learners, a growing population in US schools, are consistently identified for grade retention more often than their English-only counterparts. The purpose of this study is to test the impact of grade…

Every year, there are between 150,000 and 200,000 immigrant students in California who have been in U.S. schools for less than 3 years. These newcomers generally require specialized academic instruction and social services to succeed in school. Despite great efforts, many districts are struggling to create these conditions for success. Many…

The current study analyzes the relationship between elementary school reading achievement and participation in the following language acquisition programs--transitional bilingual, developmental, two-way bilingual immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the study uses multilevel models…

We examined whether English language proficiency (ELP) related to interim reading and math performance differently when academic assessments were administered to students in either English or Spanish. We also tested these effects with Spanish language proficiency (SLP) as well as jointly with ELP and SLP. Students from a midwestern suburban school…

Recent policy reforms in Scotland mean that all primary teachers are expected to teach a foreign language (FL) to children from age 5, introducing a second language around age 9. This small-scale research study aimed to ascertain 38 primary teachers' perceptions of their confidence to teach an FL to primary learners and what they felt would be…

This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3-12 in Texas. In 2020-2021, nearly 750,000 students in grades 3-12--approximately one in five Texas students--were English learner students. In accordance with Texas state law and the Every Student Succeeds Act,…

With the increased number of Hispanic English language learners (ELLs) enrolled in U.S schools, there has been a need to prepare elementary bilingual education teachers with knowledge of content and language objectives to better serve the language proficiency needs of Hispanic ELLs. The purpose of this study was to explore the perspectives and…

Multilingual learners (MLs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible MLs receive TBIP services until they become proficient in English. During the 2022-23 school year, 149,357 students were identified as…

Latino parents have lower levels of school involvement compared to other ethnic groups, which is often attributed--though not tested--to low English language proficiency. Using a population-based sample of 637 7th grade Latino youth attending an urban school district, we find no significant difference in maternal school involvement when mothers…

The purpose of the qualitative social constructionist study was to explore the factors that enhance or impede parental involvement of Spanish-speaking Latino parents on both English Language Learners (ELL) and Former English Language Learners (f-ELL) in a Small City School District. According to Krogstad et. al. (2023), the United States Latino…

This report summarizes Austin Independent School District (AISD) English learner students' (ELs) Texas English Language Proficiency Assessment System (TELPAS) performance on the 2019 Spring test administration. Student performance is summarized by domain and composite ratings, years in U.S. schools, and yearly progress.