An Examination of Schools That Serve Long-Term English Language Learners in an Urban and Diverse District

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Abstract

This study explored characteristics of schools with long-term English language learners in a large urban and diverse city. Twenty percent of children under 5 years old are children of immigrants, of whom 80 percent are born in the United States (Fortuny, 2010); as such, their academic success is of great consequence to the future of the United States. As immigrant children enroll in our nation’s public schools, educators are compelled to figure out how to meet their educational needs, chief among these being the need to learn the English language. School and student demographics, including race/ethnicity, performance and graduation were explored. Qualitative analyses were also conducted to identify common characteristics and best practices among schools that effectively serve long-term ELLs.

Authors

• Alicia Ana Ayala, New York University

• Yury Marcela Rojas, New York University

• Margary Martin, University of Hawaii at Hilo