English Learner Education in the Era of the Every Student Succeeds Act: A Three-State Comparison of Teacher Preparedness

• In Event: 47.055 - Curricular Policy and Language-Minority Student Inclusion

Abstract

Through a mixed-methods design analyzing teacher surveys, state-level interviews, and district-level interviews across three states, we compare teacher preparedness to teach grade-level standards to English learners (ELs) across Texas, Ohio, and Kentucky. After revealing significant differences in teacher preparedness when comparing Texas to both Ohio and Kentucky, we examine the professional development teachers report receiving and the instructional supports that they provided to ELs. We analyze 70 interviews of state and district officials in order to understand why teachers might feel less prepared in Ohio and Kentucky compared to Texas. After highlighting the advantages of the Texas professional development infrastructure, we conclude with a call to develop typologies of state policy environments that better support standards-based instruction for ELs.

Authors

• Adam Kirk Edgerton, Learning Policy Institute

• Erica Saldivar Garcia, University of Pennsylvania

• Nelson Flores, University of Pennsylvania