Unveiling Promising Practices for Students With Limited or Interrupted Formal Education: Toward Educational Equity

• In Event: Addressing Educational Equity for Immigrant and Multilingual Learners: Instructional Practices Across Educational Settings

Abstract

This study synthesizes promising practices for Students with Limited or Interrupted Formal Education (SLIFE) in one state, addressing the urgent need for equitable education amid increasing immigrant and refugee student populations. Using a multi-tiered approach including literature reviews, surveys, interviews, and insights from a multi-year SLIFE Community of Practice (CoP) comprised of over 50 districts, we identify key challenges and strategies in SLIFE programming. Grounded in theories such as Mutually Adaptive Learning Paradigm and Critical Pedagogy, our findings call for potential new directions in research and provide actionable insights for educators and policymakers to enhance SLIFE support, contributing to just education renewal and equitable practices across the nation.

Author

• Fernanda Marinho Kray, American Institutes for Research