The Role of the District in Shaping English Learner Policy across California

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Policy, Practice, and Identity in Language Learner Education (Table 17)

Abstract

This study examines district-level policies shaping the educational experiences of over 1.1 million English Learners (ELs) in California. Using a statewide review of publicly available District EL Master Plans and district demographic data, we explore ELD goals, programming, and reclassification criteria. Preliminary findings reveal disparities in the prioritization of bilingualism, social inclusivity, and career readiness goals. English Immersion dominates programming, while bilingual instruction remains limited. Assessments for reclassification vary widely, with districts employing a mix of state, private, and locally created measures. This descriptive analysis highlights potential inequities in policy decisions and their alignment with district characteristics, aiming to inform discussions on equity and standardization in EL education.

Authors

• Junmin Byon, University of Southern California

• Isabel Clay-Frum, University of Southern California