What Are Capacity-Building Needs in the New Demographics of English Learner Populations?

• In Event: 26.071 - Building Capacity: What Is Needed to Support Districts With Emerging English Learner Student Enrollments?

Abstract

Objectives. The paper describes demographic data and research findings on capacity-building challenges faced by districts with emerging EL populations; presents examples of the types of support districts receive, including under Title III’s English Language Acquisition State Grants Program; describes examples of how districts with emerging EL populations structure services for their EL students; and identifies next steps to support districts’ capacity-building that addresses student needs and recognizes the languages, cultures, and skills EL students bring.
Perspectives/Framework. Recent demographic shifts have resulted in large increases in the number of districts, schools, and classrooms that include EL students (Author et al., 2008, 2012a; Capps et al., 2005; NCELA, 2014). Many serve small numbers of ELs and/or are located in rural areas, remote from sources of expertise, with limited staffing and resources (Capps et al., 2005; Passel & Zimmerman, 2001; Terrazas, 2011). Much of the guidance on serving EL students assumes contexts with trained staff and relevant resources at hand and does not address the challenges faced by these districts (Author, 2008; Lowenhaupt & Camburn, 2011).
Methods/Data Sources. The paper addresses four questions: (1) What are the needs and unique challenges of rural and other districts in building capacity to serve EL students? (2) What do we know about district and school practices in beginning to serve EL students? (3) What next steps are needed to support capacity-building for these districts? The paper reviews recent demographic data (e.g. Johnson et al., 2014) and research findings on districts with new and low-incidence EL student enrollments (Author, 2012; U.S. Department of Education, 2013). It reports findings from preliminary research on district needs and services to EL students in regions with emerging EL populations based on: descriptive analyses of enrollment and program data; teacher and administrator interviews; scans of state websites and state administrator interviews on Title III consortia.
Results/Conclusions. Many rural districts struggle to provide services to their EL students. For example, in one region of 44 districts that had experienced new immigration, 31 districts served fewer than 80 EL students (mean, 27 students); there was no EL-certified staff person in 16 districts. The districts can access resources of a regional Title III consortium, but without specific structural support within the schools, resources may have limited benefit in meeting EL student needs. The administrators may utilize an ad hoc approach to meeting EL student needs. A framework to guide decision-making in such districts would benefit administrators and help ensure quality instruction for EL students.
Significance. The findings highlight the need to understand how districts with emerging EL student populations are developing services and capacity to provide instruction for the EL students. Given the growing numbers of EL students generally, and the increased number of districts serving EL students as a new population, and/or as a low-incidence population, it is important to develop a research agenda and guidance that will address the unique challenges and promote district capacity to provide positive supportive environments and effective instruction for EL students.

Authors

• Annette M. Zehler, Westat

• Victoria Schaefer, Westat