42.040 - Helping English Learner Students Thrive: What Studies Show and How States Can Help

Session Type: Symposium

Abstract

This symposium includes four studies to present empirical findings and current state policies related to English learner students in four areas: the achievement progress of EL students in their English language proficiency and academic performance; the relationship between EL students’ English language proficiency and their subsequent academic performance; high school graduation outcomes across EL subgroups; and the current state strategies to assess and support EL students with disabilities. These studies resulted from a cohesive research agenda set by both researchers and state agencies and reflect general concerns in this field. The study findings are informative for the future research and policies to promote equal educational opportunity for EL students under the common core and new assessment systems.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Studies of diversity and variation with social contexts of education

Chair

• Eric Haas, California State Polytechnic University - Pomona

Papers

• A Journey of English Learner Students in Arizona: Lessons Learned From Three Studies - Min Huang, WestEd; Eric Haas, California State Polytechnic University - Pomona; Loan Tran, WestEd; Niufeng Zhu, WestEd

• The Achievement Progress of English Learners in Nevada and Utah - Min Huang, WestEd; Eric Haas, California State Polytechnic University - Pomona; Loan Tran, WestEd

• English Learner Students' Readiness for Academic Success in Arizona and Nevada - Loan Tran, WestEd; Eric Haas, California State Polytechnic University - Pomona; Min Huang, WestEd

• Strategies to Identify and Support English Learners Who May Have Learning Disabilities - Eric Haas, California State Polytechnic University - Pomona

Discussant

• Howard Gary Cook, University of Wisconsin