- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
44.042 - Developing Responsive Organizational Supports and Accountability for Recently Arrived English Learners: Federal, State, Local Perspectives
Sat, April 29, 2:45 to 4:15pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 217 BSession Type: Symposium
Abstract
Approximately 1.3 million non-US-born individuals immigrated to the US in 2014. Today, immigrant English learners constitute a significant proportion of the 5.5 million ELs in K-12 public schools, and recently arrived ELs (RAELs) represent a growing yet often underserved subpopulation of EL immigrant students. This cross-disciplinary symposium reports on two multi-state studies focused on educational policies and processes impacting recently arrived and immigrant EL students in US schools. Two papers discuss study findings that illuminate state and local educators’ challenges and approaches in strengthening RAELs’ educational opportunities. Two other papers examine policy and technical issues and options in developing and implementing responsive accountability systems for RAELs under the Every Student Succeeds Act.
Sub Unit
Chair
Papers
Recently Arrived English Learner Students: A Collaborative Project Interviewing State Title III Directors - Ilana Marice Umansky, University of Oregon; Delia Pompa, Migration Policy Institute; Lorna Porter, University of Oregon
Policies and Practices to Support Recently Arrived Immigrant and Refugee Students With Interrupted Formal Education - Ilana Marice Umansky, University of Oregon; Megan Hopkins, University of California - San Diego; Dafney Blanca Dabach, University of Washington - Seattle
Addressing Conceptual and Policy Issues in Assessment and Accountability for Recently Arrived English Learners - Robert T. Linquanti, WestEd; Howard Gary Cook, University of Wisconsin
Empirically Examining Status and Growth Accountability Models for Recently Arrived English Learners - Howard Gary Cook, University of Wisconsin; Narek Sahakyan, University of Wisconsin - Madison; Robert T. Linquanti, WestEd