Recently Arrived English Learner Students: A Collaborative Project Interviewing State Title III Directors

• In Event: 44.042 - Developing Responsive Organizational Supports and Accountability for Recently Arrived English Learners: Federal, State, Local Perspectives

Abstract

Conflict, poverty, and lack of opportunity in many parts of the world are leading to ever-rising numbers of immigrant students in US schools. A growing number of these children are recently-arrived English learners (RAELs), students that arrive in the US after kindergarten and have been in the US fewer than three years (Migration Policy Institute, 2015). In this presentation we report findings from a qualitative study of 21 states’ policies and supports with respect to RAELs. Specifically, we aim to document 1) state level policies and practices regarding RAELs, and 2) state education leaders’ perceptions of the primary ways in which state education agencies (SEAs) can support the effective integration and education of RAELs. This study, currently underway, is part of a larger project on RAEL students funded through the Council of Chief State School Officers (CCSSO).

SEAs are powerful regulators and funders, but have limited proximity to the populations they serve and the schools and districts they oversee (Hamann & Lane, 2004). This leads to a bifurcated state role in policy adoption – at once executing policy in a top-down manner while also adopting policy as local needs and responses trickle up from school districts (Fullan, 1994). Drawing on theory regarding the role of SEAs and the conditions under which SEAs adopt policies or supports for particular educational issues or subgroups, this study examines how SEAs are responding to the rapid increase in RAEL students, a group of students with diverse linguistic, academic, economic, social and psychological needs (Ruiz-de-Velasco & Fix, 2000; U.S. Department of Education, 2016).

Data include 21 in-depth interviews with state Title III Directors across the country. These states come from all regions of the country, and include traditional as well as new immigrant destinations. Over half of these interviews are completed with the remaining interviews scheduled for the coming weeks. In the interviews we ask about state-level procedures and policies for RAELs, partnerships with other state or private agencies supporting recent immigrants, current practices for RAELs, and outstanding needs at the state level. Interviews will be transcribed, coded, and analyzed.

Preliminary results suggest that states’ roles in the education of RAEL students has been largely limited to two areas: 1) administrative and financial – providing guidance to districts in terms of Title III funding and assessment provisions for RAEL students, or 2) policy and technical assistance geared toward English learners more broadly. We find a relative absence of state guidance and supports on RAEL students specifically. This relative absence, we find, engenders wide variation in services for RAEL students across districts within a state, and the development of localized expertise on serving RAEL students. A few states are taking more engaged roles with regard to RAEL students, through legislation, policy, and working groups.

This paper makes a significant contribution to our understanding of the current and potential role of SEAs with regard to effectively supporting recently-arrived English learners and the schools and districts that serve them.

Authors

• Ilana Marice Umansky, University of Oregon

• Delia Pompa, Migration Policy Institute

• Lorna Porter, University of Oregon