When it comes to the education of English learners, laws and regulations are designed to address their dual rights to adequate support for learning English and access to core content, such as math. Yet, research suggests, ELs are sometimes placed in classes where they don’t have access to grade-level core content or needed supports to help them master this content. What’s more, teachers in these classrooms are likely to be less experienced and qualified to support non-native English speakers’ needs. The new Every Student Succeeds Act, which will hold more schools accountable for educating English learners, affords states, districts and schools a chance to re-examine and fine-tune how they serve these students.
The Education Policy Center at AIR hosted scholars affiliated with the Working Group on ELL Policy, who discussed how to provide English learners with quality instruction in critical subject areas. Speakers also described ways to enhance the quality of teachers serving these learners.
Continue the conversation on Twitter by following @EdPolicyAIR and using #ESSAforELs.
Angela Minnici, Education Policy Center at AIR
Diane August, American Institutes for Research
Rebecca Callahan, University of Texas at Austin
Dafney Blanca Dabach, University of Washington
Megan Hopkins, University of Illinois at Chicago
Michael Kieffer, New York University
Ann-Marie Nunez, University of Texas at San Antonio
Luis Poza, University of Colorado Denver
Claudia Rodriguez-Mojica, Santa Clara University
Diego Roman, Southern Methodist University
Jim Soland, Northwest Evaluation Association
Mikyung Kim Wolf, Educational Testing Service