Student and School Characteristics Associated with Academic Outcomes for English Learner Students in Grades 3 Through 8 in Cleveland Metropolitan School District
The Cleveland Metropolitan School District has witnessed increases in the number of English learner students in grades K–12 over recent years. As overall student enrollment decreased, the proportion of students classified as English learner students in the district rose. In addition, the English learner student population has grown more diverse in terms of race/ethnicity, countries of origin, and native language. This has been driven in part by an influx of resettled refugees speaking a variety of languages. These changes have resulted in an increasingly diverse English learner student population that requires more support from the district to meet diverse needs in terms of languages, cultures, and educational supports.
The Cleveland Partnership for English Learner Success is a researcher-practitioner partnership among researchers from Regional Educational Laboratory Midwest and members of Cleveland Metropolitan School District in the Multilingual Multicultural Education office and the district’s research office. The partnership has prioritized examining the characteristics of English learner students and the schools they attend to identify characteristics associated with student achievement and language proficiency. The study team conducted this research for the partnership as a step toward improving district and school supports for English learner students.