English Learners Projects

Analytic Technical Support

Early Warning and Risk Prevention for English Learner Students

REL Southwest is providing technical assistance on the use of early warning systems to help identify English learner (EL) students at risk of falling behind academically or of dropping out. The project will assist alliance members in using data to identify risk indicators related to the performance of EL students in Texas. Members will then receive assistance on using those indicators to target EL students at risk.

Trends in the Identification and Provision of Services to Gifted and Talented English Learner Students in Texas

REL Southwest is analyzing trends in the identification and provision of services to gifted and talented English learner (EL) students in Texas public elementary schools across six school years (2006/07–2014/15). The study will identify the rate, pattern, and timing of districts' identification of gifted/talented EL students compared to non-EL students as well as promising program models and interventions for identifying and serving gifted/talented EL students in Texas. The findings will inform ongoing state efforts to increase the representation of special populations in gifted and talented programs across the state.

Research and Evaluation Studies

Teacher Certification and Academic Growth for English Learner Students in Houston Independent School District

REL Southwest is conducting a correlational study using data from the Houston Independent School District (ISD) to determine the characteristics of teachers who are more effective with English learner (EL) students. The findings will help guide Houston ISD staff in hiring effective bilingual/English as a Second Language teachers.

Time to Proficiency for Hispanic English Learner Students in Texas

REL Southwest conducted a longitudinal study of Texas Hispanic English learner (EL) students to provide a deeper understanding of the contextual and individual-level factors that influence the time it takes ever-ELs to reach English language proficiency and content-area mastery. This study examined English language proficiency and content-area outcomes across grades 1–8 for a cohort of students classified as English learners in grade 1. The study provides a model for constructing and using a longitudinal state dataset to examine EL student outcomes over time and across language proficiency classifications.