- July 9–11: Using Early Warning Systems to Identify At-Risk English Learners, 2017 National Principals Conference, Philadelphia, PA
- Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (2014), Institute of Education Sciences
English Learners Research Alliance
This alliance brings together educators, policymakers, researchers, and others to examine ways to promote academic growth and college and career readiness among English learners.
English learners (ELs) are the fastest growing segment of the U.S. public school population, and the five states in our region serve some 18 percent of the ELs in the nation. These students face many persistent challenges, including academic achievement gaps and high dropout rates. For example, on the National Assessment of Educational Progress, ELs tend to score about 40 points lower on grade 4 reading and math and about 50 points lower on grade 8 reading and math than their White peers.
The English Learners Research Alliance seeks to understand problems of practice related to EL students' diversity and to identify the programs and services that best meet EL students' needs. The alliance's initial focus is on Texas but will expand to our entire region over time.
Alliance work includes developing a research agenda and supporting the use of data and evidence to improve education programs, practice, and policy related to English learners. In addition, the alliance builds the knowledge base and capacity of educators and policymakers to understand and apply data and research evidence.
- Identify promising programs and interventions for English learners
- Improve programs and interventions to increase academic growth for English learners in Texas
- Identify problems of practice related to instructional services for English learners
- Improve literacy achievement among English learners in grades K–12
About the Alliance
Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The condition of education 2011 (NCES 2011-033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., Wilkinson-Flicker, S., & Kristapovich, P. (2014). The condition of education 2014 (NCES 2014-083). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved September 11, 2014, from http://nces.ed.gov/pubsearch
Hemphill, F. C., & Vanneman, A. (2011). Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2011-459). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.