This systematic literature review identifies evidence used to justify embedded approaches to academic literacy development. This inquiry is of direct relevance to widening participation in higher education and persistent inequity with completion rates for linguistically and culturally diverse student groups. Using the PRISMA-P checklist, 20…

This three-article dissertation examined how policy choices in three key policy areas -- initial enrollment, service provision, and reclassification -- impact English learner (EL)-classified students. The first article examined the national landscape of state statutes, regulations, and state education agencies' (SEA) guidance that support…

Experiencing education as an English learner (EL) is challenging and can result in lower persistence and graduation rates for ELs in community colleges. The overall three-year graduation rate in the United States for two-year institutions is low, but graduation rates are even lower for EL learners. One way to support EL students is through an…

Within California, there are high numbers of Multilingual Language Learners (MLLs) that populate California public schools that require special programs and services to ensure their academic, language, and social success. According to the Public Policy Institute of California (2023), nearly 25 percent or 1.4 million of the students in California…

The Houston Independent School District (HISD) currently offers two bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELs). These programs facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. Bilingual programs are offered in…

This policy brief explores the extent to which students classified as English learners (ELs) are excluded from core content in high school. Using statewide data from Oregon (2013/14-2018/19) and Michigan (2011/12-2014/15), the percentages of current, former, and never ELs enrolled in any class in each core content area were tabulated and gaps in…

This brief examines the outcomes of high school-aged newcomer students--recently-arrived immigrant English learners--in the Houston Independent School District (HISD). Data from the 2007-2008 through 2018-2019 school years show that newcomer students who attended Liberty High School upon arrival in the U.S. had similar levels of academic…

The purpose of this qualitative phenomenological study was to describe the academic experiences of low socioeconomic status ESL learners enrolled in a mid-sized urban community college located in Pennsylvania. The theory that guided this study is Walberg's theory on educational productivity, as it looks at how learners' psychological…

ORS 327.016 directs the Oregon Department of Education (ODE) to prepare an annual report on English learner program funding and student outcomes. The report's intention is to describe the population of English Learners in Oregon and provide a summary of district and state progress towards meeting their needs and objectives. This report consists of…

Newcomers represent a large and understudied subgroup of students in California. The Oakland Unified School District has been disaggregating data on newcomer status for the last 7 years, providing a basis for analyzing graduation outcomes for newcomer compared to non-newcomer students. The data highlight the variance in outcomes based on program…

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's bilingual and ESL programs during the…

There are approximately 200,000 students in Houston Independent School District (HISD), and many of them are recent immigrants who have been in the United States for three years or less. In recent years, the number of immigrant students in the district has increased dramatically, with over 11,000 enrolled in each of the past seven years. In fact,…

The Seal of Biliteracy is an official state award that recognizes high school seniors who graduate with demonstrated proficiency in English and one or more other world languages. The policies and practices that support the Seal of Biliteracy promote twenty-first century skills and intercultural communication competencies that are critical in…

Research has largely been silent on English Learner (EL) persistence and completion in U.S. community colleges, yet studies conducted across higher education report that only one in eight ELs completes a bachelor's degree (Kanno & Cromley, 2013). Many interventions have been proposed to improve college student persistence and completion. This…

The Houston Independent School District (HISD) currently offers two bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELs). These programs facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. Bilingual programs are offered in…