ERIC Number: ED672010
Record Type: Non-Journal
Publication Date: 2022-Feb
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Understanding Newcomer English Learner Students' English Language Development: Comparisons and Predictors. EdWorkingPaper No. 22-538
Ilana M. Umansky; Karen Thompson; James Soland; Amanda Kibler
Annenberg Institute for School Reform at Brown University
An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study asks first, how newcomers' English proficiency status and growth compare to those of non-newcomer EL students; and second, what characteristics are associated with differences in English language growth patterns among newcomers. We find that newcomers enter school at earlier stages of English proficiency compared to their non-newcomer peers, but grow faster, especially in their first two years. We also find variation in growth patterns suggestive that schools play an important role in fostering growth.
Descriptors: English (Second Language), English Learners, Immigrants, Language Proficiency, Elementary Secondary Education, Elementary School Students, Secondary School Students
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Council of Chief State School Officers (CCSSO); Institute of Education Sciences (ED); Spencer Foundation
Authoring Institution: Annenberg Institute for School Reform at Brown University
IES Funded: Yes
Grant or Contract Numbers: N/A
Department of Education Funded: Yes
Author Affiliations: N/A