ELs in K-8
English Learners
in K-8
When English Learners Succeed, We All Succeed
A recent study from the University of Chicago shows that when English Learners (ELs) are given the proper resources, they excel and even outperform – their native English-speaking peers.
From higher attendance rates to better performance on 8th grade ELA PARCC Exams, research demonstrates a real value in expanding the way we track and define academic success.
Now more than ever, new ways of tracking student progress are critical, and longitudinal data may provide a more accurate way to capture the academic success of ELs, and all students, as we embrace a new learning landscape.
Study of English Learners in Chicago Public Schools by the University of Chicago Consortium on School Research
Longitudinal data showing former ELs outperformed native-English speakers on the ELA PARCC Exam when tracked through 8th grade and provided necessary English language resources.
EL Policy Recommendations
At a Glance
Federal ESSA guidelines for stat accountability plans and local and local school district data analysis must include the collection of longitudinal data through high school of English Learners even after they are English proficient and no longer receiving services.
Federal ESSA guidelines for state accountability, state departments of education, local school leaders must include monitoring the progress of children’s English language proficiency in the early years, to facilitate a greater change for long-term success.
State departments of education must provide adequate and consistent financial investment in English Learner programming – with Illinois’ longstanding EL investments proving as a proxy for the success of these investments.
As Illinois’ commitment to bilingual language instruction shows, state departments of education must increase investments in building pipelines of qualified bilingual educators.
Perspectives from Practitioners
A recent study from the University of Chicago shows that when English Learners (ELs) are given the proper resources, they excel — and even outperform — their native English-speaking peers.
Here’s what this means to teachers in the field:
About Us
Through advocacy and analysis, the Latino Policy Forum builds a foundation for equity, justice and economic prosperity for the Latino community. By catalyzing policy change, the Forum works to improve education outcomes, advocate for affordable housing, promote just immigration policies and strengthen community leadership.
The Education Team of the Latino Policy Forum envisions Latino children across the educational continuum have equitable educational opportunities.
Contact Us
Rebecca Vonderlack-Navarro, PhD
Director of Education Policy and Research
rvnavarro@latinopolicyforum.org