Publications

This brief explores EL students’ access to core content in high school, compared to former and never ELs in Michigan and Oregon. It also examines the factors are associated with more or less course access. 

This brief explores ELs' course access in Pennsylvania high schools, comparing it to former and never ELs. It also explores the factors associated with content course access.

This research brief examines how EL-classified students' enrollme in advanced coursework (honors, AP, IB) in Michigan. 

This brief explores EL students’ access to core content in 9th grade in Oregon compared to former and never and among ELs with different English proficiency levels. 

This brief explores the potential of bilingual programs to support access to core content courses for students classified as English learners.

This brief explores the role of school counselor availability in expanding course access for Oregon EL-classified students enrolled in middle and high schools.

Using data from Oregon, this brief explores the potential to leverage extra instructional time as a way to increase English learner's enrollment in core content courses.

This research brief draws on Oregon data to explore whether and how English learners’ peers are different from the peers of non-English learners.

This research brief synthesizes key findings in existing research about levers to increase course access for students classified as English Learners in secondary settings. 

This brief explores the potential to leverage specialized teacher preparation to support students classified as English Learners in access to core content.

This policy brief examines how the decision of families and students to waive EL services in 12th grade impacts high school course-taking patterns and graduation outcomes. 

This brief analyzes the prevalence and predictors of waiving English learner services in Oregon, Texas, and Michigan.

This brief examines reclassification and graduate outcomes for English learner-classified students in Oregon. 

This brief explores the prevalence of disability identification among Oregon English learner students. 

This brief describes two models for family engagement for English learners with disabilities. 

This brief describes the size and characteristics of the newcomer student population in Oregon. 

This research brief examines how long it takes for English learners to be reclassified out of EL status and the factors that predict faster or slower reclassification.

Use this link to download this article. The article examines how state education leaders shape Indigenous students' access to Title III identification and services. 

Use this link to download this article. 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. 

Use this link to download this article. Whereas most existing research has examined the prevalence of current English learners (ELs) in special education, we propose and test the use of the ever-EL framework, which holds the subgroup of EL students stable by following all students who enter school classified as ELs.

Use this link to download this report. Drawing on several decades of research, this report issues a call for bilingual education as the default servce for multilingual students. 

Use this link to download this article. This article presents a framework for understanding and building a comprehensive state approach to English learner education. The framework details nine key areas for state policy action.

Use this link to download this article. This article argues and demonstrates that, in order to assess how multilingual students are faring, education agencies should report and analyze outcomes for four categories of students: current ELs, former ELs, ever ELs (the combined group of current and former ELs), and never ELs.