View Content #22349

From https://relwest.wested.org/resources/235

Policymakers and educators working to close the achievement gap between English learner students and their non-English learner peers look at high school graduation as a key student outcome. However, few studies differentiate among English learner students at different stages of the learning process. A new report from REL West's English Learner Alliance looks beyond the simple category of English learner students to examine five English learner student groups and provides empirical evidence suggesting targeted supports for this diverse group of students.

Using a cohort of grade 9 students from Arizona, the study examined four-year high school graduation rates among long-term English learner students, new English learner students, recently proficient former English learner students, long-term proficient former English learner students, and never-English learner students. The study also explored the extent to which certain student demographic characteristics and previous academic achievement explain variations in graduation rates across these five English learner student groups.

Access the report at https://relwest.wested.org/resources/235