NEW STUDY CALLS FOR SYSTEMIC REFORMS TO IMPROVE ENGLISH LEARNER EDUCATION
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Systemic issues in California’s public education have created a majority of high school English Learners who despite many years in our schools are still not English proficient and have developed major academic deficits, according to a recent study authored by Californians Together.
The report, Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners, calls upon state policymakers and leaders to provide solutions and outlines basic principles and promising approaches for school districts to meet the needs of English Learners more effectively.
Key findings and recommendations from the report include:
• 59 percent of California’s high school English Learners are Long Term English Learners (defined as students in U.S. schools for six or more years who have not been able to achieve English proficiency), according to a survey of 40 school districts across California
• In some districts, Long Term English Learners make up 75 percent of all English Learners
• State policy should require the districts to collect data ad monitor the progress of English learners to prevent the development of Long Term English learners
• Policymakers must commit to providing materials, program, ,professional development and curriculum support
Systemic issues in California’s public education have created a majority of high school English Learners who despite many years in our schools are still not English proficient and have developed major academic deficits, according to a recent study authored by Californians Together.
The report, Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners, calls upon state policymakers and leaders to provide solutions and outlines basic principles and promising approaches for school districts to meet the needs of English Learners more effectively.
Key findings and recommendations from the report include:
• 59 percent of California’s high school English Learners are Long Term English Learners (defined as students in U.S. schools for six or more years who have not been able to achieve English proficiency), according to a survey of 40 school districts across California
• In some districts, Long Term English Learners make up 75 percent of all English Learners
• State policy should require the districts to collect data ad monitor the progress of English learners to prevent the development of Long Term English learners
• Policymakers must commit to providing materials, program, ,professional development and curriculum support