English Learners

This report is based on a study of the academic experience of Boston English Learners (ELs) after 2002, when the Transitional Bilingual Education (TBE) was replaced with Sheltered English Immersion (SEI) in response to the passing of Question 2. The research team documented the impact of the policy change on the academic experience of ELs using existing local statistics, public records and staff accounts obtained through interviews, calling for local policy makers to make a solid commitment to teacher training that focuses on evidence-based instructional practices and positive outcomes.

The Springfield Public Schools, MA, requested that CCE conduct an evaluation of their English language learner student enrollment, services, staffing, and programming. CCE collected and analyzed data from multiple sources, including interviews with teachers and administrators, focus groups of parents of ELL students, program documents, and student achievement data.

CCE found that faculty members were under-prepared to effectively instruct ELL students, the identification and placement of ELL students needed strengthening, and ELL programming and services were lacking. CCE provided the district with a comprehensive set of recommendations to improve ELL services as well as a district-wide implementation plan, Springfield Public Schools: English Language Learner Recommended Actions and Implementation Plans.

The first of two companion studies examining the enrollment and performance of English language learners (ELLs) in Boston Public Schools (BPS) over seven school years (SY2003-SY2009). This first report revealed that ELL students often lack access to quality learning opportunities, and that teachers need support to address ELL student needs.

The second in a set of companion studies examining the enrollment and performance of English language learners (ELLs) in Boston Public Schools (BPS) over seven school years (SY2003-SY2009). This study focused on BPS schools with consistently high or steadily improving performance, and highlighted the practices to which educators attributed their success.