Topic: Education
Researchers at Stanford University worked with local schools to understand and fix problems that held back students who were learning English. They found that these students faced many barriers, including a complex testing system. The team's work is now being used to change policies in California.
In the United States, many high school students take Advanced Placement courses to prepare for college. But for some students classified as English learners, getting into these courses can be very hard. These students are not necessarily struggling with English - they may already speak it fluently. The problem is a system that decides when they're ready to move on from learning English.
This system is used in California, where almost one in five public school students (17%) is classified as an English learner. Researchers at the John W. Gardner Center for Youth and Their Communities worked with nine local school districts and Stanford University to understand this problem. They joined forces in 2017 to create the Stanford-Sequoia K-12 Research Collaborative.
The researchers found that students who were still labeled as English learners when they entered high school were less likely to graduate from college than their peers who had been reclassified earlier. To be reclassified, these students must meet several criteria, including passing a test called the English Language Proficiency Assessments for California (ELPAC). They also need to show that they're ready for grade-level curriculum and get a recommendation from a teacher.
But this process can be very slow and frustrating for students. Amy Gerstein, executive director of the Gardner Center, compared it to the board game Chutes and Ladders - where players can move forward, but then slide backward due to procedural barriers.
The researchers' work is now being used to change policies in California. They're also working with local school districts to gather data and understand the challenges faced by English learners.
Why It Matters
This research matters because it shows how complex systems can hold back students who are trying to learn a new language. In India, many students may face similar challenges when learning English as a second language. Understanding these challenges is crucial for creating better policies and supporting students who need help.
Key Facts
- Almost one in five public school students (17%) in California is classified as an English learner.
- Students who are still labeled as English learners when they enter high school are less likely to graduate from college than their peers.
- To be reclassified, students must pass the ELPAC test and meet several other criteria.
- The Stanford-Sequoia K-12 Research Collaborative was created in 2017 to understand the challenges faced by English learners.
- The researchers' work is now being used to change policies in California.
Key Terms
- English learner
- A student who is learning English as a second language.
Implications
This research matters because it shows how complex systems can hold back students who are trying to learn a new language. In India, many students may face similar challenges when learning English as a second language. Understanding these challenges is crucial for creating better policies and supporting students who need help.
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