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Understanding Newcomer English Learner Students’ English Language Development: Comparisons and Predictors

Ilana Umansky,
Karen Thompson,
James Soland,
Amanda Kibler

An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. 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. We find that newcomers enter school at earlier stages of English proficiency compared to their non-newcomer peers, but grow faster, especially in their first two years. We also find variation in growth patterns suggestive that schools play an important role in fostering growth.

Keywords
English learner-classified students; English proficiency growth; Growth models; Newcomers
Education level
K-12 Education
Topics
Student Learning
Tags
Multilingual learners,
Immigrant origin students,
Race, ethnicity, and education
Download 02/2022
Document Object Identifier (DOI)
10.26300/m6c7-1r38
EdWorkingPaper suggested citation:
Umansky, Ilana, Karen Thompson, James Soland, and Amanda Kibler. (). Understanding Newcomer English Learner Students’ English Language Development: Comparisons and Predictors. (EdWorkingPaper: -538). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/m6c7-1r38

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