Just under half of New York charter schools (45.8%) reported no challenges supporting ELL/MLL students remotely; high-poverty schools were more likely to report challenges¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among schools reporting challenges, the most common were communicating with ELL/MLL families (34%) and locating effective online materials (20%). → New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020 q2 i? High-poverty schools were more likely to report challenges supporting ELL/MLL students. → New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020 (2)

Evidence¶

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020¶

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers. (2020). Survey slide report of New York State charter schools, May 2020. https://credo.stanford.edu/reports/item/report-3/

q2 · i? · associational · r2

Descriptive survey of ELL/MLL support during remote instruction: "Just under half (45.8%) of schools reported no challenges in supporting ELL/MLL students during this period." Among the rest, the most cited challenges were communicating with families (34%) and locating effective online instructional materials (20%).

"Just under half (45.8%) of schools reported no challenges in supporting ELL/MLL students during this period."

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020 (2)¶

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers. (2020). Survey slide report of New York State charter schools, May 2020. https://credo.stanford.edu/reports/item/report-3/

q2 · i? · associational · r2

Moderator finding from the same survey section on ELL/MLL support: high-poverty schools were more likely to report challenges, and schools with low concentrations of ELL/MLL students were somewhat less likely to report challenges.

"High-poverty schools were more likely to report challenges."

Discussion¶

Related Claims¶

• High-poverty schools were overrepresented among New York charter schools that had not provided devices to students before building closure (86.8% of non-providers vs 79.3% of the sample) — related
• Communication challenges were the most reported barrier to supporting English language learner students, cited by 63 percent of schools — related
• Limited English fluency and low native-language literacy among parents hinder school communication in ELL communities — related
• Remote interventions were being considered as a means to support equity and inclusion during COVID disruptions — a broader claim this one bears on
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — related
• Nearly 80 percent of surveyed charter schools operated fully remotely in April 2020, falling to about half by the 2020-21 school year — related