Tailor indicator-based support by English Learner subgroup: raise former ELs' GPAs toward 3.0, monitor late-arriving ELs' grades and attendance through tenth grade, prioritize attendance and course passing for long-term ELs, and attendance for long-term ELs with IEPs¶

Strategy · All strategies
Evidence · 4 claims (3 for, 1 mixed) · 4 studies (4 associational), q2 · 0 of 4 report an effect size · 4 claims rest on one study

Description¶

The study recommends subgroup-specific actions based on how each group performs on the strongest indicators. Suggested actions include improving GPAs of former English Learners so more earn 3.0 or higher, monitoring and checking in with late-arriving English Learners through their first two years of high school because their grades and attendance seem more in-flux between ninth and tenth grade, and prioritizing attendance and course passing over English proficiency for long-term English Learners without IEPs.

Design Implications¶

Context¶

Requirements¶

• School staff must be able to identify each student's English Learner subgroup and track their GPA, attendance, and course failure data.

Constraints¶

• Improving GPAs alone may not suffice for groups whose outcomes are harder to predict, such as long-term English Learners with IEPs, 33% of whom were chronically absent.

Target Learners¶

• Former English Learners
• Late-arriving English Learners
• Long-term English Learners without IEPs
• Long-term English Learners with IEPs

Target Learning Goals¶

• High school graduation and college credential attainment

Claims¶

• Ninth grade GPAs are the single most predictive indicator of high school graduation, college enrollment, and degree completion for all English Learner groups [~W] — (also cited [+W])
• Long-term Hispanic ELLs had the worst course performance and graduation rates, with only 52 percent graduating within four years [+W]
• Indicator performance differs across EL subgroups: former and late-arriving ELs had stronger ninth-grade GPAs and attendance than never ELs, while long-term ELs without IEPs had much lower GPAs [+W]
• ELs with identified disabilities made slower progress toward English skills and had lower attendance, and were more likely to opt out of bilingual services [+W]

Related Strategies¶

• Use the same early warning and college readiness indicator systems for English Learners as for other students, but apply subgroup-specific risk thresholds and targeted supports

Examples¶

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Key Sources¶

• Lb0