English Learners
About the Project
This project explores how California can more equitably support its 1.1 million English Learners (ELs) through targeted systems like California’s Multi-Tiered System of Support (CA MTSS) and Dual Language Immersion (DLI) programs.
We have produced a series of five briefs examining EL demographics, enrollment, academic performance, graduation rates, and reclassification trends, and how CA MTSS can be used to advance EL success.
Our new policy brief on DLI programs in Los Angeles Unified School District broadens the conversation around multilingual learner equity and explores how DLI programs offer promising potential, but confront challenges of gentrification and equitable access, particularly for historically marginalized communities.
This research can support more coherent, equity-driven strategies to meet the needs of multilingual learners across California.
Publications
NEW – Unlocking Opportunities: How Dual Language Immersion Can Promote Equity and Integration
Claudia G. Cervantes-Soon, Arizona State University
Lucrecia Santibañez, University of California, Los Angeles
Erica Frankenberg, Pennsylvania State University
Francesca López, Pennsylvania State University
Sarah Asson, Education Northwest
Clémence Darriet, Harvard Center for Education Policy Research
Explore two decades of Los Angeles Unified School District enrollment data to understand how Dual Language Immersion (DLI) programs can advance integration, equity, and opportunity when intentionally designed to serve historically marginalized communities.
The Landscape of Language Learners in California’s MTSS: Who Are California’s English Language Learners?
Mary-Louise Leger, M.S.Ed., Lucrecia Santibañez, Ph.D., Olivia Obeso, M.A., Sarah Perez
University of California – Los Angeles
Explore the rich diversity of English Learner students, including geographic, home language, and racial trends.
The Landscape of Language Learners in California’s MTSS: The State of Academic Performance
Mary-Louise Leger, M.S.Ed., Lucrecia Santibañez, Ph.D., Olivia Obeso, M.A., Sarah Perez
University of California – Los Angeles
Dig into student performance on Math and English Language Arts SBAC (Smarter Balanced Assessment System) assessments.
The Landscape of Language Learners in California’s MTSS: The State of High School Graduation Rates
Mary-Louise Leger, M.S.Ed., Lucrecia Santibañez, Ph.D., Olivia Obeso, M.A., Sarah Perez
University of California – Los Angeles
Examine trends and disparities in high school graduation rates between English Learners and their peers.
The Landscape of Language Learners in California’s MTSS: The State of Reclassification
Mary-Louise Leger, M.S.Ed., Lucrecia Santibañez, Ph.D., Olivia Obeso, M.A., Sarah Perez
University of California – Los Angeles
Understand changes in students’ classifications as they progress through their English language learning journey to achieve English proficiency.
The Landscape of Language Learners in California’s MTSS: Leveraging CA MTSS to Support English Learner-Classified Students: Insights from Three CA Districts
Olivia Obeso, M.A., Lucrecia Santibañez, Ph.D., Sarah Perez, Mary-Louise Leger, M.S.Ed.
University of California – Los Angeles
Learn how California’s Multi-Tiered System of Support (CA MTSS) framework can be utilized to serve English Learners.
NEW – Unlocking Opportunities: How Dual Language Immersion Can Promote Equity and Integration
Claudia G. Cervantes-Soon, Arizona State University
Lucrecia Santibañez, University of California, Los Angeles
Erica Frankenberg, Pennsylvania State University
Francesca López, Pennsylvania State University
Sarah Asson, Education Northwest
Clémence Darriet, Harvard Center for Education Policy Research
Explore two decades of Los Angeles Unified School District enrollment data to understand how Dual Language Immersion (DLI) programs can advance integration, equity, and opportunity when intentionally designed to serve historically marginalized communities.
