Are English learners able to develop necessary skills as they progress through their K-12 education and become more fluent in English? While the data from NAEP may not be conclusive, federal data reveals that the national high school graduation rate for English learners is on par with the overall student population, but there are significant disparities from state to state. In the 2019-20 school year, states like New York, Louisiana, and Nebraska had alarmingly low graduation rates for English learners, while the rates for non-English learners were much higher.
A recent report from the Education Trust-New York shed light on the disparities in student outcomes, particularly for students who are Black, Latino, low-income, have disabilities, or are multilingual. The report revealed that only a small percentage of third-grade multilingual learners were considered “proficient” in the state’s English language arts assessment. This lack of proficiency at a young age can have long-lasting impacts on a student’s academic journey.
Challenges in the Field
According to Gonzales, a key challenge in improving education for English learners lies in the curriculum materials chosen by school districts, as well as a shortage of bilingual teachers in some areas. While dual language programs are considered effective for English learners, the majority of these students are still in English-only classrooms.
A 2022 teacher survey released by Gonzales’ organization revealed that many teachers feel ill-equipped to support English learners due to a lack of research-backed practices in their curriculum. This highlights the need for systemic changes in the education system to better support these students.
Gonzales emphasizes the importance of providing teachers with educational materials that cater to the diverse linguistic backgrounds of their students. She believes that a strong foundation in a student’s home language can positively impact their progress in English, but not all students have that advantage.
Ultimately, Gonzales advocates for a shift in mindset within the education field towards English learners. She encourages teachers from all departments to make their lessons inclusive for multilingual students and praises the increasing awareness of the needs of English learners among publishers and curriculum developers.
In states like California, where English learners make up a significant portion of the student population, Gonzales stresses the importance of prioritizing these students in educational policy and practice. She believes that English learners should no longer be an afterthought in our public schools, as they represent the fastest-growing student demographic and deserve equal opportunities for success.
