Research
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English Learners’ Access to Massachusetts Early College Programs
The authors of this study examined the extent to which English learners are participating in Massachusetts Early College programs.
Reclassifying English Learners
The authors of this study use data from Indiana to examine the causal effects of English learner reclassification on later student outcomes, including test scores and attendance rates.
Deconstructing the EL Gap
Across U.S. schools, students classified as English learners (ELs) tend to achieve lower educational outcomes than their non-EL peers. What explains these differences? Are they a product of ELs’ developing English language proficiency and/or the services they receive at school, or do other factors play a role? The authors of this study attempt to deconstruct the “EL gap” in Massachusetts by examining the extent to which differences in outcomes between ELs and non-ELs can be attributed to factors that are unrelated to a student’s English proficiency or receipt of EL services.
The Effect of Charter Schooling on Student Mobility and Classification Status
Authors analyzed students' school preference, mobility, and classification changes in charter & traditional public schools in Newark, New Jersey.
Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative
This project used longitudinal data from Massachusetts to measure the causal effect of a rigorous and time-intensive professional development (PD) delivered at a nearly unprecedented scale: teachers earning an endorsement in Structured English Immersion (SEI) under the Massachusett’s Rethinking Equity in the Teaching of English Language Learners (RETELL) initiative.