Adolescent students who immigrate to the United States face the dual challenge of learning complex academic content in English and adjusting to a new environment and culture. That balancing act is not always easy, and, unfortunately, can contribute to students dropping out of school.
A recent article in Education Week cites a new WestEd-led study taking place in the Fort Worth (TX) Unified School District that will tackle this issue. Through the study, “district administrators and researchers from WestEd will look for interventions to keep the more than half of immigrant [English language learner] ELL students who drop out on track to graduation.”
The project is funded by the Institute of Education Sciences (IES), through a program in which research institutions and state or local education agencies collaborate to address pressing education issues.
In addition to serving as the lead agency in the Fort Worth study, WestEd is a partner in another new IES study led by the University of Oregon, which aims to identify best practices to support academic achievement among current and former ELLs. This study was also highlighted in an Education Week article.
* Access to the complete Education Week articles requires free registration.