Older English-Learners Face ‘Restricted’ Opportunities to Learn

– Particularly what we’re finding is that when students enter middle and high school and they have the English learner status, opportunity to learn is actually affected in a variety of ways. It’s restricted. It’s restricted by less
access to core content, less access to the full curriculum,
higher performing peers, and often increased placement
in remedial instruction. These students tends to
be more linguistically and academically isolated, and there’s an increase in stigmatization. One way to change it is to come up with a common definition
of English learner, and there’s some progress there. It’s not complete yet. Also, ESSA has language
that says every state will have a standard way of identifying and exiting students from
English learner status. What’s unclear, however, is whether or not that means uniform
criteria need to be used.

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