Education Commons^™

No.8, July 2020: Examining English Learners’ College Readiness And Postsecondary Enrollment In California, Marco A. Murillo Ph.D., Magaly Lavadenz Ph.D.

Education and Policy Briefs

Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy …

Sobrato Early Academic Language (Seal) Model: Final Report Of Findings From A Four-Year Study, Center For Equity For English Learners, Loyola Marymount University, Wexford Institute

Reports

The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California.

Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot …

Rigorous And Meaningful Science For English Learners: Urban Ecology And Transdisciplinary Instruction, Elvira G. Armas, Ed.D, Gisela Obrien, Ph.D., Magaly Lavadenz, Ph.D., Eric G. Strauss, Ph.D.

Practitioner Journal Articles

This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional …

Bilingual Authorization Program Standards Content Analysis White Paper, Bilingual Standards Refresh Work Group

White Papers and Position Statements

This white paper was developed in consultation with the Bilingual Authorization Working Group and reviews the 2009 California Commission on Teacher Credentialing (CTC) Bilingual Authorization Program Standards (BAPS). The analysis included current research in the field of bilingualism, equity, and dual language education. This Working Paper was presented to the CTC to influence and support efforts to update the BAPS. For each of the first set of five program standards, the authors offer: (1) descriptions of key elements within the standard; (2) recommended revisions; and (3) implications related to assessment, policy, and practice. The authors accepted standard 6 as written. …