We bring together work on English learners, highlighting two studies done by NNERPP members – in Philadelphia, PA, and New Mexico – that assess students’ progress towards English proficiency. Findings around initial English (and Spanish, in one of the studies) proficiency, around students’ time to proficiency, around which students were more likely to reach English proficiency, and around the relationship between English/Spanish proficiency and other measures of student achievement can help inform district and state efforts in understanding how best to support English learners.
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