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.
RPP Research
TRANSITIONING TO KINDERGARTEN: WHAT 3 RPPs FIND ON DISTRICT-LED PROGRAMS
Taking a closer look at the connections across early childhood education research produced by three NNERPP members – in Portland, OR, Madison, WI, and San Francisco, CA – we examine different versions of district-led kindergarten transition programs and what the partnerships’research tells us about how each program approaches the preparation of students for kindergarten. We also highlight policy implications and use in practice of the research studies. Bringing together these related studies allows insight into the spectrum of possibilities for how a district might approach the transition to kindergarten and illuminates how partnership research can impact such efforts.
