Californians Together released an inaugural The State of English Learners in California Public Schools report on June 12 that summarizes key demographic and outcome data for English learners using a variety of data sources to examine how they are being served in the education system and provide recommendations to help state and local leaders better serve them.
“Using state data and survey data, we hope to paint a picture of what it means to be an English learner in California,” said report author and Californians Together Policy Director Manuel Buenrostro. “This includes shining a light on the different English learner typologies, including long-term English learners and newcomers. We felt that it was important to tie our findings to ambitious state goals such as those under Global California 2030 to illustrate that more work needs to be done to fully realize a future in which multilingualism is celebrated and all students have full access to a well-rounded and quality education.”
The report is broken down into sections aligned with the principles of the California English Learner Roadmap, highlighting student demographics and typologies, academic outcomes, accountability and access to rigorous coursework and prepared educators, as well as metrics related to expanding multilingualism through program development and the state Seal of Biliteracy, and data related to holistically supporting the whole child needs.
Among the report’s findings:
While California was making some progress in EL achievement during the years before the pandemic, outcomes on many indicators have plummeted to some the lowest levels in a decade, highlighting the need to better support high need student groups including ELs who were disproportionately impacted by the pandemic.
There remains a significant shortage of bilingual teachers, especially as demand grows for multilingual programs. While California is making progress in issuing bilingual authorizations, the report notes the need to increase the number of bilingual teacher preparation programs and ensure they have sufficient resources.
Persistent disparities were found in access to rigorous coursework and a well-rounded education between ELs and Reclassified Fluent English Proficient (RFEP) and their English-only counterparts, particularly in A-G course completion rates participation in dual enrollment and AP courses. More data is needed, specifically for RFEPs, to better understand their access to rigorous coursework, according to the report.
The state accountability system obscures the true performance of ELs and allows districts with struggling EL populations to avoid being flagged for needing additional support by combining EL and RFEP students in the EL academic indicator on the California School Dashboard, and sets low expectations for EL progress in the cut scores for the English Learner Progress Indicator (ELPI).
Recommendations
To address these and other findings outlined in the report, recommendations are broken down by state and local level.
State recommendations
- Set clear statewide goals for EL outcomes and track progress
- Improve publicly reported data, including high school graduation and outcomes for RFEPs, equitable access to rigorous coursework, access to bilingual programs, and teacher supply and attrition
- Invest in the expansion of bilingual pathways and programs
- Continue investments in community schools and initiatives supporting the whole child
- Address the bilingual teacher shortage by removing barriers to a bilingual authorization and investing in bilingual teacher residencies and the Bilingual Teacher Professional Development Program
- Improve the accountability system
Local recommendations
- Set goals for EL outcomes, track progress and invest adequate resources
- Expand bilingual pathways leading to the State Seal of Biliteracy
- Increase access to rigorous coursework and ensure supports are in place, such as access to high quality instructional materials that center EL needs
- Center ELs in community schools — particularly those who are newcomers and socioeconomically disadvantaged — and ensure alignment to the EL Roadmap
- Ensure all educators are prepared to deliver integrated English language development within instruction by promoting collaboration between content area and EL departments in delivery of professional learning
- Build partnerships between county offices of education, districts and colleges and universities to recruit bilingual staff and students into the teaching profession
