Emergent Bilingual Students

One-Way Dual Language Programs: Examining Student Growth and Campus Impact

Young emergent bilingual students perform better academically when they learn in both English and in their home language, which boosts campus achievement overall.

Strategies for Supporting Emergent Bilingual Students in Texas Public Schools

Join the Kinder Institute’s Houston Education Research Consortium (HERC) for a conversation on the opportunities and challenges of being an emergent bilingual student and how to best support this important population of students.

Newcomer Schools in Houston ISD: Examining Student Enrollment and Outcomes (Briefs 1-6)

This series focuses on newcomer programs in Houston ISD serving English learner (EL) students who have recently immigrated to the United States.

The research is clear: We must do more to help bilingual students thrive

When English language proficiency is delayed among Houston-area students, a stark divide occurs. Today, the majority of English learners in Houston and across the state become “long-term English learners.” We now have an even clearer picture of what’s at stake and the need for early intervention. To borrow from the adage about the best time for planting trees: The best time to address the needs of English learners was years ago. The next best time is now.

Long-term English learners: How is timing of reclassification associated with middle and high school outcomes? (Part 4)

This brief examines the middle and high school outcomes of long-term English speakers in the Houston region, with a specific focus on how the timing of reclassification was associated with academic achievement and school engagement.

Long-term English Learners (LTELs): What factors are associated with the likelihood of an English learner becoming a long-term English learner? (Part 3)

This research brief examines student, campus, and neighborhood characteristics that can be considered risk or protective factors for the likelihood of an English learner (EL) becoming an LTEL (long-term English learner).

Continuity and supporting a student’s home language are helping more kids become English-proficient

Increasingly, Houston-area students learning English in public school are taking longer to become proficient, which is holding them back from mastering other subjects and moving forward in their educational journey. In a new report, we identified a few factors that might be contributing to this trend—as well as factors that could lead to better outcomes.

Long-term English Learners (LTELs): Increases in LTELs in Texas (Part 2)

This brief highlights the increasing percent of English learners becoming long-term English learners in the last two decades and points to a set of mechanisms that may serve to explain this increase.

Long-term English Learners (LTELs): Predictors, Patterns, & Outcomes, Defining LTEL (Part 1)

This is the first in a series of briefs the Houston Education Research Consortium (HERC) will release on long-term English learners (LTELs).

Inequalities in Postsecondary Attainment by English Learner Status: The Role of College-Level Course-Taking

This report finds that gaps in four-year college outcomes by English learner status are large, but are entirely explained by differences in sociodemographic, academic and school characteristics.