Ilana Umansky
Associated IES Content
resource
Training Material
Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification
Alaska Native students make up more than 40 percent of all English learner students in Alaska. This REL Northwest study explored how English learner policies and practices function for Alaska Native students in the state. We provided coaching to Alaska partnership members and REL Northwest Governing Board members on the study to increase their capacity to understand the study findings and make them actionable.
Dec 13, 2021
Blog
Exploring Policy and Practice for Alaska Native English Learner Students
Alaska Native, American Indian, and Native Hawaiian students represent diverse Indigenous communities with rich resources, including many heritage languages.1 While these communities have distinct linguistic practices, they share a history of forced assimilation that has led to a dramatic decline in the use of heritage languages.2,3,4 As a result, many Indigenous students speak English as their primary language, and some speak varieties of English that are influenced by their heritage langua...
Date published:
Aug 06, 2021
resource
Fact Sheet/Infographic/FAQ
Understanding the Needs and Experiences of Alaska Native English Learner Students
This infographic presents information from the study that may guide future policy and research to ensure that Alaska Native EL students receive culturally sustaining, high-quality education to support their academic progress, as well as the development of both their heritage and English language skills.
May 01, 2021
report
Descriptive Study
Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification
This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient. Alaska is one of several states where Indigenous students make up a large segment of the EL population. Drawing on Alaska state data from 2011/12 to 2018/19, this study found that roughly a quarter of Alaska Native ki...
May 01, 2021
Publication number:
REL 2021-088
Grant
Exploring Trends and Heterogeneity in the Timing and Effects of English Learner Reclassification: A Systematic Review and Meta-Analysis
The purpose of this project was to conduct a systematic review and meta-analysis of English learner (EL) reclassification studies. Reclassification refers to the determination that an EL student is English proficient and is ready to exit EL classification. The goal of this project was to advance the field's understanding of two critical topics around EL reclassification: (1) timing to reclassification and (2) effects of reclassification on student learning outcomes. By synthesizing and summa...
Federal funding program:
Award number:
R305A200201
Grant
National Research and Development Center to Improve Education for Secondary English Learners
English Learners (ELs) in secondary schools face two types of challenges: barriers to accessing rigorous courses and a scarcity of quality learning opportunities in school that prepare them for life, careers, and civic participation. To understand policies and systems-level practices that are related to the school experiences of ELs in secondary schools, the National Research and Development Center to Improve Education for Secondary English Learners (the center) will carry out two lines of i...
Federal funding program:
Award number:
R305C200008
FY2019
FY2019 Single-Session Peer Review Panel
FY2017
FY2017 Single-Session Peer Review Panel
FY2016
FY2016 Single-Session Peer Review Panel
Grant
Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis
The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis.
Federal funding program:
Award number:
R305B090016
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