The purpose of this project is to investigate the effects of linguistically heterogeneous grouping compared to homogeneous grouping for English learners (ELs) in the context of a small-group, language-based literacy intervention. Linguistically heterogeneous grouping refers to grouping ELs and non-ELs together, while homogeneous grouping includes only ELs. Grouping decisions are malleable factors under the control of the educational system and vary considerably across schools and classrooms,...

Federal funding program:

Education Research Grants

Award number:

R305A200069

report Descriptive Study

Graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students

This study describes high school graduation outcomes for students who entered New York City schools in grade 5 or 6 as English learner students. It uses longitudinal administrative data from New York City public schools to focus on 1,734 students who entered New York City schools and were initially classified as English learner students in grades 5 and 6 in the 2003/04 school year. This study followed these cohorts through their expected years of graduation (2009/10 and 2010/11) to estimate o...

Feb 01, 2017

report Descriptive Study

Patterns of English learner student reclassification in New York City public schools

This study was designed to describe patterns in reclassification from English learner to English proficient, how the patterns changed over time as students spent more time in New York City (NYC) schools, and how reclassification patterns differed by specific student characteristics. The study utilized existing administrative data for seven cohorts of students who entered New York City public schools as English learner students between the 2003/04 and 2010/11 school years. The seven cohorts we...

Oct 01, 2016

FY2015

FY2015 Education Systems and Broad Reform Peer Review Panel

FY2011 IES Peer Reviewers

FY2011 IES Research Peer Review Panel