Schools that want to improve the educational prospects for English-language learners should take account of what’s happening in their students’ lives outside the classroom, a new report from the research arm of America’s Promise Alliance finds.
Drawing on state data and interviews with Spanish-speaking English-learners, researchers from the Center for Promise found a host of factors—including family or job conflicts or a lack of supportive school relationships—can derail students on their path to earning a diploma.
The report calls for schools to create more avenues for students to connect with peers, teachers, and school staff; allow students to help design their education; and give English-learners who are new to the country or qualify for free or reduced-price lunch more time to graduate, among other policies.
