On December 18, 2019, Oregon State University and the Oregon Department of Education hosted the ODE/OSU English Language Learner Partnership Research Symposium at the OSU Portland Center.
Six policy briefs presented during the symposium are available below.
More information about the ODE/OSU ELL Partnership is available via the Partnership website.
We also held two webinars to discuss these policy briefs. Recordings of each webinar are linked here:
Webinar #1: Better Understanding Outcomes and Opportunities for Multilingual Students
Webinar #2: Meeting the Needs of All Multilingual Students: Research about Newcomers and ELs with Disabilities
For questions, please contact Karen Thompson: [email protected]
Better Understanding Outcomes for English Learners by Reporting Information about Current, Former, Ever, and Never ELs
Reporting about outcomes for EL students is often misleading because typically it contains no information about how former ELs are faring in school. Learn about the insights Oregon has gained by analyzing data for multilingual students in new ways.
Timeframes for Students to Exit English Learner Services
How long does it take for ELs to become proficient in English and exit EL services? In what situations might students need a longer timeframe? Learn how our answers to these questions have informed Oregon’s education policy.
Access to Core Content for Secondary English Learners
Access to core content is essential to meeting graduation requirements. But are ELs being excluded from core content courses in high school? Our findings suggest the answer is yes, and we explore possible changes needed to increase access.
Newcomer Students in Oregon Schools
We explored the distribution of newcomer students in Oregon. Findings show that most newcomers are concentrated in a small number of schools and districts. At the same time, many Oregon schools and districts serve very small numbers of newcomers.
Exploring Disproportionality in Special Education for English Learners
Are ELs in Oregon being over-identified for special education? We found that the high proportions of current ELs are identified as having a disability, but over-identification is not the main cause.
Family Engagement for English Learner Students with Disabilities
We found that schools typically use a one-way transmission style to communicate with parents of ELs with disabilities. This leaves parents with incomplete information and limited opportunities for meaningful participation in educational decisions.