At tonight’s meeting we heard a fascinating presentation of the results of the district’s research partnership with Stanford. Specifically, the partnership has looked at longitudinal data on English Learner achievement in several pathways — English Plus, Bilingual/biliteracy and Dual Immersion (full descriptions of each of these pathways are here).
I’ll post the presentation as soon as I have an electronic copy, and it’s pretty straightforward to understand. But basically, our concern as a district has been that we didn’t have solid data supporting the big investment we’ve made in dual-language immersion as a strategy to support the achievement of English Learners. (And in addition, until the last two years, we didn’t have accurate data on the English proficiency/background of all the students enrolled in our language pathways).
Dual-language immersion–offered in Spanish, Cantonese, Mandarin and Korean– is wildly popular among English speakers and was designed to support both the English language instructional needs of target language native speakers as well as their content instruction needs. These programs have exploded throughout the district and have been one of the district’s key strategies over the past decade for integrating schools (look at Bret Harte, Fairmount, Monroe, James Lick, DeAvila . . . the list goes on).
There is some data — not unique to our district — indicating that English Learners who are educated in dual-language classrooms (the ideal ratio is debated but generally held to be 2/3 English Learner/bilingual with 1/3 English native speakers) are slightly more likely to be reclassified English proficient by middle school than English learners educated in other environments. Still, the sample sizes of the existing studies are small and the data they generated hasn’t been regarded as definitive (though to be fair it is considered “promising”).
But the Stanford longitudinal results are much more robust and definitive than past studies, and I have to say that I was relieved when I saw that they basically support the earlier studies and our general approach up till now.
Essentially: students in English Plus programs (where they are immersed in content instruction in English much of the day and pulled out for specific English Language Development for a certain number of minutes per day) become English proficient faster and achieve at a higher level in the earlier grades, but students in Bilingual and Dual-immersion pathways eventually catch up by middle school. The takeaway is that it doesn’t really matter what pathway you’re in by the time you reach middle school.
The down side is that there is still a significant gap in achievement and overall English proficiency between students whose first language is Spanish and those whose first language is Chinese (Cantonese or Mandarin). And an additional down side is that all students — whether their first language is English, Chinese or Spanish — are not achieving at an acceptable level in math by middle school. So we have a lot of work to do.
Also from tonight’s board meeting:
- We reauthorized charters for Gateway High School and Life Learning Academy;
- We heard public comment from community members at the Claire Lilienthal K-8 Korean Immersion Program, the Filipino pathway at Bessie Carmichael K-8, and Hunter’s View residents advocating for the district to refurbish and reopen the Hunter’s Point Youth Park;
- We celebrated 33 teachers who achieved the rigorous National Board Certification this year — bringing the number of district teachers who have achieved this professional honor and badge of achievement to 239! Congratulations!
Rachel Norton 