When students test out of an English-learner program, or are reclassified as proficient in English, they report a higher sense of self and a greater belief in their ability to complete challenging academic tasks, a new study finds.
Past research has examined how exiting students out of English-learner programs—and removing the label of English-learner—impacts students’ academic outcomes. Monica Lee, a senior research associate at the Annenberg Institute at Brown University, and her co-author James Soland of the University of Virginia, wanted to look at what reclassification means for social-emotional learning, or SEL, outcomes.
Their study suggests that SEL strategies for English-learners should be prioritized, not sidelined, in the discussion of how to support this growing population.
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