Characteristics and Academic Outcomes of English Language Learners in a New England District

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In this report, the authors present findings from a study that examined the relationships among English language learner students, programs, and academic performance, in order to support decisionmaking that meets the diverse needs of English language learner students and to improve the use of district data to inform policy for these students. In addition to findings—including that district leaders need to closely examine the needs of English language learner students with disabilities because their needs may differ from those of other English language learner students or of native English-speaking students in special education—the authors describe implications for future research.


Caroline Parker, Laura O'Dwyer, Clare Irwin

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