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PACE: Newcomer Students' English Language Dev.

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PACE: Newcomer Students' English Language Dev.

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Policy Analysis for California Education

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Introduction

Newcomer students, a subgroup of students classified as English learners (ELs), are characterized by immense diversity of language, birth country, generational status, sociocultural background, ethnic/racial identity, age, and more. California does not yet have a consistent definition for who constitutes a newcomer student, but in this study we define newcomers using the federal definition for "immigrant" students: K-12 students who were born outside the United States and who have been in U.S. schools for fewer than 3 full academic years. Better understanding the needs and learning trajectories of this group of students is key to supporting individual students with educational services that meet their needs and engage their strengths.

Although newcomer students are often included under the umbrella of general EL policies and practices, newcomers differ from other EL-classified students in important ways. The majority of non-newcomer EL-classified students are born in the U.S. 1 ; they enter school and begin receiving EL services in kindergarten, with services typically adjusting as students advance in grade and English language proficiency (ELP). Newcomers, by contrast, arrive at all grade levels and require EL services that meet their English and academic needs independent of their grade of entry. Central to understanding how to support and serve newcomers is understanding their linguistic skills and needs, including, but not limited to, their incoming language and literacy knowledge in their home language(s) and English and their subsequent growth in those languages.

Newcomer students have characteristics, backgrounds, and resources that differ, on average, from those of non-newcomer EL students. As such, we might expect their ELP growth patterns to differ as well. A first critical difference is that newcomer students, as a group, are far more heterogenous than non-newcomer EL students with regard to background characteristics like home language and socioeconomic status. Research examining data from two states found that while 80 percent of non-newcomer EL students speak Spanish as their primary language (aligned with the national average among EL-classified students), fewer than 50 percent of newcomers do. 2 Larger proportions of newcomer students instead speak other languages, including Arabic, Somali, Vietnamese, Chinese, and Swahili. Similarly, considerably smaller proportions of newcomer EL students live in low-income households compared to non-newcomer EL students.

EL students' progress towards English proficiency is a required component of federal accountability systems. 3 By law, schools must provide EL-classified students with instruction towards English language development. For teachers and administrators, understanding students' English skills and needs is paramount to facilitating curricular access and learning. As such, a substantial body of literature has documented patterns of EL-classified students' ELP growth. However, less is known about the ELP growth of newcomer students specifically. This brief summarizes a research study captured in the full article "Understanding Newcomer English Learner Students' English Language Development: Comparisons and Predictors," published in the Bilingual Research Journal, 4 which sought to address gaps in our understanding of ELP levels of newcomer students and patterns in the growth of their ELP.
This study addresses the following questions:

1. What is the average incoming ELP status and growth trajectory among newcomer students?

2. What factors are associated with newcomer students' initial ELP and growth in proficiency?

3. How do newcomers' initial ELP and growth in proficiency compare to those of EL-classified students in their same grade levels who are not newcomers?

For the purposes of this research, newcomers' English language development is measured by standardized ELP assessments, as this is a key goal for immigrant students 5 and a strong predictor of these students' schooling outcomes. 6 Furthermore, ELP assessment scores are primary indicators that qualify students for EL identification and services and later enable them to exit EL classification. The results from these investigations will have important implications for providing language supports and academic course access to newcomer students in schools.

Background on English Proficiency Development in English Learners

The process of developing English proficiency extends across many years of schooling, regardless of specific individual or institutional contexts. Estimates of the average length of time for EL-classified students to develop English proficiency typically range from 3 to 8 years, 7 with evidence that oral language proficiency develops more quickly than reading and writing. 8 The National Academies estimates that between 10 and 45 percent of EL-classified students do not yet have "full proficiency" by the upper elementary grades. 9

Trends in English language growth belie the heterogeneity of the EL-classified student population and the complex factors influencing ELP growth. For example, there is evidence that English language development slows over time and at higher proficiency levels. 10 EL-classified students who enter in kindergarten who are not reclassified to fully English proficient status by the end of upper elementary grades are increasingly unlikely to ever be reclassified. 11 Of note, the pattern of slower annual growth at higher levels is not unique to language growth; it is also observed in content-area assessments among the full student population. 12

Data and Methods

We drew on longitudinal student-level administrative data from an anonymous state for the academic years 2013-14 through 2017-18. Our models estimated ELP growth rates by examining the relationship of time, measured by grade, to ELP. Our primary outcome variable was students' scale scores on the WIDA ACCESS assessment. ACCESS is an annual English language proficiency assessment used in 40 states for the purposes of assessing students' English proficiency and their eligibility for reclassification. For more on data, methods, and sensitivity checks used for this study, see the full article. 13

Findings on English Proficiency Development in Newcomer Students

Characteristics of the newcomer population suggest multiple possible hypotheses regarding English proficiency level and growth, albeit in complex ways. From one perspective, newcomers, by definition, are first-generation immigrants while non-newcomer EL students predominantly are not. Research has found different educational trajectories between first-generation students and those born in the U.S. First-generation immigrant families have important personal, familial, and community assets that can facilitate growth and success in school. 14 On the other hand, newcomers' initial ELP is, on average, lower than that of their non-newcomer EL peers, 15 and a far larger proportion of newcomer students compared to non-newcomer ELs have histories of limited or interrupted formal schooling-often due to inaccessible education in students' birth countries or lost schooling during the immigration process. 16 Although first-generation status and low initial ELP both suggest a hypothesis of fast English growth, low initial ELP may suggest longer times to proficiency, and those with interrupted schooling may have slower growth than their peers with uninterrupted schooling. This research sought to test hypotheses about newcomer students' English proficiency level and growth to bring clarity to our understanding of their language development.

What is the average incoming ELP status and growth trajectory of newcomer students?

This study finds that newcomer students show dramatically rapid growth, especially in their first and second years in U.S. schools. Newcomer students, on average, enter school with an English proficiency scale score of 282, advancing 40 points their first full year in U.S. schools, 23 points their second year, and 7 points their third. This means that if we take, for example, a newcomer student entering at fifth grade-which is the median entry grade among newcomers-they would enter at an ELP of 282 and would be expected to grow to 322 points between their first and second years. This indicates growth between proficiency level 1 (entering) and level 2 (beginning): 17 a one-level gain (out of five levels) in 1 year. This rapid language proficiency growth would be expected to continue, although it would slow over time. That same student would gain one additional proficiency level, reaching proficiency level 3 (developing) during the subsequent 2 years.

Because some newcomer students are reclassified within their first 4 years in U.S. schools, these growth models represent a conservative estimate of growth, as the students with the highest ELP and/or fastest growth are the most likely to exit the data and therefore not contribute to our estimates of growth.

What factors are associated with initial ELP and growth among newcomer students?

The analysis of newcomer language proficiency growth rates showed high levels of variation among students, suggesting the importance of other factors related to individual students' rates of ELP growth. Several student-level demographic factors had a significant relationship to ELP level and growth, including entry grade, socioeconomic status, home language, disability status, refugee status, and unaccompanied minor status.

The largest differences related to entry grade and disability status. Newcomer students who entered school at lower grade levels had lower ELP in their first year, but their ELP grew more quickly than newcomer students who entered at higher grade levels. Newcomer students ever identified as having a disability also had lower ELP in their first year and significantly slower growth than newcomers without disabilities.

Other differences related to free or reduced-price lunch status and refugee and unaccompanied minor statuses. Newcomer students who qualified for free or reduced-price lunch had lower first-year ELP and somewhat slower growth than other newcomer students, although these differences were small. Newcomer students who were refugees or unaccompanied minors had significantly lower ELP in their first year, but they showed faster ELP growth, on average, than other newcomers.

One factor that did not appear to be related to ELP status at entry or growth rate was participation in a bilingual program. Newcomer students in bilingual programs had similar initial ELP and growth rates compared to newcomers who were not in bilingual programs. This suggests that, at a minimum, English development is not hampered by providing instruction in newcomer students' home languages.

The data suggest that the composition of a newcomer's school peers has some association with initial ELP. Students in schools with higher concentrations of students who had ever been classified as ELs tended to have lower first-year ELP levels. However, newcomers showed similar ELP growth regardless of the concentration of ever-ELs within their schools as well as the concentration of other students who shared their home language.

Without controlling for student and school variables, 38 percent of the variation in newcomer ELP growth patterns between different schools was attributable to the school level. Including student and school covariates reduced this to 18 percent, suggesting that student, program, and school characteristics explain some, but not all, of the variation in ELP growth observed across schools.

How do newcomers' initial ELP and growth compare to those of the EL-classified students in their same grade levels who are not newcomers?

Newcomer students had significantly lower ELP the first year they entered schools compared to their non-newcomer counterparts in the same grades; however, they tended to experience faster ELP growth. By their fourth year in U.S. schools, newcomer students were estimated to have caught up with the non-newcomer EL students in their same grade levels, accounting for grade, student, and school factors. For both groups of students, ELP growth was predicted to slow over time, with newcomers' growth slowing more quickly than that of non-newcomers.

Before taking into account school and school factors, 35 percent of the variation in ELP growth between newcomers and non-newcomers was explained at the school level. This increased to 57 percent once we accounted for student and school factors, suggesting that there is considerable variation in ELP growth across schools after controlling for key observable student and school factors. This is considerably higher than when looking at growth for newcomers only, indicating that less of the growth for newcomers, compared to all EL students, may be attributable to schools.

Nonetheless, these findings suggest that schools may play an important role in supporting the English language growth of both non-newcomer and newcomer EL students. Results also indicate that a driver of newcomers' faster growth was their lower initial ELP level, as the findings show that students with lower initial ELP tended to grow faster regardless of whether they were newcomers.

Conclusion

The backgrounds and linguistic and academic skill sets of EL-classified students vary widely. This diversity has direct implications for policy and practice because students with different skills and needs likely benefit from differentiated supports, services, and instructional techniques. This study examines one important subgroup of EL-classified students, those new to the U.S. Prior research has established that newcomers come from highly diverse backgrounds 18 and that their needs often encompass those associated with their immigration experiences and adjustment to a new country with new norms and structures. 19 Findings from this study confirm that newcomers tend to enter school with beginning levels of English proficiency and grow quickly, especially over the course of their first year in U.S. schools, but also during their second year.

We were interested in whether differences would be observed based on enrollment in a bilingual program, although we lacked data on types of bilingual programs (dual, transitional, or maintenance). Seven percent of the newcomer sample was enrolled in bilingual programs; however, we did not find that these students exhibited different patterns in initial ELP or ELP growth. Although this result may appear to run counter to prior findings of faster language growth, in both English and the primary language, in bilingual programs, 20 it is aligned with prior work that indicates that students in bilingual programs may catch up to and/or surpass their peers in English-only programs in the medium term. 21 In other words, the limited duration (4 years) of the data analyzed for this study may not allow for a finding of differentiated growth. The blunt measure of enrollment in bilingual programs may also mask variation in student outcomes by type of bilingual program. 22 Likewise, we did not find that school composition variables, including EL concentration and the proportion of the school that shared a given student's primary language, were associated with faster or slower English growth.

Although program and school features were not significantly associated with ELP differences among newcomers, we did find meaningful differences associated with student-background characteristics. The largest differences were found by entry grade, with students coming to the U.S. in higher grades having higher initial ELP but considerably slower growth over their first 4 years in U.S. schools. We also found sizable differences between the ELP levels and growth of newcomers with and without disabilities, findings that lend themselves towards a critical examination of the structural barriers that EL students with disabilities face in schools. 23

Implications for Policy and Practice

Results from this study suggest that newcomers' first years in U.S. schools are a window of opportunity where we can expect many students' ELP to grow quickly. However, our findings about the strong role of schools in ELP growth suggest that teachers and administrators should not take rapid ELP growth among newcomers for granted but should instead build on students' language skills to support their rapid growth. Existing research points to promising programs and services supporting robust linguistic development. These include:

bilingual programs focused on maintaining and developing home language and English literacy;

pedagogies designed to provide students with meaningful and rigorous access to content-area curricula;

equitable course-placement policies at the middle and high school levels;

linguistically flexible learning environments that welcome translanguaging and full use of students' linguistic repertoires; and

ample and meaningful academic peer interaction.

Of note, schools explained more variation in ELP growth in higher grade bands compared to lower grade bands in our analysis, suggesting that secondary schools had a larger influence on the language-growth trajectories of students, compared to elementary schools. The types of programs and supports highlighted above, while important across all grade levels, may be particularly critical in middle and high schools.

Knowing patterns of ELP growth is useful for policymakers, administrators, and teachers. For example, this knowledge can be used to inform states' ELP progress indicators in their ESSA plans. Likewise, it can inform teachers' and specialists' understanding and assessment of student growth patterns. Newcomer students whose growth is slower than that of their newcomer peers between their first and second years could potentially have underlying needs that should be identified and attended to. Growth patterns for newcomers entering in middle and high school are slower than for those entering in elementary grades. As a result, it is critical that school systems and educators not penalize, fault, or otherwise pathologize students entering at higher grade levels. As shown in this analysis, such rates of growth are normative for EL-classified students from varied backgrounds.

Importantly, none of our findings suggest that academic or linguistic expectations should be lowered for any group of EL-classified students: newcomer or not. By contrast, these results add to existing research confirming EL students' skills and growth, including recent work indicating that EL-classified students' reading typically develops as fast or faster than non-EL students, 29 pointing to the importance of "amplifying" 30 rather than restricting curricular quality and access for EL-classified students. Our findings also add to the growing understanding that students' pace of English growth is varied and that both individual characteristics of students and characteristics of their schools and schooling experiences are related to their linguistic growth. 31

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PACE - Newcomer Students' English Language Development

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This brief summarizes key findings from the Bilingual Research Journal article "Understanding Newcomer English Learner Students' English Language Development: Comparisons and Predictors." The study analyzed incoming English proficiency and subsequent English language growth among newcomer students, and further explored how these compared to those of their non-newcomer peers classified as English learners.

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How to Design and Implement a Newcomer Program

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How to Design and Implement a Newcomer Program

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How to Design and Implement a Newcomer Program

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High School Level (Grades 9-12) Course of Study

The ELD course sequence (which includes Academic Language Development (ALD) Through Culture and Communication) is designed to develop academic language proficiency in English while simultaneously mastering grade level academic content in order to reclassify. It also attends to the particular English development language needs of At Risk or Long Term English Learners to promote high levels of English language proficiency. ELD instruction supports students as they progress through the levels of language proficiency: emerging, expanding, and bridging.

The English language proficiency assessment for California is the English Language Proficiency Assessments for California (ELPAC). At the middle and high school levels (Grades 6-12), English learners are assessed to determine their levels of English language proficiency and placed in ELD courses designed to help them develop grade level academic language. Students are placed in one of the following four categories of courses:

Newcomer: These courses provide a comprehensive curriculum for new arrivals. They also provide accelerated support in foundational literacy skills. Some San Diego Unified schools offer specialized programs for students who are new to English, new to the country, new schooling and/ or have had extremely interrupted schooling.

Designated English Language Development (ELD) Sequence: These courses are designed for students at the earlier stages of English proficiency (Initial ELPAC novice or intermediate and Summative ELPAC minimally developed, somewhat developed, or moderately developed). Students are provided with scaffolded instruction focused on increasing language proficiency according to the state-adopted ELD standards.

Designated English Language Development/Academic Language Development (ELD/ALD): These courses are designed for students who are At Risk or Long Term English Learners. Students are provided with scaffolded instruction focused on increasing academic language proficiency according to the state-adopted ELD standards in order to reclassify.

English Language Arts (ELA) Sequence with ELD/SGI (English Language Development/Small Group Instruction): The ELD/SGI instruction courses are designed for students who are at all levels of English proficiency. These courses provide time during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. The ELD/SGI embedded dELD takes place within the English course. This course is both ELA and comprehensive ELD. Course descriptions can be found in the ELA Course Descriptions.

The chart below identifies the basic texts, supplemental resources, and assessment indicators used in the ELD course of study for grades 9-12.

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High School Level (Grades 9-12) Course of Study The ELD course sequence (which includes Academic Language Development (ALD) Through Culture and Communication) is designed to develop academic language proficiency in English while simultaneously mastering grade level academic content in order to reclassify.

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Build Upon their Assets and Funds of Knowledge

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Build Upon their Assets and Funds of Knowledge

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Background knowledge is what students have learned formally in the classroom as well as informally through their personal life experiences. This background knowledge is the foundation for all learning. For students at any grade level, background knowledge is critical for reading comprehension and in content learning. What students already know about a topic can make learning new information easier.

No Single Kind of ELL Student

Many English Language Learners (ELL) have diverse cultural and educational backgrounds with a wide range of background knowledge related to any particular topic. At the secondary level, there may be students with a high level of academic schooling in their native language. There also may be students who have experience interrupted formal schooling, or there may be students with little or no academic schooling. Just as there is no one kind of student, there is no one kind of ELL student, so educators must determine how to adjust materials and instruction for each ELL student.

In making these determinations, educators must consider that many ELL students may lack or have gaps in background knowledge on a particular topic. At the secondary level, this may be historical context, scientific principles, or mathematical concepts. These students will find the increasing level of sophistication of learning at the secondary level extremely difficult or challenging.

Tapping Into "Funds of Knowledge"

Researcher Erick Herrmann who runs the Educating English Learners website explained in a brief
"Background Knowledge: Why is it important for ELL programs?"

"Linking to students' personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning, and linking to an experience can provide clarity and promote retention of the learning. Relating content to students' personal lives and experiences also serves the purpose of validating students' lives, culture and experiences."

This focus on students' personal lives has led to another term, a student's "funds of knowledge." This term coined by researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez in their book secondary educators Theorizing Practices in Households, Communities, and Classrooms (2001). They explain that funds of knowledge "refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being."

The use of the word fund connects to the idea of background knowledge as a foundation for learning. The word fund was developed from the French fond or "a bottom, floor, ground" to mean "a bottom, foundation, groundwork,"

Radically Different Approach

This fund of knowledge approach is radically different than viewing the ELL student as having a deficit or measuring the lack of English reading, writing, and speaking language skills. The phrase fund of knowledge, in contrast, suggests that students have knowledge assets and that these assets have been gained through authentic personal experiences. These authentic experiences can be a powerful form of learning when compared to learning through telling by as is traditionally experienced in a class. These funds of knowledge, developed in authentic experiences, are assets that can be exploited by educators for learning in the classroom.

Finding Meaning in Activities

According to information on funds of knowledge on the US Department of Education Cultural and Linguistic Responsive page,

Families have abundant knowledge that programs can learn and use in their family engagement efforts.

Students bring with them funds of knowledge from their homes and communities that can be used for concept and skill development.

Classroom practices sometimes underestimate and constrain what children are able to display intellectually.

Teachers should focus on helping students find meaning in activities, rather than learn rules and facts

Linking Instruction to Students' Lives

Using a fund of knowledge approach suggests that instruction can be linked to students' lives in order to change the perceptions of ELL learners. Educators should consider how students view their households as part of their strengths and resources, and how they best learn. First-hand experiences with families allow students to demonstrate competence and knowledge that can be used in the classroom.

Gathering Funds of Knowledge Information

Teachers ​can gather information about their students' funds of knowledge through general categories:

Home Language: (ex) Arabic; Spanish; Navajo; Italian

Family Values and Traditions: (ex) holiday celebrations; religious beliefs; work ethic

Caregiving: (ex) swaddling baby; giving baby pacifier; feeding others

Friends and Family: (ex) visiting grandparents/aunts/uncles; barbecues; sports outings

Family Outings: (ex) shopping; beach; library; picnic

Household Chores: (ex) sweeping; doing dishes; laundry

Family Occupations: (ex) office; construction; medical; public service

Scientific: (ex) recycling; exercising; gardening

Other categories could also include Favorite TV Shows or Educational Activities such as going to museums or state parks. At the secondary level, a Student's Work Experiences may also be a source of important information.

Using Oral Language Stories

Depending on the skill level of the ELL student in the secondary classroom, educators can use oral language stories as the basis for writing and also value dual language work and translation of dual language texts (reading, writing, listening, speaking). They can look to make connections from the curriculum to students' stories and their lived experiences. They can incorporate storytelling and dialogue based on students' related connections to the concepts.

Home Life and Family Artifacts

Instructional activities at the secondary level that can use the funds of knowledge approach include:

Participating in regular conversations with students about what they do at home, their responsibilities, and their contributions to the family;

Offering opportunities to have the student bring in family artifacts to connect to learning in the classroom;

Having students interview family members as part of a specific study in biography or a general writing assignment;

Sharing research on countries of origin.

Fast-Growing Population

Secondary educators should consider that the English Language Learners (ELL) student population is one of the fastest growing populations in many school districts, regardless of grade level. According to the US Department of Education statistics page, ELL students were 9.2% of the US general education population in 2012. This marks a .1% increase which is roughly an additional 5 million students over the previous year.

Repositories of Knowledge

Education researcher Michael Genzuk suggests secondary educators that use this funds of knowledge approach can see the households of students as rich repositories of accumulated cultural knowledge that can be capitalized on for learning.

In fact, the metaphorical use of the word fund as a kind of knowledge currency could include other financial terms that are often used in educational: growth, value, and interest. All these cross-disciplinary terms suggest that secondary educators should look at the wealth of information gained when they tap into an ELL student's funds of knowledge.

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Funds of Knowledge as Rich Resources for ELL students

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Background knowledge is what students have learned formally in the classroom as well as informally through their personal life experiences. This background knowledge is the foundation for all learning. For students at any grade level, background knowledge is critical for reading comprehension and in content learning.

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Strategies for Unlocking the potential of Middle and High School Newcomer English Learners

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Strategies for Unlocking the potential of Middle and High School Newcomer English Learners

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WEBINAR: Strategies for unlocking the potential of middle and high school Newcomer English Learners

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Institute of Educational Sciences: Search for Newcomer Resources

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Institute of Educational Sciences: Search for Newcomer Resources

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This is the official YouTube Channel for the Institute of Education Sciences. Our mission is to provide rigorous and relevant evidence on which to ground education practice and policy and share this information broadly. By identifying what works, what doesn't, and why, we aim to improve educational outcomes for all students, particularly those at risk of failure.

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Helping Newcomer Student Succeed: Research on Programs and Practices

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Helping Newcomer Student Succeed: Research on Programs and Practices

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Helping Newcomer Students Succeed: Research on Programs and Practices

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Completing a Graphic Organizer: 6,7,8th grade: Newcomers Class

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Completing a Graphic Organizer: 6,7,8th grade: Newcomers Class

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Completing a Graphic Organizer (Sixth, Seventh, and Eighth Grades: Newcomer Class)

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Pre-Teaching Vocabulary 6,7,8th: Newcomers Class

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Pre-Teaching Vocabulary 6,7,8th: Newcomers Class

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Pre-Teaching Vocabulary (Sixth, Seventh, and Eighth Grades: Newcomer Class)

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Teaching Newcomer English Learners: Four Powerful Vocabulary Practices

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Teaching Newcomer English Learners: Four Powerful Vocabulary Practices

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Teaching Newcomer English Learners: Four Powerful Vocabulary Practices (REL Northwest)

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Californians Together Presents: The Seal of Biliteracy -- Celebrating Students of the 21st Century

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Newcomer is an umbrella term for foreign-born students who have recently arrived in the United States. Newcomer students may include, but are not limited to, asylees, refugees, unaccompanied youth, undocumented youth, migratory students, and other immigrant children and youth identified by the local educational agencies (LEAs). Newcomer students come from many different countries and diverse cultural backgrounds. These students come to school with various levels of educational experiences and speak a variety of languages, which may or may not include English. As newcomer students enter into a new education system, they may experience different academic, language, and social-emotional challenges from those of U.S. born students.

As educators, it is vital to acknowledge the strengths and abilities newcomer students bring, as well as recognize and assist newcomer students as they navigate these challenges. It is important for LEAs to identify ways to support newcomer students and their families to ensure the students receive the appropriate services and resources to benefit their success. It is also essential to build partnerships with parents, local communities, and organizations to ensure that newcomer students experience a positive school climate.

Newcomer students are protected under federal laws to access a free, accessible, and appropriate public education, regardless of home language or immigration status. Successful local programs serving newcomer students are based in sound educational theory, are implemented effectively with adequate resources, and are proven effective in overcoming language barriers.

Definitions and Data

Definitions

The table below provides general definitions of terms that may be used to describe newcomer students.

Asylees

Asylees are individuals who, on their own, travel to the United States and subsequently apply for or receive a grant of asylum. Asylees do not enter the United States as refugees. They may enter as students, tourists, on business, or with "undocumented" status (U.S. Department of Health and Human Services [HHS], n.d.a).

English Learner (EL)

An individual (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency (ELP); or (iii) who is migratory, whose native language is not English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding English may be sufficient to deny the individual (i) the ability to meet the challenging state academic standards; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society.

Immigrant Children and Youth ( for the purpose of Title III, Part A)

Migratory children ( for the purpose of Title I, Part C)

A child is considered "migratory" if the parent or guardian is a migratory worker in the agricultural, dairy, lumber, or fishing industries and whose family has moved during the past three years. A "qualifying" move can range from moving from one residence to another or across school district boundaries due to economic necessity.

New American

An all-encompassing term that includes foreign-born individuals (and their children and families) who seek to become fully integrated into their new community in the United States (White House Task Force on New Americans, 2015).

Refugee

A refugee is a person who has fled his or her country of origin because of past persecution or a fear of future persecution based upon race, religion, nationality, political opinion, or membership in a particular social group (U.S. Citizenship and Immigration Services, 2015).

Student with limited or interrupted formal education (SIFE/SLIFE)

Students in grades four through 12 who have experienced disruptions in their education in their native country and/or the United States, and/or are unfamiliar with the culture of schooling (Calderón, 2008).

1. Unaccompanied Minors or Youth (federal and state use)

2. Unaccompanied Children (UC) (federal and state use)

3. Unaccompanied Alien Children (UAC) (federal use)

4. Unaccompanied Undocumented Minors (UUM) (state use)

A child who has:

No lawful immigration status in the United States;

Not attained 18 years of age and

No parent or legal guardian in the United States, or no parent or legal guardian in the United States available to provide care and physical custody.

Unaccompanied Refugee Minors (URM)

Refugees;

Cuban/Haitian entrants;

Asylees;

Victims of human trafficking who have an Office of Refugee Resettlement (ORR) eligibility letter;

Non-citizen victims of domestic violence and other serious crimes who have been granted a U-Visa from the United States Citizenship and Immigration Services, and meet all other eligibility requirements, or;

Minors who have received Special Immigrant Juvenile Status while in ORR's custody.

Data

Data for each of the newcomer terms from the table above can be found in the links below. Currently, there is no data collection for SIFE at the federal and state level.

English Learner Data
The web page provides general English learner data collected by the California Department of Education (CDE).

Title III Immigrant Student Demographics
This web page provides immigrant student data collected as part of the requirements of Title III, Part A, of the Every Student Succeeds Act (ESSA). The CDE conducts an annual data collection on the number of immigrant students enrolled in California's public and private schools.

1 U.S. Department of Education. Office of English Language Acquisition. 2016. Newcomer Tool Kit (PDF)
2 Elementary and Secondary Education Act (ESEA), as amended by the ESSA, Section 8101(20)
3 20 United States Code (U.S.C.) Section 7011(5)
4 CDE. 2020. Overview of Migrant Education in California
5 6 U.S.C. Section 279(g)(2)
6 HHS. 2021. Unaccompanied Children Frequently Asked Questions Unaccompanied Refugee Minors Program
7 CDSS. 2021.

Newcomer Program

Each newcomer student's background and experience coming to the United States is unique and multifaceted. Newcomer students may meet more than one of the newcomer terms listed in the Definition and Data tab. For example, it is possible for a newcomer student to be considered a refugee, students with interrupted formal education (SIFE), and an English learner. Therefore, it is important that LEAs offer a high-quality newcomer program at the school or district level to ensure that newcomer students are given opportunities to acclimate to the American education system and culture, while receiving all of the necessary support and services to be successful. The newcomer program is intended to help bridge the educational and social-emotional experience of students and to support newcomer students and families during, at a minimum, their first year of schooling in the United States.

When creating a newcomer program, LEAs may consider ways to align the program within existing frameworks, policies, and the local control accountability plan (LCAP). One of the existing policies that would be effective in the development of a newcomer program is the California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners (CA EL Roadmap), which consists of four principles. Principle One of the CA EL Roadmap focuses on the need for asset-oriented and needs-responsive schools. The program should be developed with an asset-oriented and equity lens that values and builds upon the students' diverse cultural and linguistic backgrounds, while providing rigorous coursework aligned with the state academic standards and specifically the English language development standards to support students' academic progress consistent with Principle Two of the CA EL Roadmap (Intellectual Quality of Instruction and Meaningful Access). There should be a collaborative effort between the local newcomer program, the LEA, and community-based organizations to be able to offer a wide range of services to meet each student and their family's needs.

The following guidance lists various components, frameworks, and other resources to assist LEAs in the development and implementation of a newcomer program:

Program Team

The LEA identifies the staff members that will need to be involved in the development of the newcomer program. There may be an initial core team that will gather and analyze the data, which will lead to expanding the team to include essential staff members to help implement the program. Principle Three of the CA EL Roadmap provides guidance on the system infrastructure to support a newcomer program.

Newcomer Student Data

The program team considers the different data sources for newcomer students to help in the development of the newcomer program. The data will come from a variety of sources. Some data may be from existing data sources such as the California Longitudinal Pupil Achievement Data System (CALPADS), enrollment, or the student's cumulative folder, including when available, assessment results.

Other data will come from new sources in order to gather all of the necessary information to assist in the development of the newcomer program. LEAs may consider developing an initial interview questionnaire to use when meeting with the student and their parents/guardians to gather more information about the student's background, experience with education, home life, daily routine, hobbies/interests, cultural and/or religious practices, and any other information that the school needs to consider in order to support the student.

When collecting student data, LEAs should abide by federal and state laws regarding student data privacy. For more information, see the CDE Data Privacy web page. Please note that LEAs should not ask questions pertaining to immigration status for newcomer students.

Program Goals

The program team sets goals for the newcomer program by reviewing and analyzing the newcomer student data. A recommended approach to setting goals is by using the SMART method, which stands for the following:

The SMART method is a tool that has helped LEAs set goals in other areas such as the LCAP and the School Plan. For more information about the SMART method, reference the Goal tab on the CDE Planning for the LCAP and School Plan web page.

Program Requirements

The program team establishes requirements for the newcomer program. The team may use the newcomer student data to determine the following when creating program requirements:

Student eligibility

Program timeline for exiting or transitioning from the newcomer program

Academic coursework

Language and cultural support (for example a course on survival English)

Wraparound services provided by LEAs and their community-based system of care to support students and their families' needs, which may include, but are not limited to social-emotional health, special education services, counseling and legal services, and more. See the National Wraparound Initiative website for more information.

Program Location

The program team explores facility options available at the local level to determine which one of the options is most appropriate to support newcomer students. It is possible for a newcomer program to be located at a stand-alone site or within an existing school site depending on the number of newcomer students the LEA is serving and the geographic size of the LEA.

Participation Timeline

A newcomer program is an optional short-term program, with entrance and exit criteria (see Program Requirements above), to help newcomer students transition to another language program or a general program at a traditional school setting. It is not intended to be a long-term or permanent program that separates or segregates newcomer students from integrating with the general student population. Newcomer students may elect to participate in the newcomer program for either the full school day or part of the school day. The newcomer program is provided during a protected time during the regular school day, including any supplemental time such as Saturday school, before and after school, intersession, summer school, and any other extending learning time.

Implementation

One approach to implementing a newcomer program is to use the California Multi-Tiered System of Supports (MTSS) framework. It is an integrated, comprehensive framework for the LEA to align academic, behavioral, and social-emotional learning in order to serve the whole child. It involves family and community engagement, administrative leadership, integrated education frameworks, and inclusive policy and practice.

The MTSS framework helps LEAs provide universal support to all students by creating a positive and inclusive school environment that welcomes all students, while providing supplemental support and intensified support to newcomer students. For more information, training, and other resources about the California MTSS framework, see the CDE MTSS web page.

Family Engagement

Families play an integral part in their child's education and academic success. A newcomer student's family may include, but is not limited to, their parents, caregivers, sponsors, and guardians. It is important to recognize that family engagement may involve immediate or extended family members depending on the student's situation. To support family engagement, the following two resources are available for LEAs:

This is a research-based framework developed by the U.S. Department of Education and the Southwest Educational Development Lab. Version 2 of this framework was recently released in 2019. The framework supports schools to address challenges, essential conditions, as well as policy and program goals to build effective partnerships between educators and families to support student and school improvement.

This family engagement toolkit was developed by the CDE in 2017 and is grounded in the concepts from the first version of the Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. This toolkit provides key questions and equity questions for LEAs to consider, along with tools and examples.

Ongoing Support

The program team considers the ongoing support, such as language support or social-emotional services, that students will need as they transition out of or exit the newcomer program. The ongoing support will ensure that these students have a smooth transition into the regular school setting and continue to thrive personally and academically. Principle Four of the CA EL Roadmap provides guidance on program alignment and coherency within and across systems to provide ongoing support to newcomer students.

The program team and LEA also consider the ongoing support, such as professional development for staff members and educators who will be serving students who are transitioning out of or exiting the newcomer program. The team evaluates and explores new funding sources and professional development in order to build capacity and sustain the newcomer programs. Newcomer programs may also be implemented in partnership with other state, federal, or private organizations. These programs may have specific guidelines and components than what is listed above.

Funding Programs

General Information

Funding Sources to Support Newcomer Students
This web page provides a list of various funding sources LEAs may use to support newcomer students and their families.

Title III

Title III, officially known as the Language Instruction for English Learner and Immigrant Students, of the Every Student Succeeds Act (ESSA) provides funding to supplement instructional programs and services required by state and local law and regulation. Title III funds supplement English language proficiency (ELP) programs to ensure that English learner (EL) students, including immigrant children and youth, attain ELP and meet the same challenging state academic standards that other students are expected to meet.

Each year, the U.S. Department of Education provides funding authorized under Title III, Part A, to each state education agency based on the number of EL and immigrant students enrolled in the state. Eligible LEAs in California apply to the California Department of Education (CDE) for Title III funding. To see if an LEA received Title III funding during the 2019-20 fiscal year, reference the directory available on the CDE Title III EL & Immigrant Program Allocations web page.

For the purpose of Title III, "immigrant children and youth" is defined as an individual who is aged 3 through 21; was not born in any state; and has not been attending one or more schools in any one or more states for more than three full academic years. LEAs that received a Title III immigrant education subgrant may use the subgrant funding in a variety of ways to supplement and enhance the opportunities for immigrant students and their families (ESSA Section 3115[e]). This may include, but is not limited to:

Family literacy, and parent/family outreach and engagement

Recruitment of personnel, including teachers and paraprofessionals

Provision of tutorials, mentoring, and counseling

Identification, development, and acquisition of materials, software, and technologies

Instructional services needed by immigrant students

Other instructional services needed by immigrant students

Activities coordinated with community-based organizations, institutions of higher education, or other entities to assist immigrant students and their families which may include, but are not limited to:

Social-emotional and mental health services

Translation services

Afterschool and summer programs

Additional information about Title III is available on the CDE Title III web page. For frequently asked questions (FAQs) about Title III EL and immigrant student programs, see the Title III FAQs web page. The CDE also provides examples of authorized and unauthorized uses of Title III funds which are available on the CDE Title III Authorized Use Scenarios web page.
Resources

The following resources are available to support teachers and LEAs serving newcomer students and families:

CDE Resources

Supporting Resilience in Schools
The web page provides information and resources for educators, parents, and communities working with students who have experienced trauma. It includes a toolkit, training for educators, strategies, a self-care assessment, and many other resources.

Migrant
The web page provides information and background on the migrant education program in California. It includes migrant education forms, a directory of offices providing services, frequently asked questions (FAQs), program calendar of events, Parent Engagement Modules Series, and other resources.

Binational Migrant Education Program
The Binational Migrant Education Program is an international program between the Secretary of Public Education of Mexico and the CDE. The web page provides information about the Binational Migrant Education Summer Session, transfer documents, free textbook distribution, and consular office contacts.

Homeless Education
The link above provides information and resources regarding homeless children and youth and their right to enroll, attend, participate fully, and succeed in school.

Special Education
The web page provides information and resources to serve the unique needs of persons with disabilities so that each person will meet or exceed high standards of achievement in academic and nonacademic skills.

Foster Youth in California Schools
This web page provides information, resources, and educational outcomes for foster youth students regarding the Foster Youth Services Coordinating Program, education rights, partnerships with the California Department of Social Services (CDSS) and nonprofit organizations, FAQs, and more.

Title III Immigrant Student Demographics
The web page provides data collected about Title III immigrant students enrolled in California's public and private schools.

Afghan Newcomers (PDF)
This guide provides general statistics and information about Afghan newcomers resettling to the U.S. It also provides a list of things to consider and resources to assist LEAs serving Afghan newcomer students and their families.

Assembly Bill 2121 FAQs
This web page provides responses to FAQs regarding Assembly Bill 2121, which amends California Education Code to expand existing law to include migratory children and students participating in a newcomer program.

Unaccompanied Minors FAQs
This web page provides information and responses to FAQs regarding unaccompanied minors.

External Resources

Center for Applied Linguistics
The Center for Applied Linguistics (CAL) promotes access, equity, and mutual understanding for linguistically and culturally diverse people around the world. CAL also offers professional development services where participants can learn effective strategies to increase newcomer students' inclusion and learning in the classroom and beyond. For more specific information about CAL's professional development, visit their Newcomers Your School: Cultural Connections and Instructional Strategies web page.

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Provides information and resources to support local educational agencies serving newcomer students and their families.

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National Clearinghouse for English Language Acquisition: Family, Newcomer, English Learner toolkits

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National Clearinghouse for English Language Acquisition: Family, Newcomer, English Learner toolkits

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Introduction

Chapter 1 - Who Are Newcomers?

Chapter 2 - Welcoming Newcomers to a Safe, Inclusive and Thriving School Environment

Chapter 3 - Supporting Newcomers' Social, Emotional, and Mental Health Needs

Chapter 4 - Providing High-Quality Instruction for Newcomers

Chapter 5 - Establishing Partnerships with Families

To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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U.S. Department of Education Newcomer Toolkit

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U.S. Department of Education Newcomer Toolkit