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Aug 4, 2022

55:40

Educating Newcomers: A Research-Practice Conversation About K–12 Public Schooling for Undocumented and Asylum-Seeking Children in the United States

In this webinar, RAND Corporation researchers and administrators from Louisiana and California school districts discuss K-12 public schooling for undocumented and asylum-seeking children in the United States.
News Release

Sep 30, 2021

Surges in Undocumented and Asylum-Seeking Children Prompt Need for Better K–12 Policies

491,000 children from Mexico and the Northern Triangle (Honduras, Guatemala, El Salvador) arrived in the United States between fiscal years 2017 and 2019 and remained with unresolved immigration statuses. Of these, 321,000 were enrolled in U.S. K–12 public schools as of March 2020. About 75% settled in California, Texas, Florida, New York, Virginia, Maryland, New Jersey, Georgia, North Carolina, and Louisiana.
Research Brief

Sep 30, 2021

Undocumented and Asylum-Seeking Children from Central America and Mexico: Where They Are and How Schools Are Doing

RAND researchers assessed how the current increase in undocumented and asylum-seeking children across the U.S. southwest border may affect the K–12 school system and conducted case studies of how schools are managing education for these students.
Report

Sep 30, 2021

Educating Newcomers: K–12 Public Schooling for Undocumented and Asylum-Seeking Children in the United States

This report models numbers of undocumented and asylum-seeking children crossing the U.S. southwest border, reviews the federal and state policy landscapes for their education, and provides case studies of how schools are managing education for them.
Report

Jan 27, 2021

Do Teachers Perceive That Their Main Instructional Materials Meet English Learners' Needs? Key Findings from the 2020 American Instructional Resources Survey

In this Data Note, researchers draw on data from the spring 2020 American Instructional Resources Survey to examine teachers' perceptions of how their main materials meet the needs of English learners.
Research Brief

Nov 3, 2017

Dual-Language Immersion Programs Raise Student Achievement in English

A large study of elementary school dual-language immersion (DLI) programs found that the programs raised student achievement in English and fostered proficiency in a second language, with no drop in students' performance in mathematics or science.
Report

Apr 4, 2017

Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel

This report examines teachers' implementation of K--12 state standards for mathematics and English language arts and literacy. Results are intended to identify areas where teachers may benefit from guidance about how to address their state standards.
Research Brief

Oct 17, 2016

Implementing Two-Way Dual-Language Immersion Programs: Classroom Insights from an Urban District

Teachers in two-way dual-language immersion classrooms consistently implemented key instructional practices targeted by the school district. Teachers strongly adhered to guidelines on language use. Students were less consistent in their language use.
Journal Article

Jul 28, 2016

Teaching Practices and Language Use in Two-Way Dual Language Immersion Programs in a Large Public School District

This article provides a descriptive view of what is happening in two-way dual language immersion classrooms in a large, urban U.S. school district.
News Release

Apr 18, 2016

American Teacher Panel Survey Looks at Teachers' Knowledge and Perceptions of State Standards

A high percentage of mathematics teachers report using instructional materials with some demonstrated evidence of alignment to Common Core State Standards. However, there is less evidence that state standards are playing a role in the materials English language arts teachers use.
Journal Article

Jul 22, 2015

The Effect of Attending Full-Day Kindergarten on English Learner Students

A significant and growing English learner (EL) population attends public schools in the United States.
Commentary

Jul 14, 2014

With Child Migrants Set to Become Students, Educators Must Prepare

Between 70,000 and 90,000 unaccompanied children are expected to cross the U.S.-Mexico border by year's end. Lost in an intensifying debate over U.S. immigration policy is the possibility that this wave will spill from shelters to schools. To best respond to this reality, policymakers and educators should consider what research says about educating migrant children.

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