The population of English learners is on the rise across the United States, even in states and communities that have not traditionally had large numbers of immigrants. This trend has sparked debates around whether providing services to immigrants, including in public schools, is draining public resources. However, a new study published in an American Educational Research Association journal this month suggests that the arrival of English learners in a school district does not harm the academic outcomes of U.S.-born, non-English learners.
The study, conducted by Umut Ozek, a senior economist at the RAND Corp., and his co-authors, focused on public school student test scores in Delaware, a state where the immigrant population has grown significantly over the past two decades. Despite the exponential growth in immigrant students, the researchers found no adverse effects on the educational outcomes of students in host communities. In fact, they even found positive effects for existing English learners, both current and former.
These findings align with previous research in states like California, New York, and Florida, which have also shown positive effects on the reading and math scores of U.S.-born, non-English learners as a result of an increase in immigrant student enrollment. Alejandra VĂĄzquez Baur, the co-founder and director of the National Newcomer Network, emphasized the benefits of immigrant students’ unique perspectives in fostering engaging class discussions and producing positive academic outcomes for all students.
Delaware’s immigrant population has seen a significant increase, leading to a sevenfold growth in the number of English learners in schools. Ozek highlighted that new destination states like Delaware may face challenges in welcoming new immigrant families and providing necessary support in schools. However, the study did not find any negative effects on the test scores of non-English learners. Instead, there was a positive effect on the English/language arts scores of pre-existing English learners and former English learners as the immigrant student population grew.
While more research is needed, particularly in the South and Midwest where the English learner population is growing, the study suggests that resource reallocation for immigrant students does not harm host communities. Federal law mandates a free, public education for all students regardless of immigration status, and requires English-language instruction for immigrant youth and English learners. Moving forward, efforts to support English learners and immigrants must be prioritized to ensure equitable education for all students. In a recent statement, VĂĄzquez Baur emphasized the importance of holding schools accountable for providing necessary services to students and families. While schools play a crucial role in supporting vulnerable populations, such as low-income students and English language learners, there is a need for increased oversight to ensure that these services are effectively delivered.
VĂĄzquez Baur highlighted the role of state and federal leaders in supporting schools in their efforts to provide essential services. By offering guidance, resources, and funding, policymakers can help schools better meet the needs of their students and families. This support is essential in addressing the disparities that exist in education and ensuring that all students have access to the resources they need to succeed.
One way to enhance accountability is through data collection and reporting. By tracking student outcomes and monitoring the effectiveness of support services, schools can identify areas for improvement and make necessary adjustments. This data-driven approach can help schools measure their impact and make informed decisions about how to best serve their students.
Additionally, collaboration between schools, families, and community organizations is essential in supporting students. By working together, these stakeholders can share resources, expertise, and best practices to create a holistic support system for students in need. This collaborative approach can help ensure that students receive the comprehensive support they need to thrive academically and socially.
Overall, VĂĄzquez Baur’s call for increased accountability and support for schools serving vulnerable populations underscores the importance of addressing educational inequities. By working together and holding schools accountable for providing essential services, we can create a more equitable and inclusive education system for all students.
