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Exploring the Relationship of Program Type on Multilingual Learners Students’ English Growth and Promotion in Secondary School
Get PDFThis study explores the relationships between tenure as Multilingual Learners (MLs), English proficiency, academic performance, and promotion among middle and high school students. This study is grounded in Bourdieu’s (1967, 2018) theory, which emphasizes that schools perpetuate cultural norms by limiting ML’s language access and post-secondary success. Also informed by Krashen’s (1982, 1985, 2003) theory of Input Hypothesis, this study investigates how meaningful interaction is key for language learning. The primary research questions explore: (1) Is there a relationship between students’ tenure as a ML, English proficiency, and promotion through secondary school? (2) Is the EL program type for MLs a predictor of students’ promotion towards graduation? (3) Is the EL program type for MLs a predictor of students’ English growth towards proficiency?
The study draws on longitudinal data from the District of Columbia Public Schools’ (DCPS) 20,963 secondary MLs from 2015-2024, encompassing diverse demographics in grades 6-12. Using regression analysis, this research examines the effects of ML tenure, composite WIDA proficiency levels, EL program type, and weekly service minutes on key academic metrics: GPA, total credits earned, and English proficiency growth. EL program types included Content ESL, Dual Language program, or Itinerant ESL.
Results reveal complex relationships. Higher WIDA proficiency has a positive relationship on GPA yet a negative relationship on credits earned, suggesting that while language skills enhance academic success, they may coincide with lighter course loads. Conversely, longer tenure as an ML has a negatively relationship on GPA but a positive relationship on credits earned, reflecting possible patterns of academic adjustment over time. Among program types, Dual Language programs exhibit positive relationships on GPA compared to Content ESL, while Itinerant ESL programs are associated with stronger growth in English proficiency. Weekly service minutes show a slight negative relationship with GPA and credits earned, underscoring the nuanced trade-offs in resource allocation. Finally, Itinerant ESL programs show the strongest positive relationships with improvements in English proficiency as measured by WIDA composite growth, while Dual Language programs yield mixed results. Increased weekly service minutes has a negative relationship on English proficiency growth targets. The findings emphasize the complex interplay between program structures, academic outcomes, and student characteristics.
The study emphasizes that Dual Language and Itinerant ESL programs improve GPA and WIDA growth outcomes, though weekly service minutes show slight negative relationships on academic performance. Equity challenges remain, with gender and language background influencing outcomes, while Long-Term English Learners struggle to meet WIDA growth targets despite higher proficiency levels. Findings highlight the need for tailored interventions, optimized resources, and strengthened school leadership to better support MLs to promote equity. Implications for practice include refining program designs, optimizing resource distribution, and implementing data-driven strategies to support MLs more effectively
Diocese of Raleigh K-8 Catholic School Principals’ Perceptions on Latino Student Recruitment Practices
Get PDFThe underrepresentation of Latino students in K-8 Catholic schools, despite the significant growth of the Latino population in the United States, presents a challenge for Catholic school leaders seeking to mirror the communities they serve. This qualitative narrative inquiry explores the perceptions of Diocese of Raleigh K-8 Catholic school principals regarding Latino student recruitment practices. Through interviews with principals, this study examines (1) the perceived value of Catholic education for Latino students, (2) factors influencing Latino student enrollment, and (3) how these perceptions shape recruitment strategies.
Findings indicate that while principals acknowledge the alignment of Catholic education with Latino cultural values—such as faith, family, and community—formalized recruitment strategies for Latino students are largely absent. Instead, recruitment efforts rely heavily on word-of-mouth marketing and engagement with Latino parishioners through parish leadership and Spanish-language Masses. Challenges such as language barriers, financial constraints, and limited resources for English language learners and special needs students hinder recruitment efforts. Some principals expressed hesitation in actively recruiting Latino families due to concerns about overpromising services their schools may not be able to provide. However, principals who had prior experience in public education demonstrated greater awareness of Latino families’ needs and were more proactive in addressing them.
The study highlights the importance of hiring bilingual and Latino staff to foster inclusivity, revising admissions processes to be culturally responsive, and securing financial aid resources to mitigate tuition and additional costs. Additionally, it underscores the need for systemic support from diocesan offices in developing formalized strategies to attract and retain Latino students. Implications for practice include targeted community engagement, increased xi representation of Latino educators, and enhanced transparency in school offerings to build trust within the Latino community.
Future research should examine the effectiveness of word-of-mouth recruitment versus traditional marketing strategies, the impact of financial aid programs on Latino enrollment, and the role of immigration policies in shaping Latino families’ school choices. Further exploration of Latino faculty representation and the implementation of ESL and bilingual education programs could provide deeper insights into strategies for increasing Latino enrollment and improving student outcomes.
This study contributes to the broader conversation on diversity and inclusion in Catholic education, offering insights that can inform recruitment strategies in both Catholic and non-Catholic K-8 schools. By understanding the factors that influence Latino enrollment and responding with intentional, culturally responsive strategies, school leaders can ensure that Catholic education remains accessible and relevant to the growing Latino community
