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Reviews assessment challenges, statewide and grade-level outcomes, inequities in college readiness, and COVID-19 impacts, then presents targeted recommendations, concluding with the importance of nurturing bilingualism. Includes appendices on terminology, historical EL context, and funding models across states.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are English learners identified in Texas public schools?","Question",{"text":63,"@type":64},"Students are identified based on a state language assessment that evaluates a student’s primary language other than English to determine whether additional support is needed to develop English skills for success in school.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What major challenges does the report highlight for bilingual education in Texas?",{"text":68,"@type":64},"Key challenges include teacher certification and bilingual/ESL teacher shortages, limited use of funding for bilingual/ESL education, and assessment challenges affecting how outcomes are evaluated.",{"name":70,"@type":61,"acceptedAnswer":71},"What recommendations does the report propose to improve bilingual education?",{"text":72,"@type":64},"Recommendations include adjusting bilingual education weighting to reflect actual EL education costs, updating basic allotments for inflation, incentivizing evidence-based 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\n|  |  |  |  |\n| --- | --- | --- | --- |\n|  􀀹 Our Recommendations |  |  |  |\n| 􀀹\u003Cbr>􀀹\u003Cbr>􀀹\u003Cbr>􀀹\u003Cbr>􀀹\u003Cbr>􀀹 |  | Increase bilingual education adjustment (weight) to account for actual costs of English Learner (EL) education.\u003Cbr>Adjust basic allotment for inflation, so that increased weighted allotments reflect today’s educational costs.\u003Cbr>Incentivize implementation of the most effective, evidence-based models for bilingual education.\u003Cbr>Expand bilingual educational models to secondary grades rather than just primary grades to promote biliteracy through high school graduation.\u003Cbr>Monitor EL academic performance annually in accordance with HB 22 (2017) requirement fordisaggregated student data in accountability reports.\u003Cbr>Address bilingual teacher shortage in Texas. Bilingual/ ESL teacher pay and certification obstacles are pressing areas of concern. |  |\n\nPrimary authors: Chloe Latham Sikes, Ph.D. and Chandra Kring Villanueva  \nThis report contains valuable contributions by Every Texan interns Anna Gu and Lynn Huynh, Southern Education Leadership Initiative fellow Rachel Boggs, and IDRA research fellow Irene Gomez.  \n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | |  |  | Table Of Contents |\n|  |  |  |  |  |\n\nINTRODUCTION.................................................................................................................. 4  \nOverview of English Learners in Texas Public Schools ................................................... 5  \nENGLISH AS A SECOND LANGUAGE & BILINGUAL PROGRAMS IN TEXAS................... 8  \nTypes of Programs ...................................................................................................... 8  \nEnglish as a Second Language ................................................................................... 8  \nBilingual Education ...................................................................................................... 9  \nAlternative Language Programs ................................................................................. 9  \nEL Program Enrollment Varies Across Grades ........................................................ 10  \nTEACHER CERTIFICATION .............................................................................................. 11  \nTeacher Shortage ...................................................................................................... 12  \nFAMILY ENGAGEMENT IN BILINGUAL EDUCATION ...................................................... 14  \nFUNDING BILINGUAL/ESL EDUCATION ......................................................................... 15  \nLimited Use of Funding ............................................................................................. 15  \nOUTCOMES ...................................................................................................................... 16  \nChallenges with Assessment.................................................................................... 16  \nStatewide Outcomes ................................................................................................. 17  \nGrade Level Outcomes .............................................................................................. 18  \nInequities in College Readiness ................................................................................ 20  \nAdjusting to COVID-19 ............................................................................................... 21  \nRECOMMENDATIONS ...................................................................................................... 22  \nCONCLUSION ................................................................................................................... 23  \nBilingualism is a Skill to be Nurtured, Not a Deficit to Overcome........................... 23  \nAPPENDIX A: GLOSSARY.....................................................................","cbCain5SIbjPcZJm","https://ap.wps.com/l/cbCain5SIbjPcZJm","pdf",3804705,32,"English","# Introduction\n## Overview of English Learners in Texas Public Schools\n# English as a Second Language & Bilingual Programs in Texas\n## Types of Programs\n## EL Program Enrollment Varies Across Grades\n# Teacher Certification\n## Teacher Shortage\n# Family Engagement in Bilingual Education\n# Funding Bilingual/ESL Education\n## Limited Use of Funding\n# Outcomes\n## Challenges with Assessment\n## Statewide Outcomes\n## Grade Level Outcomes\n## Inequities in College Readiness\n## Adjusting to COVID-19\n# Recommendations\n# Conclusion\n# Appendix A: Glossary\n# Appendix B: Historical Overview of EL in Texas\n# Appendix C: Formula Funding Models Across States\n# References","[{\"question\":\"How are English learners identified in Texas public schools?\",\"answer\":\"Students are identified based on a state language assessment that evaluates a student’s primary language other than English to determine whether additional support is needed to develop English skills for success in school.\"},{\"question\":\"What major challenges does the report highlight for bilingual education in Texas?\",\"answer\":\"Key challenges include teacher certification and bilingual/ESL teacher shortages, limited use of funding for bilingual/ESL education, and assessment challenges affecting how outcomes are evaluated.\"},{\"question\":\"What recommendations does the report propose to improve bilingual education?\",\"answer\":\"Recommendations include adjusting bilingual education weighting to reflect actual EL education costs, updating basic allotments for inflation, incentivizing evidence-based program models, expanding models to secondary grades, monitoring EL performance annually, and addressing bilingual teacher shortages.\"}]","Creating a More Bilingual Texas - A Closer Look at Bilingual Education in the Lone Star State | PDF",1792048044,81]