[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586024-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586024-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","examining-policy-levers-for-english-learner-course-access","Examining Policy Levers for English Learner Course Access","","Exploring specialized teacher preparation as a policy lever in Oregon, this brief examines how preparing educators to work with English Learners (ELs) may improve ELs’ access to core content. It highlights three preparation pathways—ESOL endorsement, Bilingual Specialization (BS), and Dual Language Specialization (DLS)—and reports relationships between specialized preparation and increased subsequent core-course enrollment. Findings include higher likelihood of re-enrollment, plus school-level differences in educator specialization and EL course access across subjects.",{"@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/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-policy-levers-for-english-learner-course-access/586024/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-policy-levers-for-english-learner-course-access/586024.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What three types of specialized teacher preparation does the brief focus on?","Question",{"text":63,"@type":64},"The brief focuses on ESOL endorsement, Bilingual Specialization (BS), and Dual Language Specialization (DLS). Each is defined by specific educator preparation and language proficiency requirements.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does specialized preparation relate to EL-classified students’ core course enrollment?",{"text":68,"@type":64},"EL-classified students taught by a content-area teacher with specialized preparation were more likely to enroll in a core content course the following year and again enroll the next year.",{"name":70,"@type":61,"acceptedAnswer":71},"How have Oregon teachers’ rates of ESOL or specialization changed since 2013/14?",{"text":72,"@type":64},"Since 2013/14, rates of endorsements or specializations for working with ELs increased across grade levels. In 2013/14, 11% held an ESOL endorsement and less than 1% held BS, while by 2020/21 17% held ESOL and 2% held BS; less than 1% held DLS.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586024,1793096302,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","National Research & Development Center to Improve  \nEDUCATION FOR SECONDARY ENGLISH LEARNERS  \nJULY 2023  \n\n| TEACHER PREPARATION |\n| --- |\n| EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS |\n\nExploring specialized teacher preparation as a policy lever in Oregon  \nThis brief explores the potential to leverage specialized teacher preparation to support students classified as English Learners (ELs) in access to core content. When teachers receive specialized preparation to work with EL-classified students, they may encourage these students to enroll in more core content courses the following year and better prepare them for success in core content courses .  \nThis brief focuses on three types of specialized teacher preparation:  \n• English for Speakers of Other Languages (ESOL) endorsement: Earned by completing an educator preparation program, including specialized courses and field experience.  \n• Bilingual Specialization (BS): Indicates proficiency in a second language; earned bypassing a language proficiency assessment.  \n• Dual Language Specialization (DLS): Earned by completing an educator preparation program, including specialized courses and field experience, and demonstrating language proficiency via an assessment or other measure.  \nPercentages of Oregon EL-Classified Students Enrolled in Core Content Classes, by School Level, Course Subject, and Access toa Content Teacher With Specialized Preparation for Working With ELs in the Prior Year  \n\n| \u003Cbr>Middle School |  |  |  | \u003Cbr>High School |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| 100\u003Cbr>75\u003Cbr>50\u003Cbr>25\u003Cbr>0 | ~~ 93 94 97 95 98 ~~91~~  ~~84 83\u003Cbr>\u003Cbr>ELA Math Science Social\u003Cbr>Studies |  |  | 100\u003Cbr>75\u003Cbr>50\u003Cbr>25\u003Cbr>0 |  | |\n| |  | No prior year content teacher with specialized preparation | |  | Prior year content teacher with specialized preparation (ESOL, BS,DLS) |  |\n\nData: Oregon Department of Education, 2017/18 – 2018/19  \nEL-classified students taught by a content teacher with specialized preparation for working with ELs were more likely to enroll in core content courses the following year   \nThe figure above displays enrollment for EL-classified students across core content subject areas, comparing those who had been taught by a content-area teacher with specialized preparation for working with ELs and those who had not. EL-classified students who took a core content course taught by a teacher with this specialized preparation were more likely to enroll in a core content course again the next year.  \nThis is a promising finding, as it indicates that access to a content teacher who had specialized preparation for working with ELs may lead to higher likelihood of enrollment in subsequent content courses, thereby enabling students to accumulate more credits toward graduation.  \nThis analysis was conducted by Manuel Vazquez Cano (University of Oregon [UO]) , Janette Avelar (UO), Dr. Ilana Umansky (UO), and Dr. Karen D. Thompson (Oregon State University) . This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C200008 to WestEd. The opinions expressed are those of the authors and do not represent views of the Institute or the U. S. Department of Education. The authors thank the Oregon Department of Education for providing the data used in this analysis. Data source for all analyses: Oregon Department of Education, 2013/14 – 2018/19 .  \n2  \nHow many Oregon teachers have specialized preparation for working with ELs?   \nSince 2013/14, rates of teachers holding endorsements or specializations for working with ELshave increased at all grade levels . In 2013/14, 11 percent of Oregon teachers held an ESOL endorsement and less than 1 percent held a BS. Among Oregon teachers in 2020/21:  \n• 17% held an ESOL endorsement,• 2% held a BS, and  \n• less than 1% held a DLS (in part because it only became available recently) .  \nTeachers who held bilingual or dual language specializations also generally","cbCaidlIC5oeZU4y","https://ap.wps.com/l/cbCaidlIC5oeZU4y","pdf",188010,"English","# Examining Policy Levers for English Learner Course Access\n## Specialized teacher preparation pathways (ESOL, BS, DLS)\n## Enrollment outcomes in core content courses\n## Rates of Oregon teachers with specialized preparation\n## EL-classified students’ access by grade level and subject","[{\"question\":\"What three types of specialized teacher preparation does the brief focus on?\",\"answer\":\"The brief focuses on ESOL endorsement, Bilingual Specialization (BS), and Dual Language Specialization (DLS). Each is defined by specific educator preparation and language proficiency requirements.\"},{\"question\":\"How does specialized preparation relate to EL-classified students’ core course enrollment?\",\"answer\":\"EL-classified students taught by a content-area teacher with specialized preparation were more likely to enroll in a core content course the following year and again enroll the next year.\"},{\"question\":\"How have Oregon teachers’ rates of ESOL or specialization changed since 2013/14?\",\"answer\":\"Since 2013/14, rates of endorsements or specializations for working with ELs increased across grade levels. In 2013/14, 11% held an ESOL endorsement and less than 1% held BS, while by 2020/21 17% held ESOL and 2% held BS; less than 1% held DLS.\"}]","Examining Policy Levers for English Learner Course Access | PDF",1792056637]