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The report highlights students’ varied backgrounds—including home languages, countries or regions of birth, and duration of EL status—and positions findings for district leaders, schools, and community organizations supporting successful transition outcomes.",{"@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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Prepare to Transition to High School  \nDavid Bamat, Sean Vannata, Lindsey Liu, and Alyn Turner  \nResearch for Action  \nMolly Schlesinger  \nSchool District of Philadelphia  \nSeptember 2023  \nAcknowledgments  \nThe authors gratefully acknowledge the intellectual contributions of researchers and program office staff at the School District of Philadelphia, including Ebru Erdem, Adrienne Reitano, Joy Lesnick, Elisabeth Fornaro, Aaron MacLennan, Debra Green, Benaline Baluyot, Allison Fried, Heather Mizrachi, and Tonya Wolford. They are also grateful for the contributions and reviews of staff from the City of Philadelphia’s Office of Immigrant Affairs, including Maria Giraldo Gallo and Amy Eusebio.  \nAt Research for Action, Samantha Slade prepared the report design and graphics, Saxon Nelson provided invaluable insights on report drafts and the community engagement process, and Kalyani Gupta provided data preparation and literature review support.  \nThis work was made possible through the support of the William Penn Foundation. The Foundation did not exercise editorial control over this report, and the contents ofthe report do not necessarily reflect the Foundation’s views.  \nAbout PERC  \nThe Philadelphia Education Research Consortium is a partnership between the School District of Philadelphia’s Office of Research and Evaluation and Research for Action, a nonprofit education research organization. Launched in August 2014, PERC conducts research that is community-informed, equityfocused, and based on a critical analysis of District needs. We engage in longer-term, sustained areas of investigation that can be leveraged at the right time by the right people for real change in Philadelphia. PERC is funded by the William Penn Foundation and is a member of the National Network of Education Research Practice Partnerships.  \nSuggested Citation  \nAPA Style:  \nBamat, D., Vannata, S., Liu, L, & Schlesinger, M. (2023). Exploring the Diversity and Supports for School District of Philadelphia English Learners as they Prepare to Transition to High School. Philadelphia Education Research Consortium.  \nChicago Style:  \nBamat, David, Sean Vannata, Lindsey Liu, and Molly Schlesinger.“Exploring the Diversity and Supports for School District of Philadelphia English Learners as they Prepare to Transition to High School.”  \nPhiladelphia, PA: Philadelphia Education Research Consortium, 2023.  \nExploring the Diversity and Supports for School District of Philadelphia English Learners as they Prepare to Transition to High School  \nDavid Bamat, Sean Vannata, Lindsey Liu, Molly Schlesinger& Alyn Turner September 2023  \nSummary  \nThe School District of Philadelphia (SDP) serves a diverse population of English Learners with different ethnic backgrounds, cultural identities, and languages spoken. English Learners, or ELs, are students who take the WIDA English proficiency screener and receive a composite score that identifies them as ELs.1 SDP’s population ofELs has grown significantly, from about 12,000 in 2014-15 to nearly 20,000 in 2022- 23, an increase of 66%. During this time period, between 106-118 home languages were spoken in each school year.2,3  \nThis community-informed study focuses on English Learners in 7th and 8th grade, grade levels that are often overlooked in research but represent a critical juncture as students prepare to transition to high school. Since 2017, PERC has engaged in research to better understand the successes and challenges of District students before, during, and after high school. A successful transition to high school can bolster a student’s likelihood of graduating and demonstrating readiness for college and careers. Complementing recent District-wide insights related to the diversity of ELs from PERC partner researchers in the Office of Research and Evaluation, 4 our study shines a spotlight on 7th and 8th-grade ELs who are about t","cbCaibbjONmIH9n6","https://ap.wps.com/l/cbCaibbjONmIH9n6","pdf",935404,27,"English","# Summary\n## Study focus and context\n## Purpose and research questions\n## Audience and intended use","[{\"question\":\"How does the study define and identify English Learners (ELs) in Philadelphia’s School District?\",\"answer\":\"The report describes ELs as students who take the WIDA English proficiency screener and receive a composite score identifying them as ELs.\"},{\"question\":\"Why does the study focus on 7th and 8th grade English Learners?\",\"answer\":\"These grades are described as often overlooked in research but represent a critical point before students transition to high school.\"},{\"question\":\"What types of diversity does the report analyze among EL students before high school transition?\",\"answer\":\"It examines diversity in home languages, countries and regions of birth, and the duration of EL status across the years leading up to transition.\"}]","Exploring the Diversity and Supports for School District of Philadelphia English Learners as they Prepare to Transition to High School | PDF",1792059894,68]