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The brief evaluates Las Americas attendance, reporting improved end-of-year English proficiency exam results and higher likelihood of reclassification, alongside a reduced ESL course load through smaller proportions of ESL enrollment. It also defines core terms and assessments used to determine learner status and proficiency levels.",{"@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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Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Which newcomer students showed lower English proficiency by the end of the first year in HISD?","Question",{"text":63,"@type":64},"Newcomer students with lower initial English oral proficiency, interrupted formal education, and refugee/asylee classification achieved lower English proficiency by the end of their first year compared with other newcomer students.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did attending Las Americas affect English language acquisition?",{"text":68,"@type":64},"Las Americas attendance had positive effects, increasing end-of-year English proficiency exam scores and the likelihood of reclassification, relative to newcomers attending other HISD schools.",{"name":70,"@type":61,"acceptedAnswer":71},"What does EL reclassification mean in the brief?",{"text":72,"@type":64},"EL reclassification is when a student previously identified as an English learner is deemed English proficient.","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},584897,1792165839,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Acquisition among Middle School Newcomer Students in Houston ISD  \nJee Sun (Jasmin) Lee, Brian Holzman* and Aimee Chin  \nPhoto by Taylor F lowe on Unsplash  \nResearch Brief  \n* [Corresponding author: bholzman@tamu.edu](Corresponding author: bholzman@tamu.edu) February 2024  \nSuggested citation: Lee, J., Holzman, B. & Chin, A. (2024).“Patterns and Factors Shaping English Language Acquisition among Middle School Newcomer Students in HISD.” Houston, TX: Houston Education Research Consortium, Kinder Institute for Urban Research, Rice University.  \nNote on the authors: Brian Holzman, Ph.D., is an assistant professor at Texas A&M University. Aimee Chin, Ph.D., is a professor at the University of Houston.  \nFunding acknowledgment: This research was supported by the Brady Education Foundation and the National Science Foundation Graduate Research Fellowship under Grant No. 1842494.  \nAbout HERC: Focusing on the most pressing challenges facing the region, the Houston Education Research Consortium (HERC) is a research-practice partnership between the Kinder Institute for Urban Research and 11 Houston-area school districts. HERC research is developed directly alongside district leaders with findings shared with decision-makers—culminating in long-term, equity-minded solutions, opportunities, and growth for Houston and beyond.  \n[DOI: ](DOI: doi.org/10.25611/0HHY-7028)[doi.org/10.25611/0HHY-7028](DOI: doi.org/10.25611/0HHY-7028)  \nResearch Brief  \nPatterns and Factors Shaping English Language Acquisition among Middle School Newcomer Students in Houston ISD  \nKey Findings  \nTrajectories of English Language Acquisition among Middle School Newcomer Students  \n▪ Newcomer students who had lower levels of initial English oral proficiency, experienced interrupted formal education, and were classified as refugees orasylees achieved lower levels of English proficiency than other newcomer students by the end of their first year in HISD.  \nEffects of Las Americas Attendance on English Language Acquisition  \n▪ Attending Las Americas had positive effects on students’ English proficiency trajectories, relative to newcomers who attended other HISD schools. Specifically, Las Americas attendance increased end-of-year English proficiency exam scores and the likelihood of reclassification.  \n▪ Attending Las Americas decreased the English asa Second Language (ESL) course load of newcomer students such that Las Americas students took a smaller proportion of ESL courses compared to newcomer peers who did not attend Las Americas.  \nKey Terms  \nEL reclassification: When a student who has previously been identified as an English learner is  \ndeemed to be English proficient.1 ESL: English as a Second Language.  \nIPT: IDEA Proficiency Test. The IPT was administered to new students to gauge initial English oral proficiency and determine English learner status. The test is no longer used and has since been replacedby the LAS Links assessment.  \nNewcomer student: Immigrant students who are within their first three years of schooling in the  \nU.S. and are classified as English learners (U.S. Department of Education, 2016) . In this study, newcomer students are in theirfirst year of schooling in the U.S. and English learners.  \nSIFE: Student with Interrupted Formal Education.  \nTELPAS: Texas English Language Proficiency Assessment System. TELPAS is the state-administered assessment used to evaluate the English language proficiency of English learners. Scores were measured on a four-point scale: 1 (beginning), 2 (intermediate), 3 (advanced), and 4 (advanced high) .  \n1 According to Texas Administrative Code,“English learner” is interchangeable with “emergent bilingual.”“English learner” is the term used at the federal level, while“emergent bilingual” is a newer term used by the Texas Education Agency (Definitions, 2003) .  \n~~ ~~ Patterns and Factors Shaping English Language Acqui","cbCaiqJeFWRYE6iF","https://ap.wps.com/l/cbCaiqJeFWRYE6iF","pdf",713360,14,"English","# Key Findings\n## Trajectories of English Language Acquisition\n## Effects of Las Americas Attendance\n# Key Terms\n# Background","[{\"question\":\"Which newcomer students showed lower English proficiency by the end of the first year in HISD?\",\"answer\":\"Newcomer students with lower initial English oral proficiency, interrupted formal education, and refugee/asylee classification achieved lower English proficiency by the end of their first year compared with other newcomer students.\"},{\"question\":\"How did attending Las Americas affect English language acquisition?\",\"answer\":\"Las Americas attendance had positive effects, increasing end-of-year English proficiency exam scores and the likelihood of reclassification, relative to newcomers attending other HISD schools.\"},{\"question\":\"What does EL reclassification mean in the brief?\",\"answer\":\"EL reclassification is when a student previously identified as an English learner is deemed English proficient.\"}]","Patterns and Factors Shaping English Language Acquisition among Middle School Newcomer Students in Houston ISD | PDF",1792052862,35]