[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591408-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-591408-en":129},{"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":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","the-potential-of-ost-programs-to-foster-el-success","The Potential of OST Programs to Foster EL Success","","Growing English learner (EL) populations in U.S. schools highlight persistent achievement gaps: EL students score lower, earn poorer grades, take fewer advanced or college-prep courses, graduate at lower rates, and face reduced odds of postsecondary education and stable employment. A key barrier is time, since ELs must learn English, acquire subject-matter content through that language, and navigate school culture. Out-of-school time programs are presented as research-based avenues to devote time for academic and linguistic support.",{"@graph":14,"@context":71},[15,34,54],{"@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/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-potential-of-ost-programs-to-foster-el-success/591408/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-potential-of-ost-programs-to-foster-el-success/591408.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"Why do English learners often struggle in U.S. classrooms?","Question",{"text":61,"@type":62},"ELs need to learn English, learn content through that language, and understand school culture within the same overall instructional time as English-fluent peers. Limited time contributes to lower test performance, grades, and graduation outcomes.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How do out-of-school time (OST) programs help EL students?",{"text":66,"@type":62},"OST programs can offer educational benefits by using valuable time for research-based activities that support ELs' dual challenge of learning English and subject-matter content.",{"name":68,"@type":59,"acceptedAnswer":69},"What is the document’s main argument about the role of time?",{"text":70,"@type":62},"Academic gains are linked to how long students spend engaged in academic tasks. For ELs, time can be lost due to translation needs, transitions between rooms, and instruction practices that create gaps.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},591408,1792071797,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"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":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"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":78,"read_time":111},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","english learners and  \nout-of-school time programs  \nThe Potential of OST Programs to Foster EL Success  \nby Julie Maxwell-Jolly  \nNo matter where we live in the U. S., immigrants and English learners (ELs) are our students. Between 1979 and 2008, the number of children ages 5–17 who spoke a language other than English at home increased from 3.8 to 10.9 million, or from 9 to 21 percent of the population in this age range (National Center for Education Statistics, 2010) . Moreover, between school years 1997–98 and 2007–08, the number of these children who were not yet proficient in English increased by more than 50 percent to almost 5.5 million, or about 10 percent of U.S.  \npublic school students. The Southwest and Florida have the largest EL populations, but the Southeastern states are experiencing the most rapid growth in EL student numbers (National Clearinghouse for English Language Acquisition, 2010) .  \nThat the EL student population is growing is not a problem, but that ELs are not generally thriving in U.S. classrooms is. ELs score lower on tests, get poorer grades, take fewer advanced or college prep classes at the sec  \nondary level, and graduate from high school at much lower rates than do native speakers of English. Moreover, the likelihood that EL students will receive any postsecondary education or find and maintain stable employment is lower than for other students (Callahan, 2010; Ruiz de Velasco, Fix, & Clewell, 2000; Valverde, 1987) .  \nOne reason for this lower level of achievement is time. ELs have to learn a new language, learn content through this new language, and learn about the culture of the school as well as the culture at large—all in the same amount of time English-fluent students have in which to learn only content. Out-of-school time (OST)  \nJULIE MAXWELL-JOLLY, Ph. D., is a senior education researcher and managing director of the Center for Applied Policy in Education in the University of California, Davis, School of Education. She began her career in education teaching English-learner and immigrant students in Los Angeles. She has been an education lecturer, supervisor of student teachers, and community college liaison for migrant education. Her research has focused on high-quality and equitable education for culturally and linguistically diverse students. Julie also served for several years as the coordinator of the Linguistic Minority Research Institute Education Policy Center at UC Davis.  \nprograms have the potential to offer educational benefits to this growing EL population by devoting their valuable resource of time to research-based activities that can support ELs facing the dual challenge of learning both English and subject matter content.  \nThe Importance of Time  \nTime is one the most fundamental resources in any classroom—the time for teachers to teach and for students to learn (Brown & Saks, 1986, 1987; Tate, 2001) . A longestablished body of literature on instructional strategy finds that academic gain is related to the amount of time students spend engaged in academic tasks (D’Agostino, 2000; Gamoran, Porter, Smithson, & White, 1997; Gándara,1999; Kyriakides, Campbell, & Gagatsis, 2000; Luyten & de Jong, 1998) . The difference comes not merely from “time on task,” but rather from “engaged”time (Nerenz & Knop, 1983) .  \nyears or more to develop academic competence (Baker, 2001) . Research shows also that ELs are at risk of failing in school because of the amount of time it takes to develop the advanced literacy skills they need in order to master academic content (Collier, 1987, 1992; Hakuta, Butler, & Witt, 2000) .  \nThough ELs need extra time for extra learning, some argue that they actually spend less time in instruction than do their English-only peers (Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003) . The practice of “pullout” instruction for ELs can lead to gaps in their instruction, as well as time lost in the physical transition from room to room (Anstrom & Education","cbCaibPevKtgSRdF","https://ap.wps.com/l/cbCaibPevKtgSRdF","pdf",662125,12,"English","# The Need for OST for ELs\n## Growth and outcomes for English learners\n## Why time matters for achievement\n## Engaged learning vs. lost instructional time\n## Building academic literacy and language","[{\"question\":\"Why do English learners often struggle in U.S. classrooms?\",\"answer\":\"ELs need to learn English, learn content through that language, and understand school culture within the same overall instructional time as English-fluent peers. Limited time contributes to lower test performance, grades, and graduation outcomes.\"},{\"question\":\"How do out-of-school time (OST) programs help EL students?\",\"answer\":\"OST programs can offer educational benefits by using valuable time for research-based activities that support ELs' dual challenge of learning English and subject-matter content.\"},{\"question\":\"What is the document’s main argument about the role of time?\",\"answer\":\"Academic gains are linked to how long students spend engaged in academic tasks. For ELs, time can be lost due to translation needs, transitions between rooms, and instruction practices that create gaps.\"}]","The Potential of OST Programs to Foster EL Success | PDF"]