全球智库信息集成服务系统

Key Findings:

• Although all 11 schools reported providing specialized supports for ELL students, the schools’ approaches to improvement during the initial phase of SIG appeared to include only moderate or limited attention to the unique needs of ELLs.
• District and school administrators perceived challenges related to teachers' expertise and skills in meeting the unique needs of ELLs; however, teachers’ perceptions of their own capacity were more mixed. The capacity of the schools’ district offices to support ELLs appeared to vary as well, with two small districts reporting no district-level staff with ELL training or experience and seven larger districts reporting district-level English-as-a-second-language (ESL) departments with multiple trained staff members.
• Schools that appeared to provide stronger attention to the unique needs of ELLs in their improvement process were more likely to report having school staff dedicated to ELL needs, such as ELL coordinators, ELL coaches, and ESL/bilingual teachers and tutors. Such schools also were more likely to be located in districts that reportedly provided expertise and an explicit focus on ELLs within the context of SIG.