The Impact of Equity on the Academic Performance of ELLs

Abstract

This project aims to support emergent bilingual students, bilingual and general education teachers, building leaders, and family members. Bilingual students and English language learners (ELLs) are impacted by inaccurate assessment data, physical environments that do not support their needs, and instructional practices that do not address the strategies needed for academic growth and social-emotional development. This can result in underperformance and disengagement. Bilingual teachers face inequitable expectations as school systems require them to address the underperformance of ELLs without hosting collaborative professional development for both general education and bilingual staff. To ensure positive, equitable academic outcomes, schools must analyze their assessment protocols to access authentic results demonstrating emergent bilingual students' actual abilities. Educators must understand the rationale for incorporating assessment tools using students’ home languages. Solutions to the problem experienced by emergent bilingual students, their families, and bilingual and general education teachers include the implementation of an action plan inclusive of a professional development plan, a protocol for welcoming new families, the development of a family engagement center, and a focus on establishing a physical environment that reflects regard for language and culture. Furthermore, programs such as Afterschool Tutoring, Open House Events, Backpack Collections, and a stronger focus on the physical environments of schools should help create a more welcoming and respectful environment and better support for ELLs and their families.