Deepening and accelerating learning, removing systemic barriers, and promoting success for English Learners in community, college,
and career.


IES blog 2-1-21

In this blog, IES interviewed Dr. Thompson, Co-Principal Investigator on the center’s Coursetaking study, to get "her perspectives on the partnership, outcomes of their work, and where things currently stand.”


Persistent differences in academic achievement outcomes point to the need to address systemic barriers and accelerate learning for English Learners. Two lines of inquiry guide four principal studies.

What policies, practices, and courses are associated with English Learners’ access to the general curriculum?

How can curriculum resources strengthen the learning opportunities and experiences of both teachers and English Learners as they engage in disciplinary practices?


Whether you are a classroom teacher, educator, policy maker, district superintendent, state education leader, or researcher, we strive to provide you with the resources that can assist you in improving educational outcomes for secondary English Learners.

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C200008 to WestEd. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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