@EdWorkingPaper{ai22-538,
title = "Understanding Newcomer English Learner StudentsÕ English Language Development: Comparisons and Predictors",
author = "Ilana Umansky, Karen Thompson, James Soland, Amanda Kibler",
institution = "Annenberg Institute at Brown University",
number = "538",
year = "2022",
month = "February",
URL = "http://www.edworkingpapers.com/ai22-538",
abstract = {An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study asks first, how newcomersÕ English proficiency status and growth compare to those of non-newcomer EL students; and second, what characteristics are associated with differences in English language growth patterns among newcomers. We find that newcomers enter school at earlier stages of English proficiency compared to their non-newcomer peers, but grow faster, especially in their first two years. We also find variation in growth patterns suggestive that schools play an important role in fostering growth.},
}