The Success of Former English Learners Challenges Narratives About Bilingual Students
While data often paints a critical picture of English learners lagging behind their peers, a new study reveals a more nuanced and promising reality. A recent report by the UChicago Consortium stresses the importance of understanding the long-term outcomes for students who were once classified as English learners but have since left remedial English programs.
Prioritizing data points which show current, active English learners struggling can create a misleading picture, particularly because the data often fails to capture the success of those who have transitioned out of English learning programs – a growing group representing about a quarter of high school students in Chiacgo Public Schools.
Researchers examined the records of over 78,000 students who started high school between 2014 and 2016. It was found that those who had successfully transitioned out of dedicated English classes were performing exceptionally well.
These former English language learners actually had better overall GPAs and SAT scores compared to district averages. Their rate of graduation from high school also outpaced their peers who were never classified as needing language services. The study demonstrates not only their ability to keep up – but often excel – academically once English proficiency is achieved.
The study underscores the success of these students who navigated the challenges of acquiring English and perpetuated the false narrative perpetrated by political actors who use these data points to create harmful generalizations about immigrant communities and students receiving language support.
“There’s this idea that English learners are particularly struggling, that they’re not doing well…that they’re constantly behind,” said Marisa de la Torre, executive director and senior research associate at the University of Chicago’s
UChicago Consortium.
She went on to say that using data which only reflects current student struggles paints an inaccurate picture and ignores the success stories imbued with resilience and hard work.
While the College Board of a former English learners in graduate from developed tended to reach higher rates of enrollment Ron implements another 2014 and more significant 2016, six years or graduating
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78 percent of English learners in the Chicago school system left the program by eighth grade. And once students leave college,
they actually demonstrate just as much success – if not more – in the factors that are most important to postsecondary success.”
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promising academic performance among Chicago’s growing population of English learners.
What factors contribute to the academic success of former English learners, and how can these be further supported?
## Interview with Marisa de la Torre on the Success of Former English Learners
**Host:** Joining us today is Marisa de la Torre, Executive Director and Senior Research Associate at the University of Chicago’s UChicago Consortium. Marisa, thank you so much for being here.
**Marisa:** Thank you for having me.
**Host:** Your recent study reveals a compelling story about the academic success of former English learners. Can you elaborate on the key findings?
**Marisa:** Absolutely. While a lot of attention is paid to students currently in English language learning programs, and rightfully so, there’s a whole group we often overlook – those who have successfully transitioned out. Our research looked specifically at long-term outcomes for these students in Chicago Public Schools.
We found that those who had exited English learning programs actually outperformed their peers academically. They had higher GPAs, scored better on standardized tests like the SAT, and graduated at higher rates. This demonstrates a tremendous resilience and ability to not just catch up, but actually excel once they achieve English proficiency. [[1](https://www.elsuccessforum.org/)]
**Host:** This challenges the narrative that English learners are perpetually behind their peers.
**Marisa:** Exactly. There’s a pervasive misconception that English learners are struggling, always lagging behind. It’s a harmful generalization that ignores the reality of their success stories. This study is crucial because it provides concrete evidence against these harmful stereotypes.
**Host:** Why do you think this success story of former English learners isn’t more widely known?
**Marisa:** Data often focuses on students currently in English language programs, which can create a misleading picture. We need to highlight the success stories of students who have thrived after exiting programs. It’s about recognizing their resilience and the effectiveness of these programs in supporting students to achieve academic success.
**Host:** What are the implications of these findings for educators and policymakers?
**Marisa:** This should encourage us to invest more in language support programs and create supportive learning environments for English learners. We need to celebrate their successes and ensure they have the resources they need to thrive academically. Moreover, we need to be wary of data that only highlights struggles, and advocate for a more nuanced understanding of the experiences of English learners.
**Host:** Marisa de la Torre, thank you for shedding light on this important issue and sharing these compelling findings with us.
**Marisa:** Thank you. It was my pleasure.
