How State, District, and School Levers Can Improve the Course Access of Students Classified as English Learners in Secondary Schools

The purpose of this research brief was to synthesize key findings about levers to increase course access for students classified as English Learners in secondary settings. Specifically, we focus on malleable levers that are under the control of educators and policymakers. We reviewed eleven levers under three domains: (1) state and district policies, (2) school programmatic decisions, and (3) school staffing. For each lever, we assigned one of four ratings that best summarized the strength of the relationship between the lever and course access for students classified as English Learners. Overall, our brief finds limited research that directly connects individual levers to course access for students classified as English Learners. Among the eleven levers we examined, only two had a clear body of prior research that directly linked these levers to course access for students classified as English Learners. However, we found that three additional levers had evidence of impacting other educational outcomes for students classified as English Learners. Meanwhile, we found four levers with research linking the levers to Learners. Finally, we identified two levers that theory suggests could improve course access for students classified as English Learners, but where there was not empirical research on the topic, or current research has found mixed or limited support for the levers' impact. Importantly, we found that levers within each of the three domains we explored--state and district policies, school and programmatic decisions, and school staffing--were linked to improved course access (or related outcomes) for students classified as English Learners. Individual policymakers, administrators, and teachers all have the ability to remove barriers and open opportunities for students classified as English Learners.