September 27, 2017
ESL. Non-native English speaker. Limited English proficient. These may be some of the terms that come to mind when you’re trying to describe students whose first language isn’t English. But over time, as officials have recognized that some of these labels can perpetuate negative or inaccurate narratives, the terminology has changed and evolved. Today, you might hear the U.S. Department of Education talk about English language learners (ELL) or just English learners (EL).
September 08, 2017
The Weiss Institute, a new nationwide partnership that helps local communities expand their capacity to support students as they prepare for college and other postsecondary education, announced today that it has selected Mary Anne Schmitt-Carey to be its first president.
August 02, 2017
Adults aren’t the only ones struggling with mental illnesses, and as the research below shows, young people may even have more to lose. But allowing students to use “sick days” (or excused absences) for their mental health could go a long way in creating a culture of health in the classroom that can help them stay on track to graduating.
July 11, 2017
Whether it’s learning English or challenging the negative stereotypes of being an immigrant, one young man demonstrates the importance of persistence, courage, and hope in hard times in this moving personal narrative.
June 28, 2017
In a Center for Promise study released this spring, an important finding emerged: Students whose first language is not English (FLNE) are not a homogenous group. But schools are often tasked with treating this dynamic group of students as if they are all the same.
June 14, 2017
Whether it's a parent, mentor, guidance counselor, coach, or neighbor, a caring adult can serve as the primary line of defense against adversity in the lives of young people. This is why creating relationships and webs of support for youth is one of the three main focus areas in Our Work: A Framework for Accelerating Progress for Children and Youth in America.
May 15, 2017
This story is part of the “90 for All” series, which examines the challenges facing traditionally underserved students, particularly low-income and homeless students, English language learners, students of color, and students with disabilities. One in five students in Massachusetts is classified as FLNE, a student whose First Language is not English. Even though Massachusetts has increased its high school graduation rate from just below 80 percent to 86 percent in recent years—one of the highest in the country—the rate for FLNE students is only 70 percent.
As Country Grapples with Graduation Gaps, New Research on Mass. Students Whose First Language is Not English Suggests Youth-Led Path Forward for Educators, Policymakers
May 11, 2017
Youth whose First Language is Not English (FLNE) represent the fastest growing segment of the United States public school population. Despite evidence that FLNE students display high levels of optimism and motivation for academic advancement, they continue to graduate at lower rates than the national average.
May 10, 2017
I recently joined former Education Secretary Arne Duncan and Pulitzer Prize-winning journalist and filmmaker Jose Antonio Vargas at the America’s Promise Alliance Summit for America’s Future for a discussion about the importance of young people feeling a sense of belonging.
April 26, 2017
How much adversity is too much? Are some worse then others? How does the amount and type of adversity affect young people’s lives? These are the questions explored in a recent report from the Center for Promise, Barriers to Success: Moving Toward a Deeper Understanding of Adversity’s Effects on Adolescents. Analyzing three existing data sets, researchers assessed a select group of Adverse Life Experiences (ALEs) and the role they play in youth outcomes.