UNLOCKING STUDENT POTENTIAL: EMPOWERING EDUCATORS WITH DATA LITERACY TO SUPPORT EXPERIENCED MULTILINGUAL LEARNERS

Abstract

This study investigates the impact of advocacy efforts in support of Experienced Multilingual Learners (EMLs), a subgroup of students remaining in language programs for over six years, when professional development on using data-driven practices to support advocacy is explicitly provided. While Multilingual Learners (MLs) are the fastest-growing population in the nation, there are subgroups, such as EMLs, who have been overlooked due to their unique profile and needs. This research utilizes an Improvement Science framework and the Levels of Use (LoU) model to examine how advocacy for EMLs is impacted when middle school English Language Development (ELD) teachers are provided with an Academic English Plan to analyze students’ data, strengths, and set goals based on language proficiency domain levels. The findings demonstrate a fundamental shift in educator practice from passive to active data consumption as a catalyst for challenging systemic inequities and the potential to increase EML reclassification rates.