Blog

Across the United States, more than 5.3 million students (nearly 11% of all K-12 public school enrollment) are English learners (ELs). According to the National Center for Education Statistics, that number has grown 15% over the past decade. English learners speak over 280 languages, come from vastly different socio-economic and educational backgrounds, and arrive at schools that are often not equipped to meet their needs. 

What Schools and Districts Are Facing

The challenges schools and districts face are well documented and increasingly complex, including significant nationwide shortages in bilingual education, TESOL (Teaching English to Speakers of Other Languages), and dual-certification areas that include Bilingual/ELL credentials. Access to high-quality programming and services for ELs and multilingual learners, including dual language programs, is uneven. Students in high-need communities are often the least likely to benefit, as funding for these programs is often categorical and vulnerable to budget shifts. And for too many students, particularly those identified as long-term ELs, proficiency plateaus before they ever reach the academic language demands of secondary school.

The Center for Reinventing Education researchers estimate that without meaningful services or supports, today's English learners could lose the equivalent of $49,000 in lifetime earnings due to unaddressed learning gaps.

Even districts with strong, established programs for multilingual learners and English learners face a different and equally important challenge: How do you know if your program is actually effective? And how do you keep the program on a path of continuous improvement?

 

One Story from a District in Illinois

These are the questions Dr. Brandon White, Superintendent of Harvard Community Unit School District #50, brought with him when he stepped into his role. Harvard CUSD #50 operates a nationally recognized dual language program serving students from pre-K through grade 12.

Seeking to better understand best practices in dual language programming, identify existing strengths, and determine opportunities for growth and improvement, the district engaged SchoolWorks to conduct a third-party review of its dual language program. The review process was designed not only to assess the current state of the program, but also to elevate stakeholder voice, examine implementation across multiple dimensions, and identify actionable next steps to strengthen and sustain the program over time.

The goal wasn't compliance. It wasn't a report card. It was a launchpad.

 

A Three-Pronged Expertise Model

Approaching this collaboration with care meant employing an intentional selection process for the review team. SchoolWorks assembled a multidisciplinary team of educators with expertise in dual language and English learner program design, bilingual curriculum and instruction, and PreK–12 leadership to ensure the program was examined through multiple instructional, operational, and organizational lenses. This three-pronged approach ensured that recommendations for the district were not only research-based, but also practical, system-aware, and grounded in instructional reality.

 

A Customized, Context-Driven Approach

Rather than applying a one-size-fits-all framework, SchoolWorks partnered closely with the district to develop a tailored protocol grounded in research and aligned to the district’s terminology, systems, and state guidelines.

“This level of customization is essential,” says SchoolWorks project manager and multilingual learner specialist Amy Proulx. “Terms like ‘English learners,’ ‘multilingual learners,’ and ‘ESL’ often vary in meaning across states and districts. Aligning the review process to the district’s language ensured clarity and consistency for all stakeholders.”

In Harvard’s case, the district utilizes the WIDA framework (World-Class Instructional Design and Assessment), a research-based foundation for curriculum, instruction, and assessment for K–12 multilingual learners, to inform the district’s assessment system. The district also recognizes the Seal of Biliteracy, an award given to high school graduates who demonstrate high proficiency in two or more languages, including English. Grounding the review in this framework and award ensured that findings were relevant, actionable, and reflective of the district’s reality.

At a high level, the protocol examined:

• Identification and monitoring systems for English learners
• Coherence and research base of instructional design
• Use of student data to inform decision-making and program effectiveness

 

Deep, Targeted Data Collection

Data collection spanned all five schools across the district and included document review, district-wide surveys, classroom observations, and interviews with stakeholders, including school leaders, teachers and staff, students and families, and external partners. Notably, community engagement was strong — family events were highly attended, adding a layer of qualitative insight that numbers alone can't provide. Of those interviewed, all stakeholders in Harvard’s community spoke positively about the value of dual language programming. Stakeholders shared the belief that becoming bilingual and biliterate expands students' employment opportunities and connects them to their heritage and non-English speaking family members.

 

Disaggregating Data for Actionable Insights

To ensure findings were meaningful and actionable, data was disaggregated by grade level (elementary and secondary) and analyzed across the district. This allowed leaders to identify trends across student groups, understand how implementation evolves over time, and target supports where they are most needed.

Following the site visits, SchoolWorks facilitated an in-person share-out with district leadership, presenting initial findings and recommendations. One recommendation for the district was to establish and clearly communicate a district-wide vision, goals, and measures of success, supported by a coherent system for student identification, progress monitoring, and program evaluation. This system would help ensure equitable and sustained access to bilingualism, biliteracy, and high levels of academic achievement for all students.

 

Looking Ahead: From Review to Implementation

For Harvard CUSD #50, this work marks the beginning of a powerful next phase. With a sharper understanding of where their program stands and where it can go, the district is positioned to make decisions that are grounded in evidence, responsive to their community, and built to last.

For other districts navigating this work, the takeaway is this: even a strong program deserves a closer look. With more than 5 million+ English learners in U.S. classrooms, the cost of assumption is too high. Districts who commit to asking hard questions about their own programs, who listen to families and educators, and who take a close look at their data to understand who is being served and who isn't are the ones best positioned to close gaps. Continuous improvement is not a sign that something is broken. It reflects a deep commitment to students, families, and the community.

 

This article is written with contributions from SchoolWorks consultant and project manager, Amy Proulx.

SchoolWorks partners with schools and districts to deliver customized, actionable program assessments that lead to tangible results for students and staff.

If your district is ready to take a deeper look at its dual language program or programs serving multilingual learners, reach out to hello@schoolworks.org to start the conversation. 

We look forward to meeting you!