Zoom link: go.wisc.edu/GarrettLecture

A wealth of rigorous research involving English learner students over the past 25 years has provided the opportunity for looking across the evidence base to understand what we have learned wholistically about the best ways to support their language development and content learning. Moreover, as English learners are a diverse group found in varied types of educational settings, it is important to understand the factors that drive their outcomes while taking into account the variation in their contexts. We conducted a systematic search and meta-analysis to capture the census of randomized field studies that either targeted or specifically analyzed findings for English learner students. Our approach involved an examination of heterogeneity of effects and the factors that explain variation, including the approaches used in the programs being studied. I will discuss the implications of these findings for policy and practice to effectively tailor approaches for serving English learner students.