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Abstract
This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.
Publication Date
2022
Disciplines
Bilingual, Multilingual, and Multicultural Education | Educational Leadership | Family and Consumer Sciences
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Family and Consumer Sciences Commons
Recommended Citation for Full Report
Estrada-Miller, J., Wolf, L., Armas, E. G., & Lavadenz, M. (2022). Uplifting the perspectives and preferences of the families of English learners in Los Angeles Unified School District and charter schools: Findings from a representative poll. [Educational Policy Brief No. 10]. Loyola Marymount University Center for Equity for English Learners. http://doi.org/10.15365/ceel.policy.11