2024/03/25

Supporting the needs of multilingual learners is a pressing need for educators. Multilingual learner enrollment in K–12 schools increased by 28% since 2000, and there are now an estimated 4.9 million children in U.S. public schools learning the English language. By 2025, 1 out of 4 children in classrooms across the nation will be a multilingual learner student. California has the largest number of multilingual learners in the United States, with over one million students—nearly 20% of the K–12 student population. San Bernardino City Unified School District is one of many California districts deeply committed to serving the needs of its diverse student body including more than 10,000 multilingual learners in its school communities.

When San Bernardino City Unified School District (SBCUSD) launched a K–12 mathematics materials adoption in 2023, they turned to EdReports for assistance in developing a comprehensive selection process. 

Sixty-seven percent of the student community in San Bernardino identify as Hispanic or Latino and nearly a quarter of students are considered multilingual learners. The district has seen large gaps in performance, with only 19% of Latino students demonstrating they meet expectations of mathematics proficiency based on the results of the most recent state assessments. 

Based on these challenges and the desire of the district to better serve and meet the needs of their students, SBCUSD identified supports for multilingual learners as one of their top curriculum priorities. 

SBCUSD outlined their commitment to choose a program which was available in both English and Spanish. As part of EdReports expertise and services, the organization’s technical assistance team suggested that SBCUSD incorporate the tools and reviews from the California Multilingual Learner pilot to inform their mathematics materials selection.

From February to May 2023, SBCUSD materials adoption committee participated in training and professional learning provided by EdReports to prepare for the adoption work ahead. The piloted tools and resources were used as part of professional development sessions that educators used to learn more about how to identify high-quality materials and re-imagine what multilingual learner supports could actually look like in curricula. In October, the committee used the tools again as part of their deep dive into potential programs for selection.

The real-world application of the California Multilingual Learner pilot tools illustrates the power of independent information to ensure students have access to content that truly supports them to grow and thrive no matter what language they speak. 

Learn more about how EdReports can support your next instructional materials adoption.

Read the full profile: Building a Foundation for Multilingual Learners in California with High-Quality Instructional Materials >

Note on terminology: At EdReports, we use the term “multilingual learners” when we refer to students who are developing proficiency in multiple languages including students learning English as an additional language in school. This choice is the organization’s attempt to use more asset-based language. The majority of states and school systems along with the United States federal government continue to use the terms: “English Learner” (EL) and/ or “English Language Learner” (ELL). While we are shifting our language, we understand that many of our stakeholders, including curriculum publishers, continue to use EL and ELL. As you explore the content on our website, you may see a mix of these terms when EdReports is referencing outside sources or research that use designations other than multilingual learner. We defer to the primary source terminology when directly citing external information.
Print
X