In California and across the United States, English learners often do not receive the attention they deserve in the education system. Despite being one of the largest student groups, with over 1 million students in California learning English as a second language, their academic performance has remained stagnant for the past two decades. According to the National Assessment of Educational Progress (NAEP), only 4% of eighth-grade English learners are proficient in math, compared to 29% of non-English learners. Similarly, only 10% of fourth-grade English learners are proficient in reading, compared to 37% of their non-English learning peers.
One of the key reasons for this disparity is the lack of instructional materials tailored to English learners. While current textbooks may meet state standards, they often lack cultural relevance and language support necessary for students who are still mastering English. A survey found that 82% of teachers believe that existing materials do not provide the academic rigor needed for English learners.
California has an opportunity to address this issue with the upcoming release of the state-approved math curriculum list by the State Board of Education. This list will recommend math instructional materials aligned with California’s revised math framework. By selecting materials that cater to the needs of English learners, the state can make significant strides in improving math education for all students.
It is crucial to recognize that language plays a critical role in math instruction, and materials that incorporate language support can benefit all learners. By providing guidance and resources to districts, state leaders can ensure that the curriculum selection process focuses on meeting the needs of English learners and other marginalized groups.
While districts may be facing financial challenges, adopting inclusive instructional materials can be a cost-effective way to promote equity in education. By choosing materials that support all students and providing teachers with the necessary resources, districts can enhance the learning experience for everyone.
California has the opportunity to lead the way in developing and adopting instructional materials that truly support all students, regardless of their background. By investing in educational resources that reflect the diversity of our student population, we can create a more inclusive and equitable education system for all.
The voices of Crystal Gonzales and Martha Hernandez, representing the English Learners Success Forum and Californians Together, emphasize the importance of advocating for better educational options for English learners. It is time for school districts to prioritize the needs of these students and work towards a more inclusive and supportive educational environment.
