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Abstract

This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader sense of collective responsibility. Next, we linked these practices with academic outcomes using New York City administrative data and data from the NYC School Survey, a large-scale survey administered to leaders and teachers. Using factor analysis, we found that teacher influence, peer collaboration, and collective responsibility were positively correlated with student achievement, particularly among ELs.

Keywords

English learners immigrant youth professional culture teacher autonomy

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Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study

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