{'fraction_non_alphanumeric': 0.019, 'fraction_numerical': 0.0, 'mean_word_length': 5.809523809523809, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Policy brief: Improving graduation rates and postsecondary outcomes for English learners in Florida

ABSTRACT For the last two decades, graduation rates have been one of the key metrics used to evaluate school effectiveness under federal law, with the goal of ensuring that all students receive a high-quality education. Researchers have found, however, that policies intended to optimize this accountability measure can have undesirable consequences for English Learners (ELs). A review of empirical research and policies implemented in other states clearly indicates that strategic policy initiatives, such as native language assessments or extended year graduation plans, can alleviate some of the challenges Florida’s ELs face in meeting graduation requirements and continuing on to postsecondary education. In this brief, each policy alternative is analyzed in terms of legality, cost-benefit, and political feasibility and recommendations are provided to ensure equitable opportunities for ELs.