Why English Language Programs Fail (and How to Fix Them): The EL Department Is an Afterthought

I have taught in English language programs in several high schools, and time and again, I’ve encountered the same attitude from administration—apathy toward my concerns. As long as I was tending to my English learners, they were passing their classes, and I was tracking data, no one seemed to care what was actually happening in my classroom. While I appreciated the freedom to teach in the way I knew was best, the lack of institutional support left my students isolated. They weren’t integrated into the larger school community, and their progress was viewed as a side project rather than a school-wide priority.

This isn’t just my experience; it’s a systemic issue. English learners (ELs) make up a significant portion of student populations in many schools across the U.S., yet multilingual education remains an afterthought in school improvement plans (SIPs). Instead of being woven into the fabric of academic planning, EL programs are often siloed—treated as a compliance checkbox rather than a critical component of student success. This neglect has real consequences, contributing to the nationwide trend of lower graduation rates, lower proficiency rates, and slower academic growth among EL students.

The Consequences of Ignoring the English Language Program

When English learners are left out of school-wide planning, they face significant academic barriers, which are reflected in national data:

• Lower Graduation Rates – EL students graduate at significantly lower rates than their peers. According to the National Center for Education Statistics (NCES), the national four-year graduation rate for ELs in 2021 was 71%, compared to 86% for non-ELs (NCES, 2023). In states with larger EL populations, such as California and Texas, the gap is even wider.

  
  

• Low Proficiency Rates – Most ELs struggle to meet grade-level proficiency in English Language Arts (ELA) and math. In 2019, only 10% of eighth-grade ELs scored proficient or above in reading on the National Assessment of Educational Progress (NAEP), compared to 37% of non-ELs (NAEP, 2019). This lack of proficiency severely limits access to higher education and career opportunities.

At the same time, some EL programs may actually be better off when left alone by administration—particularly when top-down mandates disrupt effective teaching. One EL teacher I spoke with had a long-standing track record of helping her students show continual growth year after year. However, his administration forced the department to abandon its proven methods in favor of district-wide standardized test prep initiatives. The result? A program that had been steadily improving EL outcomes was stripped of its autonomy, and students suffered as a result. This is a reality in many schools: when EL programs are given attention, it's often the wrong kind—short-sighted interventions driven by state test performance rather than meaningful language acquisition.

How to Fix this

​Addressing the systemic apathy of English learners (ELs) requires deliberate, school-wide strategies that prioritize their inclusion and success. By implementing targeted solutions, schools can transform EL education from an isolated endeavor into an integrated, effective component of their academic framework.​

1. Integrate EL Goals into Professional Learning Communities (PLCs)

Confining EL instruction solely to the English department limits students' exposure to diverse academic content and hinders their overall educational development. Research indicates that ELs benefit significantly when language development is integrated across all subject areas, enhancing both language proficiency and content mastery.

• Collaborative Planning: Incorporate EL objectives into SIPs and ensure they are regularly revisited during PLC meetings. This continuous reflection allows educators to adapt teaching strategies effectively to meet EL needs.​

• Cross-Departmental Collaboration: Encourage EL teachers to participate in various departmental PLCs. Their insights can lead to the development of concrete strategies that support ELs across all subjects.​

• Resource: The New York State Education Department offers tools and best practices for integrating EL considerations into broader educational planning.​

  
  

2. Optimize and Sustain Funding for EL Programs

With potential funding reductions on the horizon, it is crucial to maximize the impact of guaranteed funds. Implementing cost-effective solutions that maintain the personal interaction between teachers and students is essential.​

• Efficient Resource Utilization: Prioritize strategies that enhance the effectiveness of existing systems, ensuring they operate smoothly within the constraints of available resources.​

• Affordable Tools: Consider incorporating resources like AIR Language, which offers leveled books and interactive features to support ELs at a fraction of the cost of competitors.​

  
  
  
  

  

  
  
  
  

3. Implement Continuous and Formative Assessment Practices

Relying solely on annual language assessments and grades provides an incomplete picture of an EL's progress.Standardized tests often fail to capture the nuanced development of language proficiency and content mastery.

• Beyond Annual Assessments: Incorporate formative assessments vetted by EL teachers to make informed decisions about ELs' instructional needs and program placements.​

• Data Tracking Tools: Utilize platforms like AIR Language to monitor students' language acquisition progress. These tools offer analytics that help tailor instruction to individual student needs.​

• Professional Development: Equip teachers with the skills to conduct and interpret formative assessments. The U.S. Department of Education's English Learner Tool Kit provides guidelines for effective monitoring and exiting of ELs from language support services.​

By embedding these strategies into school improvement efforts, educators can create a more inclusive and effective learning environment for English learners, ensuring their academic growth and integration into the broader school community.​