College of Education and Human Development

Researchers in the Education Policy Program and the EdPolicyForward Center Receive a Spencer Foundation Grant in Support of a Project on the Educational Experiences of Students Who are New to U.S. Schools

Beth Davis (Postdoctoral Fellow at George Mason’s EdPolicyForward: The Center for Education Policy) and David Houston (Assistant Professor, Academic Program Coordinator of the Education Policy Program, and Director of EdPolicyForward at George Mason University) have received a Spencer Foundation grant in support of their work on a project titled The Educational Needs and Interests of Newcomer Students and the Emerging Models of School That Serve Them. The study will examine how different school models support newcomer students in their transition to school in the United States and provide an in-depth look at the educational backgrounds and experiences of these students as well as their educational goals and dreams. Funding for this project is provided by the Spencer Foundation’s Small Research Grants on Education Program. As described on the Spencer Foundation website, this grant program supports “field initiated” education research projects that are relevant to the most pressing questions and compelling opportunities in education.

The study will examine the existing systems and structures of non-traditional school models to determine how they impact the educational experiences of students who are entering schools in the United States for the first time. The research team believes that the findings gathered across school districts will provide a better understanding of the ways in which schools can facilitate and support newcomer students in their learning and help them acclimate to the U.S. educational system. The experiences of English language learners in grades 6-12 who have been living in the U.S. for less than three years will be the focus of this research.

The project will include a multi-case design in which analysis of qualitative data will draw cross-case conclusions between districts in Virginia that employ different approaches to newcomer education through different school models. This design will allow for a comparative analysis of the differences in student experiences with various educational models and the ways that districts are building the structures and services that align to the unique backgrounds of students. The study will include the collection of data through interviews conducted by researchers with students and their families.

Davis shared her thoughts on some of the hurdles that newcomer students face in adapting to schools here in this country. She stated, “The biggest challenge is language. It is not just learning a new language, but the challenge of feeling a sense of belonging when you do not share a common language. It makes it hard to navigate support and build bridges between your new school community and peers. Also, many high school students have adult-like responsibilities and must balance school with work and family responsibilities, which can impact attendance and school engagement, making the transition even more challenging.”

In her other comments, Davis explained that students who have developed strong language and academic skills in their primary language find it easier to adjust to schools in the U.S. because those language and literacy skills provide a foundation for building English language skills and learning academic content. Yet, many recently arrived students who experienced interrupted education due to events in their country of origin or in the migration process itself may find it more difficult to address those learning gaps while also learning English.

Davis stated, “In preliminary interviews, we are seeing that some students who attended English focused schools in their country of origin found it easier to adjust because they already had conversational English skills that helped them navigate support and build relationships with faculty. In addition, we are finding that familial support is critical to the ability of these students to adjust to their new schools. The parents of these students motivate and encourage them to do well in school, and some do not allow their children to work so they can instead focus on their studies.”

The research team says that schools which can provide intensive English language support, establish a climate and culture that fosters a sense of belonging, and integrate trauma-informed approaches to care, will be better able to meet the needs of newcomer students. They emphasize that schools can do this by nurturing open dialogue between students and teachers, creating safe spaces to share experiences, and demonstrating flexibility and care for the needs of individual students that will lead to strong connections and trust. Commenting on the role of schools in helping newly arrived students overcome the difficulties they face, Davis observed, “We are in a very challenging time for schools and immigrant communities. Schools must show that they are safe places for all students and create a culture that celebrates diversity and recognizes the threats of the current time.”

In her other remarks, Davis elaborated on what motivated her to become involved in research on the experiences of students new to the U.S. school system. She stated, “I previously worked as a family and community liaison in a high school that served a high percentage of newcomer students. In that role, I started after school programs and coordinated wraparound services aimed at supporting newcomer students and their transition to school in the U.S. Unfortunately, many of the students I worked with never finished high school even though they were very motivated by educational opportunity. Sometimes external factors pulled them from school, but there were also things about school itself that pushed them out.”

Once this project is completed, Davis and Houston are hoping to establish student research boards in two of the school districts participating in the study. Davis indicated that this would allow students to develop research skills as they collaborate on the analysis of findings and recommendations resulting from the study.

Please join the College of Education and Human Development (CEHD) community in congratulating Beth Davis and David Houston for their work that is being supported by the Spencer Foundation Small Research Grants on Education Program award. This project will provide a greater understanding of the educational experiences of students newly arrived in the U.S. and offer deeper insight into what schools can do to better meet the learning needs of these students.