English Learners Study

Posted in James Madison Legacy Project Expansion We the People: National Symposium on Civic Education

The JMLPE enrolled teachers who taught civics classes with high percentages of English learners (ELs). Students who were taught the We the People curriculum were compared to counterparts who were randomly assigned to a control group, which received a standard civics curriculum. English learners, students who speak a language other than English all or most of the time, were compared to students with native-level English proficiency.

The civic knowledge of ELs who were taught the We the People curriculum improved significantly. The findings were stark for middle school, as the knowledge of We the People ELs increased by 62% compared to 28% for the control group. The knowledge gains for high school ELs were greater for We the People students than those who were taught a standard civics class.

Students in classes with high numbers of ELs had a greater understanding of core civics concepts after participating in We the People. Three-quarters of middle and high school students felt they understood more about American government and their rights and responsibilities as citizens. The EL study also found promising gains in political efficacy. The percentage of We the People students who agreed that they have a say in what the government does increased from 19% to 30% among middle school students and 26% to 36% among high school students.

The EL study reinforces a key lesson of the JMLPE: giving teachers access to professional development that emphasizes active pedagogy and a content-rich curriculum supports civic learning for all students. The findings suggest that quality civic education can build knowledge, confidence, communication skills, and a greater sense of civic belonging.

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Watch the Civic Education for English Learners Research Findings presentation: