Abstract
Students with Interrupted Formal Education (SIFE) are underrepresented in the professional literature. The purpose of this research brief is to contribute to an emerging line of research by documenting the variable of existing programs which were created specifically to meet the unique needs of the growing SIFE population. The delivery models and actionable practices for SIFEs reported in this paper are a result of a year-long study conducted in three diverse, near-urban school districts. An analysis of the programs and recognition of their strengths and weaknesses, as well as their documented impact, benefit, and success for learning were considered. Findings indicated that with strong teacher involvement, district-wide planning, access to quality materials, and a keen understanding of the cultural and economic circumstances of the SIFE population, academic success is achievable. This study adds significantly to the emerging scholarly dialogue noting which factors support successful SIFE programs, while acknowledging the unique cultural and academic needs of SIFEs (Marshall & DeCapua, 2013).
Highlights
According to the United States population progression for 2005-2050, close to one in five Americans will be immigrant in 2050; the Latino population will triple in size reaching close to 30% of the U.S population (Passell & Cohn, 2008)
In response to the overarching concern for the increasing number of Students with Interrupted Formal Education (SIFE) students in a large metropolitan area, this study examined three diverse, near-urban school districts with growing SIFE populations
There were eight themes that emerged from the analysis of the data in response to the two key research questions: What English as a second language service delivery model(s) have been designed and implemented to address the unique needs of SIFE students in select suburban districts?
Summary
According to the United States population progression for 2005-2050, close to one in five Americans will be immigrant in 2050; the Latino population will triple in size reaching close to 30% of the U.S population (Passell & Cohn, 2008). Listed were New Mexico (35.8%), Texas (34.3%), New York (29%), Nevada and New Jersey in a tie (28.5%), Arizona (27.7%) and Florida 26.6%) These statistics translate to an increasing number of school-aged children who are recognized as English Language Learners (ELLs). Within the ELL population, there are several subgroups including immigrants who are new arrivals to this country, often referred to as newcomers (Constantino & Lavadenz, 1993). Many of these children are placed in schools based on their school transcripts, or lack thereof, and considered students with interrupted formal education or SIFEs (Short & Fitzsimmons, 2007). There is limited information about how to best educate these students, facilitate their transition to the U.S school system, design educational programs to meet their unique needs, and enhance their future employment opportunities
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