5/1/2022 – 8/31/2023
In response to the growth of newly-arrived immigrant students and the multiple, distinct hardships that impede their educational success (e.g., interrupted formal education, unfamiliarity with U.S. school system, trauma, family separation, poverty), school leaders have established newcomer programs. These programs are “separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly-arrived immigrants” (U.S. Department of Education Office of Civil Rights, 2015). For more than a decade, a large urban school district has operated two schools that focus on newcomer education. There is a middle school that serves students in grades 4 through 8, as well as a high school with day and night programs for traditional and over-age immigrant students. The goal of this study is to examine the impact of the district’s newcomer schools on student behavioral, academic, postsecondary, and workforce outcomes and to help newcomer students succeed. The Principal Investigator of this study is Dr. Brian Holzman of Rice University’s Houston Education Research Consortium and Texas A&M University.