Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study

This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader sense of collective responsibility. Next, we linked these practices with academic outcomes using New York City administrative data and data from the NYC School Survey, a large-scale survey administered to leaders and teachers. Using factor analysis, we found that teacher influence, peer collaboration, and collective responsibility were positively correlated with student achievement, particularly among ELs.