New research from New York City schools suggests that one of education's most common practices may actually be holding students back.
For decades, schools have grouped English learners together in separate classrooms, assuming targeted language instruction would help them catch up faster. The logic seemed sound. But two recent studies found something different: in most cases, this separation produces worse outcomes, not better ones.
The High School Evidence
When researchers at New York University tracked 31,303 English learners who entered New York City high schools between 2013 and 2015, they discovered a clear pattern. Students in more heavily concentrated English learner courses were significantly less likely to graduate. The numbers were stark: those in more segregated classrooms had 10–15% lower graduation rates within four years, and 12–13% lower odds of enrolling in college immediately after graduation.
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Start Your News Detox"We need to learn more about whether there are particular English learners who might be able to benefit from this kind of segregated course environment, but our latest study suggests that school leaders should be much more cautious about this practice," said Kristin Black, the lead researcher at NYU Steinhardt's Institute for Human Development and Social Change.
The effect persisted even when looking at longer timelines. Six-year graduation rates dropped 6–11% in more concentrated cohorts. College enrollment within 2.5 years of graduation fell 9–13%.
What Works for Younger Students
Elementary schools tell a slightly different story. A separate study found that mixing students of different English proficiency levels in the same classroom didn't harm most learners. Teachers in mixed-ability groups asked more open-ended questions and fostered richer classroom discussion, which helped students with stronger English skills develop further.
But here's the nuance: students still learning the fundamentals of English did benefit from being grouped with peers at similar levels. When teachers worked with homogeneous groups, they could pitch instruction to exactly where students were, rather than trying to teach across a wider range of proficiency.
Michael Kieffer, who led the elementary study, noted that "teachers provided more targeted language instruction appropriate to their particular levels when teaching homogeneous groups." The challenge is that schools often can't do both—they pick one approach and stick with it.
Why This Matters
These findings push back against a practice so routine that many schools don't even question it. Grouping English learners together was born partly from necessity (limited resources, the desire to concentrate expertise) and partly from assumption (that isolation would accelerate learning). But the research suggests the opposite: separation correlates with students falling further behind their peers in graduation and college enrollment.
The studies don't argue for a one-size-fits-all approach. Some students, particularly those earliest in their English development, may still benefit from focused instruction. But the default shouldn't be separation. For most students, staying in mixed classrooms with their peers—and the richer discourse that comes with them—appears to be the stronger path forward.
