English Language Learner (ELL) students literally and figuratively traverse borders through education and countries. At Fremont High School, 22% of the student body, or 363 students, are ELL. That’s equivalent to adding another entire class or grade level of students who are navigating the challenges of learning a new language. Their journeys are filled with hardships and unique stories that are unimaginable to their peers as they seek a better life. 

 Many of the high school ELL students face challenges that the average student does not. These students often grapple with the difficulties of adapting to a foreign language and navigating a new educational system in an unfamiliar country. They may experience cultural dislocation, feelings of isolation, and pressure to succeed while trying to support their families who may still be adjusting to life in a new place, culture and society. 

 The educational system should not compound their burdens. ELL students are more prone to experiencing academic difficulties, social isolation, and emotional distress due to language barriers and cultural differences, which creates a tougher environment for their educational success. Rather than their education being a source of empowerment and growth, it can often feel like just another hurdle in their journey. Recognizing and confronting these challenges is crucial to fostering a truly inclusive and empowering environment for every student at Fremont High School. Recognizing and confronting these challenges is crucial for fostering a truly inclusive and empowering environment for every student at Fremont High School.

English Language Learner (ELL) students dedicate approximately 88 minutes each day over the course of two years to the critical process of language acquisition. This experience is somewhat analogous to Spanish classes for English-speaking students, where the emphasis is on developing proficiency in a new language. In the case of ELL students, the objective is to equip them with the necessary skills to understand, speak, read, and write fluently in English.

As they progress through the program, these students are ultimately required to take the English Language Proficiency Assessment. Successfully passing this exam is a prerequisite for exiting ELL services, enabling them to transition into mainstream classrooms where they can engage fully with their peers. However, FHS has a success rate of 20% proficient students. 

“Say you take Spanish 1, 2, 3, and 4. Now, I’m going to just drop you off in a remote part of Mexico,” Hayden-Parra said. “You’re going to go to school in Mexico, and you need to pass all of your classes. You can’t? You took all of the basic Spanish classes. What do you mean you can’t? A lot of what you learn when you are first learning a language is not academically based.”

However, the journey does not end there. After exiting the program, ELL students are supposed to be monitored for an additional two years to ensure they have not advanced too quickly and continue developing their language skills. But who is truly tracking their progress? In reality, their status is simply marked in PowerSchool as ELL. There is no dedicated caseworker, and no one-on-one mentoring like students with IEPs or 504 plans receive. To genuinely support ELL students, the program must go beyond labels by focusing on improving language acquisition, enhancing course accessibility and providing individualized support. Strengthening these efforts would not only create more successful students in the classroom but also increase graduation rates and reduce dropout rates, setting them up for long-term success beyond high school.

Monitoring mechanisms are vital to validate that these students are managing the transition successfully and maintaining their language proficiency. Without comprehensive tracking and support, there is a risk of overlooking the challenges some former ELL students face in their academic environments. It is important to examine the systems in place to assess whether they provide adequate support and accountability for students who have exited the program, ensuring that all ELL students are empowered to thrive academically and socially.

Taking a 180-degree turn from speaking Spanish, or another common language in the Fremont community such as K’iche, a Mayan language spoken by many Guatemalan ELL students, to learning English is a tremendous task. It becomes even more challenging when ELL students are placed directly into classes conducted entirely in English. Currently, FHS assigns ELL students to classes based on their English proficiency, which often ranges from no proficiency to extremely low knowledge of the language, reflecting their academic level. 

Unfortunately, this placement extends to elective courses as well, which are predominantly designed for 100% English speakers. These electives do not account for the unique needs of ELL students, leaving them disengaged and struggling to keep up. To better support these learners, electives should be tailored with various levels of difficulty and language support, enabling ELL students to build their skills at a pace suited to their proficiency. Such modifications would not only enhance their educational experience but also foster a more inclusive learning environment.

To meet credit requirements, ELL students are often placed in classes they are not adequately prepared for, with teachers who may have been trained in Sheltered Instruction Observation Protocol (SIOP) but are not necessarily implementing it. There is little to no accountability in ensuring that these strategies are being used effectively. As a result, the graduation rate for ELL students is only 60%. This system sets both students and teachers up for failure rather than success. Instead of being placed in courses they struggle to understand, ELL students should have access to English-focused instruction or elective classes conducted in Spanish to bridge the language gap and support their academic growth. 

“The staff was trained on SIOP strategies, I do not believe using those strategies is being enforced. Many teachers are not truly using SIOP,” counselor and former ELL instructor Desiree Hayden-Parra said. “They tend to use modified assessments meant for students receiving Special Education services, which is not appropriate for ELL students. This is because the issues ELL students face are caused by a language barrier, not a cognitive issue. Even when I was a teacher, no one was checking up on me to ensure I was using the SIOP strategies.

Teachers guiding ELL students through high school have not been provided with a structured curriculum, some might argue that one doesn’t exist at all. To better support the growing Hispanic population, FHS must take the next step by developing a comprehensive curriculum tailored for newcomer ELL students.

“When I was a newcomer ELL teacher a couple of years ago, I came in and they were like, ‘Okay, here’s your classroom,’” Hayden-Parra said. “I looked around and asked, ‘Where is my stuff? What am I teaching? Where are the books?’ and they said to me, ‘Oh, there really isn’t a curriculum. You just kind of get to make it.’ That was very stressful. You’re flying the airplane as you’re building it.”

The FHS curriculum requires all students to take Personal Finance, American Government, and American Literature. However, ELL students are placed in these courses without the support of paraeducators, making it difficult for them to fully engage with the material. Offering Spanish-language versions of these classes would provide ELL students with a stronger foundation in financial literacy and American history, ensuring they can grasp essential concepts while continuing to develop their English skills.

These classes cover essential subjects, providing what is considered general knowledge in the United States. However, expecting teachers to accommodate students they cannot communicate with is unrealistic, especially given the ongoing teacher shortage. While hiring more bilingual paraeducators could help, paraeducators are typically part-time and earn low wages, making it difficult to attract and retain qualified individuals. Additionally, requiring teachers to specialize in ELL instruction isn’t a feasible solution. A more sustainable approach is needed to ensure ELL students receive the support they need without overburdening an already strained education system, but we do not live in a perfect world.

“A piece of this is also having somebody to manage the ELL program,” Hayden-Parra said. “Mr. Grossman is head of the department, but with his duties as dean, it’s not in his position to manage the program adequately. These kids’ progress needs to be tracked. We really need somebody who can support teachers and help them understand how to make accommodations or modifications for these students.” 

Students at risk of not graduating are permitted to earn a standard diploma with only 210 credits instead of the traditional requirement of 250 credits. However, for this to happen, a student’s parent or guardian must meet with FHS staff. While this option is beneficial, FHS should prioritize providing more support to students who need help rather than lowering the credit requirements. Reducing the credit threshold may make graduation easier, but it compromises the quality of education and lowers academic standards. The current high school students are the future leaders, workers, and voices of America, and they deserve access to the best possible education.

FHS, like all public schools in the United States, is legally required to provide education to every student, regardless of citizenship status. Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA) mandate that schools must ensure equal access to education for all students, including those who are ELL. Yet, laws alone are not enough, true educational equity requires action.

Currently, there are no specific requirements for a student to enroll at FHS, even if they do not speak a single word of English. A student can arrive one day and be expected to navigate an unfamiliar language and system the next. While this open-enrollment policy ensures accessibility, it also exposes a major gap in resources and support. The Hispanic population is at an all-time high and will only continue to grow, meaning the demand for effective, high-quality ELL education is greater than ever.

Rather than viewing these students as an obstacle, the district must recognize them as an opportunity, an opportunity to build a stronger, more inclusive education system that doesn’t just meet legal requirements but sets students up for success. That means structured ELL curriculums, effective teacher training, tailored course options and long-term language acquisition support. These are not luxuries; they are necessities.

If education is truly meant to be the great equalizer, then it’s time to ensure that ELL students are given an equal chance to succeed. Not just in school, but in life.

Recognizing these urgent needs, Fremont High School is launching a new initiative for the 2025-2026 school year: the Newcomer Academy. This program is designed to provide multilingual learners with access to specialized courses that integrate language instruction with academic content. 

“We looked at programs across the country and met with Lexington Public Schools, who have a similar program at their high school level to get a starting point,” Instructional Facilitator Allie Graham said. 

The focus is not just on helping students graduate, but on equipping them with the English language skills necessary for long-term success in the United States.

The Academy represents the culmination of efforts by dedicated educators who analyzed student data, identified systemic gaps, and collaborated to implement a meaningful solution. As curriculum development continues over the summer, there is a renewed sense of hope that this program will offer a more structured, supportive path for ELL students at FHS. 

“This really is a dream come true for me and the students,” counselor Desiree Hayden-Parra said. “It’s here, it’s happening, and the first course requests for the academy have been made.”