Listen
20 Student Voices
Anonymous survey responses explored students’ experiences with language barriers, confidence, understanding of the U.S. school system, and participation in advanced coursework.
A student-led research & community impact project
Beyond the
Language Barrier
How Understanding the U.S. School System Shapes English Learners’ Confidence and Participation in Advanced Placement Courses
This research project explores the challenges English Learners (ELs) face as they adjust to the U.S. school system and navigate advanced academic opportunities, with a particular focus on Advanced Placement (AP) courses. Through a 19-question survey of 20 current and former ELs, interviews with two experienced ESL educators, and a review of 15 academic and government sources, the study examines how understanding of the U.S. education system, language barriers, academic guidance, and school support relate to students’ confidence and participation in advanced coursework. The project identifies key barriers and proposes ways schools can better support ELs in making informed academic choices and accessing advanced opportunities. Through Together We Grow & ESL Connect, the project also aims to put these findings into practice by developing educational resources, improving access to school information, and creating peer-support opportunities for ELs.
About Me
The student behind Beyond the Language Barrier
I’m César Ledezma, a high school student who arrived in the United States four years ago. My experience learning how to navigate an unfamiliar school system as an immigrant and English learner inspired this project.
I quickly learned that adjusting to a new school system involves much more than learning English. While learning a new language, I also had to understand a different academic system, new expectations, and unfamiliar terms that were never part of my previous education.
As I began to understand how the U.S. school system worked and became more aware of the opportunities available to students, I wondered how many other English learners faced the same questions and challenges. I also realized that there were students who needed the same kind of information and guidance I had needed when I first arrived.
I decided to start by sharing what I had learned with other students. That was one of the reasons I founded Together We Grow & ESL Connect, a club created to help students better understand the school system, find resources, and become more involved in their school community. My own experience also made me want to understand these challenges more deeply, which led me to develop Beyond the Language Barrier.
Concepts students may need to learn
- GPA
- Course levels
- Advanced Placement courses
- Graduation requirements
- Academic opportunities
- Extracurricular opportunities
- College preparation
César Ledezma
High school student · Student Researcher
About the Project
Beyond the Language Barrier
A student-led research project exploring how unfamiliarity with the U.S. education system relates to the confidence and participation of immigrant students and English learners in advanced high school classes.
Why this project?
Starting over in a new school system takes much more than learning English. Immigrant students and English learners also have to understand grades, GPA, graduation requirements, different course options such as KAP, AP, and Dual Credit, available support, and what each academic choice can lead to. For students adjusting to a new country and school system, advanced courses can sometimes seem out of reach even when they have the ability and motivation to succeed.
Navigating advanced academic opportunities can be especially challenging when students are still learning how the U.S. school system works. English learners may face uncertainty about course options, academic expectations, language demands, and the support available to them. This project examines how unfamiliarity with the U.S. school system, language barriers, academic guidance, and school support relate to students’ confidence and participation in advanced coursework.
Learn
Educator Perspectives
Interviews with two ESL educators provided additional insight into the academic, language, and transition challenges students may face while navigating the U.S. school system.
Research
15 Academic & Government Sources
Existing research and government sources were reviewed to compare students’ experiences with findings on English learners, academic guidance, and participation in advanced coursework.
Act
From Research to Action
The findings were put into action through practical recommendations and student-led initiatives designed to help English learners better understand academic opportunities and available support.
Research Paper
Research Paper
Beyond the Language Barrier is a student-led research project based on a 19-question survey of 20 students, interviews with two ESL educators, and a review of 15 academic and government sources.
RESEARCH QUESTION
“How does unfamiliarity with the U.S. education system—including Advanced Placement courses, grade point average, academic expectations, and available support—affect the confidence and participation of immigrant students and English learners in advanced high school classes?”
César Ledezma · Beyond the Language Barrier · Student research
Read the Full Research Paper Download PDFComing Soon
Introduction
Introduces the challenges immigrant students and English learners may face when adjusting to the U.S. school system, including understanding GPA, course levels, graduation requirements, academic expectations, and advanced academic opportunities. It also presents the research question and the motivation behind the study.
Literature Review
Reviews previous academic and government research on English learners, language development, access to advanced coursework, academic guidance, school support, and factors that may influence students’ confidence and participation.
Methodology
Explains the exploratory mixed-methods design, including an anonymous 19-question survey of 20 current and former English learners, semi-structured interviews with two experienced ESL educators, and descriptive analysis of the findings.
Results
Presents findings from the student survey and educator interviews, including students’ understanding of advanced courses, confidence, language barriers, school-system knowledge, sources of information and support, and plans for future AP participation.
Discussion
Connects the survey and interview findings with previous research and discusses how unfamiliarity with the U.S. school system, language barriers, academic guidance, and school support relate to students’ confidence and participation in advanced coursework.
Recommendations
Proposes practical ways schools can better support English learners through early bilingual academic orientation, direct communication with families, peer mentoring, stronger counselor support, and training for teachers working with students in advanced courses.
Implementation Through Together We Grow & ESL Connect
Turns the research recommendations into student-led action through educational resources, bilingual outreach, peer support, academic information, and the Understanding Your High School Pathway guide.
Limitations
Acknowledges the study’s small sample size, self-reported survey responses, limited number of educator interviews, and descriptive design, which does not establish cause and effect or represent all English learners.
Conclusion
Concludes that learning English is only one part of adjusting to a new school system. Clear information, guidance, encouragement, and support can help English learners better understand their academic options and approach advanced coursework with greater confidence.
REFERENCES
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103–127.
Evans, K., Lee, J., Rodriguez, J., & Gawens, S. (2025). Barriers to success: How U.S. newspapers frame the challenges of immigrant students in public education. Social Sciences, 14, 358. https://doi.org/10.3390/socsci14060358
Fenty, N. S., & Allio, A. (2017). Using distance learning to impact access of diverse learners to Advanced Placement programs. The Quarterly Review of Distance Education, 18(2), 39–56.
Hanks-Sloan, A. E. (2016). Identifying the supports and challenges of high school Latino English language learners [Doctoral dissertation, University of Maryland, College Park].
Kanno, Y., & Kangas, S. E. N. (2014). ‘I’m not going to be, like, for the AP’: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848–878. https://doi.org/10.3102/0002831214544716
Kapoyannis, T. (2021). The Name Jar Project: Supporting preservice teachers in working with English language learners. Language and Literacy, 23(3), 45–65.
Lee, S. J. (2012). New talk about ELL students. Phi Delta Kappan, 93(8), 66–69.
Ma, M., & Winters, M. A. (2025). Reclassifying English learners [Preprint]. SSRN. https://ssrn.com/abstract=5703195
Mosqueda, E. (2010). Compounding inequalities: English proficiency and tracking and their relation to mathematics performance among Latina/o secondary school youth. Journal of Urban Mathematics Education, 3(1), 57–81.
National Center for Education Statistics. (2024). English learners in public schools. U.S. Department of Education. https://nces.ed.gov/programs/coe/indicator/cgf/english-learners-in-public-schools
Office of English Language Acquisition. (2021). English learners in Advanced Placement and International Baccalaureate courses. U.S. Department of Education.
Trainor, A., Murray, A., & Kim, H.-J. (2016). English learners with disabilities in high school: Population characteristics, transition programs, and postschool outcomes. Remedial and Special Education, 37(3), 146–158. https://doi.org/10.1177/0741932515626797
Vladu, A. (2016). High achieving English language learners: The schooling experiences of former ELL students enrolled in advanced high school courses [Doctoral dissertation, College of William & Mary].
Watkins, N. A. (2022). Access and opportunity: Increasing Advanced Placement access for English learners. Journal of Higher Education Theory and Practice, 22(14), 1–9.
Westat. (2022). Study of the impact of English learner reclassification policies: Supporting statement for Paperwork Reduction Act submission. Institute of Education Sciences, U.S. Department of Education.
Research Findings
What the Research Revealed
Student survey responses and educator interviews highlighted patterns related to confidence, language barriers, understanding of the U.S. school system, access to information, school encouragement, and decisions about advanced coursework.
20
Students Surveyed
20 current and former English learners completed the anonymous survey.
2
Educators Interviewed
Experienced ESL educator perspectives
90%
Felt Unsure About AP
18 of 20 students reported having felt unsure about enrolling in AP courses
65%
Chose Not to Take an Advanced Class
13 of 20 students had decided not to take an advanced class because of fear, language barriers, or lack of information
AP Knowledge & Uncertainty
Survey responses, n = 20.
55%
Did not understand AP or advanced courses before entering high school
90%
Had felt unsure about enrolling in AP courses
65%
Had decided not to take an advanced class because of fear, language barriers, or lack of information
Confidence in Advanced Coursework
Concerns about advanced classes
Low confidence65%
Fear of failing60%
English not strong enough50%
Did not understand how AP or advanced classes work35%
Did not understand GPA10%
Workload concerns5%
Multiple responses permitted · n = 20
Confidence distribution (1–5)
3.1 out of 5
Average confidence score · n = 20
Language Barriers
85%
Reported that language barriers affected their academic performance at least somewhat
Reported impact on performance
Significantly35%
Somewhat50%
No impact15%
Largest current challenge
Fear of failing40%
Language25%
Understanding classes10%
Lack of information10%
Other individual responses15%
Understanding the U.S. School System
How well do you understand the U.S. school system, including GPA, AP classes, and credits? (n = 20)
Very well35%
Somewhat55%
Not really10%
Not at all0%
Most students reported at least some understanding of the system, but only 35% said they understood it very well.
Where Students Get Information
Friends90%
Teachers70%
Internet60%
Counselors40%
Family25%
Multiple responses permitted · n = 20
What Would Increase Confidence?
Clear explanations about AP classes60%
Help from other students / peer support55%
Guidance from counselors50%
Bilingual resources45%
Workshops or presentations40%
Multiple responses permitted · n = 20
School Encouragement
Do you feel that your school has encouraged you to take AP classes? (n = 20)
25%
Felt clearly encouraged by their school to take AP courses
Yes25%
Somewhat35%
No40%
Perceived Academic Opportunity
Do you feel you have the same academic opportunities as non-immigrant students? (n = 20)
Yes30%
Somewhat40%
No30%
Interest in Future AP Participation
80%
Either planned to take AP or were considering it
50%
Planned to take AP in the future
Yes50%
Maybe30%
No10%
Do not know10%
Key Themes
Understanding the School System
Students reported different levels of understanding of GPA, credits, course levels, AP options, and academic pathways while navigating the U.S. school system.
Language Barriers
85% of students reported that language barriers affected their academic performance at least somewhat.
Confidence
Fear of failure and low confidence were among the most commonly reported concerns.
Sources of Information
Students frequently relied on friends, teachers, and the internet for information about school and academic options.
School Encouragement
Students reported different levels of school encouragement to consider AP courses.
Interest in Future AP Participation
Despite reported barriers, 50% planned to take AP in the future, while another 30% answered “Maybe.”
Perspectives from Educators
Two experienced ESL educators were interviewed to better understand the academic and emotional challenges students may experience while adapting to the U.S. school system.
Confidence and Support Matter
One educator emphasized that English learners are often adjusting to a new language, school, community, and academic environment at the same time. She identified confidence as an important factor when students consider AP courses and stressed the importance of teachers recognizing students’ potential, providing encouragement, and building supportive relationships.
Understanding the System Matters
The second educator emphasized that English learners need to understand how the U.S. school system works, including grades, GPA, academic pathways, and future opportunities. She also identified English proficiency, family support, peers, and student motivation as important factors when students consider AP courses.
Final takeaway
What the Findings Suggest
The student survey and educator interviews suggest that language is only one part of the challenges English learners may face when considering advanced courses. Confidence, understanding of the U.S. school system, sources of information, encouragement, and support also emerged as important themes. Despite these challenges, many students showed interest in taking AP courses in the future. Together, these findings suggest that clearer information, guidance, and appropriate academic and language support may help English learners feel more informed and confident when considering advanced academic opportunities.
Educational Resources
Resources for Students & Families
One goal of Beyond the Language Barrier is to transform research into practical resources that help multilingual students navigate the U.S. education system. The resources below provide accessible information and guidance for students and families on topics such as graduation requirements, GPA, course levels, KAP, AP, Dual Credit, academic opportunities, and planning their high school pathway.
For Students
Understanding GPA
What GPA means, how it is calculated, and why it matters.
For Students
Understanding AP Courses
What AP courses are, how they work, and who can take them.
For Students
Choosing Classes
How course levels work and how to choose classes that fit your goals.
For Families
Annual Student Update Guide
A step-by-step guide to help families complete the Annual Student Update.
For Students
Finding Academic Opportunities
How to find opportunities, ask questions, and get involved.
For Families
Tips for Parents
Practical ways to support and encourage your child in advanced courses.
For Educators
Recommendations for Teachers
Practical ways to encourage and support ELs in advanced courses.
For Students & Families
Questions to Ask Your Counselor
Helpful questions students and families can bring to a counselor meeting.
Community Impact
From Research to Action
Beyond the Language Barrier turns research findings into practical action through Together We Grow & ESL Connect. Through student-led activities, the project shares academic information, supports students and families, and extends outreach across the Katy ISD community. As club president, I help organize these efforts and work with other members to make information about the U.S. school system and academic opportunities easier to understand and access.
36
Club Members
≈200
Katy ISD Community Event Attendees
≈50
Participants Reached at Community Event
Nearly 1,000
Instagram Followers
Research→Student Support & Guidance→Family & School Outreach→Community Engagement→Student Outreach→Digital Outreach
01 — Student Support & Guidance
Ongoing Support at School
Through Together We Grow & ESL Connect, students receive information and guidance about classes, AP opportunities, school resources, and navigating the U.S. school system. The club currently has 36 members and meets every two weeks after school. Students with specific questions are also welcome to seek guidance even if they are not club members.
36 club members · Meets every two weeks
02 — Family & School Outreach
Connecting With Families at Cross Elementary
April 2026Together We Grow & ESL Connect was invited to participate in a community event at Cross Elementary in Katy ISD, representing Tompkins High School. Club members interacted with children and parents while sharing information related to Beyond the Language Barrier, including course selection, AP courses, and academic opportunities. Approximately 200 people attended the event.
≈200 people attended · Cross Elementary — Katy ISD
03 — Community Engagement
Taking Academic Information Into the Community
April 2026Together We Grow & ESL Connect was invited to participate in a community event hosted by American Legion Post 164. Club members shared information related to the project with children and families, helping extend academic guidance beyond the school setting. Approximately 50 participants received information during the event.
≈50 participants reached · American Legion Post 164
04 — Student Outreach
Connecting With New Students
For two consecutive years, Together We Grow & ESL Connect has participated in the annual Club Expo at Tompkins High School. Through the event, club members connect with students, including incoming students, answer questions, share information about available support and opportunities, and introduce them to the club and its mission.
2 consecutive years · Annual Club Expo
05 — Digital Outreach
Extending Support Online
Together We Grow & ESL Connect also uses Instagram to share academic information, opportunities, resources, activities, and upcoming events. With a growing community of nearly 1,000 followers, the platform helps extend access to useful information beyond in-person meetings and events.
Nearly 1,000 followers
Connected Initiative
Together We Grow & ESL Connect
Together We Grow & ESL Connect is a student-led organization at Tompkins High School that supports students through academic guidance, leadership, service, and school involvement.
“Inspired by the experiences of multilingual students, Together We Grow is a student-led organization that helps students build confidence, discover opportunities, and make a positive impact through mentorship, leadership, and service. Every student deserves the opportunity to belong, grow, and succeed.”
THE CONNECTION
From Research to Practice
Together We Grow provides a way to put recommendations from Beyond the Language Barrier into practice at Tompkins High School. Through educational resources, workshops, student support, and academic guidance, the club works to make the school system and academic opportunities easier for English learners to understand and navigate.
@togetherwegrowoths
Follow the club on Instagram for updates, activities, and announcements.
Photo & Video Gallery
Project in Action
School activities, community events, club activities, research presentations, educational outreach, interviews, workshops, and project milestones will be documented here. More media will be added as the project continues.
Contact
Connect With the Project
Students, families, educators, schools, and organizations interested in learning more about Beyond the Language Barrier or its educational resources are welcome to reach out.
Project email
beyondlanguagebarrier@gmail.comTogether We Grow
@togetherwegrowoths