Bilingualism / Biliteracy

Bilingual Education and Latino Civil Rights

by Susan Baker and Kenji Hakuta, Stanford University

Baker, S. and Hakuta, K. (1997). Bilingual education and Latino civil rights. Cambridge, MA: Civil Rights Project Harvard University.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Bilingual Education; Multicultural Education / Diversity / Culturally-Responsive Inst;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Latino ELL Students;

Target Population: Preschool, Elementary School, Middle School, High School

Research Questions the Report Poses: Descriptive report, no research question

Summary: The article examines the history of civil rights for language minority children and assumptions behind attacks on bilingual education. After an introduction to numbers of ELL and immigrant students in the U.S. and California, the authors describe a brief history of congressional and judiciary decisions to institute and eliminate bilingual education. They cite major research findings from bilingual and English immersion programs.

Policy Recommendations:

• English language learners should be assessed and supported in more ways than just in English language development.
• Research should be sensitive to local goals, resources, and populations.

• Link to Project Homepage and Full Report

Children in Immigrant Families - The U.S. and 50 States: National Origins, Language, and Early Education

by Child Trends and the Center for Social and Demographic Analysis at SUNY-Albany / Donald Hernandez, Nancy Denton, and Suzanne Macartney

Hernandez, D., Denton, N., and Macartney, S. (2007, April). Child Trends and Children in Immigrant Families - The U.S. and 50 States: National Origins, Language, and Early Education. Albany, NY: Center for Social and Demographic Analysis at SUNY-Albany

Topics Covered: Data (Demographics, Facts, and Figures); Higher Education and Careers; Learning Disabilities and Special Education; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K);

Tags: Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA;

Target Population: Preschool

Research Questions the Report Poses: None; instead makes the case that newcomer families and the children within them are, and will continue to be, a significant demographic in American education

Summary: At the time of this report's publishing, children from newcomer families (families with at least one foreign-born parent) account for 20 percent of the nation's schoolchildren. This research brief, whose data is based on the year 2000 census, makes the case that children of newcomer families will continue to make up a significant portion of American schoolchildren, especially since rates of white, non-Hispanic schoolchildren are expected to decline in the coming decades. The report notes that the specific national origin of newcomer families varies widely from state to state. It also makes the assertion that the nearly 50% of children in newcomer families who speak both English and another language well represent a great opportunity to promote bilingualism in the United States. However, the nearly 25% of children in newcomer families who live in linguistically isolated households will continue to pose a challenge for the American education system. The report also cites children from newcomer families going to pre-school with lower prevalence than children from native born families.

Findings:

• 25 percent of children from newcomer families have a parent who was born in the United States.
• Two-thirds of children from newcomer families have parents who have lived in the United States for ten or more years.
• 80% of children from newcomer families are US citizens
• Almost 60% of children have at least one parent who speaks English exclusively or very well
• Three-quarters of children from newcomer families speak English exclusively or very well
• Almost half of newcomer children speak both English and another language fluently or close to fluently
• Approximately a quarter of newcomer children are from linguistically isolated households
• Children from newcomer families going to pre-school with lower prevalence than children from native born families

Policy Recommendations:

• More resources need to be devoted to getting good early education to children from newcomer families
• A re-examination must take place of education policy toward language instruction, especially views of bi-literacy and bilingualism
• Education programs can and should improve outreach to newcomer parents

• Link to Full Report

To order a hard copy of the report, contact:
Child Trends
Bonnie Wahiba
4301 Connecticut Avenue, NW
Suite 350
Washington, DC 20008
E-Mail: bwahiba@childtrends.org
Phone: (202) 572-6136
Fax: (202) 362-8420 (third floor, Suite 350)

ELLs: Boosting Academic Achievement

by American Educational Research Association

Resnick, L.B., Ed. (2004). English Language Learners: Boosting Academic Achievement. Research Points, 2(1). American Educational Research Association: Washington DC.

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Literacy and Reading / Writing Instruction; Early Elementary (K-3);

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Language Proficiency; Phonics; Phonological Awareness; Placement; Spelling; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: Beyond the debate over bilingual versus English-only education, the fundamental question remains: What are the best ways to teach English literacy to English language learners, and what rate of achievement in English is realistic to expect?

Summary:

With nearly one in twelve public school children receiving special assistance to learn English, researchers are investigating effective ways to teach English literacy and boost academic achievement for ELLs. This American Educational Research Association brief estimates that with explicit phonics instruction and frequent assessment, young ELLs can master the basics of English literacy. To sustain academic achievement, vocabulary and comprehension strategies must continue to develop in a structured, supported, and inclusive learning environment.

Findings:

• ELLs need the same kind of reading instruction that works for native speakers, more of it, and they need to be watched carefully so they get help adjusted to their language development needs as soon as they encounter problems;
• ELL students can learn basic English reading skills in two years, but their chances of falling behind later in school are greater than native English speaking children;
• There is no evidence that the extra teaching that ELLs need can be effectively offered in "pullout" programs that are not closely integrated with the main literacy program;
• ELLs benefit from lengthening the school day and/or year; and
• ELLs need teachers who can deliver reading instruction shown to be most effective, and these teachers need intensive professional development

Policy Recommendations:

• Give English language learners extra time and instruction in literacy, either through longer school days or extended years;
• Assign the best teachers to English learners and provide professional development in effective teaching strategies;
• Use proven techniques for teaching basic word recognition skills, including phonics and phonological awareness;
• Provide lots of practice reading and frequent assessments to pinpoint children's reading strengths and weaknesses;
• Provide structured academic conversation, built around books and other subject matter activities to build vocabulary and comprehension; and
• Provide several years of intensive, high-quality instruction to help students master the vocabulary, comprehension, and oral language skills that will make them fully fluent in speaking, reading, and writing English.

• Download research brief (89KB PDF)*

Ensuring Academic Success for English Learners

by Laurie Olson, UC Linguistic Minority Research Institute

Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.

Topics Covered: Assessment and Accommodations;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Parent Involvement and Outreach / PTA; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: The paper provides an overview of research and knowledge that educators can use to create schools in which English learners thrive and achieve at high levels.

Summary: This report, or position paper, highlights nine elements of a strong program, based on three decades of research. The report recommends best practices that include accessible preschool programs, support for newcomers of all ages, and a focus on English language development.

Policy Recommendations:

• Invest in building a qualified educator workforce;
• Build a meaningful accountability system for English learners;
• Assure that educators have the materials they need to deliver high quality English Language Development; and
• Demonstrate new models of successful schools for English learners

• Link to Full Report

To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220

Getting Ready for Reading: Early Phoneme Awareness and Phonics Teaching Improves Reading and Spelling in Inner-city Second Language Learners

by M. Stuart

Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.

Topics Covered: Assessment and Accommodations; Best Teaching Practices / Professional Development;

Tags: Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Motivation; Phonics; Phonological Awareness; Reading; Spelling; Struggling Readers; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: Does a commercially available early literacy program for ELLs improve reading and spelling.

Summary: Previous studies demonstrate that phoneme awareness training, particularly when combined with letter-sound teaching, results in improved reading and spelling development. This study seeks to extend previous findings by including children learning English as a second language, who have typically been excluded from previous studies.

Findings:

• The experimental program accelerated children's acquisition of phoneme awareness and of phonics knowledge;
• Student's ability to apply phoneme awareness and phonics knowledge awareness in reading and writing improved in the experimental group;
• An early focus on teaching phoneme awareness and phonics can significantly improve reading and spelling standards in inner city second language learners.

Policy Recommendations:
Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.

• Purchase article

Improving Assessment and Accountability for ELLs in the No Child Left Behind Act

by National Council of La Raza (NCLR); Melissa LazarÍn

Lazarín, M. (2006). Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act. National Council of La Raza: Washington, DC.

Topics Covered: Assessment and Accommodations; NCLB and AYP;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Latino ELL Students; Placement;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: This issue brief is designed to help inform future dialogue on assessment and accountability. The brief examines the progress and manner in which states have implemented the federal law's accountability and testing provisions with respect to ELLs.

Summary:

At over 10% of the U.S. student body, English language learners in grades K-12 hold significant influence over the success of national school improvement. No Child Left Behind (NCLB) has set out to insure accountability in the academic achievement of all students, but it faces political and administrative challenges.

This report from the National Council of La Raza (NCLR) provides an overview of the assessment and accountability provisions of NCLB affecting ELLs, the challenges of implementation in various states and districts, and policy recommendations for improving the law's effectiveness for ELLs.

Findings:
NCLB implementation with respect to ELLs has failed to live up to the law's promise. State and district accountability systems not only must include ELLs, they must be implemented in a way that effectively closes the existing academic achievement gap for ELLs.

Policy Recommendations:

• The U.S. Department of Education should increase research and investment in the development of a range of appropriate assessments and testing accommodations, including native-language and simplified English tests for ELLs.
• The U.S. Department of Education should provide firm guidance to states regarding the law's directive to assess ELLs "to the extent practicable, in the language and form most likely to yield accurate data."
• With enforcement by the U.S. Department of Education, states and districts must continue to assess ELLs and include them in AYP determinations.
• The Administration and Congress should fine-tune the definition of AYP for ELLs.
• The U.S. Department of Education and Congress should enhance accountability measures for secondary ELLs, particularly lateentrant ELLs. The U.S. Department of Education, states, and districts should improve reporting of assessment data and other AYP indicators to parents of ELLs.
• The U.S. Department of Education and Congress should ensure equitable access to supplemental services for ELLs.
• The President and Congress must increase the federal investment in English language learner programs (Title III).
• The U.S. Department of Education should increase its investment in the development of assessments for ELLs The President and Congress should increase federal support for Parent Assistance Programs.
• States should ensure fiscal equity in their education finance systems, with adequate inclusion of resources for ELLs.

• Go to full report

To order a hard copy of the report, contact:
The National Council of La Raza (NCLR)
Attention: Office of Publications
Raul Yzaguirre Building
1126 16th Street, NW
Washington, D.C. 20036
Tel: 202.785.1670
Fax: 202.776.1794

Improving Literacy Outcomes for English Language Learners in High School: Considerations for States and Districts in Developing a Coherent Policy Framework

by National High School Center, Nanette Koelsch

Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and districts in developing a coherent policy Framework. National High School Center .

Topics Covered: Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Adolescent (7-12);

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Curriculum; Fluency; Language of Instruction; Language Proficiency; Placement; Reading; Vocabulary; Writing;

Target Population: Middle, High School, Post-Secondary

Research Questions the Report Poses: What issues should states consider to improve schooling for English language learners?

Summary: The report suggests that low expectations are the impetus for ELL difficulties in school and that lack of data about course taking patterns for ELLs compounds student difficulties. The report describes recent studies that point to the need for more rigorous course taking to improve the odds of graduation and college entry for ELL students.

Findings:

• ELLs need high quality instruction focused on advanced literacy skills not just language acquisition; and
• Immersion-only programs lead to increased special education placements
• Latino ELLs are overrepresented in special education and lower tracked classrooms;

Policy Recommendations:

• States and districts need to redesign literacy work for ELLs in high schools to change from remediation to academic enrichment; and
• States and districts need to ensure that ELLs participate in rigorous, college preparation courses and receive support so that they can succeed in these courses

• Link to Full Report

To order a hard copy of the report, contact:
n/a

Language Test

by National School Boards Association, Naomi Dillon

Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.

Topics Covered: Access, Equity, and Adequacy; NCLB and AYP;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Instructional Programs; Intervention; Language of Instruction; Language Proficiency;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: The report uses the example of Coachella school district's legal battle to examine if state assessments fair to English language learners.

Summary: The report examines the challenges associated with preparing a population that is 70 percent ELL to meet the demands of state and federal laws. Under California law, all ELL students must take state tests in English after only one year of instruction — a requirement that perpetually leaves districts like Coachella "in need of improvement." The report uses the Coachella district's case as a lens to examine the challenges we face in preparing ELL students to perform highly as well as the advantages and disadvantages of different types of assessment and accounting formulae to determine performance.

Findings:
n/a

Policy Recommendations:

• The lawsuit asks the state to develop primary language tests for students who have recently arrived or enrolled in bilingual classrooms—an NCLB supported provision.
• The suit also calls for a new standardized test that is more linguistically friendly and appropriate.

• Purchase Report

To order a hard copy of the report, contact:
n/a

Linguistic Life Expectancies: Immigrant Language Retention in Southern California

by Ruben G. Rumbaut, Douglas S. Massey, and Frank D. Bean

Rumbaut, R.G., Massey D.S., and Bean, F.D. (2006). Linguistic Life Expectancies: Immigrant Language Retention in Southern California. Population and Development Review, 32(3), 447-460.

Topics Covered: Data (Demographics, Facts, and Figures);

Tags: Bilingualism / Biliteracy; Fluency; Language of Instruction; Language Proficiency; Latino ELL Students;

Target Population: Pre-school, Elementary, Middle, High School, Post-Secondary

Research Questions the Report Poses: How long can immigrant populations be expected, on average, to remain fluent in their languages of origin?

Summary: In what serves as a response to Samuel P. Huntington's Who Are We? The Challenges of America's National Identity, the authors research how many generations it takes for English to become the language spoken at home in Spanish-speaking households in southern California. Southern California was chosen as the site for this study because 1 out of 5 immigrants in the country resided in one of the six counties of southern California. The authors apply mortality rate formulas to their data in order to procure life expectancy curves for fluency.

Findings:

• The probability is 97% that a great grandchild of Mexican immigrants will not speak Spanish
• Mexican Spanish can be expected to have a life expectancy of 3.1 generations
• Guatemalan and Salvadoran Spanish can be expected to have a life expectancy of 2.8 generations
• Spanish spoken by other Latin Americans can be expected to have a life expectancy of 2.6 generations

Policy Recommendations:
No policy recommendations offered

• Link to Full Report

To order a hard copy of the report, contact:
n/a

National Literacy Panel's Executive Summary
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.

by National Literacy Panel, Diane August, Timothy Shanahan

August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Phonics; Phonological Awareness; Placement; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: How do ELL students acquire literacy in a second language?

Summary: The National Literacy Panel on Language Minority Children and Youth systematically and rigorously examined the research on acquiring literacy in a second language. The full report was never published but the executive summary is useful for its vision and purposeful intent.

Findings:

• Instructional approaches that focus on phonemic awareness, phonics, fluency, vocabulary, and text comprehension-have clear benefits for ELLs. Like their native English speaking peers, ELLs benefit from these strategies as well as writing instruction.
• For students to become literate in English several instructional qualities need to be met including: content coverage, intensity and thorough instruction,
• ELL specific instruction, monitoring learning, and teacher preparation.
• Oral proficiency and literacy in the first language can be used to facilitate literacy development in English.
• Researchers have documented few sociocultural impacts on literacy achievement or development. However, researchers have found that home language experiences can have a positive impact on literacy achievement.

• Link to Full Report

Pre-K and Latinos: The Foundation for America's Future

Garcia, E.E., Gonzales, D.M. (2006). Pre-K and Latinos: The Foundation for America's Future. Pre-K Now Research Series: Washington, DC.

Topics Covered: Access, Equity, and Adequacy; Data (Demographics, Facts, and Figures); Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Early (Pre-K); Parent Outreach;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Latino ELL Students; Parent Involvement and Outreach / PTA; Reading;

Summary:

Latino families care about education, but many do not participate in preschool programs. Although Latinos are at great risk for school failure, research shows that they benefit more from Pre-K programs than children of other ethnic groups. This report from Pre-K Now discusses how to make preschool effective and accessible so that all Latino children get a strong foundation for learning.

• Download full report (128KB PDF)*
• Download Executive Summary in Spanish (7KB PDF)*

State High School Exit Exams: States Try Harder, But Gaps Persist

by Center on Education Policy (CEP), Patricia Sullivan

Sullivan, P., Yeager, M., Chudowsky, N., Kober, N., O'Brien, E., Gayler, K. (2005). State high school exit exams: States try harder, but gaps persist. Center on Education Policy: Washington, DC.

Topics Covered: Assessment and Accommodations;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Instructional Programs; Intervention;

Target Population: High School

Research Questions the Report Poses: What are states doing to prepare ELL students to take and pass exit exams.

Summary: A growing number of states are requiring students to pass exit exams in order to receive a high school diploma. What is the impact of exit exams on ELLs? Evidence indicates that with effective educational support, ELLs can achieve as much or more than other students. This new study by the Center on Education Policy (CEP) investigates why the pass rates for ELLs is often 30-40% lower than the national average.

Findings:
Most ELL remediation programs, exit exam preparation programs, currently operate at the local level.

Policy Recommendations:
The US Department of Education needs to pay more attention to strategies to prepare and remediate ELL students to pass exit exams

• Link to Full Report

To order a hard copy of the report, contact:
n/a

The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel

by Kevin Lang and Erez Siniver/National Bureau of Economic Research

Lang, Kevin and Siniver, Erez, The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel (August 2006). NBER Working Paper No. W12464.

Topics Covered: About ELLs; Access, Equity, and Adequacy; Data (Demographics, Facts, and Figures); Higher Education and Careers;

Tags: Bilingualism / Biliteracy; Fluency; Language Proficiency; Other ELL Students (Middle Eastern, African, European, etc.);

Target Population: High School, Post-Secondary

Research Questions the Report Poses: What role does English play for Russian immigrants to Israel and Israel natives? How does this role differ?

Summary: The purpose of the study presented is to examine the return to English knowledge by reviewing samples of Russian immigrants and Israeli natives. The importance of such data as cited by the article is 1) due to the high level of press on/about globalization and the importance of foreign language knowledge, 2) that examining the Hebrew acquisition as well as the English acquisition among Russian immigrants to Israel they are addressing the criticism of literature on the role of host-country language acquisition on assimilation, and 3) to contribute to other literature showing language-skill complementarities.

Findings:
Below are the findings as listed in the report (p. 2):

• In cross-section estimates there is a significant return to English knowledge for both immigrants and natives with high levels of education.
• Language acquisition is an important element in immigrant/native earnings convergence, but most of this convergence is explained by factors other language acquisition.
• The results are confirmed using panel data on wages and knowledge of Hebrew and English over time.
• The benefits of English knowledge vary across occupations in ways that are largely consistent with past evidence on language-skill complementarities.
• Natives and immigrants with high levels of education benefit similarly from knowing English. While immigrants with low levels of education do not benefit from knowledge of English, there is some evidence that native Israelis do.
• Conditional on occupation the rate at which immigrants learn English and Hebrew are largely orthogonal. Therefore earlier work on the importance of knowledge of the host country language (Hebrew) does not appear to be significantly biased by the absence of measures of English knowledge.

Policy Recommendations:
N/A

• Link to Full Report

To order a hard copy of the report, contact:
N/A

The Role of English Teachers in Educating English Language Learners (ELLs)

NCTE ELL Task Force. (2006). NCTE Position Paper on the Role of English Teachers in Educating English Language Learners. National Council of Teachers of English: Urbana, IL.

Topics Covered: Best Teaching Practices / Professional Development; Bilingual Education; Literacy and Reading / Writing Instruction;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Language of Instruction; Reading; Struggling Readers; Vocabulary; Writing;

Summary:

The National Council of Teachers of English (NCTE) has pulled together information from a broad range of research on how to support English language learners in the classroom. It takes into account the variety of skill levels and background knowledge of ELL students and suggests best practices for teaching language, reading, writing, and content.

• Read full report

What Works for the Children? What We Know and Don't Know About Bilingual Education

by The Civil Rights Project Harvard University/ Jacinta Ma

Ma, J. (2002, September). What works for the children? What we know and don't know about bilingual education. Cambridge, MA: The Civil Rights Project Harvard University.

Topics Covered: About ELLs;

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Curriculum; Instructional Programs; Language of Instruction;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: Has Proposition 227 in California created gains for ELL students in the state?

Summary: Jacinta Ma's report summarizes major research on ELL education including how long it takes for ELL students to learn English; the best types of language support programs; results of Proposition 227 in California; the legality of one-year language programs; and how ELL students are assessed. Ma arrives at several conclusions about ELL instruction in California, primarily that Prop 227 success claims are overstated. He also states that parents and students should have access to varying types of ELL education programs.

Findings:

• There is no sound education research for supporting arbitrary one-year limits on language support for ELLs.
• More time should be devoted to improving ELL education than on arguing about a one-size-fits-all program.

Policy Recommendations:

• Make language support programs one part of an overall strategy for improving the quality of education for ELL children.
• Give parents and schools the flexibility to implement different types of language support programs.
• Clarify the goals of language support programs.
• Support the use of academic or literacy measures to determine when children should be moved from bilingual education or other language support programs to general education classes rather than through the use of time limits.
• Hold schools and school districts accountable for ensuring improved academic achievement of ELLs measured by appropriate knowledge of English, consistent academic achievement over time, improvement in diagnostic test scores, and improvements in graduation rates.
• Provide additional high quality instruction for ELLS.
• Provide additional funding to improve the quality of education for ELLs.
• Support additional research to evaluate language support programs, to develop appropriate tests to measure ELL student achievement, and to evaluate effective testing accommodations for ELLs.
• Use sound education research to influence policymakers through advocacy and litigation.

• Link to Full Report

To order a hard copy of the report, contact:
The Civil Rights Project
124 Mount Auburn Street, 500 North
Cambridge, MA 02138
ph: 617-496-6367, fx: 617-495-5210