Language Proficiency

California's Commitment to Adult English Learners: Caught Between Funding and Need

by Public Policy Institute of California / Arturo Gonzalez

Gonzalez, A. California's Commitment to Adult English Learners: Caught Between Funding and Need. (2007). San Francisco, CA: Public Policy Institute of California.

Topics Covered: Access, Equity, and Adequacy; Literacy and Reading / Writing Instruction; Literacy and Reading / Writing Instruction; Adult;

Tags: Bilingual Instruction; Language of Instruction; Language Proficiency; Latino ELL Students; Motivation; Reading;

Target Population: High school, post-secondary (non-collegiate)

Research Questions the Report Poses:

1. What is the policy background for the provision of ESL courses in California? What distinguishes adult schools from other providers?
2. How has the ESL target population changed throughout the state since 1980? What is the level of predicted enrollment and what demographic changes affect enrollment in ESL courses?
3. What are the trends in the provision of ESL courses by adult schools and community colleges statewide and in the different regions of the state? Does the adult school funding formula limit adult school enrollment? To what extent do adult school districts exceed their level of funding?
4. What do adult schools that exceed their funding limit forgo in terms of quality of adult education classes and future growth of adult education programs? How much does the redistribution of unused funding alleviate the challenges facing high-demand regions? How would adult education providers benefit from increased funding?

Summary: 75% of adults enrolled in ESL programs in the state of California participate in these programs through adult schools. The issue that this report talks about is the conundrum facing adult schools. These schools have two choices: leave some seeking ESL programs without service and stay under the enrollment growth-cap linked to state funds or take in all individuals seeking to be enrolled in an ESL program, go over the cap, and pay the difference between allotted state funds and actual capital spent out of the school's own budget. The article cites a $15.7 million gap between money spent by adult schools on ESL programs and money awarded to these schools by the state of California.

Findings:

• There is a $15.7 million gap between money spent by adult schools on ESL programs and money awarded to these schools by the state of California
• Though the adult ELL demographic is growing within the state, it is growing at different rates in different parts of the state.
• Close to 60 percent of adult schools in California exceed their funding limit.
• Among adult schools that do over-enroll students, nearly 80 percent exceed their funding limit by over 2.5 percent.

Policy Recommendations:

• Increase overall funding to adult ESL programs
• Create more mechanisms for distributing funds for ESL programs to areas and schools that have more of a demand from adult ESL students
• Increase the enrollment cap so that schools do not have to pay out of their own pocket to have adult ESL programs

• Link to Full Report

To order a hard copy of the report, contact:
Public Policy Institute of California
500 Washington Street
Suite 800
San Francisco, California 94111
Telephone: (415) 291-4400
Fax: (415) 291-4401

California's Linguistic Minority Public School Students, 2005

by University of California Linguistic Minority Research Institute / Russell W. Rumberger

Rumberger R. California's Linguistic Minority Public School Students, 2005. (2005). Santa Barbara, California: University of California Linguistic Minority Research Institute.

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

Tags: Fluency; Language Proficiency; Latino ELL Students;

Target Population: Elementary school, middle school, high school

Research Questions the Report Poses: None; merely presentation of data

Summary: This document contains a chart that has the grade breakdowns of all linguistic minority students in the state of California as well as grade breakdowns of just Spanish-speaking linguistic minority students in the state. All data are from the 2004-05 school year.

Findings:

• In the 2004-2005 school year, 2.6 million of California's 6.3 million schoolchildren were classified as linguistic minorities. This equates to 42 percent of schoolchildren.
• Of those 2.6 million, 1.6 million are classified as English Learners (EL) while the other 1 million are classified as Fluent English Proficient (FEP)

Policy Recommendations:
None

• Link to Full Report

To order a hard copy of the report, contact:
The University of California Linguistic Minority Research Institute
Russell W. Rumberger, Director
University of California, Santa Barbara
4722 South Hall, MC 3220
Santa Barbara, CA 93106-3220
E-Mail: russ@lmri.ucsb.edu
Phone: (805) 893-2250
Fax: (805) 893-8673

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)*

English Language Learners with Disabilities: Identification and Other State Policies and Issues

by National Association of State Directors of Special Education

Keller-Allen, C. (2006). English Language Learners with Disabilities: Identification and Other State Policies and Issues. Project Forum, National Association of State Directors of Special Education: Alexandria, VA.

Topics Covered: Assessment and Accommodations; NCLB and AYP;

Tags: Bilingual Instruction; Language Proficiency; Rights, Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What are the current state policies and practices related to ELLs with disabilities?

Summary:

Most school districts do not have plans in place for identifying and addressing learning disabilities in ELLs. Project Forum selected and studied seven states with large or growing ELL populations. They interviewed both special education and English language learner staff to find out what policies and practices are happening at the state level and what policies they would recommend to improve the quality of education for ELLs with learning disabilities.

Findings:
State-level personnel reported that they:

• Lacked qualified personnel trained in ELL or bilingual education to manage state-wide ELL needs;
• Lacked appropriate assessment instruments in languages other than English;
• Cultural barriers in communicating with ELL parents; and
• Sustaining collaboration between bilingual education and special education personnel

Policy Recommendations:

• Local accountability - Local planning areas that submit special education program plans to the state should be required to detail their process for the referral, identification, assessment and service delivery to ELLs with disabilities.
• Clear policies and guidance - States should create a comprehensive policy for ELLs with exceptionalities (including gifted education) based on current research followed by extensive guidance to localities.
• Teacher training and licensure - States should facilitate and/or require all teachers to be trained to some extent in ESL strategies and language acquisition. Further, policies should be in place that require any teacher who serves at least one ELL to be trained in the appropriate ESL or bilingual education strategies necessary in order to meet the language development as well as academic needs of the students.
• Coordinated policies between special education and ELL professionals - States should consider developing policies that require and set parameters for communication and collaboration between ELL and special education professionals at the point of entry to and exit from special education as well as during the monitoring process while ELLs are being served in special education.

• Download full report (64KB PDF)*

To order a hard copy of the report, contact:
Nancy Tucker at NASDSE, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314 Ph: 703-519-3800 ext. 326 or Email: nancy.tucker@nasdse.org

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

How Far Behind in Math and Reading are English Language Learners?

by Pew Hispanic Center / Rick Fry

Fry, R. (2007). How Far Behind in Math and Reading are English Language Learners? Pew Hispanic Center: Washington, D.C.

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

Tags: Content Areas: Math; Language of Instruction; Language Proficiency; Latino ELL Students; Rights, Students; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: How Far Behind in Math and Reading are English Language Learners?

Summary: Through the use of NAEP data, this study seeks to examine the achievement gaps between ELL students and White, Black, and Hispanic non-ELL students. This study looks specifically at math and reading scores at the 4th and 8th grade levels both nationally and on a statewide basis in the states with the top 10 ELL populations.

Findings:

• The ELL achievement gap widens at higher grades.
• Nationally, ELL students tend to trail further behind their peers in reading than in math.

Policy Recommendations:
None given

• Link to Full Report

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

How Long Does It Take English Language Learners to Attain Proficiency?

by University of California Linguistic Minority Research Institute/ Kenji Hakuta, Yuko Goto Butler, and Daria Witt

Hakuta, K., Butler, Y.G., and Witt, D. (2000, January). How long does it take English language learners to develop oral proficiency and academic proficiency in English? Stanford, CA: University of California Linguistic Minority Research Institute.

Topics Covered: About ELLs;

Tags: Language Proficiency;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: How long does it take English language learners to develop oral proficiency and academic proficiency in English?

Summary: The paper compiles findings related to how long it takes English language learners to become proficient in speaking English and how long it takes them to master enough English to be successful in classrooms where all academic content is in English. The report draws on findings from four schools. Two schools are in the San Francisco Bay area and two schools are in Canada. The authors collect their own data from the California schools and rely on previous research for the Canadian schools.

Findings:

• Rapid English language acquisition is unrealistic. The two California districts

Policy Recommendations:
California should begin a longitudinal survey to track the normative development of ELL students.

• Link to Full Report

To order a hard copy of the report, contact:
The University of California Linguistic Minority Research Institute
University of California, Santa Barbara
4722 South Hall, MC 3220
Santa Barbara, CA 93106-3220
Email: lmri@lmri.ucsb.edu
Phone: (805) 893-2250
Fax: (805) 893-8673

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

Measures of Change: The Demography and Literacy of Adolescent English Learners

by Jeanne Batalova, Michael Fix, and Julie Murray / Migration Policy Institute

Batalova, J., Fix, M., and Murray, J. (2007). Measures of Change: The Demography and Literacy of Adolescent English Learners. Migration Policy Institute, Carnegie Corporation of New York: New York, NY.

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

Tags: Language of Instruction; Language Proficiency; Latino ELL Students; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: "Who are immigrant students and students who do not speak English well? Where are they from? What is their family background (social, economic, linguistic, etc.)? How well do they do in school? Do their literacy levels prepare them to take part in higher education and a skilled workforce?"

Summary: This report from the Migration Policy Institute examines the increasing population of ELLs. It does this by examining the ELL population and developing a profile of ELL students, examining literacy achievement on both national and state math and reading assessments, and examining state identification, testing, and accommodation policies in the following states: California, Illinois, Colorado, and North Carolina.

Findings:

• ELL populations are growing faster than general student populations
• The growth of ELL populations in different states varies widely
• Students in California are more likely to be "linguistically isolated" than students across the country or in the other three states studied
• 57% of ELLs across the country were born in the United States
• 70% of ELLs in grades 6-12 speak Spanish
• NAEP data examined for 8th grade ELLs shows that only 4% and 6% of ELLs scored proficient in reading and math, respectively
• ELLs performed radically different on state math and reading assessments from state to state
• There is a wide achievement gap between ELL and non-ELL students on the 8th grade NAEP as well as state standardized tests
• Former ELL students and non-ELL students scored roughly the same on NAEP and state assessments

Policy Recommendations:

• "Reexamine whether Census data accurately capture the [ELL] population"
• "Examine how varying state exclusion rates for ELL students affect NAEP results"
• "Explore the literacy trajectories of former [ELL] students"
• "Document how states vary in their testing and monitoring practices for ELL students who parents opt out of language instruction services"
• "Leverage the research opportunities that multi-state English proficiency tests offer for analyzing ELL outcomes"

• Link to Full Report

To order a hard copy of the report, contact:
http://www.migrationpolicy.org/pubs/index.php

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

Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Instruction and Academic Interventions

by David J. Francis and Mabel Rivera/Center on Instruction English Language Learners Strand, Nonie Lesaux and Michael Kieffer/Havard Graduate School of Education, Hector Rivera/Center on Instruction English Language Learners Strand

Francis, David J., Mabel Rivera, Nonie Lesaux, and Hector Rivera. (2006). Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners, Retrieved April 11,2008, from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

Topics Covered: About ELLs; Assessment and Accommodations; Learning Disabilities and Special Education; Literacy and Reading / Writing Instruction;

Tags: American Indian ELL Students; Asian ELL Students; Comprehension; Content Areas: Math; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Phonics; Phonological Awareness; Reading; Struggling Readers; Vocabulary; Writing;

Target Population: Elementary School, Middle School, High School

Research Questions the Report Poses: What students are classified as being English Language Learners? How are they best identified, and what recommendations should be made to more adequately instruct possible ELL students to prevent further learning difficulties?

Summary: After briefly highlighting the characteristics of and how to best identify ELL students the articles attempts to show the importance of effective instruction and intervention not only for academically struggling ELL students, but also for all ELL students including those individuals who are linguistically fluent in English. Before looking into the proposed recommendations the article also briefly looks into the importance of mastering academic language skills as key elements to academic success. The importance of academic language skills is revisited under the recommendations sections for both reading comprehension and mathematics.

Findings:

• Statistics for ELLs may be hard to obtain or may be inaccurate since many ELL students go without being properly identified
• ELL students can better from more individualized instruction
• Mastery of academic language is necessary for academic success, which can prove to be difficult even for English speaking proficient ELLs
• In order to provide effective support of reading comprehension to ELLs educators must have an understanding of the child's individual needs
• In addition to reading comprehension it is crucial for students to become proficient in mathematics

Policy Recommendations:
While the article did not have any specific policy recommendations the recommendations listed in the article could be taken as such and thus included in this section.

Recommendations for Reading Instruction and interventions:

• ELLs need early, explicit, and intensive instruction in phonological awareness and phonics in order to build decoding skills.
• K-12 classrooms across the nation must increase opportunities for ELLs to develop sophisticated vocabulary knowledge.
• Reading instruction in K-12 classrooms must equip ELLs with strategies and knowledge to comprehend and analyze challenging narrative and expository texts.
• Instruction and intervention to promote ELLs' reading fluency must focus on vocabulary and increased exposure to print.
• In all K-12 classrooms across the U.S., ELLs need significant opportunities to engage in structured, academic talk.
• Independent reading is only beneficial when it is structured and purposeful, and there is a good reader-text match.

• ELLs need early explicit and intensive instruction and intervention in basic mathematics concepts and skill.
• Academic language is as central to mathematics as it is to other academic areas. It is a significant source of difficulty for many ELLs who struggle with mathematics.
• ELLs need academic language support to understand and solve the word problems that are often used for mathematics assessment and instruction.

• Link to Full Report

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

Resource Needs for California's English Learners

by University of California Linguistic Minority Research Institute/ Patricia Gándara and Russell W. Rumberger

Gandara, P. & Rumberger, R. W. (2007, March). Resource needs for California's English learners. Stanford, CA: University of California Linguistic Minority Research Institute.

Topics Covered: About ELLs; Access, Equity, and Adequacy;

Tags: Intervention; Language Proficiency;

Target Population: Preschool, Elementary, Middle, High School, Post-Secondary

Research Questions the Report Poses:

1. What are the demographic characteristics and academic performance outcomes of language minority and English learner students in California public schools?
2. What conceptual framework is appropriate for analyzing the resource needs of linguistic minority students?
3. What resources are needed to provide an adequate education for California English learners?
4. How have past studies estimated the cost of these resource needs?
5. What approach do the authors recommend for estimating the cost of educating English learners and linguistic minority students in California?

Summary: Linguistic minorities are students who come from households where English is not the main language spoken. Most of these students do not come to school proficient in English. There is a learning gap between many linguistic minorities and native English speakers that can persist throughout school. Most linguistic minorities require additional resources and support to be successful in school.

Findings:

• Socioeconomic differences do not account for all differences in the needs of all ELL students
• Gaps in poverty are harder to close than gaps in language
• Resources that would help ELL students achieve English and academic proficiency include:
  1. Primary language materials (student's home language)
  2. Assessments in the primary language; and
  3. teachers and staff who speak the languages of the students

Policy Recommendations:

• A sufficient number of teachers who have specific knowledge about the structure of language, know how to use assessments to measure language proficiency, and are bilingual;
• Extra support personnel;
• Appropriate instructional materials;
• Valid and comprehensive assessments;
• Effective school organization that provides EL students with a safe, controlled space in which to use English;
• Effective school leadership; and
• Appropriate district and state support.

• Link to Full Report

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

Similar English Learner Students, Different Results: Why Do Some Schools Do Better?

by EdSource, Stanford University, American Institutes for Research, WestEd

Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource.

Topics Covered: Best Teaching Practices / Professional Development;

Tags: Curriculum; Instructional Programs; Language Proficiency; Latino ELL Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: "Why do California elementary schools serving similar proportions of low-income, Spanish speaking EL students differ by over 250 points on California's new EL Academic Performance Index score? What school practices can help explain this API gap?"

Summary:

A major new analysis of California elementary school performance has identified four educational practices associated with higher performance among elementary English Learner (EL) students. According to the study released in May at the Education Writers Association annual meeting in Los Angeles, schools that engage in all four practices have, on average, the highest academic achievement among English Learner students.

Findings:

• One practice strongly correlated with a higher EL-API among our sample of elementary schools was the extensive use of student assessment data by the district and the principal in an effort to improve instruction and student learning.
• EL-API performance was higher in schools where principals reported that a larger proportion of their teaching staff had qualities such as a demonstrated ability to raise student achievement, strong content knowledge, and others.
• Higher EL-API was correlated with schools in which teachers reported most strongly that there is school-wide instructional consistency within grades, curricular alignment from grade-to-grade, and that instruction is based upon state academic standards.
• A shared culture within the school regarding the value of improving student achievement and a sense of shared responsibility for it seems to distinguish the higher performing schools in our sample based on EL—APIs.
• A school's outreach to parents, encouragement of teacher collaboration, and enforcement of positive student behaviors (like attendance and tolerance) have long been recognized as important contributors to the student and professional culture at a school.

Policy Recommendations:

• California should "stay the course with its reforms" to make sure that "curriculum programs and state standards tests are well aligned with the state's academic standards."
• School districts need to provide "better assessment and other data on their students in easy-to-access formats"
• Hire more administrators to try to adjust the highest-in-the-nation pupil-to-administrator ratio in the country
• Professional development needs to provided to ensure that teachers have the resources they need to effectively combat the challenges that educating ELL students provides

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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

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Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners

by Alliance for Excellent Education

(February 2007). Urgent but overlooked: The literacy crisis among adolescent English Language Learners. Retrieved April 11, 2008, from Alliance For Excellent Education Web site: http://www.all4ed.org/files/UrgentOver.pdf

Topics Covered: About ELLs; Assessment and Accommodations; Bilingual Education; Literacy and Reading / Writing Instruction;

Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Comprehension; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Reading; Transfer of Literacy Skills;

Target Population: Pre-K, Elementary School, Middle School, High School

Research Questions the Report Poses: What factors prevent ELL students from receiving effective literacy instruction?

Summary: ELL students represent the fastest growing segment of the student population and yet with respect to reading and literacy rates they are among the country's lowest performing students. This article looks at the crisis of low literacy rates among ELL students, what research is currently being done, the findings of that research, addresses key policy questions needing to be addressed by policymakers as well as a brief look into the types of support needed in order to provide ELL students with effective literacy instruction.

Findings:

• ELLs comprise 10.5 percent of the nation's pre-K-12 school enrollment, up from 5 percent in 1990
• ELLs continually score lower on the reading portion of the National Assessment of Educational Progress
• As the population of ELL students increases so does the demand from teachers for better methods of instruction
• The literacy needs of ELLs are both identical and distinct to their English-proficient peers
• Local, state, and federal policymakers need to address effect of the growing ELL student population's effect on demographic trends, educational challenges, school performance, etc.
• Improvements must be made on the types of support available to teachers working with ELL students, with special recognition that there are no one size fits all approaches to effective literacy instruction
• It should be the goal of the nation to educate all students

Policy Recommendations:
N/A

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