This report commissioned by the U.S. Department of Education surveys schools and districts nationally to identify characteristics of and services provided to ELLs, including services offered to ELLs with disabilities.
Are elementary schools prepared to educate English language learners in the manner required by the No Child Left Behind Act?
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.
In 2002, the U.S. Department of Education charged a panel of experts, chaired by Timothy Shanahan, with reviewing and compiling research on literacy attainment for language-minority students.
This position paper is designed to address the knowledge and skills mainstream teachers need to have in order to develop effective curricula that engage English language learners, develop their academic skills, and help them negotiate their identities
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.
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.
In September 2006, the U.S. Department of Education released final regulations on calculating adequate yearly progress (AYP) for ELLs.
This report highlights nine elements of a strong academic program for ELLs based on three decades of research.
A major new analysis of California elementary school performance has identified four educational practices associated with higher performance among elementary English Learner (EL) students.