This report offers a comprehensive discussion of the issues related to ELLs and high-stakes assessments, including the rationale for including ELLs in high-stakes testing, selection of appropriate accommodations, and recommendations for preparing ELLs
This report analyzes the importance of working with effective teachers in high-poverty or high-minority schools to improve the academic standards of all students.
The four papers that make up this volume explore perhaps the most important component of this mismatch of U.S. educational resources — inequality in the funding of local schools by their own school districts.
This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both.
Many students learning English as a second language in the United States must study and be tested on grade-level curricula in a language that they are still learning. This is especially taxing for ELLs who are entering U.S.
English Language Learners and NCLB Testing Requirements, published by the American Federation of Teachers (AFT), is a very useful quick guide to policies on ELLs and NCLB testing.
This article discusses the three major generations that exist currently in the U.S. Each generation has its own problems, advantages, and possibilities to success.