There is a growing need for states to improve academic performance and language proficiency of ELLs.
The report is divided into 3 sections. The first discusses national data and demographics of both ELLs and teachers, such as English proficiency and test scores, and levels of professional development (respectively).
With an ever increasing number of immigrant workers, mostly from Latin America, entering the country there is concern about many being under-qualified and lacking credentials.
Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists.
The Obama administration has supported the expansion of charter schools, and these schools tend to be populated in disproportionately high numbers by Latinos and ELLs.
The report discusses successful strategies community colleges can use to: inform their students of financial aid options, assist in submitting applications, seek community aid, and ultimately increase the number of students applying for financial aid.
The report discusses extensive data about community college attendance and completion in California It notes certain patterns, specifically which ones reveal positive practices or setbacks that need to be overcome.
The primary focus of the article is to discuss schools that have excelled at teaching their ELLs English and standard academic subjects simultaneously, as measured by ELLs' performance on state assessment of reading and math.
In English Language Learners with Special Needs: Effective Instructional Strategies, Alba Ortiz provides a framework for ELL instruction that focuses on preventing school failure and providing early intervention for struggling learners.
The No Child Left Behind Act (NCLB) requires that ELLs and Students with Disabilities (SDs) be assessed in academic content through a state exam.