The Difficult Road for Long-Term English Learners, by Kate Menken and Tatyana Kleyn, focuses on ELLs who have attended school in the U.S. for seven years or more.
The report analyzes and investigates the reason for the achievement gap widening in the 1990's and in subsequent years.
The Advisory Committee on Student Finance is required to report and monitor the condition of college access for low and moderate income families to Congress.
This report illustrates a study conducted by the authors in order to determine if a relationship exists between the social competence of Latino kindergarteners and growth in mathematical understanding.
In this article, Suzanne Irujo discusses the findings of the National Literacy Panel on Language-Minority Children and Youth in the context of her own experience as an ELL teacher.
"Left in the Margins: Asian American Students & the No Child Left Behind Act" examines the experience of Asian American English language learners in this era of high-stakes testing and school accountability.
"Lasting Consequences of the Summer Learning Gap" by Alexander, Entwisle, and Olson examines the long-term effect of differences in summer learning, which tend to be associated with family socioeconomic level.
This thorough review offers a comprehensive summary of existing research on issues related to the education of ELLs. Dr.
English language learners tend to be concentrated together in schools with low student achievement and low standardized test scores, comprising a large proportion of the student body.
"Teaching Literacy in English to K-5 English Learners" discusses the importance of teaching English learners to read in English while they are developing oral proficiency, and how this helps them increase vocabulary, speak in English, and learn other s