| Abstract: | This issue brief is intended to inform policy makers and educators about the results of research that have implications for program design, assessment and program evaluation for LEP students. It focuses on two main issues: the language of instruction and the time a student is allowed to recieve special services. The introduction covers the range of situations that affect the amount of time it takes for LDP students to learn English, such as prior school preparation, foreign or native-born status, and poverty status. Four research-based "lessons" are described, along with summaries and quotes detailing the findings of nine studies that support the four lessons. |
