Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted. Less attention has paid to the equity of gifted identification for student learning English or those with disabilities and what effect state policies toward gifted education might have on these rates.
As part of ED's Raise the Bar efforts to create pathways for global engagement, the Department is working to provide every student with a pathway to multilingualism while ensuring equitable access to a high-quality education for students who are English Learners (ELs), who historically have been underserved. In this letter, the U.S. Secretary of Education shares a number of resources from the Department on how to support students who are ELs.
In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas: (1) screening, identifying, and tracking DLL enrollment; (2) evaluating program quality; and (3) assessing learning outcomes. Since then, no state has addressed all of the recommendations, and no single recommendation has been adopted by all states.
Bilingual children are a more heterogenous group than their monolingual counterparts with respect to the sources of variation in their language learning environments, as well as the wide individual variation in their language abilities. Such heterogeneity in both individual difference factors and language abilities argues for the importance of an individual differences approach in research on bilingual development.
Scripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade-level reading comprehension. Most literacy programs lack an explicit focus on oral language, vocabulary in use, and immersive writing, needed areas to improve reading comprehension and English proficiency among designated ELs.
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs).
This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year.
Children from Latinx families bring rich and varied literacy practices and cultural models to their classrooms. When teachers are able to recognize these assets, they have opportunities to make their teaching more responsive and engaging. One way to learn about these assets is through relationship-building, assets-framed home visits. In this article, we remind teachers of the exciting breadth of family literacy practices, particularly with regard to Latinx families and children.