Resource Library

Standardized achievement tests that are used for assessment and accountability purposes may not provide reliable and valid outcomes for English language learners (ELLs) because extraneous sources may confound the outcome of assessments for these students.

"This publication advocates family, school, and community engagement (FSCE) as a strategy to support student success. It is the precursor to a forum that sought to serve as a catalyst for reframing what FSCE should look like in the twenty-first century."

This study "assesses the validity of existing systems in terms of gross consequences of reclassification of ELs." Authors investigated the academic outcomes of reclassified ELs in general education classrooms in a local control state.

A report exploring misperceptions about assessments and the students who are assessed using Alternate Assessments based on Alternate Achievement Standards (AA-AAS).

This Dear Colleague Letter outlines the obligations of schools to prevent bullying and harassment on the basis of race, color, national origin, sex, or disability.

Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists.

This brief identifies five considerations for improving the validity of assessment systems for EL students.

From classroom teachers to researchers, education professionals have raised questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency.

This article identifies successful programs for low-income or minority, gifted urban students as both multifaceted and flexible, and argues that effective programs must understand and build support within the family, school, and community.

This large mixed methods study investigated the effects of the introductory second language acquisition (SLA) course on the beliefs of pre-service teachers (n = 381) enrolled over a three-year period at a state university in California.