Resource Library

The purpose of the E-ELD standards is to provide a developmentally sound framework for instructing and assessing dual language learners, ages 2.5-5.5 years, which aligns with existing WIDA ELD Standards for Kindergarten through Grade 12 and corresponds to states' Early Learning Standards.

This position statement paper proposes a multidimensional paradigm shift from a deficit- to a strength-focused perspective to meet the needs of CLD students in gifted education.

Recent randomized experiments have found that seemingly "small" social-psychological interventions in educationthat is, brief exercises that target students' thoughts, feelings, and beliefs in and about schoolcan lead to large gains in student achievement and sharply reduce achievemen

This policy brief provides a synthesis of effective practices for instructing ELs; presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and concludes with program and policy recommendations.

This article addresses the journey to English proficiency for ELs and the relationship between academic language and academic content proficiency.

REL Central, at the request of the National Indian Education Association (NIEA), compiled this review of 128 abstracts from research on the education of American Indian/Alaska Native youth.

Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS).

On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act (IDEA, 2004). The revised law is different from the previous version in at least one important respect.

This study modeled vocabulary trajectories in 91 English language learners (ELLs) with Punjabi, Tamil, or Portuguese home languages, and 50 English monolinguals (EL1) from Grades 1 to 6.