What do we know about dually identified students? An emerging research agenda
Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students.
Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students.
This report provides a first look at the literacy performance of students in grades K–3 in Massachusetts based on available data from both the 2020/21 and 2021/22 school years.
In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct bein
Thanks to rapid increases in the state's Hispanic and Asian populations, the number of Texas students classified as English Learners has surged in the past decade, from approximately 830,000 in 2010 to more than 1.1 million today. In the charter sector, change has been even more rapid.
This report examines the number of SEAs that provide guidance in collecting and using students’ prior education experiences in initial enrollment, as well as the specificity of the guidance that SEAs provide.
Como parte de los esfuerzos Raise the Bar del ED para crear caminos para la participación global, el Departamento está trabajando para brindar a cada estudiante un camino hacia el multilingüismo y al mismo tiempo garantizar el acceso equitativo a una educación de alta calidad para los estudiantes
These authors analyze student survey data related to sense of belonging and relationships with teachers and adults within and across the fastest growing subgroup of K–12 public school students: students classified as English learners (ELs).
This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). This brief highlights findings from a study focused on how California’s Multi-Tiered System of Support (CA MTSS) framework serves English- Learner (EL) classified students1.
This brief examines the notable trends and disparities in high school graduation rates between English-Learner classified students (ELs) and non-English-Learner classified students in California over the past five years.
This brief depicts trends related to academic performance, namely trends in English-Learner (EL) classified student performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments.