Resource Library

This study describes the characteristics of English learner (EL) students in grades 3-8 and the schools they attended in Cleveland. It examined the EL students' performance on statewide math, English language arts, and English language proficiency assessments in 2011/12-2016/17.

The results of a recent survey the Council of the Great City Schools conducted among its members on their English learner students (ELs) are reported and discussed in this report. In addition to EL enrollment data, languages spoken, and number of ELs receiving special education services.

This study examined the effects of state-funded, public school-based pre-kindergarten (pre-K) programs on student outcomes in the early grades. Data from all the students who entered kindergarten in Miami-Dade County Public Schools in 2006 and 2007 were analyzed.

In this article we unpack the obstacles and opportunities associated with language minority student classification practices and, more specifically, English language learners' reclassification to fluent proficient status.

The Interpretability Hypothesis (Tsimpli et. al., 2003; Tsimpli & Dimitrakopoulou, 2007) claims that uninterpretable features which are not instantiated in L1 are unavailable for L2 acquisition. This hypothesis is supported (e.g. Hawkins & Hattori, 2006; Al-Thubaiti, 2011) and opposed (e.g.

Performing well in oral examinations is a great challenge for language learners in EFL contexts because test takers have many linguistic concerns while performing let alone thinking of what to say.

States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification.

Though we constantly hear the refrain, there is no silver bullet, many teachers, coaches, school leaders, researchers, and organizations dedicated to educational improvement are susceptible to seeking out simplistic answers to the question, How can we improve student achievement?

Historically, identifying solutions to the achievement gap between Black and White students has plagued education. Twenty-first century challenges have emerged to include an achievement gap between Black and Hispanic students in literacy as early as 4th grade.