Resource Library

In this theoretical article, the author explores the perceptions that drive the development of family literacy programs aimed at preparing limitedEnglishproficiency (LEP) families for schools in the United States.

In the context of recent debates for and against the reality of ~long-term English learners (LTELs)' in US secondary schools, the diversity of these students' classroom experiences and opportunities to develop academically valued forms of English is often overlooked.

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students.

This qualitative study focuses on the potential influence students' English as a second language (ESL) status has on teachers' placement decisions. Specifically, the study examines 21 teachers' responses to and decisions regarding fictional student record cards.

The authors conducted an integrative review of the research literature on the writing development, writing instruction, and writing assessment of young deaf children ages 3 to 8 years (or preschool through third grade) published between 1990 and 2012.

The authors investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education.

This resource assists teachers in moving from a Yearlong Plan to establishing Learning Goals and Success Criteria for daily lesson plans and formative assessment. This resource is applicable to all states' CCRS, including the CCSS.

Since 1992, the National Center on Educational Outcomes (NCEO) has analyzed participation and accommodation policies for students with disabilities on state administered assessments.

La comparaciA3n de los resultados de rendimiento en Lengua Inglesa -evaluado mediante pruebas externas- de los estudiantes que forman parte de los programas bilinguI^es de enseA+-anza de la Comunidad de Madrid pone de manifiesto que el rendimiento acadA(C)mico en inglA(C)s al final de la EducaciA3n

Each day in the nation's schools, gifted and talented students are at risk for underachievementespecially if they are from culturally and linguistically diverse backgrounds or low-socioeconomic status (SES) families.