Resource Library

Two new reports make the case that state-level work to meet ELs' needs is more important than ever under the Every Student Succeeds Act.

New standards for the scoring of a widely-used English proficiency test have made it much more difficult for students to be judged as proficient.

Current research suggests that ELs are under-represented in advanced classes, in part, according to one teacher quoted, because they don't have the language skills to show what they can do.

Researchers and advocacy groups are bracing for an avalanche of new data on mobility once ESSA, the Every Student Succeeds Act, goes into effect.

Federal law requires that states standardize how to determine when ELs are English proficient. In California, there is controversy over the criteria that would be used and the role of districts and teachers in making the judgment.

ACT, Inc. announced its college-entrance exams will offer accommodations for ELs.

The author, a professor of linguistics, makes the case that assessments need to be better designed with the needs of ELs in mind.

This article by Diane Staehr Fenner outlines three practical strategies for EL assessment, including guidance for choosing accommodations, preparing for computer-based testing, and using English language proficiency scores to plan instruction.