Resource Library

This report seeks to answer two key questions about Colorado's emerging multilingual students. First, how quickly are these English learners (ELs) becoming proficient in English, and secondly, how well are ELs mastering grade-level academic content?

The majority of children under age 1 in the United States today are children of color; that one simple fact means that our future will be very different from our current reality. Before we reach the end of this decade, more than half of all youth in this country will be of color.

This report is designed to help inform the following questions regarding American Indian students: Are American Indian students prepared for college and career? Are enough American Indian students taking core courses? Are core courses rigorous enough?

This document provides sets of guidelines that address issues of concern in the documentation, representation, and utilization of traditional cultural knowledge as they relate to the roles of various participants, including Elders, authors, curriculum developers, classroom teachers, publishers, and

This Issue Paper addresses the challenges of preparing general education teachers and teachers of English language learners for classroom contexts that include a diverse array of languages and cultures.

This study compares high school English language learners and non-English language learners performance on content assessments.

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.