Resource Library

This is a systematic review of investigating best practices and their effectiveness in improving academic achievement for ELDs in U.S. schools. The selection process identified 17 peer-reviewed articles that shed light on best practices for ELDs.

Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students.

Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.