Resource Library

Displaying 1 - 10 of 39

Best practices for English learners with disabilities in US schools – A systematic review

Published Year

2023

Resource Type

Journal

Target Audience(s)

Educators of English Learners

Special education teachers

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.

What do we know about dually identified students? An emerging research agenda

Published Year

2023

Target Audience(s)

Educators of English Learners

Special education teachers

Administrators

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

Education in Crisis: Looking to the Margins to Find Our Center as Educators Working with Refugee and Migrant Students and Families

Published Year

2021

Resource Type

Journal

The COVID-19 pandemic has exacerbated existing inequalities within our education systems, and, in many cases, has further marginalized students of refugee and migrant backgrounds.

Teaching Refugee Students in Arizona: Examining the Implementation of Structured English Immersion

Published Year

2018

Resource Type

Journal

Structured English Immersion is the language policy Arizona uses to construct the educational experiences of refugee students entering its schools. This article includes a review of the literature and data collected through interviews with teachers to examine how this policy operates in practice.

Refugee students don't negatively affect the education of peers, study finds

Published Year

2017

Resource Type

Serial

A study from Northwestern University and the American Institutes for Research shows finds that there is no evidence for the notion that the presence of refugee students negatively affects other students' educational experience.

Professional Development for Serving Children and Youth Who Are Refugees

Published Year

2015

Resource Type

Webinar recording

This webinar presents information about who refugees are and how schools can serve these students, offering strategies and approaches for educating refugees and for creating inclusive school environments.

Realizing the DACA and DREAM Promise: Actions to Support Educational Attainment of Potentially Eligible Immigrant Youth

Published Year

2014

Resource Type

Journal

This webinar discusses the Deferred Action for Childhood Arrivals (DACA) program, how its educational requirements may be impacting application rates, and recommendations for overcoming the education-success challenges that key subgroups of DACA-DREAM youth face.

Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions

Published Year

2015

Resource Type

Journal

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

An Analysis of Unauthorized Immigrants in the United States by Country and Region of Birth

Published Year

2015

Resource Type

Report

Mexican and Central American immigrants, who have long histories of migration to the United States, represent 37 percent of the U.S. foreign-born population, yet are disproportionately represented (71 percent) among the total unauthorized immigrant population.

SRC approves expansion for charter to serve immigrant students

Published Year

2017

Resource Type

Serial

Folk Arts-Treasures Charter School, a K-8 campus in Philadelphia, received approval from the School Reform Commission for expansion to create a newcomer program for recent immigrants.