Resource Library

Displaying 1 - 10 of 18

A Look at Dual Language Learner Data Gaps

Published Year

2023

Resource Type

Brief

Target Audience(s)

Dual Language/Bilingual Educators

Early Childhood Educators

Policy makers

Researchers

In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas: (1) screening, identifying, and tracking DLL enrollment; (2) evaluating program quality; and (3) assessing learning outcomes. Since then, no state has addressed

Engaging Dual Language Learner Families in Their Children’s Early Education.

Published Year

2022

Resource Type

Brief

Target Audience(s)

Family Liaisons

Educators of English Learners

Early Childhood Educators

Early Childhood Program Administrators

Using data from the First 5 California DLL Pilot Study, this brief presents a snapshot of the family engagement strategies used in early learning and care programs serving infant, toddler, and preschool-age DLLs across the state.

Supporting ELs With Interrupted Formal Education: Research And Practices From The Field – Part 2 (February 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

An important topic in English learner (EL) education is how ELs who are students with interrupted formal education, or SIFE, often face many serious challenges when attending school in the United States. Their educators also often encounter difficulties in meeting SIFE's needs.

Supporting ELs With Interrupted Formal Education: Research And Practices From The Field – Part 1 (February 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

The Academic Adaptation of Immigrant Students with Interrupted Schooling

Published Year

2018

Resource Type

Report

Immigrant students who have experienced interrupted formal education in their native countries will, on average, experience a two-year grade gap compared to other immigrant students.

Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners

Published Year

2017

Resource Type

Journal

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K-12 public schools as a

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.

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.

Colorado educators will soon be required to take training for teaching English learners

Published Year

2017

Resource Type

Serial

The Colorado Department of Education is requiring teachers to train in teaching ELs, to ensure that students learning English as a second language have teachers who can effectively communicate with them.

Federal appeal court upholds order to admit refugee students to McCaskey High School

Published Year

2017

Resource Type

Serial

A federal court has found that a privately operated alternative school where refugee high school students with limited English or formal education have been sent, has not provided them with elements of an education that the law mandates for such students, including adequate English language instruct