Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all students.
This research brief is intended to provide an overview of current knowledge on reclassification practices for students classified as English learners (ELs). We envision it will be useful.
In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct bein
This brief depicts trends related to academic performance, namely trends in English-Learner (EL) classified student performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments.
Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.
This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments.
With the increased number of English learners (ELs) participating in large-scale state testing, there has been an increased focus on fairness in testing for these students.
Children from Latinx families bring rich and varied literacy practices and cultural models to their classrooms. When teachers are able to recognize these assets, they have opportunities to make their teaching more responsive and engaging.
Family and community engagement is an essential part of student success.
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.