Resource Library

Can Response to intervention (RTI) be used to more accurately differentiate between ELs who are having difficulties due to a lack of opportunity to learn English, and those who need special education services? This article posits that RTI can be used for this purpose when it is done correctly.

New standards for the scoring of a widely-used English proficiency test have made it much more difficult for students to be judged as proficient.

In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks.

To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school?

This paper is the first in a series from Educational Testing Service (ETS) concerning English language proficiency (ELP) assessments for K-12 English learners (ELs).

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students.

This report, developed in collaboration with the Excelencia in Education, is designed to help inform the following questions regarding Hispanic students: Are Hispanic students prepared for college and career? Are enough Hispanic students taking core courses? Are core courses rigorous enough?

The authors conducted an integrative review of the research literature on the writing development, writing instruction, and writing assessment of young deaf children ages 3 to 8 years (or preschool through third grade) published between 1990 and 2012.

This report, based on a survey of a nationally representative sample of school districts located in Common Core-adopting states that are also members of the PARCC or Smarter Balanced testing consortium, examines school districts' efforts to prepare for the consortia assessments.

Since 1992, the National Center on Educational Outcomes (NCEO) has analyzed participation and accommodation policies for students with disabilities on state administered assessments.