Resource Library

How do California's school districts decide when English learners (ELs) are ready to exit the EL designation through the process of reclassification? This is the question that California's policymakers asked and which this brief discusses.

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 this theoretical article, the author explores the perceptions that drive the development of family literacy programs aimed at preparing limitedEnglishproficiency (LEP) families for schools in the United States.

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?

In the context of recent debates for and against the reality of ~long-term English learners (LTELs)' in US secondary schools, the diversity of these students' classroom experiences and opportunities to develop academically valued forms of English is often overlooked.

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 qualitative study focuses on the potential influence students' English as a second language (ESL) status has on teachers' placement decisions. Specifically, the study examines 21 teachers' responses to and decisions regarding fictional student record cards.

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.

At the Manhattan Academy for Arts and Language, a newcomer school in New York City, teacher Lauren McCoy is teaching one of the school's first-ever Advanced Placement classes, and taking her students to the next level.

Federal law requires that states standardize how to determine when ELs are English proficient. In California, there is controversy over the criteria that would be used and the role of districts and teachers in making the judgment.